JUNE 2018 “Post it Notes� is the exclusive monthly newsletter for Orange County Catholic Schools faculty and staff. To submit an item or share a story idea, email Gabriella Karina at gkarina@rcbo.org
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JUNE 2018
Staff Spotlight: Dr. Erin Barisano, Superintendent of Schools
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rin Barisano, EdD, begins her new role as Superintendent of Orange Catholic Schools July 2. Dr. Barisano, a veteran educator and a rising leader in Catholic education, steps in for current Interim Superintendent Sally Todd, who will remain with the Office of Catholic Schools through the next year to help with the leadership transition. “I am grateful for the opportunity to be a part of the Diocese of Orange and its extraordinary schools,” said Barisano, a faculty member at Loyola Marymount University who began her career in education teaching second graders at St. Joseph Elementary School in Pomona. “The Diocese is the perfect place for me to be an agent of change and help lead these great schools forward.” Dr. Barisano said she was inspired to make the professional move to Orange County after learning about the Diocesan leadership’s work to build on already-outstanding educational programs and promote Catholic schools to new families across the region. “The vision of Bishop Vann and the work he has done on strategic See Staff Spotlight on Page 4
School Spotlight
STS. SIMON & JUDE SCHOOL PARTNERS WITH THE OC MARATHON TO “INSPIRE KIDS TO FITNESS”
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t Sts. Simon & Jude School, Lifelong Learning objectives are cultivated both in the classroom and with our many free after-school “clubs” and special interest classes held on campus. Students are enabled to become responsible citizens who recognize, appreciate and utilize their God-given talents. These opportunities abound on campus when students participate in additional afterschool activities ranging from Lego enthusiasts, Yoga classes, origami and chess. One of the most popular after school clubs is “Kids Run the OC” which is supervised by three teachers at SSJ. Ms. Karen Foster, Mrs. Karen Castelblanco and Mrs. Sara Jones are inspiring students to become healthier and participate in outside community events. Starting in early February, over 100 Sts. Simon & Jude students, ranging from kindergarten to 8th grade, participated in an on-campus, school-directed training program designed by Kids Run the OC.
Superintendent’s corner
The program was designed to help preadolescent kids become more physically fit, promote an active and healthy lifestyle and combat the onset of childhood obesity - all while having fun. The students met twice a week after school and engaged in age appropriate moderate-to-vigorous physical activities, and learned about healthy eating habits by reinforcing healthy behaviors through nutrition challenges each week. The 10-week training program promotes fun, positive running play, lifelong muscle and emotional memory, and a cooperative, not competitive, atmosphere. The program concluded with a 1-mile fun run called “Kids Run the OC” marathon at the Orange County Fair Grounds on May 5, 2018. The final mile concluded a total of 26.2 miles, earning the participants a marathon medal. We are excited to continue to grow our running program at Sts. Simon & Jude School as we endeavor to “Inspire Kids to Fitness”!
SALLY TODD
Classrooms as Strong Faith Communities
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ommunity building is central to who we are as Catholic educators. We assume this and intentionally build communities that foster love, service to others and create a sense of belonging. Woven into academic teaching and learning are the recognition of students’ personal needs and deliberatively modeling what we value into the fabric of their learning. Our school communities provide an additional “home away from home” for a student, no matter
what the ability or social level, as well as a place of transformation of the ordinary. These are the things I like to see when visiting classrooms: Giving students multiple opportunities to share parts of their lives in varied ways—Student choice, diverse curriculum and the encouragement of student voices
See Corner on Page 4
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Innovative Teaching Metacognitive Awareness & Learning Transfer — Not Just for Math and English
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onsider the following: You have taught your students a concept in grammar, for instance. A few days later, your students end up making mistakes of that same type in a written social studies assignment. Sound familiar? Transferring knowledge from one form, one subject, or one class to another is a learned skill that requires time and practice. How can we provide our students the time and practice they need to become reflective learners who apply their knowledge across subject areas? In her recent article at ASCD Express, author and teacher Sarah C. Johnson explains how “reflective writing for metacognitive awareness” can help. (“Learning to Write, Writing to Learn,” ASCD Express, April 26, 2018, http://www.ascd. org/ascd-express/vol13/1316-johnson.aspx) First, Johnson points out how students receive an ongoing flow of information throughout their school day. Added to it, most students in our Diocese also contend with a variety of sources for that
information: the teacher(s), whiteboard, their device or Sycamore. Even on the device, students may be logging into Google Classroom/Drive, Edmodo or their email. The sheer volume of inputs can be a challenge for our students to manage and collate. Not surprisingly, their knowledge is often more fragmented or localized than before. Johnson explores a few alternatives for teachers willing to invest the time in helping students develop metacognitive awareness. Her main point is to allow the students an opportunity to reflect in writing, using open-ended prompts (“What did you find helpful from today’s lesson? What will you do differently next time?”). Doing so in a low-stakes environment that fosters the students making connections across subjects or even to other parts of their lives gives students the practice they need. As Catholic educators, this kind of metacognitive ability and learning transfer is demonstrated when students apply gospel values learned in Religion class to their daily experiences. Asking students to reflect in writing (or even allowing a few quiet moments of reflection) on one concrete way they can apply a biblical or moral principle
Calendar of Events Orange County Catholic Schools June 2018
June 18 – July 27
Holy Family School Summer Program
June 25-July 27
St. Bonaventure School Summer Program
July 9 - August 2
Christ Cathedral Academy Summer Program
to a situation they’re facing in their own lives will help our students develop into thoughtful, reflective Catholics who both know their faith and apply it to their lives. Joe Ciccoianni Principal, St. Norbert Catholic School
Understanding Dyslexia Dr. Brad Snyder, Principal, St. Joseph School
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ike couldn’t spell “cat.” I leaned over his shoulder looking at his paper and just let that sink in. Mike couldn’t spell “cat,” and he was in the seventh grade. What’s worse, I had no idea how to help him. This is where the journey started, and a single driving question came into focus: How do we help students who have reading difficulties that have proven to be resistant to intervention? When the journey began, our resource program was almost non-existent. I reached out to a company to provide us with after-school tutoring, using our Title funds. The immediate problem was getting students to stay after school. Staying after school meant the parent had to pay daycare, and the parent had to arrange for transportation at a different time. Also, what if the student was in a sport? Did we take the sport away, maybe the one area the child was truly experiencing success in school? How was that going to motivate the student? Short answer: It didn’t. Next, it became apparent that simply working one-on-one, with the few students we could get to stay, on the grade-level material was ineffective. We needed a better plan. We needed a program that had evidence that showed it was effective. Over time and in various settings, I became aware of dyslexia. The
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more I learned about it, the more it seemed to fit the problem I was encountering at our school. I joined the local branch of the International Dyslexia Association and attended their conference in Atlanta this past November. I wanted to focus on three areas: understanding dyslexia on a deeper level, knowing what type of environment promotes success in these learners, and understanding what resources were being used successfully with students struggling to read. The conference was incredible. Dr. Stanislas Dehaene explained in a lecture how the reading pathway in the brain of the dyslexic learner is different, and this difference begins in the 7th month of gestation. His research demonstrated how much more effort it takes in the dyslexic brain to read and how important automaticity is. If the brain cannot get the word into working memory in 300ths of a second, the brain jettisons the information and begins working on the next word. Next, I learned that if we can help students perceive that intellectual ability is something that can be developed over time with effort, with good strategies and help from others, then these students are more likely to persevere. I also learned how duration and intensity were keys to success. Students had to have enough time with a trained professional if we were going to make a difference. That meant
at least four days a week and at least 40 minutes per session. The last day, I attended a six-hour training on the reading resource Rave-O. Rave-O was created by neuroscientist Maryanne Wolf as a result of her research. Her research stemmed from a desire to understand and positively affect her son’s ability to read. She had always dreamed of reading books with her son and having these great conversations about theme and characters. What she found was that she needed to do everything she could to simply help him read at grade level. At the end of the first trimester, I sat across from Mike’s mom and told her I couldn’t help Mike. She knew, but wanted him to stay in Catholic school because it was a safe place for him. Mike deserved to be able to read, I explained. It was my first year, and I had failed someone who desperately needed help. I broke a mother’s heart, and began a journey. I have begun crafting a program that will support second-language learners and dyslexics as well as create a deep base of understanding for all our students on how the English language works. Do I have all the resources I need? No. But I think I have enough to make a difference. So when the next Mike walks through the front door, I hope to be able to say, “I know just how to help. I am glad you found us.”
Spotlight Continued... planning is a superintendent’s dream,” Barisano said. “I am excited to be a part of a team that is so invested in Catholic schools.” Dr. Barisano joins the Diocese of Orange from the Archdiocese of Los Angeles, where she served as deputy superintendent. There, she oversaw 30 schools in the San Gabriel Valley and the Archdiocese’s leadership formation program. The leadership skills she developed by working with other educators has helped her transform into an effective administrator, Dr. Barisano said. “I’m looking forward to developing authentic relationships with principals and teachers,” she said. Dr. Barisano, whose mother was a Catholic school principal, credits much of her own success to the education and values instilled in her when she was a Catholic school student. “I’m a product of Catholic schools and the poster child for a Catholic education,” she said. After earning her bachelor’s in business administration and marketing from the University of Notre Dame, she worked as an account executive for a leading international marketing firm. Soon, however, she discovered her calling in the classroom. Dr. Barisano
Corner Continued...
are all indicators that students are respected and listened to. Our focus is not only on learning, but also recognizing the unique individuality of every student. Providing time for collaboration and student-to-student interaction—A buzz in a classroom; peer teaching and cross-age tutoring are all ways not only of assisting diverse learners but also building one-toone connections among students. Acknowledging what’s good—“Catching students being good” gives the recognition students need for community as well as building self-esteem whether on the elementary or secondary level. Students
taught at St. Joseph Elementary School in Pomona and St. Luke School in Temple City, where she later became principal. She earned a master’s degree in Catholic School Leadership in 2007 from Mount St. Mary’s College and a doctorate of education in educational leadership for social justice in 2017 from Loyola Marymount University. Her dissertation focused on forming and supporting lay Catholic elementary school principals as spiritual leaders. “I’ve always believed so strongly in the mission of Catholic schools and the importance of being able to connect with children through the lens of faith,” she said. “Now more than ever, our kids
need that.” Dr. Barisano said she is committed to ensuring teachers are given the resources to help students, and themselves, reach their full potential. “It’s important to give leaders support, a strong foundation and guidance,” she said. “I am committed to always be there for our teachers and principals to offer support and help guide them along the way.” Dr. Barisano and her husband, Bart, have two children – Sophie, 13, and Casey, 10. In her free time she enjoys spending time with her family, cooking and gardening.
applauding others give the highest level of praise. Additionally, everyone gains from a public acknowledgement of what’s going well, evidence of high-quality work and voicing insightful comments.
Grace Lee Boggs in The Next American Revolution wrote:
Checking in and monitoring the lives of groups—Having students share their struggles with schoolwork and building in times within a class or school day in which students can personally express their opinions in a supportive environment allows them the time to be heard—and everyone needs to be heard. Modeling what we teach—The more kindness, warmth and compassion that teachers convey the more students will learn, grow and connect. Walking into a classroom, I can instantly feel the environment and what radiates from it.
We urgently need to bring to our communities the limitless capacity to love, serve, and create for and with each other. We urgently need to bring the neighbor back into our hoods, not only in our inner cities but also in our suburbs, or gated communities, on Main Street and Wall Street, and on Ivy League campuses. Catholic school classrooms, whether they are located in low income urban areas or high income suburbs contribute to this paradigm by developing leaders of connection, who love, serve and interact with each other in enhancing the richness of this world.
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