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Welcome to The J. Turner Hood Elementary School Informational Presentation.

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Presentation on theme: "Welcome to The J. Turner Hood Elementary School Informational Presentation."— Presentation transcript:

1 Welcome to The J. Turner Hood Elementary School Informational Presentation

2 Our School Theme “Hand & Hand Together We Can”

3 “Hand and Hand Together We Can.” As a faculty and a school community we believe that “Hand and Hand Together We Can.” We believe that we can accomplish many goals if all the members of the J. Turner Hood School community remain cognizant of our theme and continue to work collaboratively in order to benefit our students.

4 Welcome from our Staff

5 Contact Information J. Turner Hood School 298 Haverhill Street North Reading, Mass Phone: (978) Fax: (978)

6 Our Website 

7 J. Turner Hood Elementary School Mission Statement The mission of J. Turner Hood Elementary School is to educate and challenge students to their fullest potential. J. Turner Hood students will become lifelong learners with social, intellectual and critical skills that will enable them to function as successful adults in our global society.

8 J. Turner Hood Elementary School Vision Statement The J. Turner Hood School aims to provide a success oriented, quality education that will enable all students to reach their full potential within a respectful, caring and secure environment.

9 J. Turner Hood Elementary School Goals 1. Improve student achievement. 2. Continue to implement our philosophy of working together as a Professional Learning Community. 3. Provide a safe learning environment for all children, free of ridicule where children will be able to express themselves freely. 4. Maintain strong relationships and partnerships with School Committee, School Parents’ Association, School Councils, school staff and school community at large.

10 Enrollment Data

11 Class Size

12 Town of North Reading  The Town of North Reading is an outlying suburban town in Middlesex County, lying entirely within the watershed of the Ipswich River. It was created as an independent town in 1853 and retains a number of well-preserved houses dating back to The town center retains its complete historic fabric with a Federal style meeting house and an affluent Federal village with a well-preserved district of period houses.

13 School Profile The current enrollment of the J. Turner Hood School is 425 students. The physical plant houses three Grade One classes, three Grade Two classes, three Grade Three classes, four Grade Four classrooms as well as three classes of Grade Five and one Language-Based classroom. We host one full day kindergarten class in addition to one half day kindergarten class. We also have two pre-kindergarten classrooms and the SEEM Collaborative program for the Hearing Impaired in our building.

14 School Facility  The J. Turner Hood School is located on acres in North Reading  The building is 55,000 square feet including 4 modular classrooms..

15 Hood School Facility  This fully operational, elementary school was originally built in 1959 (upper wing) with a 1969 (lower wing) addition. In 1998, library, art and music rooms were added and the administration area was expanded and most classrooms were renovated with all new unit ventilators to improve indoor air quality. Four modular classrooms were added in 2003 at the west end of the 1969 wing. The school is all on one floor with a stair lift connecting the upper and lower wings and is ADA compliant and is fully sprinklered.

16 The Hood School Mascot During the school year, the students voted on a new school mascot. They chose the Hood School Hound Dog! How do Hound Dogs best represent all of us at the J. T. Hood School?  Hounds are always noble and dignified, and they are characterized by wisdom and strength.  As Hood School Hound Dogs, students are respectful of others; dignified as they follow directions from adults, work together as a learning community, and in their treatment of one another.  They have the strength to stand up for themselves and for each other, to work their hardest and to do what is right.  They have the wisdom to make the best choices.

17 Who was J. Turner Hood?  Original Photo of Mr. J. Turner Hood meeting with the North Reading School Committee in 1953 with Mr. J. Turner Hood at the right.

18 Statement of Philosophy INCLUSION The North Reading School District is an inclusive school district. As such, we are a collaborative culture that welcomes all members into our learning community. With the recognition that students share more similarities than differences, our learning community respects each individual’s unique contributions. In our schools, we expect all adults to share the responsibility to provide every student with access to and participation in high quality general education. Source: North Reading Public Schools Elementary School Handbook for Students and Parents

19 Student Support Services

20  Our learning community includes specialists who provide direct services to our students within the classroom setting.  This format allows each student the opportunity to learn within the least restrictive environment throughout their school day.  In cases where more specialized therapies need to be provided, additional pull out services can be offered. Introducing such therapies in an inclusive setting offers reassurance, as well as motivation, for additional sessions with specialists.

21 Student Support Services Continued  All students benefit from the specialized instruction provided by our specialists.  In cases where more specialized therapies need to be provided, additional pull out services can be offered. Introducing such therapies in an inclusive setting offers reassurance, as well as motivation, for additional sessions with specialists.  Students can be active participants or active observers.  Teachers and paraprofessionals also benefit from observing and participating in such activities  Differentiated instruction is more attainable when such a collaborative approach to learning is appropriately implemented.  Our learning community of specialists includes;  an Occupational Therapist  a Physical Therapist  Reading specialists  Learning specialists  Title 1 math support  Speech and Language Pathologists.  School Psychology

22  The SEEM Collaborative Program for the Deaf and Hard of Hearing is a day school program housed in two public schools educating students grades PreK-1. All students present with an educationally significant hearing loss including moderate, severe and profound sensorineural losses as well as auditory dys-synchrony. Students use a variety of amplification devices including traditional hearing aids, FM systems and some students have cochlear implants. In addition, all students use a combination of spoken English and signed English to communicate.  Both the preschool and the kindergarten classrooms participate in at least two structured, teacher directed activities daily. These activities are language-based (emphasizing the development of specific vocabulary and receptive/expressive language skills) and incorporate academic material from across the curriculum. All instruction and curriculum is aligned with the Massachusetts State Curriculum Frameworks. We are also joined by members of the SEEM Collaborative’s Program for Deaf and Hard – of – Hearing Children.

23 Reading Services Grades 1 & 2 In September of 2008 the reading teachers at the Hood School began the process of implementing the initial stages of a Response To Intervention model, commonly referred to as RTI, to provide reading support services to regular education students. This model has continued forward into the school year. Within this RTI model, reading support is provided to students who have been identified as reading below grade level expectations. In order to implement this model the reading teachers administered the Developmental Reading Assessment, commonly referred to as the DRA, to all first and second graders, a total of 128 students. This assessment provided the school staff with a comprehension, word accuracy, and fluency score, which when combined, gave us an overall instructional and independent reading level for each student in grades 1 & 2. This data was analyzed by school staff to determine those students that need remedial reading services.

24 Reading Services Grades 3, 4 & 5 In order to assess the reading abilities of third, fourth, and fifth grade students the Gates-MacGinitie Reading Test, commonly referred to as the Gates, was administered. The Gates was designed to provide a general assessment of reading achievement comprised of a vocabulary test and a reading comprehension test. Derived scores such as national percentile ranks (NPR), national stanines (NS), and grade equivalencies (GE) were then defined by the raw scores of the vocabulary and reading comprehension test. Instruction for identified students in third, fourth, and fifth grades focuses on phonics, spelling, reading comprehension, and in some cases writing development. This data was analyzed by school staff to determine those students that need remedial reading services.

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26 The J. T. Hood School is a professional learning community where all staff work together to create an environment that fosters mutual cooperation, emotional support, and personal growth as we work together to achieve what we cannot accomplish alone.

27 Ensuring that Students Learn - The core mission of formal education is not simply to ensure that students are taught, but to ensure that they learn. A Culture of collaboration - All members of the staff work together to achieve the collective purpose of learning for all. Structures are created to promote a collaborative culture. A Focus on Results - Every team member participates in an ongoing process of identifying the current level of student achievement, establishing goals to improve the current level, working together to achieve those goals, and provide periodic evidence of progress.

28 Shared goals Shared responsibility Shared accountability Shared resources Shared decision making Respect, trust, openness

29 Assessment Methodologies Curriculum Activities Objectives MediaShare Online North Reading portal for information sharing

30 “Looking at Student Work” Rubrics Progress Reports and Report Cards Developmental Proficiencies Data-Driven Instruction MCAS Data Third Grade Reading and Math Common Assessments Reading Benchmark Tests Mathematics Benchmark Tests

31 Differentiated Instruction Modification of assessment and instruction Collaboration on delivery of service to students Coordination of student support Response to Intervention Differentiated levels of intervention and support

32 Curriculum All teachers access Curriculum Frameworks developed by the DOE, which are used as the foundation for all education. The district has developed grade level Curriculum Guides based on the frameworks for different subject areas and copies of these are available in the office. Teachers have some flexibility with curriculum while working towards the same standards for all students. Access to the educational experiences students receive and the quality of education should be equitable so that students move on to the next grade level with similar experiences and having achieved the same standards. Teachers actively engage in Collaboration to discuss and share strategies so that all students access the curriculum and have an equitable experience.

33 Our Parent’s Association & Enrichment  We have an active Parents’ Association dedicated to promoting a partnership with teachers in order to provide the best learning experiences for students! Be sure to attend one of their monthly meetings, where you can engage in decision- making, perhaps win a door prize (maybe that VIP parking spot!), and meet some new friends. Meetings take place AM and PM (alternating each month) and will be advertised when scheduled. The PA also provides our monthly calendars and informative newsletters that help keep us connected to events and happenings at the Hood.

34 PA Executive Board Members School Year Co-Presidents Christie Perrone Gina Prisco Co-Treasurers Amy Frammartino Donna Kavanaugh Co-Secretaries Ann Catalano Janice Gray Co-Social Directors Lori Giacalone Paula Mastro Co-Enrichment Directors Jennifer Wallace Maria Wilson Co-Publicity Directors Amy Barry

35 J. Turner Hood School PA Enrichment Programs School Wide Assemblies  Synergy Brass Quintet  Jerry Pallotta Kindergarten  Native American Presentation  Tide Pools  Matt Noyes- NECN Meteorologist First Grade  Mad Science  Audubon Society- Birds of Prey  Matt Noyes- NECN Meteorologist Second Grade  High Touch/ High Tech. Simple Machines  Rainforest Reptiles  Native American Perspectives  Matt Noyes- NECN Meteorologist Third Grade  Star Labs  Brad Jones- State Representative  Jeremy Reiner- Channel 7 Meteorologist  Julie Hahnke- Author Fourth Grade  Brad Jones – State Representative  Julie Hahnke - Author  Peer Proof  Jeremy Reiner- Channel 7 Meteorologist  Discovery Museum Magnet 2 Program Fifth Grade  Techsploration  Deana’s Educational Theatre  Julie Hahnke - Author  Brad Jones- State Representative  Jeremy Reiner-Channel 7 Meteorologist

36 What is Alert Now?  AlertNow allows the school district to send important information quickly – not only to parents but to staff as well – via phone and/or e- mail about emergency situations and school delays or cancellations due to inclement weather. In addition to notifying parents about school closings or delays, AlertNow allows every school to contact parents about important school information and events, testing schedules, report card distribution, open houses, delayed buses, field trips, and more.emergency situations and school delays or cancellations due to inclement weather

37 Professional Learning Study Groups In September of 2009, the teaching faculty at the J. Turner Hood Elementary School became actively engaged in the study of effective learning and teaching practices as a collective unit. Current Topics of Study Include;  School Wide Behavior  Response to Intervention  Life Threatening Allergies  Data Analysis Team  Character Education  School Scheduling to Optimize Learning

38 J. Turner Hood School Student Behavioral Expectations  Increasingly, educators are not only responsible for providing quality instruction, but helping students learn acceptable social skills and character development. For many children, they enter school unaware as to what is expected of them both academically and behaviorally. All students, especially those who come to school from conditions that are not ideal, need to have clear and consistent behavioral and academic expectations established, maintained, and understood for them to be held accountable.  At the J. Turner Hood School, classroom rules are posted in highly visible locations for the children to see at all times. In order for the rules to be effective, they must be consistent. Children need to be guided through the rules and expectations in a developmentally appropriate progression, considering student’s individual, educational, and social needs. The J. Turner Hood School “Hand & Hand Together We Can” behavioral framework is being implemented to help build consistent and progressive disciplinary practice throughout our school.

39 J. Turner Hood School Student Behavioral Expectations  The goal of this framework is to help create a positive, caring atmosphere where all children and adults feel respected and a valued member of our school community. The desired result is to have a safe, nurturing, and creative environment where both the students and the staff feel enthusiastic about learning and sharing ideas. We need to set and maintain high expectations for all students both academically and behaviorally. Children will do what they think we expect them to do. We not only need to educate our children academically, but we need to prepare them with listening and positive communication skills. In addition, we need to educate students on how to be compassionate and caring individuals who we are proud to have in our school community.

40 J. Turner Hood School Student Behavioral Expectations Sample Page

41 Student Council  The Grade Five Student Council will perform various roles. The Student Council meets with the principal for advisement, initiates school spirit days and coordinates fund-raising efforts.

42 The Green Team  The Green Team continues to work towards our goal of reducing the number of kilowatt hours of electricity consumed at the Hood School.  If you visit the Hood School and see the Green Team please close all doors behind you and remember to shut off the lights!

43 Morning Drop Off Arrival/Morning Drop-Off  School begins at 8:55, and staff will be available to welcome students beginning at 8:40. Children should not be brought to school before 8:40 AM as there is no adult supervision. School staff will greet you and your children at the drop-off loop at 8:40 to let you know that students may now enter the building.  We do have a morning program that is tuition-based. If your child arrives in the building earlier than 8:40, he/she will be sent to the morning care program and a note will be sent home with a friendly reminder to you to pay the fee.  Drop Off Procedures:  Drop off children at the side rotary.  Pull all the way up to the end of the sidewalk before letting your child out.  Let your child out opposite the driver’s side, only.  Do not get out of the car yourself.  There is NO PARKING within the rotary.  Please remain in your car and move forward once your child exits the car, in order to keep the line moving. For safety reasons, it is important that you follow this procedure.  Parking  If you must come into the building, please park within the parking lot  Do not park along the rotary or along the school grounds exit which may disrupt the flow of bus traffic.  Please exit only at the other end of the parking lot and proceed through the rotary to exit the school grounds. It is not safe to be exiting at the parking lot entrance.  On the first few days of school, the North Reading Police Department is here to assist us with traffic flow and to help assess safety conditions. We appreciate your cooperation with their suggestions.

44 Our Dismissal Dismissal/Pick-Up, regular  All walkers exit the building via the Cafeteria. Special requests (Aspen Road, true walkers who do not wait for parent pick-ups, etc) must be submitted to the principal in writing please!)  During bus dismissal, walkers are escorted to their exit by one teacher per grade level. Please greet your child in the cafeteria – not the lobby! - To help ease congestion and facilitate a smooth traffic pattern of students exiting the building. Thank you for your cooperation with this.  Remember to supervise your children in the parking lot area. Parking  Do not park along the rotary or along the school grounds exit which may disrupt the flow of bus traffic. You may park in the parking lot only. It is acceptable to double park behind staff vehicles – it will help to identify you as a parent/live car if you keep your emergency blinkers on while you go to get your child.  When entering the parking lot, please enter at the first opening only, when you come into the rotary. Please exit only at the other end of the parking lot and proceed through the rotary to exit the school grounds. It is not safe to be exiting at the parking lot entrance. Aspen Road  Several parents have expressed concern with safety issues regarding Aspen Road. If your children walk to meet you at Aspen Road, you may wish to review safe crossing guidelines with your children. If you are a driver, please practice extra caution when picking up children on Aspen Road. We cannot monitor Aspen Road. Your safest choice would be to pick up your children directly at school, rather than public roads.

45 Questions We welcome any questions you have about our school! Please contact our Principal, Mr. Glen S. McKay, with any questions you may have. We look forward to meeting with you!


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