Voyager Magazine November 2016

PLYMOUTH

VOYAGER

A Publication of Plymouth Public Schools WINTER 2016/2017

My desire for the children of Plymouth is when they are faced with challenges, they forge ahead.

My hope is that these stories will inspire your journey

toward achieving a life filled with grit.

— Gary E. Maestas, Ed.D.

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For questions or comments:

@PlymouthPublicSchoolsMA

Superintendent Gary Maestas gmaestas@plymouth.k12.ma.us

@PlymouthSch

Writer, Photographer, and Editorial Contributor Tara Woomer twoomer@plymouth.k12.ma.us Editorial/Production Contributor Nancy Dargie ndargie@plymouth.k12.ma.us

@Plymouth Public Schools @plymouthpublicschools

PSMS Teacher Laurie Enos

2 | Voyager Magazine

CONTENTS 4 | Superintendent’s Message

Grit: Resilience for Life

6 |

Student Spotlight: Gabriel Pittelkow’s Can Do Attitude New Country, New Town, New School, New Language

10 |

Student Spotlight: Max Tripp It’s Just Me

12 |

Faculty Spotlight: Nancy Dawson Never Give Up

16 |

Faculty Spotlight: Lisa Crociati My New Reality

16 12

28

20 | Community Connections:

YMCA Summer Leaders Program

Unlocking Their Hidden Leadership

Talents and Abilities 24 | News & Noteworthy:

Unified Sports and Caleb Montolio 28 | Alumna Spotlight:

Florence Gonsalves’ Journey

From Hedge Elementary School

to the Ivy League

20

32 | Inspiration Award: Ann Motyka 34 | Inspiration Award: Nancy Franks

Winter 2016/2017 | 3

SUPERINTENDENT’S MESSAGE 4 | Voyager Magazine

Grit: Resilience for Life Every year, I choose an annual theme that it is my hope will guide our teachers and staff members from September through June. I try to choose something that will motivate everyone who works in the Plymouth Public Schools to rally around a particular goal. This year, I chose grit.

On Opening Day in August, which is kind of like a motivational rally to ready the troops for the year ahead, I unveil the theme for the year and discuss where I think we are headed as a district.

I chose grit because time and again I have thought deeply about what it means to succeed as a student, an educator, and a human being. What basic component is necessary for success, and how can all of us use it to reach our potential? None of us grows up like anyone else. Our own set of circumstances can be worlds apart from a colleague sitting next to us at a meeting or a student sitting in one our classrooms. We are all the product of our environments, for better or for worse.

“

I want kids to have grit so when they are challenged, they rise!

”

— Gary Maestas, Ed.D.

This summer, I thought hard and tried to figure out what all of us could do to help each other achieve greatness which for one individual might be finally mastering the multiplication tables and for another might be gaining admittance to an Ivy League college. Our goals are not the same; nor are our gifts. I wondered what each of us across the district, from preschool students to high school seniors and from teachers to administrators could try to increase. The answer I found was grit.

Angela Duckworth, who is a Professor of Psychology at the University of Pennsylvania, wrote Grit: The Power of Passion and Perseverance which was published last spring. She has also worked as a teacher, and I really connected with her thoughts on the subject of grit. I have included a quote from Ms. Duckworth’s website:

South Middle School faculty embracing the district’s new theme.

“Caring about how to grow grit in our young people—no matter their socioeconomic background—doesn’t preclude concern for things other than grit. For example, I’ve spent a lot of time in urban classrooms, both as a teacher and as a researcher. I know how much the expertise and care of the adult at the front of the room matter. And I know that a child who comes to school hungry, or scared, or without glasses to see the chalkboard, is not ready to learn. Grit alone is not going to save anyone.

“But the importance of the environment is two-fold. It’s not just that you need opportunity in order to benefit from grit. It’s also that the environments our children grow up in profoundly influence their grit and every other aspect of their character.

“ ”

When we are “This is the grit message in my words: Grit may not be sufficient for success, faced with but it sure is necessary. If we want our children to have a shot at a productive challenges in life, and satisfying life, we adults should make it our concern to provide them with we can choose to the two things all children deserve: challenges to exceed what they were hope that things will able to do yesterday and the support that makes that growth possible.” get better or that —Excerpted from Angela Duckworth’s website someone will come to In this, our first online edition of Voyager Magazine, we have tried to our aid or we can stand show you different examples of grit and what it looks like when it strong and forge ahead. manifests itself during a crisis or just during day to day life. My hope My desire for the children for you is that you find inspiration in these pages and use that to further your own journey towards achieving a life filled with grit for of Plymouth is when they yourself, your students, and your families. are faced with challenges, they forge ahead.

— Gary Maestas, Ed.D., Superintendent of Schools Gary E. Maestas, Ed.D., Superintendent of Schools

Winter 2016/2017 | 5

STUDENT SPOTLIGHT 6 | Voyager Magazine

Cold Spring Elementary student Gabriel Pittelkow and Principal Christine Morgan

Gabriel Pittelkow’s Can Do Attitude New country, new town, new school, new language Gabriel Pittelkow, a fourth grade student at Cold Spring Elementary School, dreams of growing up to be a pilot.

For now he’s content to play tag at recess and search for Pokémon around Plymouth. He loves to visit Boston with his family. He loves tacos and cheeseburgers. He loves to watch the falling snow. He loves the bright lights and big buildings of Boston. He loves to play computer games at his grandma’s house. Gabriel learned to speak English within one year of his arrival in the United States from Vitoria, Brazil, and this determined, hardworking, little boy is thriving at Cold Spring.

“Gabriel was a wonderfully enthusiastic student last year. He came in determined to speak English and fearlessly began using it on his first day! He was also a fun student to have in class. He has a wonderful sense of humor and keeps those around him smiling, including his teacher,” said Tim Walt who was Gabriel’s third grade teacher last year.

• • • • • • (continued on next page)

Winter 2016/2017 | 7

Gabriel’s fourth grade teacher, Lauren Richardson, agreed.

“I am very impressed with how quickly Gabriel has learned the English language. He has put in a tremendous amount of effort and continues to improve each day. Gabriel is an outgoing and social student who loves to participate in class. He has a silly side, and he can always be seen laughing and smiling with his peers,” said Ms. Richardson.

Gabriel said he learned to speak English “word by word,” and he was ready for the challenge.

“It was hard. I knew it was going to be hard,” said Gabriel.

Still, he stayed the course. Although he admits that he was nervous at

first, with true GRIT, this young fellow kept at the

“ ”

Gabriel has a can do attitude that will take him far in achieving his goals in life.

— Christine Morgan, Principal of Cold Spring Elementary School

8 | Voyager Magazine

challenge of acclimating to a new country, a new town, a new school, and a new language. Now, after learning the complexities of the English language, Gabriel waxes eloquent about the beauty of snow.

“I saw falling snow in Boston, and it felt like a giant ball of snow.

The first time I saw snow was in Boston,” said Gabriel.

Christine Morgan, Principal of Cold Spring, is filled with pride for Gabriel and how much he has achieved in one year.

“I am truly amazed how quickly Gabriel has picked up the English language! Gabriel has such a positive attitude.

He gives his best and wants to be successful. He is a bright young man who smiles each day and does not let an obstacle such as language get in his way! I am so proud of his success! It had to be difficult to leave his home and start over in a new country especially with not understanding the language. To see him work at learning the language and picking it up so quickly is exciting. It is so amazing to see Gabriel thrive!

From day one, Gabriel had an infectious smile. He gets along with his classmates and has a positive attitude. He has a can do attitude that will take him far in achieving his goals in life,” said Mrs. Morgan.

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got grit? fik grus?

fik sandkorn? dostał żwiru?

có grit?

hast du mut?

Grão obtido?

πήρε τρίξιμο?

¿tengo arena?

получил грит?

FFES Teacher Jessica Schneider working with her students

Winter 2016/2017 | 9

STUDENT SPOTLIGHT

Max Tripp (center) surrounded by his family

Max Tripp It’s just me Max Tripp, a senior at Plymouth North High School, made the decision to come out on Instagram because he was sick and tired of wondering who knew he was gay and who didn’t know. He said keeping this part of his life hidden was making him miserable. Max bravely posted on Instagram that he was gay even though he wasn’t sure how this disclosure would change his life. He wondered if he would lose friends.

He wondered if his fellow track and field teammates would no longer listen to him as their captain. He wondered what his coach would say. He wondered what the fallout would be for choosing to disclose an extremely personal and private part of his life

that was no one’s business to begin with. Max made the GRITTY decision to be true to himself no matter what the outcome would be.

10 | Voyager Magazine

“I was tired of walking through the halls at school wondering who knows and who doesn’t. Not that it mattered, but it did. It’s important to me. I thought of posting it on Instagram, and then I wasn’t going to do it. My mom thought I should do it, but do it the right way. Not as a sob story. This is me. It’s still the same me. I got 400 likes and 100 comments. My phone was blowing up. It was such a relief. It was such a weight lifted off my shoulders. The next day after I posted it, I was nervous going to school. I realized no one really cares about it which took away so much stress and worry. My family has been amazing. My closest friends already knew. I wasn’t sure which of my acquaintances knew. I was so worried about which friends I was going to lose. I didn’t lose any friends,” said Max. There is so much more to Max than this one aspect of his being. He has served as president of his class for four years. He’s a member of the National Honor Society. He’s a Peer Mediator. He’s a member of Students Against Destructive Decisions. He’s a member of DECA (Distributive Education Clubs of America). He has been invited to attend the Honors College of Health Sciences and Nursing at UMass Boston on a full academic scholarship. He wants to become a nurse practitioner so that he can help people. He is wise beyond his years and cognizant about choosing an affordable college because he doesn’t want to “drown in student loans.”

Max is a young man confident in his abilities and decisions and strong enough to stay true to himself. He offered some advice to other students who might be wrestling with difficult decisions of their own.

“I kind of knew it was the right time for me to come out. It’s different for everyone. You can’t force someone to come out. It has to be the right time in their own mind. North has a very open environment.

There’s so many different people. I was shocked by the positive feedback. It’s important to be you and be happy. That’s what I had to do. One of my friends told me that most of the time she forgets that I’m gay! So many people thought my coming out was monumental and that I’m brave and have so much courage. Not really. It’s just me. I didn’t do it to draw attention to myself. I wasn’t looking for any pity attention. I had prepared myself for the worst, but nothing changed.

Everyone finally saw the real me,” said Max.

“

So many people thought my coming out was monumental and that I’m brave and have so much courage.

Not really. It’s just me.

”

— Max Tripp, Plymouth North High School senior

got grit?

PSHS Science Teacher Jessica Meade

Winter 2016/2017 | 11

FACULTY SPOTLIGHT 12 | Voyager Magazine

Nancy Dawson

Never give up

Nancy Dawson attended preschool behind barbed wire. The only home she ever knew for the first years of her life was surrounded by armed gunmen. Not a trace of bitterness exists in her voice as she recalls how her family members were tagged like luggage and forced to leave their home and possessions.

She chooses to remember the positives such as the freshly squeezed orange juice available for infants in the barracks. She remembers the beautiful dresses her mother crocheted for her. In 1942, Nancy and her family members were forced into Amache which was a Japanese internment camp in Granada, Colorado. She remembers the dirt floors of the barracks in which her family lived.

Nancy and her father at Amache in 1942

View of the watchtower (left) beyond the barracks (right) at Amache internment camp in Colorado where Nancy Dawson lived as a child

Born Nancy Takako Kubo, her GRIT runs so deep it is embedded in her every thought and memory. She now runs the online course programs for the Plymouth Public Schools, and she carries no bitterness for the inequities levelled at her family whose only offense was their Japanese heritage.

“My family saw it as something we had to do. It wasn’t nice or pleasant, but it was something that had to be endured. We were behind barbed wire. Once the war ended, people still looked at us as the enemy. Kids bullied me and told me they wouldn’t play with me because I was a Jap. The kids just didn’t like me, so I thought there must be something wrong with me.

“I remember they wouldn’t let me play in the sandbox. My dad was going through the same thing while he was looking for work. My dad sat me down and said, ‘You are who you are. If they can’t see that you are good and you have something to offer them so be it. There’s nothing wrong with you. It’s their loss.’ That was my introduction to prejudice. Kids threw yellow paint at me,” said Mrs. Dawson.

• • • • • • (continued on next page)

Winter 2016/2017 | 13

She spoke about how her family accepted its predicament.

“We were not bitter. Japanese families across the board were not bitter. There was a cultural acceptance on our part of it. We were taught this is what is, and our position was to make it better and not to lay back and wallow in it.

I remember my dad got sick, and the doctor who treated him said, ‘You’re nothing but a Jap.’ My parents were Buddhists, and they learned to accept what you have. I grew up in the 1960s and protested things. My generation would have said that this was a violation of their constitutional rights,” she said.

Mrs. Dawson credits her parents with showing her what

GRIT is by the way they lived their lives.

They valued education and empathy.

“ ”

Effort counts for a lot. Even if you fail, it’s a good learning experience. Never give up.

“My parents made education a priority. We always had books, and they were always reading. My mother used to walk three to five miles to go grocery shopping, and we always stopped at the public library to check out books.

When I talked to them about bullying they said bullies weren’t bad people. They just didn’t understand empathy.

A Buddhist tenet my parents lived by was ‘Hatred does not cease by hatred but only by love.’ They gave me a solid foundation of who I am, and it wasn’t in relation to what others thought of me. I’m pretty self-assured. I’ve always had confidence,” said Mrs. Dawson.

Despite her family’s acceptance of their fate, she does remember the fear her mother had when they were forced to take the train to Amache.

— Nancy Dawson

14 | Voyager Magazine

Never give up . . .

“She had no idea where she was going. She was aware of what was going on in Germany at the time in the concentration camps, and it did cross her mind, but she thought that won’t happen here. The camp was surrounded by armed guards. One day I didn’t come back from nursery school, and my mother was so scared because she had heard about a five-yearold boy who lived in one of the camps in Arizona who was chasing a ball. He was shot,” said Mrs. Dawson.

Mrs. Dawson has instilled the same GRIT in her daughter who graduated from Harvard College with a degree in Biological Anthropology.

“I always taught my daughter to stick to things. No matter how good you are at something, you have to stick to it. I taught her not to quit. Effort counts for a lot. Even if you fail, it’s a good learning experience. Never give up,” said Mrs. Dawson.

Nancy and her mother at Amache

got grit?

FFES Teacher Elizabeth Gummow

Winter 2016/2017 | 15

FACULTY SPOTLIGHT Lisa Crociati showing off her got grit? artwork

16 | Voyager Magazine

Lisa Crociati

My new reality

Lisa Crociati, Educational Secretary to Principal Scott Williams at West

Elementary School, is full of sheer GRIT, the determination to get back to work in a few months, and the will to walk again. Ms. Crociati’s recent predicament is no match for her optimism and her desire to reclaim her life.

“This is my new reality. I’m trying to get as strong and self-sufficient as I can.

I plan to go back to work in December. I miss the people I work with and the kids. I can honestly say I go to work and I laugh every day. It’s the most stressful, crazy, insane job I’ve ever loved,” exclaimed Ms. Crociati.

This past July third turned from a day filled with fun and holiday planning into Ms. Crociati’s worst nightmare. A spontaneous spinal bleed traveled to her brain and crushed her spinal column. Doctors at Tufts Medical Center in Boston drained blood from her brain. Doctors eventually transferred Ms. Crociati to Spaulding Rehabilitation Hospital Boston in Charlestown which has a unit dedicated to spinal cord injury rehabilitation.

• • • • • • (continued on next page)

Winter 2016/2017 | 17

At Spaulding, Ms. Crociati’s days were filled with physical therapy, occupational therapy, speech and language therapy, and therapeutic recreational activities. An eternal optimist, Ms. Crociati at first did not realize the magnitude of her situation.

“At first I thought this would go away like a bug bite. It wasn’t until I was at Spaulding and saw the team of therapists, doctors, and nurses that I realized I had a spinal cord injury. The doctor said he wouldn’t make any promises, but I’m hopeful that I’ll walk again,” said Ms. Crociati.

Throughout her ordeal, one of Ms. Crociati’s biggest concerns was shielding her son, Jacob, from the harsh reality of her situation.

Despite all she is dealing with, Ms. Crociati’s priority is her son’s feelings.

“

I’m 100 percent inspired by Lisa’s character, strength, perseverance, and tenacity. She’s a role model for anyone who walks this planet. I can’t think of anybody who has more grit than Lisa.

”

“He’s doing great in school. I don’t want him to be worried. When I talk to him it’s all sunshine and butterflies,” said Ms. Crociati.

While at Spaulding, Ms. Crociati noticed paintings and inspirational collages other patients had created to decorate the hallways.

Some were created by victims of the Boston Marathon bombing.

One day, Ms. Crociati’s friend Michaela Hood, a physical therapist in the Plymouth Public Schools, visited. Michaela brought with her a poster depicting the got grit? theme for this school year (entitled “got grit?” that Superintendent of Schools Dr. Gary Maestas created to promote his theme of grit and resiliency).

Dr. Maestas provided one to every teacher to hang in his or her classroom to serve as a reminder to students and teachers about the importance of facing life with grit.

The poster inspired Ms. Crociati to create her own

painting honoring this theme. Her GRIT is getting her through this very difficult event in her life.

— Scott Williams, West Elementary School Principal

Try to find the positive . . .

18 | Voyager Magazine

Ms. Crociati and Mr. Williams hamming it up on a beautiful fall day

“I’ve always been able to look at the bright side of things and find the silver lining. You can complain, but nobody wants to hear it. I see this as a bump in the road. There were kids at Spaulding with amputated limbs. Feeling sorry for yourself doesn’t get you anywhere. Not to say I don’t have my moments, but I’m trying to be strong for my family. I try to find the humor in life.

If you can’t laugh at yourself, you’ll cry,” said Ms. Crociati.

Ms. Crociati credits her mother for showing her what strength is and her family for helping her through her recent situation.

Ms. Crociati’s number one goal right now is to get back to work.

limit it.

You can have a blue day, but then you have to realize that tomorrow is a whole other day. Realize that people love you. Pull yourself out of it, and try to make the next day better,” said Ms. Crociati.

“I want to get back to work as soon as I can. I want to regain a sense of normalcy whether I’m in a chair or not,” said Ms. Crociati.

Mr. Williams, West Elementary School Principal and one of Ms. Crociati’s biggest fans, could not praise her enough.

When asked what words of encouragement she would offer to others, especially teenagers, who might be going through a rough patch of their own, Ms. Crociati offered some heartfelt words of wisdom.

“Lisa is effervescent. She‘s the heart and soul of the school and we love her. The kids love her. She keeps the children at the center of her profession.

She’s buoyant and fun. She has a bright light. She has a huge light. I have to say I’m 100 percent inspired by her character, strength, perseverance, and tenacity. She’s a role model for anyone who walks this planet. She’s choosing not to dwell on the loss. She’s figuring out how to improve it and keep moving forward. I can’t think of anybody who has more grit than Lisa. We miss her,” said Mr. Williams.

“My mother is very positive. She’s an inspiration. I have a very close family and a lot of support. We have a sick sense of humor, and we can laugh at ourselves,” said Ms. Crociati.

“It’s not easy. Allow yourself to feel the frustration and pain, but put a limit on it. Pull yourself up.

Try to find the positive. You’ve got family, friends, school, a job, and you live in a great town. Find whatever is positive in your life and make it work for you. Focus on that, not on the hardships.

Embrace it that when you’re having a bad day, it’s okay to cry. You can feel sorry for yourself, but

Winter 2016/2017 | 19

COMMUNITY CONNECTION 20 | Voyager Magazine

North High Summer Leaders

YMCA Summer Leaders Program Unlocking their hidden leadership talents and abilities This past summer, 18 middle school students were chosen to participate in a leadership training program called the YMCA Summer Leaders program which was funded by a grant from A. D. Makepeace. Assistant Superintendent Chris Campbell secured the grant. Middle schoolers from Plymouth Community Intermediate School and Plymouth South Middle School were selected to participate based on their leadership potential, their applications, and their interviews. Erin Spaulding, Vice President of Youth Development and Family Strengthening at the Old Colony YMCA in Brockton, helped to implement the program in Plymouth. She was thrilled with the outcome.

“On behalf of the Old Colony YMCA, it has been a pleasure collaborating with the Plymouth Public Schools.

We look forward to the next steps of our leadership programming with the amazing youth in Plymouth,” said Ms. Spaulding.

• • • • • • (continued on next page)

Winter 2016/2017 | 21

South High Summer Leaders

Our 2016 Summer Leaders Wilfredo Araujo Ariana Backman Allison Barnaby Aryana Bertino-Pyne Hannah Blanchard Colin Brown Brendan Cabral Marcus Coletti Casaundra DiSalvatore Faith Healy Jason Lagerblade Kevan Masterson Shane McAvenia Kobe Rosemy Evan Santos Sydnie Taylor Jesus Velazquez-Davila Kaia Young 22 | Voyager Magazine

The program’s main goal was to prepare the students for high school.

Students were selected who perhaps have not had the opportunity to develop their leadership skills or their confidence in themselves. Two weeks of training about such topics as building relationships, child safety, and team building took place before the students worked as Summer Leaders at Camp Clark in Plymouth.

“They are great kids. It’s unbelievable how great the cohort was.

Some of them were very shy, and by graduation they really came out of their shells. The kids experienced some fantastic growth,” said Ms. Spaulding.

Next up for these students and other students who wish to apply will be an ongoing program that stresses leadership skills at Plymouth North High School and Plymouth South High School.

“We want to provide opportunities for students to show their amazing abilities and to step up in their communities,” said Ms. Spaulding.

PCIS Physical Education teacher Dana Powers ran the program with Mitch Tirrell. He was thrilled with the outcome of the program.

“I was really expecting to see significant growth among our Summer Leaders, but what my co-leader and I saw really exceeded our expectations. We knew within the first few weeks of summer that we were working with a special group of young people. We held them to very high expectations and really pushed them. They responded in such amazing, life-changing ways. I couldn’t be prouder of them,” said Mr. Powers.

Students in the program also had to volunteer at Stafford Hill Assisted Living Center in Plymouth. Marcus Coletti was one of the Summer Leaders. He loved the program and hopes to continue to participate in leadership opportunities offered at school.

“The program taught me to become a better person and to be nice to everyone because you don’t know what they are going through at home. I think about that a lot now and try to make someone’s day better. I want to be a person that someone can just feel comfortable to talk around. I want to be successful and go to college. I also liked volunteering at Stafford Hill because I liked seeing the elderly and having them talk about what things were like back then. It was my first job experience,” said Marcus.

Brian Palladino, Principal of Plymouth Community Intermediate School, praised the Summer Leaders program.

“This program provided our students with a great opportunity to learn leadership skills. This program provided students with a chance to be positive role models for our youth. I had a chance to see these kids work with Mr. Powers throughout the summer, and they were always smiling, laughing, and having a great time,” said Mr. Palladino.

North Freshman Marcus Coletti

“

The Summer Leaders program is a great Steve Morgenweck, Principal of Plymouth South Middle School, also example of how praised the program. the public schools “Since this was the first year of the program, I wasn’t sure what to expect. I knew the potential value for the student leaders, but I could can shape not only not have anticipated the true impact of their involvement. The students, but citizens. selected students entered the program unsure of their own talents Working in partnership and abilities. By the end of the summer, those same students were teeming with self-confidence and pride. They also gained an with community understanding of the gifts they possess and the motivation to organizations like the Old share those gifts with others,” said Mr. Morgenweck.

Colony YMCA, we can see Mr. Powers echoed this sentiment in his appraisal of the impact of this program on these youngsters. how at-risk kids were given the tools to make a positive “I think adolescents really need and benefit from meaningful experiences and goals. It’s really a special transition to high school moment when you see students become connected and develop their leadership to and motivated by something much bigger than themselves. When this happens, there is nothing that capacity. can stop them,” said Mr. Powers.

”

— Michael P. Hogan, President and CEO of the A.D. Makepeace Company

Winter 2016/2017 | 23

NEWS & NOTEWORTHY 24 | Voyager Magazine

Unified Sports Athlete Caleb Montolio

Unified Sports and Caleb Montolio Thanks to the Unified Sports program started last year by Tom Angelo, former Director of Athletics, Health, and Physical Education at Plymouth North High School, Caleb Montolio has the chance to run and compete with fellow athletes after months confined to a wheelchair.

“I joined Unified Sports to make new friends and get exercise. I like talking to people and being outside with everyone. My favorite activity is running. I like to run really fast and then rest,” said Caleb.

Chris Donovan, the new Athletics Director at North High, said the program includes track and field and now basketball. He said the goal of the program is to give anyone who wants a chance to play sports the opportunity to do so.

“It’s inclusionary. We offer programs that include our entire student body. It gives everyone the chance to participate in an interscholastic sport,” said Mr. Donovan.

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Winter 2016/2017 | 25

The Unified Sports program gives students of all ability levels the chance to participate in athletics. Unified student athletes are partnered with other athletes and compete with teams from Carver Middle/High School, Apponequet Regional High School, Brockton High School, Seekonk High School, and B.M.C. Durfee High School in eight track and field events.

Basketball has been added to the program this year. Mr. Angelo explained the origin of the Unified Sports program.

“It’s an offshoot of the Special Olympics Project Unify. The program unifies students with and without disabilities. Although patterned after Special Olympics, Unified athletes practice and compete side by side. Athletes and partners compete for their school based on their own personal best records,” said Mr. Angelo.

“

This is yet another opportunity for the two high schools to collaborate on a very meaningful project which will benefit the Plymouth community as a whole.

”

— Tom Angelo, initiator of the Unified Sports program

26 | Voyager Magazine

The track and field meets are organized like any other track and field meet in the area. Students compete in the 50 meter sprint, the 100 meter sprint, the 400 meter sprint, shot put, turbo javelin, long jump, the 4×100 meter relay, and the 4×400 meter relay.

Athletes and their partners compete against their own personal best scores in the first three meets of the season, according to Mr. Angelo.

“The fourth meet is a sectional meet, where athletes and partners compete against students from other schools based on their personal best record. The top four athletes in each event go on to compete at the state level,” he said.

Mr. Angelo brought the program to Plymouth so that any student who wants to compete can have the opportunity to do so.

“I started the program in Plymouth because I am passionate about education and athletics. I sincerely feel that everyone should be provided with the opportunity to experience the excitement of competition. As a former Physical Education instructor, I always had a desire to do more for my

students with a variety of skill levels and abilities. I heard about this pilot program while I was the Athletics Director at Somerset Berkley Regional High School. I immediately jumped in with both feet. It was an honor to implement this terrific program at both Plymouth high schools. This is yet another opportunity for the two high schools to collaborate on a very meaningful project which will benefit the Plymouth community as a whole,” said Mr. Angelo.

As for Caleb, he is grateful for the opportunity to run and compete.

“After months in my wheelchair after surgery, I’m happy I can walk and run. I’m excited to go up against Carver,” said Caleb.

got grit?

FFES Grade 4 Teacher Nancy Romboldi

Winter 2016/2017 | 27

ALUMNA SPOTLIGHT 28 | Voyager Magazine

“ Tell me about your despair, yours, and I will tell you mine.

Meanwhile the world goes on.”

From Florence’s favorite poem Wild Geese by Mary Oliver

Florence Gonsalves’ Journey From Hedge Elementary School to the Ivy League The seeds of Florence Gonsalves’ academic success were sown years ago during early morning walks to Hedge Elementary School with her mother and father. On the way to school each day, the family would discuss the lessons Florence was learning at Hedge.

“It laid a strong foundation which served me throughout school and now professionally, too. When I was at Hedge, Bill Kane was principal. His passion and energy made it really easy and fun to be involved in school which was a habit I was able to carry on because I developed it early. In a community as small and old as Hedge, there are unique opportunities that are really special that can’t be found elsewhere,” said Florence.

Her commitment to hard work and love of learning that began at the corner of Cherry Street and Standish Avenue gave her the pick of the Ivy League when the time came to choose a college. Brown was a contender, but Dartmouth’s sense of tradition and community won her heart. A young woman who took advantage of every opportunity that came her way, Florence is the epitome of a student from quaint beginnings who made the academic world her oyster. Her success continued at PCIS and Plymouth North High School.

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“Plymouth North was great preparation for college and career, and I also made the most of what was offered. I got involved in different types of clubs, enrolled in six AP classes, and I really took my education seriously. The resources are certainly there, but students have to take advantage of them. No one can care more about your education than you do, and once it’s your priority, opportunities present themselves. Academically, I appreciated that North offered a lot of APs, teachers who really knew their subjects and were engaged with students, plus programs like DECA (Distributive Education Clubs of America) and Model UN (Model United Nations) that were interactive but fun and got us out of Plymouth while learning a lot. I’m also so grateful to have been involved with Plymouth North News. PNN was and is a really incredible program. It’s so rare to have access to such high caliber equipment at the high school level. I learned so much about filming and journalism.

I can’t say enough about the program Dan Riley has put together and the incredible impact it has on students who participate and also on viewers,” said Florence.

Practical wisdom and an outlook grounded in common sense have always guided Florence. She offered some advice to current students.

“

No one can care more about your education than you do, and once it’s your priority, opportunities present themselves.

”

— Florence Gonsalves

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“I would encourage students not to be hung up on the Ivy title.

Getting into college is honestly a crapshoot. What you do at the college you attend is probably more important than which college you attend. All schools have something great to offer, but if you want to go to a top school, plan early. Your grades freshman year matter.

Your involvement in clubs matters. Study and take on difficult coursework, but also do something you really like to do even if it doesn’t beef up your resume. It’s not worth playing a sport you hate because you think you need to for a certain school to accept you. There is no guarantee even if you do all of the ‘right’ things.

It’s better to be involved in something you’re passionate about because that’s what will serve you in college and beyond. For example, I went to poetry camp the summer before my senior year of college while all of my friends had paid internships that nearly guaranteed them a job after college. It seemed like a foolish move for my career, but it was something I really wanted to do. I ended up meeting a woman there who runs a poetry press in New York City. When a position opened up, she remembered me from camp.

I interviewed, and that became my first real job. You don’t know where opportunities will spring up, and while it’s good to have a plan, very few things that are planned actually work out how we imagine they will,” she said.

Name: Florence Gonsalves

Facts About Florence

Studied abroad in: France

Education: Hedge Elementary School, PCIS, Plymouth North High School, Dartmouth College

Work study job during college: Dartmouth’s student center

College degree earned: B.A. Philosophy, Dartmouth College, 2015

Senior project at Dartmouth: created a manuscript of poems with Professor Cleopatra Mathis

Advanced Placement classes taken in high school: 6

Poetry camp: The Frost Place Conference on Poetry in Franconia, N.H.

College acceptances: Boston College, Brown University, Dartmouth College, Duke University, Fordham University, UMass Amherst Jobs during middle school and high school: babysitting, Pilgrim Hall, Ziggy’s

Current employment: publicity assistant at Gallery Books (an imprint of Simon & Schuster), nanny Fun fact about Florence: She is certified in yoga!

Career goal: become a senior publicist

Internships: Plymouth Public Schools’ Alternative High School, a literary agency in Cambridge

Florence’s faves: books, reading, writing, the poem Wild Geese by Mary Oliver

One of the opportunities that came Florence’s way in high school was the chance to accompany Dr. Maestas on his first Dream Ride from Washington, D.C. to Plymouth.

The experience was a great one.

“Dream Ride was such a cool experience. The school system is really lucky to have Dr. Maestas. He’s engaged, passionate, and full of ideas to improve our schools.

I was filming the ride as part of PNN, and I was so impressed to see how he and everyone on the team dealt with setbacks, glitches, and full-on problems. The determination and perseverance were incredible. It was definitely crazy spending twenty-four hours a day in an RV with the same people, but I remember working really hard and laughing really hard. I was genuinely sad to go home,” she said.

The little girl who used to walk to the beautiful brick schoolhouse in North Plymouth is all grown up now, and she is certainly worthy of her Hedge heritage.

“It’s crazy to think that I used to be this little girl walking to Hedge, and now I’m living my dream in New York City,” said Florence.

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INSPIRATION AWARD

Ann Motyka Adapted Physical Education Teacher Ann Motyka has been an Adapted Physical Education Teacher in the Plymouth Public Schools for 29 years. She’s a one-woman traveling band of laughter and patience who hops from school to school throughout town and enables all students to take part in physical activity and social skill building. Ms. Motyka said collaboration, teamwork, and a sense of humor are crucial to her mission of developing recreational and social skills in special needs students. Her goal is not to create Olympic athletes. Ms. Motyka aims to develop well-balanced students who always try their best.

Laura Scena, one of the district’s physical therapists, said she nominated Ann because “of her genuine nature and passion for the students of the Plymouth Public Schools. Ann has put her heart and soul into all the students she works with. She was able to move the Unified Track and Field team forward to provide students with all abilities the chance to work together and succeed.”

Michaela Hood, also a physical therapist, nominated Ms. Motyka.

“Ann has been an inspiration to me for the past 13 years as well as an inspiration to the hundreds of students she has worked with during her career in the Plymouth Public Schools. Being a district-wide teacher has many challenges, but Ann has turned those challenges into opportunities because she has followed hundreds of students from grades four or five to grade 12. Ann is devoted, determined, energetic, fun, and excited to be with her students at each level of their educational career in Plymouth. She sets the bar high—no excuses,” said Mrs. Hood.

We asked Ms. Motyka a few questions about her job.

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Q

Why were you drawn to working with special needs students?

A.) This can best be explained as I guess I was the last to know! Although I knew I wanted to be a gym teacher since I was a kid, it wasn’t until my college years when things began to become clear. When I was an undergrad, my friends were mostly special needs majors. As part of their class requirements, they had to participate in recreational and social skills opportunities with special needs kids and adults.

When they had dances or went roller skating, I would tag along. As it turned out, that is my job now. I’d call it a perfect blend in the areas of physical education and teaching students with special needs.

Q

What are the rewarding aspects of your job?

A.) There are so many rewards that come with this job! Working with younger students is so satisfying when they are successful. Their smiles and excitement are contagious. When I work with older students, I teach them that it’s not only skills and performance that matter but also learning to work collaboratively with others as they move on and out of their high school years. I have been blessed to work side by side with incredibly bright and knowledgeable teachers, health professionals, support staff, and therapists. As part of a team, we are able to tackle anything that comes our way. We couldn’t get things done without this team approach. It does take a village.

Q

What is difficult about your job?

A.) The most difficult part is watching the hardships that many of our kids face across all age groups. I try to give them the most positive experience when I work with them.

“ ”

As part of a team, we are able to tackle anything that comes our way.

We couldn’t get things done without this team approach. It does take a village.

— Ann “Annie Mo” Motyka

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Q

What are your goals for your students?

A.) My goals for my students are really a combination of things. Sure it’s the skill development, muscular endurance, discussion of positive habits for a healthier lifestyle, and exposure to team and lifetime fitness activities. Mostly, though, I’m always working on social skills. Spontaneous and unpredictable games and activities can bring out emotions like no other setting. My students experience feelings of success, winning or losing, and how to handle situations that come their way. There’s a lot of reflective teaching and group work that goes on during or after a lesson as situations arise. I don’t expect my students to be great athletes; just great kids who always try their best!

Q

What do you love most about your job?

A.) I love the fact that every day is different. I travel to schools and work with elementary kids in the morning and high school students in the middle of the day. I finish the day in a team-teaching middle school model. This helps keep me fresh. I love working with each student and embracing their unique personalities whether the student is in the ASD (Autism Spectrum Disorder) program, a Life Skills student, or any other student who comes across my radar screen. People have asked me if I’ve ever had a bad day because I’m usually upbeat. I owe it to the fact that I have surrounded myself with equally positive people who always see the glass half full rather than half empty. That is an attitude I choose to live by. I believe it benefits my students. I would be remiss if I didn’t give a shout out to the paraprofessional staff who work tirelessly with our students and staff each and every day. They are the glue that keeps things together.

Q

When you retire, what will you miss the most about teaching?

What are your plans for retirement?

A.) One of the things I will miss the most is the routine. I will also truly miss the relationships with staff members whether they are teachers, motor therapists, administrators, or secretarial staff. They have all been in the trenches with me in good and trying situations. I have learned so much from them! As a creature of habit and routine, I have returned to the same summer job since 1982. I work as a field technician at Plymouth County Mosquito Control Project out of Kingston.

I work closely with the entomologist on staff assisting in the surveillance of West Nile virus and Eastern Equine Encephalitis sites throughout Plymouth County.

I just want to stay healthy. I’m going to golf, go to the gym, and spend time with my family. As for what a typical day in my retirement will look like, I have no clue.

I’m just going to take it one day and moment at a time.

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Q

What does it feel like as a teacher when one of your students who has struggled to accomplish a task finally accomplishes it?

A.) It’s a great feeling to see my student react when they’ve achieved something new that they’ve been working on! Usually they just need a reminder to slow down, pay attention to some detail, or use a number of different multisensory cues to help them focus in and be ready.

Q

What is your favorite memory about your job?

A.) There are so many memories. If I wrote a book about my job, the title would be Yep...You Just Can’t Make This Stuff Up! A sense of humor is probably the most valuable tool to have day in and day out. I have gotten letters and notes from past students totally out of the blue thanking me for helping them.

Sometimes it was because of a skill they had learned or advice about life. One student told me I could have been ‘Dear Abby’ for the advice I would give them even if they weren’t looking for it! All I know is that time has flown by. I could not think of a better job to have. I have been blessed!

Q

Were you surprised when you won an Inspiration Award recently?

A.) Winning it was totally unexpected!

In teaching, it’s never about ‘me’ but ‘us.’ The therapists, coworkers, and paraprofessionals have made every day a pleasure. We all go to work to solve issues, problems, or just put our heads together to help our kids. I was totally surprised!

got grit?

FFES Teacher Doreen Hancock

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Nancy Franks Former Indian Brook Elementary School Teacher

INSPIRATION AWARD

Nancy Franks was a teacher at Indian Brook Elementary School for 32 years. She was nominated for an Inspiration Award by Maria Dyson, who is a first grade teacher at Indian Brook Elementary School. Mrs. Dyson has known Mrs. Franks for 15 years, and here is what she said about her beloved former colleague and friend.

“Nancy has always gone above and beyond to provide her students with the best learning experiences possible. She has done so by providing her students with real-life experiences they will always remember as they reflect back on fifth grade. For instance, when learning about Ancient Greece, she and her students dressed in togas while studying their culture and history. Each day, Nancy attached magnetic inspirational quotes to each student’s locker, and they wrote about what their quotes meant to them. Nancy never missed an opportunity to make learning fun and interesting for her students!

“The characteristics Nancy has are commitment, dedication, and a sincere love for her students. Nancy is also a very caring person. She is someone who never passes up an opportunity to help someone in need. Last fall, one of our students was extremely sick and could not attend school. Nancy organized a schoolwide ‘Hats Off to Mikey Day.’ He visited with his parents to see the halls lined with students all wearing decorated hats in support of him and his parents. She followed up with a school bake sale during a staff versus fifth graders basketball game. All proceeds went in support of Michael and his family.

“Nancy went out on medical leave for eye surgery last year. After a few weeks of being out of school, her eye problems were not entirely rectified. However, with the ability to see out of only one of her eyes, and with the help of coworkers and friends, she returned to school to be with her students. If that isn’t commitment, dedication, and love for her students, then I don’t know what is.

“What I’ve learned from Nancy is that despite setbacks and obstacles in our lives, you persevere, you stay strong, and you keep going, especially when others depend so much on you for being there. You make the most of each day, and you provide your students with the best learning experiences possible. School isn’t always about academics. It’s also about caring about others.

“Nancy’s contributions, especially to her students, have made a huge difference in our school. Nancy has inspired me to provide students with the best learning

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experience possible and to stay committed despite the obstacles we may face. Those students who were fortunate enough to have had Nancy will forever remember their fifth grade teacher, Mrs. Franks,” said Mrs. Dyson.

Mrs. Franks said she has learned from numerous mentors throughout her career.

“I am a combination of all of the great educators who have taught with me and have continued to learn from the new teachers who are half my age. At the administrative level, I credit former Mathematics Coordinator Guy Roy, former Assistant Superintendent Dick Silva, and our current Superintendent Gary Maestas as mentors. These three dedicated men were, and are, outstanding leaders. They brought about change in the school system in positive ways and never failed to recognize the hard work and dedication of our staff. I strived to apply their management techniques and skills in my classroom,” said Mrs. Franks.

“

What I’ve learned from Nancy is that despite setbacks and obstacles in our lives, you persevere, you stay strong, and you keep going, especially when others depend so much on you for being there.

“When I began teaching at Indian Brook in 1984, I was welcomed by an entire staff who became cherished mentors and friends. Most of them had already been teaching for a decade or more and were eager to share their knowledge and experience with me. The school had an open layout at the time with no doors and only three walls for each classroom. I learned so much from listening and watching. I didn’t have to seek out advice. I could simply observe exceptional teaching as I walked down the hall.

”

— Maria Dyson, First Grade Teacher at Indian Brook Elementary School

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