MONTGOMERYACADEMY
Life
SPRING 2014
188 Mount Airy Road Basking Ridge, NJ 07920 908.766.0362 www.montgomeryacademyonline.org WWW.MONTGOMERYACADEMYONLINE.ORG
SPRING 2014
A Message from Mr. Anthony Gebbia “April hath put a spirit of youth in everything.” William Shakespeare What does Spring mean for Montgomery Academy? It means that as the flowers bloom from their dormancy, so do the ideas and energy of our students and educators. It means that as the days lengthen and the laughter of children playing outside renews, so do our programs and experiential learning experiences. This is the time when we get ready for our talent show, spring concert, prom/dinner dance, and of course our eighth and twelfth grade graduation ceremonies. In preparation for the spring, we have been launching some educational tools as well. We have begun using SOLO literacy suite, the ZAC browser for safe and appropriate Internet searches, GCN staff development webinars, and have purchased an engraver for our project room and in-house vocational program. We will also be enhancing our science and technology curricula, by infusing more hands on experiences modeled after our very successful “PBL curriculum enhancement program”. Finally, I’m VERY excited to announce our first ever, major fundraising event, “A Night at the Silver Vault”! On May 15th, the Montgomery Academy Foundation will be hosting this inaugural event, with our friends at the Bernards Inn, to raise awareness for our program and to become more recognized in our community. I certainly hope you can make it! So in essence, Spring at Montgomery Academy is both a culmination of our collective efforts from fall and winter, as well as an infusion of the new. Enjoy “your” Spring, and never ever forget to stop and smell the roses! Tony Gebbia
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MONTGOMERY ACADEMY “WHERE YOU CAN BE YOURSELF”
A Letter from the Murphys Not a week passes since our son Luke began at Montgomery Academy last September where we haven’t expressed heartfelt gratitude for the amazing staff and administrators. Here is a school where you see first hand the benefits of an egalitarian community: students are entrusted and treated with respect and encouragement and there is reciprocity of openness and warmth between the staff and students. Luke had attended his previous school for five years, and towards the end he had reached a point where he was no longer flourishing. After doing some research, we found Montgomery Academy and quickly discovered that everyone we spoke to had great things to say about this school. Although my husband and I had made up our minds that this would be an ideal place to transfer Luke, we were concerned about how things would play out because transitions are very challenging for him. From the outset, Tony Gebbia and Tom Nolan were sensitive to the situation, and worked very closely with us to guide Luke throughout the process, including taking a walk and talking with him to allay his anxiety during a visit before the start of school. I will always be grateful for their responsiveness and support. In the end, our son transitioned more smoothly than we could have dreamed of and everybody has been fantastic in making themselves available to Luke and to us. The curriculum and vocational training are excellent, and Luke is flourishing in his new school.
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SPRING 2014
THREE
A Message from Mr. Thomas Costabile Spring is finally here and thankfully the snow has melted. Despite the winter conditions, the sun continued to shine on Montgomery Academy and the spring weather is providing the catalyst for growing our school. I am pleased to report that the transition of our senior leadership team and the addition of a few new faculty and staff members are proceeding as envisioned. Our students, faculty and staff have settled in comfortably and are now preparing for graduation and our 2014 summer program. The Montgomery Academy Team and a committee of MA Trustees are currently reviewing and updating our Strategic Plan. The team is evaluating recommendations regarding the enhancement of existing programs as well as the need and desire to add several new programs and “more technology.” They are researching both hardware and software options which will enhance the learning experience for our students and staff. Montgomery Academy is proud to announce that we are having our FIRST EVER MAJOR fundraising gala! This event will be held on Thursday, May 15, 2014, in the ever-gorgeous Silver Vault room at the beautiful Bernards Inn in the quaint town of Bernardsville, New Jersey. The event kicks off at 6:00 PM; dress is “upscale casual”; there will be an open bar; we’re FOUR
serving delicious hors d’oeuvres; and you can participate in a silent auction and, hopefully, bring home a fantastic prize! We are honoring Tony Manger for his years of support, leadership and friendship. Montgomery Academy is in part well positioned today due to Tony’s countless hours of work, dedication and devotion to our school. Please join us in honoring an individual who has guided and ensured our success. Our event will also afford you the opportunity to meet some of our Trustees, faculty, staff members, some of our students’ parents and some of our friends within the community. Please come out and support us in our mission to make our school the best we can be. Proceeds will be used for enhancing our program offerings for our students. It promises to be a very exciting night; we sure hope you can make it! I also invite you to join me for lunch and a tour of our school; I would be honored to host you and very much look forward to showcasing our students, faculty and staff. Please feel free to contact me through the Montgomery Academy Administration Office to arrange a time. I promise it will be an energizing visit. Tom Costabile
MONTGOMERY ACADEMY “WHERE YOU CAN BE YOURSELF”
April 1, 2014
HELPING SPREAD THE BUBBLES OF HOPE! On April 1, 2014 the staff and students of Montgomery Academy joined people all over the world as we all sent bubbles filled with hopeful wishes and intentions to the skies above in support of those who face autism and those who love and lift them up.
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SPRING 2014
FIVE
A Message from Mr. Thomas Nolan While still being a little unpredictable, all of the sure signs of spring are upon us. As we move from the quiet landscape of winter to the warmer breeze of spring I have been thinking about how spring is really a time of transition. Just below the last patches of snow are seeds waiting to break through the topsoil to bloom. With the warmth of the sun and the fresh spring rains, plants begin to wake with a rebirth of strength and color. As they bloom it would be easy to see each plant as looking exactly the same. Yet, there are small subtle differences that with a closer look represent the important varieties inherent in each individual seed. These fresh blooms are greatly varied – some bigger, some taller, some smell sweeter than others, and others bloom much later. They are all beautiful in their own special way and no two are exactly alike. I believe that there is a lesson found in these individual flowers, as they will soon cover our fields and grow in our gardens. To anyone in education the analogy is obvious. Our students are so very much like the fresh flowers blooming in the spring. At first glance they all look very similar, but upon a second look there are the many differences in their growth, their personalities, and their experiences. I readily reflect back to the beginning of the autumn opening of the new school year and struggle to recall clearly the concerns and challenges some students were having. I have watched as some of the new students have begun to settle in and invest in the community which is Montgomery Academy. They have begun to trust us enough to share their needs and goals more openly. I have had the privilege (and I truly mean that it is both a privilege and an honor to be able to share in children growing here) of students going from fearing new tasks to slowly taking some on and experiencing a sense of success. I have watched as a student has tried out for a competitive sport and then has made the team. I have seen a student get up on stage for the first time and sing as a solo performer with his parents watching proudly. I had a student proudly complete one of his academic books and experience the joy of moving on to a new level of learning and understanding. I have watched as students have formed authentic friendships and subsequently experience empathy, understanding, shared humor and even handled peer conflicts in new and meaningful ways. I have students being recognized for essays SIX
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they have written, art they have created, the efforts they have given to athletic activities, playing a part in the play, helping another student, and becoming more organized in their work. However, as these powerful positive events take place they are always seen as being widely different for each student in their amount, consistency, frequency, and in the number of environments in which they occur. Yet each instance is still uniquely beautiful and amazing, just like the blooms of spring. Most flowers have not fully blossomed yet and continue in their journey; some bloom later in this season, some blooms come out cyclically without regard to the calendar. Some blooms are seen daily, and some cautiously grow based on a very complex combination of light, water and soil. We at Montgomery Academy promise to continue to nurture the students here as we work diligently to provide the right combination of variables for each student. We know, that like every flower in the garden, each student is a uniquely complex individual needing the universal nutrients of care, respect and support on a daily basis. Happy spring! Let us all celebrate the infinite opportunities for growth and blossoms. Tom Nolan
MONTGOMERY ACADEMY CLUB 100 ANNUAL DRIVE 2013-2014 Support Montgomery Academy online at http://montgomeryacademyonline.org Yes! I want to be a member of CLUB 100 Enclosed is my gift of $ If giving by check please make payable to: Montgomery Academy Foundation
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SPRING 2014
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SEVEN
Cheryl’s Curriculum Corner
The use of rubrics in assessing and evaluating student products and performances is essential. A rubric is a guide for setting the criteria through which a teacher’s expectations become clear for students as they work on projects or as an outline of attaining objectives from their IEPs. (Individual Educational Plans) It is interesting to note that the original meaning of the word rubric came from the 15th century. A rubric did not denote a scale or guide for evaluating student’s performances. Instead Christian monks who were interpreting various sections or chapters of religious literature used a large red letter to signify each book they were working on. The Latin word for red is “ruber” and so the word rubric came to signify the headings for divisions of a book. Educators began using rubrics only a short while ago. In an attempt to score student’s essays and compositions, they needed to set up a set of rules that defined the scoring, both for the student as well as the teacher. Rubrics are an essential source for improving feedback to students as well as a way for teachers to improve their teaching. They are especially important when attempting to evaluate more ambiguous, unclear criteria. Social emotional development, behavioral objectives, and counseling criteria are a few areas in which rubrics can assist teachers and therapists when evaluating students’ growth based on their IEP goals and objectives. Rubrics are also important when scoring experiential, hands on, project based learning products. It provides the student with criteria in producing a finished product based on a teacher’s expectations and therefore receiving a higher grade or score. It also helps to eliminate any surprises a student may have when their product is scored lower than they had expected. Recently, in a teacher workshop, I attempted to demonstrate the importance of using rubrics with teachers who were highly enthusiastic with working on a project I assigned. This example has been well discussed in education publications and is commonly known as the “Dream House” project. Here is a brief description of the scenario: As teachers entered the classroom, I explained to them that they would be working in preassigned groups. I then explained they were to design their dream house using the supplied gumdrops and toothpicks. I gave them 15 minutes to finish their product and afterwards they should be prepared to give a 2 minute demonstration and explanation of their house. They all worked collaboratively talking and having fun designing their houses. All were proud of their final product. They then discussed and showed their EIGHT
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products to the whole class. Unbeknownst to each, I had prepared a rubric with the qualifying criteria which would give them a grade. After each demonstration was complete, they all clapped for each other and were enthusiastically sure they had done an excellent job. I then produced the rubrics I had been scoring while they worked. They all failed. Their happy demeanors changed to shock and disappointment. I did not say anything. I just waited. Finally, one teacher stated aloud, “We would have done a better job, if we had only known what you expected from us!!” There was a quiet moment that passed and then a group “Oh, we get it”. We then discussed the importance of and various uses of rubrics -- especially recognizing how our students feel when they are given a grade they were not expecting. One has to be careful when designing a rubric so as to not take away the spontaneous creativity often produced by students working on hands on projects. While a guideline of expectations is important, a category that addresses creative criteria must also be included. Also, rubrics are not necessary when evaluating such items as multiple choice exams or math exams. Teachers use them primarily to evaluate student’s responses to performance-based projects or written reports or essays. They are also used to maintain a guide for themselves when evaluating goals and objectives on a student’s IEP. Parents find the use of rubrics helpful as well. Rubrics are usually handed out to students at the beginning of an assignment. Parents can then be of help when guiding their children with the projects at home. It provides an outline of what information should be included and stressed in the projects. While rubrics may be time consuming to create, so many free tools on the internet for designing rubrics have helped to alleviate this. Also, teachers can develop a better understanding of what their own expectations are. Some teachers benefit from formulating rubrics collaboratively with their students. When students have “buy in” they are more apt to be enthusiastic about their assignments. Another plus for the use of rubrics is that they have shown to decrease acting out behaviors in classroom. When a student is less frustrated with an academic assignment and knows what is expected of him/her, they feel more successful and willing to take risks in completing projects. In summary, rubrics can help to improve student learning, support instruction, decrease negative classroom behaviors, strengthen assessment and improve a content area subject’s quality. Like us on Facebook
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NINE
What school year could be complete without our new MA Tee-Shirt! Sizes S-M-L-XL-XXL are now available for purchase. Shirts are $20.00 and can be ordered directly from Montgomery Academy. Orders will be sent home with your child. Copy or clip out the order slip below and send it in with a check to Montgomery Academy. Student Name _____________________________________________________________ Grade ______________________ Teacher ______________________________________ Quantity / Size: ____ S | ____ M | ____ L | ____ XL | ____ XXL Total Number of shirts ___________ x $20.00 = Total Payment $__________ TEN
MONTGOMERY ACADEMY “WHERE YOU CAN BE YOURSELF”
Montgomery Academy School Calendar 2014-2015
Sept. 2 Tuesday: Staff In-‐Service Sept. 3 Wednesday: Staff In-‐Service T W T F S Sept. 4 Students report-‐Full Day 1 2 3 4 5 Sept. 18 Back to School Night 8 9 10 11 12 Sept. 25 Thursday -‐ No School Rosh Hashanah 15 16 17 18 19 Oct. 13 Monday-‐ Columbus Day, Early 22 23 24 25 26 Dismissal/Professional Development 29 30 31 Oct. 31 MA Halloween Party 6 pm Nov. 6 & 7 Th. & Fri. -‐ No Sch. NJEA Convention Nov. 11 Tue. – No Sch. Veteran’s Day August 2014 Nov. 14 Fri. – No School ASAH Convention T W T F S Nov. 26 Wednesday -‐ Early Dismissal 1 2 Nov. 27 & 28 Th./Fri.-‐ No School Thanksgiving 5 6 7 8 9 Dec. 19 Holiday Concert 12 13 14 15 16 Dec. 23 Tues. – Early Dismissal 19 20 21 22 23 Dec. 24 -‐ Jan. 2 Wednesday-‐Friday & Monday -‐Friday 26 27 28 29 30 No School Holiday Break Jan. 5 Monday -‐ Schools Reopen Jan. 19 Jan. 19 Monday -‐ Schools Closed -‐ MLK Day September 2014 Full Day of P D f or s taff T W T F S Feb. 13 & 16 Fri. & Mon.-‐Presidents Day-‐No School 2 3 4 5 6 M a r . 6 Italian Night 9 10 11 12 13 Mar. 13 Friday-‐Early Dismissal for 16 17 18 19 20 Prof. Development 23 24 25 26 27 A p r . 2 S c h o o l M u s i c a l 30 Apr. 3 -‐ 10 Fri. -‐ Fri. No School-‐Spring Break May 1 Friday-‐Spring Concert May 25 Mon.-‐ No School-‐Memorial Day October 2014 May 29 Dinner Dance T W T F S June 1 7, 1 8 & 1 9 Early Dismissal 4 1 2 3 June 1 8 Thurs. -‐ MS Graduation 7 8 9 10 11 June 2 2 J une 2 2 HS Graduation Last Day of School/Early Dismissal 14 15 16 17 18 June 3 0 T ues. – L ast Day for Staff 21 22 23 24 25 28 29 30 31 Number of School Days July 2014
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September 18 October 23 November 14 December 17 January 19 183 School Days 189 Staff Days *EARLY DISMISSAL – 12:30
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February March April May June
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Closed Closed - In-service 4 Hour Session Day
SPRING 2014
May 2015
31 June 2015
ELEVEN
MONTGOMERY ACADEMY Dates to Remember
May 15 Montgomery Academy Foundation Event May 30 Evening Dinner Dance June 6 Talent Show June 18 8th Grade Graduation Last Day 12th Grade Graduation First Day September 4th
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MONTGOMERY ACADEMY 188 Mt Airy Road Basking Ridge, NJ 07920 MONTGOMERY ACADEMY “WHERE YOU CAN BE YOURSELF”