Verona Public Schools Magazine Fall 2016 Edition

VERONA PUBLIC SCHOOLS

DEDICATED TO DEVELOPING HEALTHY HABITS OF MIND, BODY AND HEART FALL 2016

CONTENTS A Message from Our Board President

03

04 The State of Our Schools 05 07 Incorporating a Team Approach During 09 Strategic Plan

Transition Years

The Place to be for

11

The American Geographical Society Names 2016 AGS Geography Teacher Fellow

13

Support from Our Education Foundation for Chromebooks in the Classroom

14

Computer Science

Teaching Important Life Skills to Our Children

15

MAXIMIZING THE

nique 17 UPOTENTIAL IN EVERY CHILD

A Special T hank Y�u to contributors of this Publication and Chrissy Sciacchitano - Publication Designer Fred Goode Photography, Official Photographer of The Verona Public Schools www.goodeimages.com Verona Foundation for Educational Excellence (V.F.E.E.) PostNet Printing Services - Verona, NJ

2016 Princeton University Distinguished Secondary Teaching Award

19

Dedicated Educators

21

are LEARNERS

23 The Verona SCA Conference 24 Verona Summer Enrichment Academy

25

From Composers to The History of The Business of Making

Swing and Music

26 27 And the Grammy Award Goes To 28 V.F.E.E. Inspiring Excellence Awards 29 Activating All the Right Senses Lifelong Love of Reading 31 The Developed in the Classroom and Home 32 On the Rise...

33 When Opportunity Knocks 35

49 On the Path to Fitness 50 New Faces Around Town Support for 51 Financial the Success of our Schools Q 53 55 Snapshots 57 Inquiry in Action Asking All the Right

uestions

Partnership with Parents through Our Verona SEPAC

Guidance, 36 Providing One Child at a Time Gillingham Certification: 37 Orton A Tool for Teaching Reading

39 Hitting All the Right N tes the Love 43 For of the Game 44 Fast Facts: Facility Upgrades 46

Technology Upgrades

47 VHS by the Numbers

Verona Public Schools is published by the Verona Public School district in Verona, New Jersey. Reproduction in whole or in part without written permission is prohibited. Distributed free of charge to the public in digital format. Articles published in the Verona Public Schools magazine may be divergent in point of view and may be to some controversial in nature. Articles represent the ideas or beliefs of the author and are not necessarily the views or policies of the Verona Public School District, nor are they an endorsement of any particular product or service. Copyright 2016.

A Message From Our Board President

by John Quattrocchi President, Verona Board of Education

The Verona Board of Education is pleased to share this annual review of successes for our school district. We encourage all members of our community to take a moment and review the report as we reflect on our strategies, progress, and student achievements.

In 2013 the Board and school administration brought together nearly 100 members of our community to create our second 5-Year Strategic Plan for our schools. We are gifted with a terrific community who support our students and schools. Staff, students, parents, township leadership, administrators, Board members, law-enforcement and others collectively devoted over 1,700 hours to this effort with countless others participating since then. We all worked together to hone almost 200 original action items into 6 main strategies – all captured in a single mission statement. You can see the summary of our plan on the following page.

The 2013-2018 Strategic Plan holds the Board and Administration accountable to our community for all our efforts.

That plan is posted in every room, in every school building across our district to help us all keep focused on that commitment. It is a living guide we use to set all our annual objectives, to measure our progress, and to alter course when we find we must do better.

Working with the Board allows me to interact with some of the most talented people imaginable – teachers, support staff, administrators - who are devoted to the educational experiences of our students. In this annual review, we’ve summarized many of the results of that devotion.

We hope you find the review informative and enlightening as we work together towards continued success.

John Quattrocchi President, Verona Board of Education

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4

The State of Our Schools

by Rui Dionisio, Superintendent of Schools

Welcome to the Verona Public School district. The past several years have been ripe with opportunities and collaboration, building on the successes of the past, and sustaining incredible momentum with our faculty and students. Our growth is the result of our focused commitment to the vision defined in our Strategic Plan, the support of our Board of Education and invested leadership team, a deeply committed and talented staff, the support of our parents and community, and highly engaged students motivated to achieve their maximum potential.

The genesis of this inaugural publication began two years ago and our endeavor is a tribute to the dedication and efforts of our entire teaching and learning community.

The Verona Public Schools is a high academic performing school district with lofty expectations for all of our students. First and foremost, we are deeply committed to maintaining the best interests of our students, keeping this focus central to every decision we make as we work to cultivate learning environments that enable us to support

the individual potential in every child.

Verona is a supportive community with highly motivated and intellectually curious students. Our district provides a full range of opportunities for our students, from academics to the fine and performing arts to athletics and extracurriculars, where there is something for everyone.

Teaching and learning is a multifaceted and dynamic process which requires intent, process, perseverance, and heart. As you review our magazine, we hope you have an opportunity to learn what makes Verona so very special.

Our goal is to present what we are proud of to our community in a way that is relevant and authentic. We are certain you will appreciate our efforts in literacy through the Columbia University Teachers College Reading and Writing Project which has been successful at the elementary level and recently expanded to grade 5. In our elementary schools, you will also notice an investment in character education programs such as conflict resolution and peer mediation while we continue to sustain a positive, supportive, and

“Whatever the mind can conceive and believe, it can achieve.�

-Napoleon Hill

1,453

# of students learning through Columbia University Teachers College Reading and Writing Project

nurturing environment for children.

Verona teachers are implementing our new inquiry-based science program as they strive to engage students in hands-on, active learning at the elementary and middle school levels.

Communication, collaboration, and strategic intervention in our middle school has been enhanced with the introduction of our house model as our teachers work closely in teams to support the success of all students. Our district has also made a significant commitment to infusing instructional technology through our Google Teacher Academy and professional development for faculty to identify methods that enhance the quality teaching our community has come to expect.

1,302

# of students engaged in inquiry-based science learning

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Verona High School ranks as one of the best. We have been recognized as a top performing school district by The Washington Post America’s Most Challenging High Schools in the nation and #54 in New Jersey. VHS has also been recognized by Newsweek as America’s Top High Schools and NJ Monthly Top 100 High Schools, among numerous other publications. Our high school course guide provides diverse opportunities for students engaged in honors and dual enrollment coursework in preparation for post secondary education. We are especially proud of our commitment to increasing academic engagement by removing barriers to rigorous coursework in Advanced Placement courses, evidenced by our continuous and significant growth, dedication of our faculty, and success of our students.

VHS has added five new Advanced Placement (AP) courses since 2015, increasing whole school AP participation over the past two years by 16%, and demonstrating 7% growth in student performance on College Board exams. The academic environment in our school is possible because of the willingness of our students to rise to the level of expectation set for them and the knowledgeable and nurturing staff who support our students in achieving their goals.

Our performing arts program continues to flourish. 69% of VHS students participate in the fine and performing arts, choir enrollment has nearly doubled in just one year, and a thriving band program has been regionally recognized and continues to engage in authentic learning experiences. Verona offers 26 interscholastic athletic teams that produced three championships last year. Even more impressive, the VHS athletic program and coaches help our athletes develop skills, provide a sense of belonging, promote collaboration, cultivate the ability to overcome adversity, and foster critically important non-cognitive skills.

3 out of 10

# of students involved in band, color guard, or choir

7 in 10

juniors and seniors are enrolled in at least 1 AP course

Last year was also an opportunity for us to assemble new members of our esteemed staff and leadership team who will further support the growth and development of our teachers as lifelong learners. We have charted a course of continuous improvement for our students. Curriculum and instruction continue to move on an upward trajectory. Thank you to those who have joined us in our ventures and have been supportive along the way.

Our publication pays homage to several Verona educators who have made special contributions to our schools. As you flip through the publication, you will get also an inside look at the enhancements to our facilities that helped bring the district up to the 21st century. Finally, we are eternally grateful and appreciative of our education foundation, VFEE, and organizations such as the SCA, VMPA, VMAC, and athletic boosters, who help make much of our success possible.

Verona is a special place, surrounded by an amazing faculty and supportive community. As the saying goes that iron sharpens iron, it is as we work together to create schools where our students are challenged and inspired so they may reap the fruits of our labor.

We are the result of our collective efforts with each of us who are highly invested in the success of our future. I encourage you to explore our Fall 2016 publication and learn about the robust, vibrant learning opportunities that exist in our schools each and every day.

Best wishes for 2016-17.

Rui Dionisio, Superintendent of Schools

1:2

Ratio of Chromebooks to Students

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Uniting the Verona Community in a Shared Read Aloud Experience

by Corisa Walker, Elementary Librarian Nicole Stuto, Brookdale Avenue School Principal

Elementary Librarians Corisa Walker and Katie McAuliffe at the Renaissance Fair Can you imagine the excitement that builds around reading when every person in the school community has read the same book? While the idea of everyone reading together is simple, the impact and value is vast. One District, One Book unites the Verona Community in a shared reading experience. It is a program designed to include all four Verona elementary schools reading the same book at the same time. One District, One Book is essentially a town-wide book club, which includes cross-curricular activities, blogging, and a rich culminating experience that celebrates the book. For the past

four years, the One District, One Book program, supported through the SCA’s and the Verona Foundation for Educational Excellence (VFEE), has provided everyone in the school community with a book. The school administrative assistants read the book. The custodians read the book. The lunch aides read the book. Every student, parent, administrator, and support staff member read the book.

“Children are made readers in the laps of their parents.”

-Emilee Buchwald

One District, One Book is designed to be a shared read aloud experience and a time for families to commit to reading together each night for the duration of the program. All parents, those of fluent readers as well as those of beginning readers, are asked to read the book aloud to their children. In a time of hectic schedules, One District, One Book provides an opportunity to spend this time enjoying a book together. Along with the book, families are provided with a reading calendar which outlines what chapter to read each night. Families are also invited to follow along with a nightly blog post, where they may answer questions about the book. This provides an opportunity for parents to witness the type of thinking skills within a text that students do during reading instruction on a daily basis.

The program’s inception in 2012 began with a setting of New York City with The Cricket in Times Square. Since then we have

Renaissance Fair Performers on stage presenting for our students

partnered with Alex’s Lemonade Stand while reading The Lemonade War. We have traveled back in time to the Middle Ages with Kenny and the Dragon, transforming Verona into a two day Renaissance Faire. Most recently, we learned all about marine life while reading Nim’s Island, and had a day of touch tank exhibits from the Camden Adventure Aquarium. The excitement that builds leading up to the program is incredible.

The book selection is kept under tight wraps, with only small clues given in the days leading up to the book reveal. Verona families can’t wait to hear what book we will be reading at the annual One District, One Book kick-off assembly. Verona teachers get so excited about reading that they perform a flash mob celebrating the excitement of the program. Verona children cheer when they finally hear what book they will get to read.

“One District, One Book is remarkable. The excitement it generates in our family, our school, and our town is palpable. It’s amazing to overhear kids talking about books with their friends on the soccer field or on the playground without being prompted by parents or teachers. We just love it, from the first page all the way to the end-of-book festivities. We can’t wait for the next ODOB to start.”

- Jen Quinn, Brookdale Parent

Renaissance Fair Acrobat performing with Superintendent Dionisio The benefits of being read to are endless. Reading aloud to children of all ages builds their vocabulary and listening skills.

It allows children to develop their curiosity and nurture their imagination. It furthers their exposure to the cadence of language, which in turn develops their own fluency and comprehension skills. Furthermore, it fosters a lifelong love and appreciation for reading. One District, One Book takes reading beyond the classroom. Year after year, a love of reading continues to be spread throughout the community.

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Incorporating A Team Approach During Transition Years

by David Galbierczyk, HBW Principal - Carnegie House

Many families make Verona their home because of our town’s outstanding neighborhood elementary schools. Navigating the transition from the district’s small

educators. The most effective way of

having common planning time to discuss

elementary schools to the middle school,

accomplishing this goal is to design a

both student-specific issues as well as

however, can often be a challenge for

system where teachers are provided

curriculum development.

students and parents alike. With this in

opportunities to collaborate and utilize

model structure also allows for parent

mind, two years ago, the District exlpored

their time most effectively to constructive-

meetings to take place with a child’s

a house model system at HBW. Upon

ly dialogue about students. Most impor-

7-member team during the school day.

reviewing feedback from the school

tantly, the house model provides a sense of

community, it became clear that adopting

community to foster meaningful relation-

the house model would provide HBW’s

ships amongst teachers, students, and

staff with a structure to better support the

parents. The 2016-2017 school year marks

academic, social, and emotional needs of

the second year of H.B. Whitehorne

its students.

Middle School’s house model, and the

The house

school’s principals and teachers are Developing a middle school house model focused on achieving the goal of cultivating smaller, more personalized learning communities for our students.

Although new to Verona, a house model,

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looking to build upon the many successes from its first year which included a 41% reduction in the number of failing marking period grades compared to the previous year.

or team based approach, is nothing new to

HBW’s house model is designed to

schools. The middle school house model

provide strong academic, social, and

structure was established on years of

emotional support to the school’s 720

research and practical application in many

students

school districts across the nation where

communities, increased and targeted

the design enables the creation of two

interventions with students, and regular

smaller schools within a school. The

communication between the school and

transition from elementary school to high

parents.

school is critically important. Middle

grouped in interdisciplinary teams so that

school children greatly benefit from

the teachers of the core subjects of

social, emotional, and academic support

English,

through a focused, concerted effort by

studies share the same students while also

through

smaller

learning

Students and teachers are

math,

science, and social

Andrew Carnegie portrait

The house model teams are committed

members contribute to its discussions,

to developing partnerships between the

planning, and decisions.

school and home through frequent

discussing specific student issues, teams

individual

level-specific

coordinate assessment dates to ensure

communication. Weekly emails include

students are not subjected to multiple major

important announcements and remind-

assessments on the same day. Prior to the

ers, as well as updates from the core teach-

implementation of the house model, many

ers that include information regarding the

HBW teachers taught several subjects in

current unit of study and upcoming

multiple disciplines.

assessment dates. Improved communica-

model structure allows teachers of the core

tion between the school and home is a

subjects of English/Literacy, Math, Science

main goal of the house model, and HBW

and Social Studies to focus primarily on one

parents have been effusive in their praise

subject. By being able to focus on a single

of the school’s efforts in this area.

subject, teachers have more time to collabo-

and

grade

Both the Carnegie and Olmsted Houses support 5th, 6th, 7th, and 8th grade

In addition to

However, the house

rate with one another in refining units of

Mr. Galbierczyk and Ms. McNeal will

study.

continue to draw upon the benefits of the

teams. All four teams that comprise each

HBW’s Carnegie House and Olmsted

house consist of teams of core subject

House are both named for famous Americans

teachers, an administrative assistant, a

who have influenced the history of Verona.

guidance counselor, and a principal.

The Carnegie House, whose principal is Mr.

Upon

are

Galbierczyk, is named for the famous indus-

assigned to either the Carnegie House or

trialist Andrew Carnegie. The Verona Public

the Olmsted House, and remain in that

Library was one of thousands of free, public

house through the end of 8th grade.

libraries whose establishment

Administration and school counselors

was funded by Carnegie.

work closely with the district’s elementary

Frederick Law Olmsted, for

school principals and their 4th grade

whom HBW’s Olmsted House

students in an effort to form two houses

is named, is considered to be

where students’ anticipated achievement

the

and needs are as similar as possible.

landscape architecture. New

Siblings are assigned to the same house so

York City’s Central Park and

that families, the school counselor, and

Verona Park are among the

the principal can build upon their existing

many beautiful public parks

relationship.

Each team formally meets at least two

that were designed by the

times per week, with the team’s school

serves as the Olmsted House

counselor and principal in attendance for

principal.

entering

HBW,

students

Frederick Law Olmsted portrait

father

Olmsted firm.

of

American

Ms. McNeal

at least one meeting per week. One of the

After a highly successful first

core subject teachers on each team

year, the staff is committed to

serves as its Team Coordinator. Although

further utilizing its structure

the Team Coordinator plays a pivotal role

to help provide smaller learn-

in facilitating team meetings, all team

ing communities at HBW.

house model’s structure in order to attain its goal in providing outstanding support of

students’

academic,

social,

emotional needs.

As a parent of a fifth grade student said, “I am very pleased with the House Model and the communication that is being sent. There is greater organized communication and cohesiveness that did not previously exist a few years ago with my older child. The teachers and teams are making a dedicated effort to coordinate and communicate, making for less questions and less confusion.”

and

The Place to be for

Computer Science

by Glen Stevenson, Supervisor of STEM

Computer science is the literacy of the 21st century. It is important beyond just programing computers and devices. Students learn logic, problem solving, and design principles through computer science. Computer science happens to be a point of pride for Verona Public Schools. All students at H.B. Whitehorne receive instruction in computer science in 5th and 6th grade and can elect to continue in 7th and 8th. Verona High School has the best participation rate in the state of New Jersey for Advanced Placement Computer Science A and for the 2016-17 school year we have expanded our computer science opportunities with the addition of Advanced Placement Computer Science Principles.

Mr. Andor Kish has served HBW students for ten years as a math teacher, a science teacher, and a computer technology facilitator, but his current role is as a Computer Science Teacher. All students in HBW take part in a cycle of classes that have traditionally included art, music, technology and which now includes computer science. Beginning in 2014-15 all students in grades five and six received instruction in basic computer science and programing using Scratch. In 2015-16 computer science at HBW expanded into grades seven and eight with elective cycles. Grade seven students work in TinkerCAD to design 3-D objects which can be printed with the 3-D printer that Mr. Kish obtained through a grant from the Verona Foundation for Educational Excellence (VFEE). Grade eight students go into greater depth and complexity with the MIT Scratch programming language. Mr. Kish says the best part of teaching computer science at HBW is “watching the kids problem solve� as they build their programs and objects. Verona is in the lead in providing students with a rich computer science experience at the middle school level which sets the stage for even more opportunities at VHS. In most high schools, Advanced Placement Computer Science A (AP CompSci A) is the third class in a sequence. Student participation dwindles each year, and can be quite restricted by the third year. The decline in student participation stems from a possible loss of interest overtime, and the difficulty for students to schedule three years of Computer Science amid competing interests.

#1

In AP Computer Science participation in the entire State of New Jersey

40%

female participation compared to 20% in New Jersey

This has positioned Verona in first place in terms of participation rate for all of New Jersey for the last three years. Mr. Rich Wertz says, “In the 21st Century, all sciences are computer science.” VHS is giving its STEM students a big edge in college and career with a solid foundation in computer s c i e n c e . O f s i g n i fi c a n t importance, female participation in AP CompSci in 2015-16 was 19 females out of a total of the 46 students. That is more than 40% of the enrolled population! Fortune magazine reported in 2015, “Most of the top-paying jobs for college graduates today involve computer science and engineering degrees, yet only 18% of computer science graduates are women.” Verona is once again ahead of the curve.

For the 2016-17 school year, Verona High School has launched Advanced Placement Computer Science Principles (AP CSP) in conjunction with the College Board and Harvard University. The College Board developed this new course with the support of more than 100 colleges and universities, including Harvard University. Harvard offers a course called CS50 which introduces “...the intellectual enterprises of computer science and the art of programming for students less comfortable and more comfortable alike.” Harvard has offered an adaptation of this course called CS50 AP for high schools to fulfill the vision of AP CSP. Ms. Danielle Mutovic will be Verona’s instructor for AP CSP. She is looking forward to the challenge, “The thing that I am looking forward to most will also be the most challenging of the course. Students will be coming into this course with a variety of backgrounds concerning computer science.” AP CSP is open to all students who have completed Algebra I and VHS currently has an enrollment of 58 students for 2016-17. Students can take AP CSP followed by AP CompSci A or vice versa. The courses are significantly different and offer students varying experiences within the world of computer science.

The American Geographical Society Names

Ms. Melissa Wallerstein 2016 AGS Geography Teacher Fellow

The American Geographical Society (AGS) has named Ms. Melissa Wallerstein of Verona High School as an AGS Geography Teacher Fellow for 2016. As part of the recognition as a Teacher Fellow, Ms. Wallerstein will attend and participate in the AGS Fall 2016 Symposium “Envisioning a Sustainable Planet” in New York City on November 17 and 18, 2016.

[New York City, NY] – [September 19, 2016] — The American Geographical Society (AGS) has named Ms. Melissa Wallerstein of Verona High School in Verona, New Jersey as a 2016 AGS Geography Teacher Fellow. Ms. Wallerstein is one of fifty teachers selected from across the United States to participate in this first year of the program. The AGS Geography Teacher Program has been made possible by a generous gift to AGS by the Boundless Corporation.

Ms. Wallerstein teaches Advanced Placement (AP) Human Geography at Verona High School. As part of the award for being selected as a Teacher Fellow, Ms. Wallerstein will attend the AGS Fall Symposium on November 17 and 18, 2016 at Columbia University in New York City. The Symposium will enable the Teacher Fellows to gain valuable cutting edge content knowledge and awareness of the real-world geographic workplace

13

skills demanded by today’s geospatial companies. The Teacher Fellows will have a unique opportunity to interact with, and become one of, the nation’s thought leaders who are involved in the multi-year dialog about the future of geography.

“We are very pleased to be able to have Melissa among 50 of the best teachers in the country join us in New York City in November,” said Dr. John Konarski, CEO of the American Geographical Society.

“Geography and geospatial science have an effect on just about every aspect of our daily lives. The collective experience and expertise of these Geography Teacher Fellows will help guide the Society as we lead the discussion about the future of geography. In addition, the teachers will be able to bring back to their classrooms, practical and cutting edge information about the latest advancements in the geospatial world.

The AGS Fall Symposium is one of the most important and recognized geography/geospatial events in North America during the Fall Semester. Attendees include CEOs and senior executives from preeminent geospatial companies along with leading experts and representatives from government, not-for-profits, and academia.

Ms. Melissa Wallerstein Verona High School

Established in 1851, the Americ an G e o g r aph i c a l S o c i e t y (AGS) is the oldest professional geographical/geospatial organization in the United States. It is recognized world-wide as a pioneer in geographical research and education in geography for over 165 years. AGS is a 21st century learning society dedicated to the advancement of geographic thinking, understanding, and knowledge across business, government, academe, the social sector, and education. The goal of AGS is to enhance the nation’s geographic literacy so as to engender sound public policy, national security, and human well-being worldwide. AGS is the only organization focused on bringing together academics, business people, those who influence public policy (including leaders in local, state and federal government, not-for-profit organizations and the media), and the general public for the express purpose of furthering the understanding of the role of geography in our lives. AGS provides leadership to frame the national discussion of the growing importance of geography and geo-spatial tools. The Society maintains its headquarters in New York City.

Chr�me��oks in Our Classr��ms

281 Bloomfield Avenue Suite 125 Verona, New Jersey 07044 www.vfee.org

Verona Foundation for Educational Excel-

people from different parts of the world, and to

lence (VFEE) is proud to announce a Special

provide our staff ways to most effectively

Grant awarded to the Verona Public Schools in

support student learning and maximize the

support of the District Wide Google Initiative.

potential of every child. Our goal is to continue

In 2015, VFEE granted $75,000 over the course

to

of three years to support Chromebooks in Our

throughout our entire district with a focus on

Classrooms. $25,000 was awarded at the Verona

creation and collaboration. The success of this

Board of Education meeting on September 8,

program would not be possible without the

2015 and November 8, 2016. VFEE will provide

generous support of the Verona Foundation for

$25,000 per year for the next two years making

Educational Excellence. This award will enable

the Google Initiative Grant the largest award by

the Verona Public Schools to scale the infusion

VFEE since its inception in 2007. This initiative

of effective technology and provide an innova-

is a district-wide program that will bring

tive approach to teaching and learning. For that,

innovative educational apps and creative

we are extremely grateful.”

create 21st century learning classrooms

classroom learning tools to students and teach-

The Google Initiative Grant Award would not

ers throughout Verona Public Schools. Michelle

be possible without the generous support of our

Posner, Chair of VFEE, captured the mood of

donor base. We want to thank those who have

the group, “Our board is dedicated to funding

provided contributions that fund quality

grants that directly impact student success

innovative educational grants to Verona Public

through

strategies,

Schools in an effort to enrich the educational

enhanced classroom experiences, and quality

experience of the students of Verona. Your

instruction.”

support is greatly appreciated by the trustees of

innovative

learning

Superintendent of Schools Rui Dionisio shared the following: “We have a responsibility to make

VFEE as well as district teachers, administrators, and students.

schools more relevant for kids as they walk

VFEE is a 501(c)(3) charitable organization

through our front doors each and every morn-

dedicated to enhancing excellence in education

ing. The technology we are scaling is not a

through the development and distribution of

substitute for high quality instruction in our

private resources for the benefit of Verona

classrooms, but rather a means to enhance

public schools and students.

learning opportunities for our students that did not otherwise exist without the technology. Our teachers are excited about learning new approaches. We are seeking new opportunities for our students to publish their authentic work

Help us continue to

Inspire Minds One Grant at a Time

by donating today at www.vfee.org

to a broader audience, video conference with 14

Teaching Important Life Skills to Our Children...

Resolving Conflict & Seeking Solutions through Mediation

by Dr. Anthony Lanzo, F.N. Brown Principal

Conflict is inevitable in life and our schools can play an integral role in teaching our children important life skills to enable them to successfully navigate resolving problems. It is our responsibility to teach students to be peacemakers and learn how to handle conflict when it arises. Elementary students in Verona are taught the Conflict Resolution approach to assist with problem solving any type of controversy or disagreement. Using the New Jersey State Bar Foundation (NJSBF) materials as a starting point, students apply the Win-Win Guidelines when they face any type of opposition.

Conflict resolution lessons are taught on a weekly basis in each elementary classroom. Classroom

teachers introduce the skill through mini-lessons, modeling, guided practice, independent practice, role-playing, and/or children’s literature. Lessons are easily adapted to the students’ learning abilities throughout the K-4 experience. Students are taught that there are various forms of conflict and the necessary tools needed to resolve them. They

15

are also taught how to solve a problem. In order to reach resolution, we work with students to improve their communication skills. We believe that effective communication between the disputants is critical with solving any type of struggle between or among people. Home-school connections are assigned throughout the school year.

Home-school connections require students to review and apply various conflict resolution skills at home. It also serves as a means of communicating with families our current district focus. It is also an opportunity to discuss the principles connected to the concept or skill. Parents and students are encouraged to collaborate while completing the home-school connection. This encourages families to have conversations surrounding the particular concept or skill as they examine various scenarios together.

We begin each school year by connecting the concept of ‘Peace’ and how it starts with each student. We also stress the commitment each one of us must possess to work any type of problem out.

Each classroom including specialists, related services and special education have set up a Peace Place where students can meet to discuss a conflict.

The Win-Win Guidelines help our students deal with conflicts in such a way that all disputants feel comfortable with the outcome. Guidelines focus on taking time to cool off and finding alternative ways to express anger, stating a feeling using an “I Message”, stating the problem as the other person sees it, taking responsibility for the problem, brainstorming solutions that satisfy both parties, and concluding with an affirmation. The Win-Win Guidelines are displayed for students’ reference.

Various tools such as cooling off techniques, breathing for calmness tips, alternatives to hitting, I-Message scripts and feelings vocabulary are available to all students as resources.

Conflict resolution assemblies are held throughout the school year where students observe, analyze and/or participate in skits where they can apply and fine tune their resolution skills. Students are also trained on distinguishing between conflict and bullying. Skits demonstrating conflict and bullying are also reviewed, evaluated and discussed at schoolwide assemblies. Student and staff enthusiasm and participation are at a high level during assemblies.

Each elementary school offers a peer mediation program. Research has proven that peer mediation is an effective tool that can be used by elementary students to help resolve conflicts. It empowers students to resolve their disputes creatively and cooperatively, while infusing critical thinking skills. Students in grades 3 and 4 may apply to be a trained peer mediator. Peer mediators are required to attend training sessions prior to taking their post. Prospective peer mediators practice mediation skills with the desired outcome focused on facilitating a problem solving approach while working with disputants that require a third party to help them reach resolution. They are also required to attend follow up meetings in order to maintain an active status. Peer mediators and parents sign a code of conduct outlining the expectations.

Peer Mediators have the ability to fulfill their role and act without guidance while working with disputants. The student body understands the role of the peer mediator and values the peer mediation process. Students that are unable to solve a problem on their own are encouraged to ask the mediators for assistance. Students understand their role and the mediator’s role in the mediation process. Students know how to locate a mediator when they need help resolving a conflict. Disputants should feel satisfied at the conclusion of the mediation process. Once the first two steps are accomplished then mediating using the Win-Win Guidelines can commence. The peer mediation process is always confidential.

Elementary students have the option to mediate a problem using the school wide peer mediation process. It is voluntary to work with a peer mediator. The peer mediator serves as a “third party� that assists the disputants with problem solving. Brainstorming as many possible solutions to a problem is key to the peer mediation process. Our peer mediators work in pairs to assist the disputants discuss and solve their problem with the goal of reaching a solution that works for both parties.

Peer mediators reference the Win-Win Guidelines while working with disputants. Peer mediators encourage disputants to retell the problem from their individual perspective and express their feelings. The role of the peer mediator is one of a facilitator encouraging disputants to discuss the problem in a non-judgmental manner while applying active listening skills.

Conflict resolution and peer mediation have proven to reduce disputes. Verona elementary students are taught a specific skill set when approaching a disagreement. It also fosters a culture where students develop and apply real life skills that evolve throughout their development.

Students recognize that a course of action is possible to solve a conflict. Compromise is common among Verona students as the mediation process promotes students making concessions to settle differences. Conflict resolution and peer mediation fosters cooperation where students work together for a common purpose. This approach supports our district mission of empowering students to achieve their potential as active learners and productive citizens. We take pride in training our students to be peacemakers in our beloved Verona community.

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2016

Princeton University Distinguished Secondary Teaching Award

2016 Distinguished Teachers Awardees Honored at Princeton University's 269th Commencement.

Rich Wertz, VHS Teacher as a Princeton University Award Recipient (second from left).

The following was written and published on the Princeton University website by the Princeton University Teacher Prep program in June 2016.

Princeton University will honor four outstanding New Jersey secondary school teachers at its 2016 Commencement on Tuesday, May 31.

This year's honorees are Ronald Duncan Jr. of Saint Anthony High School in Jersey City, Barbara Fasano of High Point Regional High School in Sussex, Matthew Morone of Pascack Valley High School in Hillsdale, and Richard Wertz of Verona High School in Verona The teachers were selected for the award based on nominations

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from public and private schools around the State. The teachers will receive $5,000, as well as $3,000 for their school libraries.

"Today, as our social and economic challenges grow more complex and difficult and we hold our teachers more accountable for the answers, it is easy to forget that teaching remains as much of an art as a science," said Christopher Campisano, director of Princeton's Program in Teacher Preparation, which administers the award program. "The four teachers we honor with

this award demonstrate the art of teaching is still very much alive in our schools. Equally important is the passion, authenticity, and love they bring into their respective classrooms applying their incredible skill and talent to fashion and mold uniquely beautiful portraits and sculptures reflected in the lives of their students."

In the Faculty Room of Nassau Hall, Director of the Program in Teacher Preparation Christopher Campisano (left) and Princeton President Christopher L. Eisgruber

(third from right) meet with four outstanding New Jersey secondary school teachers on Commencement Day. They are (from left) Richard Wertz, Matthew Morone, Barbara Fasano and Ronald Duncan Jr. (Photo by Denise Applewhite, Office of Communications) The staff of the Program in Teacher Preparation selected 10 finalists, who were visited at their schools by Rosanne Zeppieri, a member of the program staff.

Award winners were selected by a committee that was chaired by Dean of the College Jill Dolan.

The panel also included Campisano, University faculty members Joshua Katz and Stanley Katz; Steve Cochrane, superintendent of the Princeton Public Schools; and Laura Morana, executive county superintendent of schools for Mercer and Middlesex counties.

engineering and computer science. Twelve years ago, he changed careers, trading a job as a managing director at Goldman Sachs for one as a high school teacher.

He has applied all of those experiences to teaching calculus and computer science at Verona High School, where he established an AP computer science course, has overseen a jump in computer science course enrollment from 15 to 110 and has helped students double the amount of college credit earned in AP Calculus classes.

"I applaud these teachers for the courage they show in holding fast to the promise of each and every student entrusted to their care," Campisano said.

Princeton has honored secondary school teachers since 1959.

The University received an anonymous gift from an alumnus to establish the program.

Thirty-six years ago, Richard Wertz took a chance on a computer science class as an elective during his ninth-grade year. Twenty-eight years ago, he graduated from Princeton with a bachelor's degree in electrical

“...inspire a love of computer science in my students�

"It is my hope that, through my work as a high school teacher, I can continue to inspire a love of computer science in my students, as a way of embracing mathematics

and as a way of thinking and solving problems, but also as a gateway to enriching future study of the 'pure' sciences, applied science and engineering, and mathematics," Wertz wrote in a personal statement.

Student Carla Bello was drawn to computer science classes by Wertz's call for more girls to learn coding. Since then, she has taken three classes under him and is part of the school's App Development Club, which he supervises. "Mr. Wertz teaches in a way that makes difficult ideas, like mathematical concepts, easier to learn by representing the concepts visually or with real world examples," Bello wrote in a nomination letter. "He teaches with enthusiasm and humor, so, even though we may be learning differentiability and existence theorems, class is never boring."

Colleague Thomas White wrote that Wertz is deserving of recognition. "Rich's rare combination of intellect, magnanimity, deep thoughtfulness, low-key wit and humor, and genuine concern for people and for making our school the best and most effective place is an incredible asset to our school," White wrote.

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Dedicated Educators are LEARNERS

by Charles Miller, Director of Curriculum, Instruction, and Assessment During the spring of 2015 and 2016, the Verona staff were given the opportunity to apply to the Google Teacher Academy (GTA). “We are seeking teacher partners who are willing to volunteer to explore and expand the use of Google Apps for Education to improve student learning,” was a quote that was part of the letter communicated to the staff by our Superintendent of Schools, Mr. Rui Dionisio, and our Director of Curriculum, Instruction, and Assessment (CIA), Mr. Charlie Miller, describing the benefits of joining the GTA. Some of the benefits included the following: 1) participation at the annual Google Summit in Ramsey, NJ 2) attending monthly professional learning collaboration meetings held after school throughout the academic year, 3) access to a Google Chromebook for implementation, and 4) the opportunity to lead professional development during staff development days, faculty and department meetings, and grade level meetings. Specifically, utilizing Chromebooks as our wireless device provides faculty and students the opportunity to engage in collaboration and opportunities for learning that did not exist absent the technology.

The GTA team selected for the 2015-16 school year was comprised of six elementary teachers, nine middle school teachers, and eight high school teachers. For the 2016-17 school year, the GTA team that

Ms. Jennifer Errico, “Infusing the technology of the Google Chromebooks will produce an innovative approach to enhance student learning. I am enthusiastic about discovering the many applications Google has to offer and infusing them into lessons to help my students grow as learners. It also gives me the opportunity to grow as an educator.”

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was selected included ten elementary teachers, seven teachers at HBW, and three teachers at the high school (see below).

The meetings are led by the Director of CIA, our STEM supervisor, Mr. Glen Stevenson, and our Manager of Technology, Mr. Eltion Ballaj. From the first meeting, the GTA team agreed on adopting the following mission statement, “The goal of the Academy will be to continue to focus on best teaching practices while infusing technology to further enrich learning.” During each meeting, there is time for teachers to speak freely about their experiences using Google and its many applications within the classroom. Additionally, topics such as Google Classroom, Khan Academy, Matific, and Flubaroo have been presented from teachers to their colleagues and administrators.

Differentiated teacher workshops were reintroduced last year in an effort to demonstrate the experience, expertise, and talent within the Verona School District that would lead and motivate our staff to utilize ideas gleaned from the workshops the very next day with their students. During each planned professional development day, there was an opportunity for teachers to choose which workshop they would like to attend. We were thrilled that many of our teachers from the GTA confidently shared ideas that they were using in their classrooms. For example, Mr. Jonathan Thai taught other teachers how to use the application Screencastify to create their own math tutorials. Mr. Casey Harris taught teachers how to use Flubaroo with Google Forms.

Mr. Brian Samples, “I use Chromebooks to enhance and enrich the learning experiences of my students. In today's world, where the use of technology is so crucial, I believe it's important to begin using technology at an early age for everything from research to communication. Chromebooks would be useful across all subjects to reach all types of learners via an interactive platform.”

Mrs. Marisa Albano led a workshop teaching Google Basics, and Mrs. Megan Pellegrino and Mrs. Karen Sabatino created a session on how to get started with Google Classroom. The response after each of these workshops was appreciative and supportive of the direction of our district.

For the 2016-17 school year, we are pleased to announce that our newly appointed Instructional Technology Managers, Mrs. Angela Salisbury, Mr. Andor Kish, and Mrs. Jennifer Kleinknecht, will lead our GTA teams by exploring and pushing the boundaries of Google and its applications that will enrich and deepen student learning and expand teachers’ repertoires.

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Verona Summer Enrichment Academy (V~SEA)

by Jeff Monacelli, Forest Avenue School Principal

The Verona Summer Enrichment Academy (V~SEA) was created in 2005 as a way for students to continue their academic experience during the summer by participating in a host of enrichment activities to expand their knowledge base, build on their interests and encourage creative thinking. V~SEA is a unique experience in which students are taught in an environment that supports hands-on, project-based learning. The program welcomes children who ask questions and exhibit curiosity about the world and how it works.

The main purpose of V~SEA is to add greater value and significance to students’ diversified knowledge base, which in turn, expands their interests and thoughts. Regardless of students’ academic competencies, each child is challenged through the curricular experience with thought-provoking and motivating activities. V~SEA provides a continuum that bridges essential enrichment skills from one grade level to the next. A goal of the Academy is to foster critical thinking in order to facilitate higher levels of learning. This form of learning only occurs in an atmosphere where imagination and daring to "think outside the box" is appreciated and valued.

The program is run by a director and assistant director who are also elementary principals in the Verona Public School District. Their responsibility is to plan, market, direct, and supervise the program, staff, and students. The instructors are Verona elementary and middle

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school teachers who demonstrate their passion for teaching through creative thinking and the ability to design problem-based curriculum in the areas of literature, science and mathematics.

Teachers have an active role and stake in developing their courses which reflect the curriculum goals and objectives set forth by the directors.

The pre-k through 4th grade programs include interdisciplinary investigations and activities focusing on grade specific themes. The students work with two or three teachers over the course of the day who specialize in one or two specific subject areas. The instructors at each grade level work as a team to produce theme-based lessons that carry through their particular subject(s). Examples of some of the topics covered are explorations of medieval history, dinosaurs, forensics, lego robotics, crime scene investigation, Aesop’s Fables, rainforest, chemistry, insects, Archimedes, and much more. The middle school math program offers Algebra Readiness and Fundamentals of Pre-Algebra courses to students entering 7th and 8th grade.

The 2016 program was made up of over 170 students from Verona and surrounding communities spread over three campuses. The early childhood pre-k through grade 1 program was held at Laning Avenue School, the grades 2-4

upper elementary program was held at F.N. Brown School and the middle school math courses took place at H.B. Whitehorne Middle School. The location of each program level allowed for the children to also participate in the Verona Recreation and Verona Summer Music programs offered at those respective sites.

As a form of community service, 7th and 8th grade students provide assistance to the teaching staff as “volunteer teacher helpers.” The younger students enjoy interacting with the middle school students on a daily basis while the middle school students begin to develop skills as student leaders.

The Academy’s interactive approach to learning infuses Howard Gardner’s view of Multiple Intelligences.

Gardner’s theory states that both hemispheres of the brain are engaged in the learning process and every child has the opportunity to tap into a personal interest with a learning style that best facilitates his/her capacity to learn focusing on problem solving and project oriented activities.

The V~SEA experience provides youngsters with a creative and enriching environment for enhancing their skills and interests in reading, comprehending, writing, and critical thinking in literature.

They use math and problem solving skills on a daily basis and participate in science lessons that develop their scientific curiosity.

The Verona SCA Conference Did you know the Verona SCA Conference plays an "V~SEA is a great experience because it allows us to take what the children have learned and extend it into different hands-on activities. It is exciting to watch the children flourish in a creative environment. My own child attended V~SEA and I was able to see how she rose to the challenge and used her imagination in many different ways."

Carol Lynn Moy, V~SEA Teacher

important role in providing financial support to the schools in our district?

Over the past two years, the Verona SCA Conference has raised a total of $17,000. The Harlem Wizards Game has been a cornerstone of these fundraising efforts. The proceeds from this event helped the district purchase new Chromebooks in 2015. In 2016, financial contributions were directed to enhance each school library.

The Verona SCA Conference will once again host the Harlem Wizard Game on May 7, 2017. Proceeds from this game will continue to benefit the Verona School District Technology Fund. The success of this event would not be possible without the hard work and dedication of the Conference membership, parent volunteers, and the support of the entire community. If

“For two years in a row, our family vacations prevented Jack from participating in all four weeks. He was conflicted; even though he was excited to go away, he wasn't happy about cutting short his time in V~SEA. ‘I don't even like to miss one day,’ he told me. Needless to say, we're going to plan better next summer!”

Sarah Latson, Parent

you would like to assist with this event, by being a volunteer or making a financial donation, please contact Joanna Breitenbach, joanna.breitenbach@gmail.com or Janice Garthwaite, janicegarthwaite@gmail.com The Verona SCA Conference is a support organization whose membership is comprised of SCA Presidents, SCA Vice Presidents, former Presidents of the Verona Conference, Superintendent of Schools, Director of Curriculum, Business Administrator, Director of Special Services, Director of Athletics and District Special Programs, School Principals and Assistant Principals.

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From Composers to The History of The Business of Making

Swing and Music

by Yvette McNeal, HBW Principal - Olmsted House

It’s no secret that one of the most outstanding programs in the Verona Public Schools is our music program. With a top notch department, enthusiastic students, and dedicated parents, students in HBW bands and choruses consistently earn superior evaluations in regional competitions and on average, four to five musicians and singers are accepted into regional honors groups annually.

My first introduction to the quality of HBW music occurred ten years ago as a new principal. Standing in the main lobby waiting to greet students as they arrived for school, I would be overwhelmed by the sound coming from band practice in the auditorium. It set my mood for the day!

That October, I overheard incredible sounds coming from the auditorium and thought to myself, “What a great piece of music those students are listening to!” I believed that Mr. Freund, our Jazz Band teacher at that time, was having students listen to a piece before they started to learn to play it. I peeked my head into the auditorium, and to my surprise, it was our own Jazz Band playing the piece. I had never heard a middle school band that impressive. To this day, I am still amazed at the quality of music our students produce.

Our students know what it takes to stage great performances. They learn about composers, a variety of styles of music, and know how to work together as an ensemble to produce great music.

These are the traditional avenues that music programs provide for students.

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What helps to set our students apart when it comes to music education are the unique opportunities that the Verona Foundation for Education has funded for H.B.W. students.

Founded in 2006, V.F.E.E’s mission is “to maintain an extra margin of excellence by employing private resources to supplement traditional school funding.” For the HBW music program that meant that in 2013 our students were able to work with acclaimed composer, Joseph Turrin, to help inspire, create and perform “Jubilant Overture.”

Students were able to study the history of the Swing Era in social studies classes and work with professional musicians and dance instructors to learn about, practice, and host a Swing Night in 2014. Attending Swing Night and witnessing what our students can achieve was one of the highlights of my career as an educator.

This year’s musical endeavor may prove to be HBW’s most ambitious yet. With another Super Grant Award from V.F.E.E., HBW will produce The White(horne) Album.

This opportunity will give students real world experiences in the actual production of an album and can open up career possibilities in music that students may not have known existed.

Students will be able to work on

Verona Foundation for Educational Excellence

Inspiring Minds One Grant at a Time

music production and engineering, legal and financial aspects of producing an album, art design, and marketing. Our music department has partnered with experts in the field, many of them parents, to provide this once in a lifetime musical experience. Thank you, to our incredible teachers and parents for their commitment to this project, and to V.F.E.E. for continuing to fund amazing innovative programs for our students.

"The Trustees of V.F.E.E. are thrilled by the innovative and imaginative White(horne) Album Grant submitted by the devoted HBW Music Department. We are especially proud to be able to provide enriching and authentic experiences to Verona's students, but recognize it is the the professionalism, drive, and creativity of the HBW faculty that truly brings the magic."

“VFEE is proud to partner with the fantastic teachers of HBW to provide innovative learning opportunities for the students of Verona. The HBW music department has been a leading force in creating innovative learning programs that benefit not only the music students, but the entire student body.” Michelle Posner, Chairperson of VFEE Please consider donating to this amazing organization that supports creativity come to life in our classrooms by visiting http://www.vfee.org/donate/

by Dr. Sumit Bangia, Supervisor of Humanities and Maria Benz

Students today are often considered digital natives because they have been exposed to technology from a young age. There is a two-fold assumption with regard to digital natives; that these students have the necessary skills to engage with technology, and that they use technology in a meaningful way. Despite these assumptions, it remains imperative that our teachers model explicit instruction to ensure students navigate the digital landscape appropriately and effectively. Immersing students in research allows them to practice vital skills while using emerging technology productively.

now focus on the research process, rather than the end product. In history classes, students used research guides and timelines to examine one historical event from multiple perspectives. Students have also examined other forms of media, such as historical images and primary sources, to develop a specific thesis. In English classes, students created a context for literature by examining historical relevance, social movements, and literary theory that connected to the text.

Today’s research process extends beyond retrieving information. Students interact with a variety of sources that serve many purposes. This helps them become critical consumers of information. They learn not to accept all information as fact but to evaluate its accuracy. This empowers students to create new meaning based on credible data retrieved in the research process. The Verona School District then challenges students to apply this meaning to real world concepts, which aids them in becoming successful beyond the classroom setting.

One project that captures this shift in thinking is the 10th grade English “Research for Change” project. In collaboration with Ms. Benz, English teachers Ms. DeMaio and Ms. Vogel had students identify an issue they felt passionately about. Students used research as a vehicle for discovery to find the root cause of the problem. Using the information they found, they developed an “end goal”, or a creative way to demonstrate what they discovered. The open-ended nature of the project allowed students to think outside the box. Examples of end goals included school-wide social media campaigns, community events, fundraisers, and student-based groups.

The school media specialist, Maria Benz, in collaboration with teachers in the humanities department at Verona High School, engages students in this new research outlook. By integrating research tools, such as databases and advanced Google Searching, with an understanding of students’ searching methods, students

Specifically, one group of students wanted to educate residents of the benefits of cooking healthy food by creating a website and a social media campaign. Another individual student researched the effects of stress on teens, and with what she had discovered, founded and directed a VHS student support group. Lastly, another student used

his passion for gaming to research the benefits and cost of video games. This research led to a video game drive to help the Verona Public Library expand its growing collection. Reflecting on their experiences, students began to observe how academic research skills could be applied to projects with our school and community.

The Research for Change project not only taught students practical and academic skills, such as disseminating information and various forms of literacy, but also encouraged students to take ownership of their work in creative and “real” ways.

Students felt empowered throughout the process because they were allowed to follow their passion, to proactively plan and execute ideas, and to think reflectively when setbacks occurred. For the 2016-2017 school year, with the support of the Verona Foundation for Educational Excellence (VFEE), the Research for Change project will reach new heights by providing students with the budgetary support to fulfill their end goals.

The Verona Public School District is dedicated to supporting and expanding upon these vital learning experiences. This will help ensure our students leave our schools with the necessary skills and knowledge to navigate the digital landscape in academic settings and beyond. It is through meaningful research that our students—already digital natives—evolve into digital experts.

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And the Grammy Award Goes To…

290 Quarterfinalists Selected For 2017 Music Educator Award

by Josh Cogdill, VHS Principal

There are many ingredients that go into making an amazing school and academic program. One, if not the most important ingredient, is the value an outstanding teacher will have on the lives of students and within the hearts of a community. Verona High School is fortunate to have such a teacher in Mr. Lynch. Students and parents who are involved in the VHS music program can attest to Mr. Lynch’s passion, energy, and expertise; all which has led to his mentoring of our students to amazing levels of proficiency within the music arts as evidenced by their many performances and victories in band competitions.

For 59 years, a Grammy has symbolized excellence in music and Mr. Lynch has been nominated three times. For the 2017 Grammy Awards, Mr. Lynch was one “of 290 music teachers from 264 cities across 41 states that have been announced as quarterfinalists for the Music Educator Award as presented by The Recording Academy and the Grammy Foundation”. This year, Mr. Lynch was chosen as a quarterfinalist among a field of “more than 3,300 initial nominations” from “all 50 states”. “The Music Educator Award was established to recognize current educators (kindergarten through college, public and private schools) who have made a significant and lasting contribution to the field of music education and who demonstrate a commitment to the broader cause of maintaining music education in the schools.”

The administration, faculty, students, and parents cannot be more proud to have this excellent music educator as part of our staff. The people who know Mr. Lynch do not need a Grammy as evidence of his contribution. Evidence of Mr. Lynch’s contribution lies in the wonderful sound of our students’ performances, smiles on our students‘ faces, in their excellence in competition, and in the positive influence Mr. Lynch’s leadership and program provide to our school and community.

There are not many schools that can say they have a music program as great as Verona High School’s; but then again, most people don’t have a Mr. Lynch. Congratulations Mr. Lynch on your outstanding dedication to our students and the Verona community.

Please visit the Grammy in the Schools program website for more information.

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Verona Foundation for Educational Excellence Inspiring Excellence Award Recipients 2015-2016

Richard Wertz Verona High School

Mr. Wertz is in his 13th year teaching mathematics and computer science at VHS. During his tenure at VHS Mr. Wertz has built his reputation on his ability to break down complex concepts and tasks into ways that are understandable and interesting to students. His experience as a Wall Street Executive as well as his constant exploration of new ideas or resources draws students to him seeking assistance in math or simply discussing course work and life pathways.

Mr. Wertz makes students feel that they will succeed, empowering them to believe in their own ability.

Mrs. Walker impacts students’ learning by creating a stimulating atmosphere where children learn in a meaningful way.

Mrs. Walker has revamped the media center to reach students in a way that makes them eager and excited to learn. She is the force behind “One School, One Book” initiative Corissa Walker which has since turned into “One Brookdale and FN Brown District, One Book”. Her enthusiasm is contagious and she is an inspiration to both students and faculty.

Claire Duffy Brookdale and Laning

Mrs. Duffy provides a classroom atmosphere where students are motivated, relaxed, engaged, and are comfortable sharing their ideas. Mrs. Duffy is responsible for leading the Reading Intervention program in the district and instructs students between grade one and four throughout the district. Mrs. Duffy’s interaction with students and staff is invaluable.

Lisa Varuolo Forest and Laning

Grace Minervo-Buneo Laning Avenue

Jennifer Kleinknecht HBW Middle School

Mrs. Varuolo provides unparalleled opportunities for expression to all children while educating them in artistic techniques used by famous artists. Mrs. Varuolo hosts an annual themed multi-media art show with standing room only crowds to display the students’ art work. It is the highlight of the year for students to proudly showcase to their families the art they have created.

Mrs. Minervo-Buneo is a dynamic teacher who continually infuses a variety of instructional approaches that are aimed at helping her students make sense of the world around them. Mrs. Minervo-Buneo collaborates with other teachers to ensure her students are meeting the challenges with support and success. She recognizes the many needs of her students and her enthusiasm and dedication have an immeasurable impact on her three and four year old students.

Mrs. Kleinknecht is an upbeat, positive and hard working educator who is always striving to improve the media center to best assist both students and faculty.

Mrs. Kleinknecht instructs workshops for teachers and organizes clubs, events for students, author visits and Battle of the Books each year. Her enthusiasm is contagious and both staff and students know that they can turn to her.

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On the Rise...

Verona’s Advanced Placement Numbers Continue to Soar

by Charles Miller, Director of Curriculum, Instruction, and Assessment

The Verona Public School district is pleased to present the Advanced Placement (AP) exam results for the spring of 2016. The number of students who enrolled in AP classes has nearly tripled since 2009, from 82 to 293 students. Additionally, the number of AP exams that have been administered has tripled as well with 145 exams taken in 2009 and 445 exams taken in 2016 (see graph #1). In the spring of 2009, 14.5% of the student population at VHS enrolled in at least one AP course. Fast forward seven years later, 2016, and 38.4% of the student population enrolled in at least one AP course. For the 2016-17 school year, we are projecting 44.7% of our students (293 of them) will be taking at least one AP course, and we will be administering 664 AP exams in May.

71%

Percentage of Grade 11 and 12 students taking at least one AP course, a climb from 48% in 2013

All of the teachers in Verona, Pre-K through 12, have been working diligently to challenge our students with performance-based tasks, creating complex assessments, increasing the rigor in the curriculum, and encouraging our students to participate in honors and AP classes so that they will be college and career ready. Our parents have been supportive with the increased AP participation, and the students have learned and experienced more rigor and have shown that they are up for the challenge and demands of an advanced curriculum. We look forward to next year’s results with enthusiasm.

Graph #1: VHS AP Participation 2009-2017

These statistics are the result of a focused vision by our leadership team, supported by our Board of Education, where barriers to rigorous coursework have been removed for our students; a focus on well developed and implemented curriculum; an incredible group of talented teachers providing highly engaging, quality instruction; tremendous support from our parent community; and highly motivated and dedicated students who have met the level of expectation set for them.

With 445 AP Exams taken, the overall AP Exam average score increased from 2.92 in 2015 to 3.08 in 2016 and 70.4% of the AP Exams administered resulted in a score of 3 or higher. The score 3.0 on an AP Exam is considered passing and may earn credits at colleges and universities. Please note that when a student signs up for an AP class at Verona, s/he is expected to take the AP Exam in the spring.

Graph #2: VHS AP Scholoars since 2009

Another remarkable statistic is the number of students who earned AP Scholar, AP Scholar with Honor, AP Scholar with Distinction, and National AP Scholar recognition by the College Board. For the spring of 2016, Verona had 21 students earn AP Scholar status, 14 earned AP Scholar with Honor, 19 received AP Scholar with Distinction, and 2 The average score of these AP students was 3.62 and a total of 54 students earned these honors. Moreover, the number of AP Scholars has increased five-fold The Verona Public School community is proud of our AP results that have been achieved by our students, teachers, parents, administration, and the efforts of our Board of Education.

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When Opportunity Knocks…

by Tom Lancaster, VHS Assistant Principal

At the heart of David Maraniss’s bestselling biography When Pride Still Mattered, which shares the life of Vince Lombardi, rests the legendary coach’s commitment and determination. One of the most compelling moments in Coach Lombardi’s life occurred at the conclusion of a high school football game, when, after a hard fought loss to a rival school, the then high school offensive lineman sat alone analyzing his effort and the outcome of the game. During this analysis, young Vince Lombardi came to the realization that the physical pain that he endured from offering all of his energy to his team resulted in a level of exhilaration that he craved for the rest of his life. Numerous books and articles emphasize the value that grit, work ethic, and passion play in an individual’s success, and Verona High School is using the information to create an innovative environment that allows all students to enjoy tremendous opportunities to explore, create, and pursue success.

From the outside, Verona High School’s beautiful, elite athletic fields and courts offer a glimpse of the exciting opportunity that the school offers. Inside, o u r s c h o o l ’s g r e a t opportunities offer even more.

Every student is encouraged to take advantage of our Bring Your Own Device policy, which allows each student to use his or her own electronic device to explore far beyond the walls of the building. We also have a large number of Chromebooks and desktop computers, so technology is readily available to all. Our strong wifi connections offer clear, quick access to our network. The technology is designed to encourage our students to work collaboratively with classmates to create solutions and to generate ideas that lead to growth.

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With access to our network easily available, each student can utilize the Google Apps for Education (GAFE) that serve as powerful tools for learning. Students can use Google Docs for digital writing conferences, to create and solve mathematical problems, to organize ideas for a science lab, and so much more.

Google Forms allow students to gather data, which can be organized and analyzed on Google Sheets. Google Slides offer students to create visuals that go far beyond the traditional public speaking forum. Google Calendar allows students to organize and schedule, while Google Drive stores their work so they can continue to access their fi l e s a n d b u i l d u p o n their ideas as they advance to even greater experiences. All of the Google Apps for Education faci lit ate ou r b elief that ideas should not be compartmentalized, but should instead be readily available for students to use to be innovative.

As students explore and follow their passions, our except iona l te aching staff uses data to provide detailed maps to guide each student.

Khan Academy, for example, o ff e r s e a c h s t u d e n t opportunities to investigate and grow as they tackle problems in specific areas of math. While each student evaluates his or her work and learns through clear, detailed, and user-friendly mini-lessons, our teachers analyze the detailed data that Khan Academy provides. This facilitates rigorous, differentiated instruction that our students have found both rewarding and fun. Our teachers continue to seek innovative resources that they can mold into authentic learning experiences, so each student’s experience helps steer him or her towards success in high school, college, his or her career, and life.

Verona High School does not simply contain a curriculum focused on classroom experiences. We believe that students should take what they acquire in their courses and investigate ways they can apply their knowledge and skills. Verona High School has an Option II program that is specifically designed to provide our students with hands-on access to career options. Students can explore life in the corporate world, the entertainment fields, the trades, the medical field, law enforcement, and many other career paths. We encourage each student to be creative and to proactively seek opportunities that may enable him or her to obtain insight into a career that can provide the means to pursue a passion.

Technology continues to create new and exciting devices that are designed to solve problems and provide the means for even greater innovation. Verona High School is fully vested in providing our students with an environment that allows them to excel in an ever growing society. We have an innovative STEM room that screams for students to enter, design, and create. The tools and machinery, which includes a brand new laser-cutter, a 3D printer, and more, are complemented by a brand new computer lab. Together, all of the resources in our STEM room provide each student with countless opportunities to help design the world in which they will one day lead. In addition, we have a makerspace that allows every student time to tinker with ideas, explore how things work, ponder innovations, and have fun. The makerspace is housed in our newly remodeled Learning Commons, which not only contains thousands of brand new, exciting, best-selling books, but contains flexible, comfortable furniture that encourages collaboration in a warm, friendly, and comfortable environment.

to develop his or her skills. Consequently, the band is filled with students of all levels and abilities who work together to develop camaraderie and to create exceptional music. Additionally, our annual jazz concert continues to draw enormous crowds who are treated to an exciting evening of student-driven, popular music. Our choir also provides inspiring music that highlights the wonderful commitment to the arts. Verona’s love of the arts extends beyond music.

Verona High School Creative Arts Festival provides a wonderful display of our students’ creativity.

This end-of-the-year experience allows us to display what our artists have created. The visuals are stunning, and demonstrate an exceptional commitment to critical thinking.

Verona High School is filled with opportunities. Ultimately, we want our students to dream, think, collaborate, and create paths to happiness and success. Each student is different, but we believe all can learn to work hard, explore their passions, and, one day, enjoy the exhilarating feeling that commitment provides.

In both Steve Jobs and The Innovators, Walter Isaacson writes extensively about the importance of meshing math and science with the arts. Verona High School is a place that embraces the arts. Our music department has developed an elite band that is second to none. Every student is welcome to join our all inclusive band that uses each student’s effort

34

Partnership with Parents Through Our Verona SEPAC

by Frank Mauriello, Director of Special Services

Community and school support working together are

The SEPAC provides a forum for parents, guardians,

critical in meeting the needs of our students. The Special

students and the Verona Special Education Department

Education Parent Advisory Council (SEPAC), also

to share information and discuss matters of interest and

known as Verona C.H.I.L.D (Children Having Individual

concern regarding our children. The SEPAC is made up

Learning Differences), is a district-wide organization created by parents to support the emotional, social, and academic well-being of children with special needs. We provide information, educational opportunities, resources, and support to families and professionals striving to achieve the maximum benefit for all children in our community.

The mission of our SEPAC is to be a

positive, solution-oriented group focused on being a resource for parents and guardians of students with special needs.

35

of parents whose children receive special education services from the Verona Public Schools and serves as a liaison between the special education community and the Department of Special Services.

If you would like to learn more about our SEPAC, please visit us on our district website under Special Services. We look forward to your participation, so that we may be able to carry out the positive mission that Verona C.H.I.L.D. has established for our community.

For the Love of the Game

by Bob Merkler Director of Athletics and Special Programs

It has been a busy but exciting summer at Verona High School as construction crews work diligently to construct new athletic facilities for our VHS student athletes. Through the coordination and cooperation of numerous community members, school officials, engineers, and contractors, Verona Athletics began competing on state of the art facilities beginning this Fall. The Thomas J. Sellitto Athletic Field, located directly behind Verona High School, is now a turf field equipped with lights. The new improvements will allow Verona to host a variety of events on campus throughout the year. Our tennis courts, at one time a 4 court facility unable to host state tournament championships, has been resurfaced with an added 5th court. The new blue and green color scheme matches top tennis facilities in the state of New Jersey. Finally, our lower field will sustain some of the most dramatic changes of all facility updates. Both the baseball and softball team will be able to play simultaneously on a turf field that will produce true infield hops. Left field will maintain a full regulation multipurpose field while right field will double as an additional multipurpose field. Both locations will have the ability to host games and/or practices for all VHS athletics.

The new facilities are an amazing gesture of support from the Verona community in providing our athletic programs, band, and physical education classes with state of the art facilities. Our top notch athletic program noow has a first rate facility to match. We look forward to seeing their hard work really shine through for years to come. All Fall athletic schedules are currently posted on our Verona High School Athletics website. We look forward to seeing you at our next athletic event to cheer us on!

43

by the numbers

310

Nearly 1 in 2

# of Chromebooks at VHS

Percentage of all VHS Students in grades 9-12 with ability to earn college credit enrolled in at least 1 Advanced Placement (AP) Course or dual enrollment college course

664

Student course enrollment of students in all AP courses, a climb from 402 just 3 years ago

500

Number of toys collected by VHS sutdents for Hawkins Street School Holiday Toy Drive

3

90%

VHS STUDENTS ATTENDING A COLLEGE OR UNIVERSITY

10%

VHS student pursuing a gap year, career education, military service,or employment

Athletic Championships

47

Football Conference Title

Girls Tennis Conference Title

Boys Basketball Conference Title

7% Increase in AP mean scores of students earning a 3 or better since 2015 while expanding AP enrollment

22 ap courses offered

57% Students enrolled in Honors Classes

3 out of 10

# of students involved in band color guard, or choir

12:1

69%

STUDENT TO TEACHER RATIO

9 out of 10

Students take the SAT or ACT

13 NUMBER OF DIFFERENT ART CLASSES OFFERED

44% Percentage of all VHS Students in grades 9-12 enrolled in at least 1 Advanced Placement (AP) Course, a climb from 14% in 2009

of VHS students taking at least one arts class

1 out of 2

Number of students participating in interscholastic athletics

70

Students enrolled in dual enrollment courses for college credits

48

On the Path to Fitness...

Creating a Healthy Space For All

by Bob Merkler, Director of Athletics and Special Programs

Verona High School currently has a weight room of yesteryear, however an initiative has begun to develop a modern day fitness center to benefit all male and female students. The fitness center will enhance not only athletics but our new physical education curriculum enabling a foundation to be built for lifetime fitness.

Beginning October 2016, Verona High School instituted a new and unique fundraising effort that will raise funds to upgrade the fitness center facility with new equipment while also enhancing the paver dedication walkway on the Thomas J. Sellitto Athletic Field.

The Verona High School Brick Fundraising Campaign will allow past and present members of Verona to honor loved ones, students, athletes, teams, faculty, and many others. The brick pavers will be laser engraved on concrete bricks and allow for a personal design using text, clip art, or logos. The bricks, offered in 3 different sizes and colors, are priced starting at $100 for personal pavers and up to $550 for corporate sponsorship. The pavers also make an excellent gift and way to honor a past or future graduate of Verona High School. All paver bricks that are purchased will be constructed as part of a walkway from the entrance of Thomas J. Sellitto Athletic Field to the Verona flagpole at the top of the hill at our stadium. Once constructed, the paver walkway will endure for a lifetime for Verona Hillbillies fans to view and enjoy.

All proceeds from the Verona High School Brick Fundraising Campaign will be used to upgrade the Verona High School Fitness Center and enable all of our students to have access to new, functional exercise equipment that will enhance physical fitness. The new space will enable our teachers to incorporate strength and conditioning into our physical education program for our students during the school day. The newly renovated space will also be utilized by all athletic teams and support the physical rehabilitation of our female and male student athletes. We are extremely grateful to all of the parents and community members who have already supported this wonderful initiative.

We hope you consider making a contribution to this fundraising project. To purchase your own personalized paver brick, please visit this website to learn about all of the different engraving options available. polarengraving.com/VeronaHighSchool Please feel free to contact Bob Merkler, Director of Athletics and Special Programs at, rmerkler@veronaschools.org should you have any questions.

The above photo is a rendering of the new fitness center equipment for coed athletics and physical education classes.

49

NEW FACES AROUND TOWN

Henry B. Whitehorne Middle School

Brookdale Avenue School

Anthony Chierici

Julia Albretsen

John (Chris) Cunningham

Emma Franks

Julianne Curro

Katharine Jackameit

Raquel Grasso

Nicole Stuto

Long Term Substitute, Grade 5 Science Caldwell University Special Education, Grade 5 Frostburg State University, Troy University Grade 7 Mathematics The College of New Jersey Learning Support Services Clarion University

Martine Kasmin

Special Education, Grade 5 English Language Arts NY School of Visual Arts, College of St. Elizabeth

Maggie Manning

Grade 8 Social Studies The College of New Jersey

Kindergarten The College of New Jersey Special Education Resource The College of New Jersey Long Term Substitute, Grade 4 William Paterson University Principal Villanova University, Montclair State University

Forest Avenue Karen Convery

Long Term Substitute, Speech Villanova University, St. John’s University

Steven Munoz

Grade 7 English Language Arts The College of New Jersey

Albert Palazzo

Special Education, Grade 6 Mathematics University of Phoenix

Forest Avenue/ Laning Avenue School Elissa Freda

Verona High School Michelle DellaFortuna

Mathematics Penn State University, Concordia University

Laurence Fry

English Language Arts/Theater University of Chichester, The College of New Jersey

Christine Garson

Spanish New York University

Media Specialist William Paterson University

Gabrielle San Roman

Music Westminster Choir College

Laning Avenue School Ilissa Abovitz

Speech Penn State University, LaSalle University

Christine Gish

Special Education, Social Studies University of Dayton, William Paterson University

Dina Rizzuto-Francis

School Nurse William Paterson University

Karolina Siwek

Mathematics The College New Jersey

District Robert Merkler

Director of Athletics & Special Programs The College of New Jersey

Paula Staudinger

Board Certified Behavior Analyst Drew University, Caldwell University

Kenya Velarde

Spanish Rutgers University

50

Financial Support

for the Success of our Schools

by Cheryl Nardino, Business Administrator The primary responsibility of the Business Office is the management of all finances for our school district.

These include the performance of purchasing, payroll, accounts payable, financial planning, and budgeting.

These areas are the responsibility of the Business

All special education expenditures including the respective salaries in the program, encompass 23% of the budget

Administrator along with lease purchasing and bond

Non-discretionary expenditures, which are those neces-

financing. The Business administrator also oversees the

sary in operation of the district (i.e. professional develop-

annual audit, health & other staff benefits programs,

ment,

transportation, and the cafeteria program.

supplies), include 7% of the budget

The greatest challenge the district faces in terms of our budget is the continuation of the 2% NJ cap on tax levy. Although there is a 2% cap, banked cap and the election of budget waivers allows the district to create a budget that is above the cap.

From budget years

2012-2013 to 2016-2017, the tax levy increases have ranged from 2.37% to 3.08.

curriculum

writing,

custodial/maintenance

Discretionary spending is 3% of the budget and are those items that can be deferred to subsequent years, but are ultimately required to support programs and co-curricular activities.

In terms of revenues, Verona property taxes fund 94.41% of the budget, followed by state aid that

The budget timeline and budget process begins in

amounts to 2.79% of the overall revenue stream. The

November when the administrative team identifies the

balance of the revenues is made up of extraordinary

needs of every school and each department budget. In

aid, tax relief from prior year excess surplus, student

December, the Business Administrator and Superin-

tuition, rental income, and miscellaneous revenue.

tendent review the needs assessment in preparation of

Despite these challenges, the Verona Public Schools

the budget to the Board of Education. Beginning in

takes great pride in our collective success and achieve-

January, the budget is reviewed and discussed in each

ments of not only our students, but our dedicated and

respective Board sub-committee. The preliminary

exceptional staff.

budget is adopted at the end of March each year. The

Department of Education lists Verona as 15th lowest

annual budget presentation and adoption of the final

spending in our peer group of 69 like school districts.

budget occurs at the end of April. The budget is effective beginning July 1 of each year through June 30 the following year.

When the Board presents the budget, the expenditures are summarized in four major categories:

51

Salaries and benefits comprise 67% of the budget

On a comparative basis, the NJ

FIVE YEAR BUDGET SUMMARY 2011-2012 ACTUAL

2015-2016 ADOPTED

2016-2017 ADOPTED

1-YEAR CHANGE

5-YEAR CAGR Compounded Annual Growth Rate

SALARIES

$15,872,819

$16,948,076

$16,926,851

-.07%

1.29%

BENEFITS

$4,401,244

$4,747,272

$5,048,760

.95%

2.78%

SPECIAL EDUCATION

$5,733,184

$7,033,097

$7,541,289

1.60%

5.64%

NONDISCRETIONARY (professional development, curriculum writing, custodial and maintenance supplies)

$1,832, 522

$1,932,988

$2,241,986

.97%

4.22%

DISCRETTIONARY (regular classroom and co-curricular supplies)

$801,460

$1,174,349

$1,041,425

-.42%

5.38%

$28,632,229

$31,835,792

$32,800,311

3.03%

2.76%

TOTALS

COMPARATIVE SPENDING

SCHOOL DISTRICT

PER PUPIL (RANKED HIGHEST TO LOWEST)

CLASSROOM SUPPLIES

CO-CURRICULAR

AVERAGE PROPERTY TAXES

MAHWAH

$17,509

$240

$524

$8,154

RAMSEY

$17,723

$243

$461

$11,829

BERKELEY HEIGHTS

$15,709

$215

$580

$12,195

KINNELON

$15,665

$324

$568

$13,706

MADISON

$15,153

$311

$595

$12,338

GLEN RIDGE

$14,583

$479

$525

$18,569

CALDWELL-WEST CALDWELL

$14,290

$344

$491

$10,145

NEW PROVIDENCE

$13,234

$350

$478

$13,364

VERONA

$13,131 (1st lowest)

$338 (6th lowest)

$452 (1st lowest)

$10,791 (4th lowest)

52

Asking All the Right

by Rui Dionisio, Superintendent of Schools

“How was your day?” said a parent.

“Fine,” said the child. How many times have we heard or been part of that conversation? Or, “What did you do at school today?” “Nothing.” As the father of three children, I have been there myself.

These types of closed ended questions are conversation enders, not starters.

This theme popped up from several parents at back to school events a few weeks back. “It’s so frustrating. How can I have a better conversation with my daughter about how her school day is going?” and “Why doesn’t my son want to talk to me?” In most cases, don’t take it personally. Actually, it’s likely a combination of two things: adolescence kicking in and parents not asking the right questions.

That got me thinking about the lessons I have learned as a parent and educator, and reflecting on some of the best advice I received from other parents and colleagues I have learned along the way that I still use to this day. There are simple yet effective ways to open constructive dialogue with your child while figuring out what is going on at school and in their life. The power is in asking the right types of questions.

“What was the best part of your day and why?” Open

ended questions discourage one word answers. Asking “What was the best part of your day and why?” promotes a focus on something positive, no matter how big or small. For example, “I got an A on my math test” or “I did something nice for someone at school today and I felt really good about it.” The important thing

53

Questions

here is don’t let your child off the hook.

Give them enough wait time to reflect on their day and let them know they need to share at least one thing that was positive.

This may take some getting used to but should become natural once you have these conversations each and every day.

Sh�wing gratitude is �ne of the simplest �et m��t p�wer�ul things humans can do ��� each other.

“What are you thankful for?” “Gratitude is a thankful apprecia-

tion for what an individual receives, whether tangible or intangible. With gratitude, people acknowledge the goodness in their lives.” Harvard Health Publications Asking this question invites children to reflect on what they are grateful for that they already have, not what they want.

For kids, this may be their family, friends, a pet, or a specific experience. Research has shown that being grateful for what we already have in our lives correlates to a greater likelihood of having a positive outlook on life. Practicing gratitude has shown to develop a more optimistic perspective on life. In Praise of Gratitude,

by Harvard Health Publications at Harvard Medical School, provides ways to cultivate gratitude on a regular basis.

There exists an incredible amount of research on how gratitude associates with our perspective. It’s important for our children to recognize the positive aspects of each day to frame a healthy balance and attitude toward life. I encourage you to take some time to review their work in this article.

“What was the most challenging part of your day and how did you handle that problem?”I love this question.

-Randy Pausch

It provides insight into three important areas into what’s really going on and how you as their parent can guide your child:

1.

a specific challenge a child may be facing;

2. how do they perceive this obstacle; and

3. what

are the ways they are handling this problem.

These challenges can come in the form of academic, social, emotional, or all of the above. Hearing from your child on how they are feeling is extremely important in this process. A productive two-way dialogue is incredibly significant to help you as the parent understand what your child is dealing with and assisting your son or daughter in navigating their emotions and outlook on the issue. Do they see the problem they are grappling

with as so insurmountable that it cannot be conquered or as a temporary obstacle they can overcome with proper guidance? How your child responds to this question gives you a sense of how he or she is doing, helps shed light on how they view the challenge, and whether or not they have the necessary skill set at the time to effectively address the issue on their own (or will it require the assistance from you as their parent or an adult at school).

succeed

In order to , people need a sense of . self-efficacy, to struggle together with resilience to meet the inevitable obs t ac le s and inequities of

life

-Albert Bandura

Facing struggle is inevitable and we cannot protect our children from ever confronting adversity. In fact, learning resiliency and how to overcome hardship helps build healthy young adults. Dr. Ginsburg, a pediatrician specializing in adolescent medicine, university professor of pediatrics, and the author of Building Resilience in Children and Teens: Giving Kids Roots and Wings, highlights the following seven areas to frame our conversations with kids on resiliency: competence, confidence, connection, character, contribution, coping, and control. I encourage you to click on the following article link, Building Resilience in Children, to learn more about resilience and how to help your child recognize their abilities.

Learning is a process that takes time.

How can we guide children to develop into positive, thankful, and resilient young adults who approach obstacles with the attitude that they can overcome anything thrown their way? Think about how you can use these conversations as opportunities to teach your child to have a positive outlook on life. Challenges in life are inevitable. How we handle them is up to us.

I would love to hear from you on the types of questions you ask to have productive conversations with your children. Please feel free to email me with your thoughts at rdionisio@veronaschools.org

? ?

Keep looking up... that’s the secret of life.

-Snoopy

? ? ? ?

54

Inquiry in

Action

by Rui Dionisio, Superintendent of Schools

Focus. Explore. Reflect. Apply. Repeat.

The Verona Public Schools district is dedicated to cultivating learning environments that nurture the curiosity that exists naturally in children. It was clear from teacher feedback that last year’s inquiry-based science pilot program fostered a high level of student engagement. The new science program, developed with support from the Smithsonian Institute and National Academies of Science, is being implemented this year in our elementary and middle schools with the goal of increasing student engagement and improving student knowledge of scientific processes.

The Next Generation Science Standards (NGSS) defines scientific inquiry as “the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design.” Research has shown that an inquiry-based teaching approach fosters deeper critical thinking. Our new science program provides a commitment to active, hands-on learning in grades 1-8 focused on research-based standards that highlight what students should be able to do to at each grade level. Implementing inquiry-based science is one approach to address the needs of all learners, personalize instruction for students by addressing the preconceptions that they bring with them to the classroom, and develop critical thinking in order to raise student engagement and achievement in science.

As educators, we have a responsibility to help students develop a deep understanding of science concepts, knowledge, skills, and attitudes in order to grow up into responsible global citizens. Our schools must prepare students to compete in the future by focusing on critical thinking and problem solving which will prepare students for careers that do not yet exist today.

Curriculum should be designed to support student learning to develop scientific and technological literacy for an educated society as essential preparation for all careers in the modern workforce. Curriculum developed with fewer

“Education is not the learning of facts, but the training of the mind to think.” -Albert Einstein 57

“Too often we give children answers to remember rather than problems to solve.” - Roger Lewin topics in mind, where the teacher can devote time and energy on cultivating a greater depth of understanding, supports meaningful discussions centered around big ideas. If the curriculum has been designed with rich, engaging tasks, appropriate instructional decisions can be made to assist all students in attaining significant cognitive growth” (NRC, 1999).

Howard Gardner’s theory of multiple intelligences outlines how people learn through different modalities such as auditory, visual, and kinesthetic. He believed that students should think independently and develop their own understanding of concepts as opposed to utilizing rote memorization and acceptance of others’ ideas (Gardner, 1991). Inquiry-based instruction represents an evolution away from traditional lecture-based instructional methods of teaching science with a focus on process over memorization of a body of facts (Dewey, 1910). Many students simply memorize facts without truly grasping the idea but would better understand a concept if they were awarded opportunities to conduct hands-on experiments and engage firsthand with the scientific phenomena. That is exactly what our new science program seeks to accomplish.

The research from the National Research Council and AAAS Project 2061 is compelling, that conveying scientific processes in a coherent manner within and across all grade levels, provides teaching and learning opportunities in a continuous, interconnected, and cumulative manner with the greatest potential for maximizing student learning. The Verona Public Schools is committed to the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. We look forward to our progress from the collective efforts of our faculty and support of the Verona community for years to come as we enhance science as we know it.

References Dewey, J. (1910). Science as subject matter and as method.

Science, 31(787) 121-127.

Gardner, H. (1991) The unschooled mind: how children think and how schools should teach.New York: Basic Books Inc.

National Research Council. Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards. Washington, DC: The National Academies Press, 1999.

58

COLLEGE ACCEPTANCES CLASS OF ‘16

HIGH SCHOOL

VERONA

ONward &UPward

University

of

Alabama

American

University

University

of

|

|

Alvernia

Anna

Arizona

|

University

Maria

Arkansas

|

College

Valley

American

|

Business

Academy

State

University

Artistic

Academy

Arizona

Technical

|

Bard College | Belmont Abbey College | Bentley University | Berkeley College Berklee

College

Bloomsburg

of

Music

University

|

|

Beth

Brandeis

Medrash University

Govoha |

|

Bloomfield

University

of

College

Bridgeport

Bryant University | Cabrini College | Caldwell University | California Polytechnic University Carnegie Mellon University | Catholic University | Centenary College | University of Central Florida | Chapman University | College of Charleston | University of Cincinnati | Clarkson University | Coastal Carolina University | Colgate University | University of Colorado | Colorado State University | University of Connecticut | County College of Morris | University of Dallas | Delaware Valley University | University of Delaware | University of Denver | DeSales University | Drake College of Business | Drew University | Drexel University | Earlham College | East Stroudsburg University | Eastman School of Music | Emerson College | Endicott College | Essex County College | Fairfield University | Fairleigh Dickinson University

| Fashion Institute of Technology | Florida Atlantic University | Florida Gulf Coast University | Florida Southwestern College | Florida State University | Fordham University | Fortis Institute | Franklin & Marshall College | Frost School of Music | Frostburg State University | Georgia Institute of Technology | Georgian Court University | Gettysburg College | Green Mountain College | University of Hartford | Hartwick College | High Point University | Hofstra University | HoHoKus-Hackensack School of Business & Medical Science | College of the Holy Cross | Indiana University | Institute for Health Education | Institute of Audio Research | Iona College | Ithaca College | James Madison University | Johnson & Wales University | Juniata College | University of Kansas | Katharine Gibbs School | Kean University | University of Kentucky | Keystone College | King’s College | Lafayette College | Le Moyne College | Lehigh University | Long Island University | Loyola University of MD | University of Maine | Manhattan College | Mansfield University of Pennsylvania | Marist College | Marquette University | Marshall University | University of Maryland | Marymount University | Massachusetts Institute of Technology | University of Massachusetts | Mercy College | Messiah College | Miami University at Oxford | University of Miami | Michigan State University | Millersville University | Misericordia University | University of Mississippi | Monmouth University | Montclair State University | Moravian College | Morris County School of Technology | Mount Saint Mary’s University | Neumann University| New England Conservatory | University of New Hampshire | University of New Haven | New Jersey City University | New Jersey Institute of Technology | The College of New Jersey | New York Institute of Technology | University of North Carolina | North Carolina State University | Northeastern University | Norwich University | University of Notre Dame | Oberlin College | Ohio University | Ohio State University | Pace University | Pennsylvania State University | University of Pittsburgh | Providence College | Quinnipiac University | Ramapo College of NJ | University of Rhode Island | Rider University | Roanoke College | Rochester Institute of Technology | University of Rochester | Roger Williams University | Rollins College | Rowan University | Rutgers University | Sacred Heart University | Saint Francis University | Saint Joseph’s University | Saint Peter’s University | College of Saint Rose | Salisbury University | Salve Regina University | San Diego State University | Santa Barbara City College | Santa Clara University | University of Scranton | Seton Hall University | Siena College | Skidmore College | University of South Carolina | University of South Florida | University of Southern California | Saint John’s University | Stevens Institute of Technology | Stockton University | State University of NY | Susquehanna University | Syracuse University | Temple University | University of Tennessee | Towson University | Union College | Unity College | Ursinus College | University of Vermont | Villanova University | Virginia Commonwealth University | Virginia Tech | University of Virginia | Wentworth Institute of Technology | West Chester University | West Virginia University| Western New England University | Widener University | William Paterson University | Worcester Polytechnic Institute

Congratulations to the Class of 2016