PRINCIPAL’S NEWSLETTER
Dear Parents/Guardians,
As part of their work to prepare the school goals for
next year, the Pine Hill School Council has been reviewing the results of the
survey which parents/guardians filled out in late winter. The input from the bi-annual survey is an
integral factor in the development of goals for the next two years. In general, the survey indicated a high degree
of satisfaction. Our core values program
and school meeting were consistently noted as our strongest features. Ms. Kenney will use her newsletters next
year to report on other aspects of the survey results in greater detail.
One question that came up in the survey that I will
address in this newsletter concerns academic challenge. The survey showed that this question was more
prevalent with parents/guardians of children in the lower grades. This may be because those who are newer to
the Pine Hill community have not had as much exposure to the differentiated
curriculum and have not yet had the time to learn about the diverse approaches
used throughout the school. A lack of
awareness may also be due to the fact that because Pine Hill teachers routinely
and seamlessly differentiate throughout the day, the techniques and strategies
are not always apparent. Much of the
information that follows has been shared in past newsletters and in school
committee meeting presentations and other venues, but the survey indicates that
it bears repeating. Therefore, I will
highlight some of the ways we address academic challenge at our school.
It has never been our intention or desire to create an
elite, pull-out program for the “gifted” which would include a select few while
ignoring the multiple qualities of intelligence in all of our other students. Rather, we strive to challenge all children
to meet their potential in a variety of areas. Often parents/guardians think that extra
work is a sign that a child is being challenged. At times that may be the case, but it is
actually much more complex than that and involves differentiating how we teach
and what we teach throughout the day.
Enhancing our ability to differentiate has been at the core of all of our
professional development programs at
As we develop curriculum, all lessons are designed
with opportunities for a wide range of learners. When planning for the more able students, we
seek ways for these children to go broader or deeper into a concept or a
topic. For example, the math committee
has developed extension lessons and enrichment packets for every unit at every
grade level. Each child is pre-tested
at the beginning of a new math unit, allowing the teacher to make informed
decisions about material and groupings for each unit. A very unique and stimulating pre-algebra
program called Hands-On-Equations is presented by math specialist Robin
Mansfield in all Pine Hill fourth grades.
Our language arts programs are another powerful example
of differentiating. In our guided
reading program, students are pre-tested and decisions regarding groupings and
teaching materials are based on the child’s instructional level. The groupings
in reading are never permanent. Instead
we use flexible grouping, changing groups frequently based on needs and other
factors. At times students are grouped
in a homogeneous way, and at other times the groupings are heterogeneous. (Flexible grouping is also utilized in our math
classes and other subject areas.) In
writing, the length of a piece may vary depending on needs, skills, and ability. Some of the focus correction areas in content,
organization, mechanics, and style are also assigned based on needs, skills,
and ability. Teachers build differentiation
into the Sitton spelling program as well, by selecting words that each
individual child needs to master.
Even when children appear to be working with the same
material, our skilled teachers are presenting the content in a
multi-dimensional manner, constantly and subtly differentiating. One way they do this is by varying the types,
complexity, and sophistication of questions that are asked of individuals. In Literacy
Place 2000, Marsha Brown presents six levels of questions ranging from simplest
to most complex from which teachers may choose.
They are as follows: knowledge,
comprehension, application, analysis, synthesis, and evaluation. These differentiated questioning strategies
are used throughout the day in all subject areas at Pine Hill. To illustrate how this technique could work
during a reading lesson, Ms. Brown uses the common story, The Three Billy Goats Gruff.
After the entire class has read this story, the teacher chooses the type
of question which is most appropriate for each child:
Who lived under the bridge? (knowledge)
Choose someone you would send
over the bridge and tell why. (application)
Tell some of the thoughts that might have been in the
troll’s mind as he talked to the billy goats. (analysis)
Describe the
troll. (comprehension)
If the troll had been a giant,
how might the story have changed? (synthesis)
Decide which character is most
clever and why. (evaluation)
Differentiation is
an expectation at
Another way students are challenged is through voluntary, before school experiences. Thanks to the Sawin Fund, we have been offering Math Enrichment Clubs, Book Discussion Clubs, Computer Enrichment, and Problem Solving Clubs again this year.
Pine Hill’s special subject teachers are also providing challenging experiences. Those of you who will attend the fifth grade music concert this Wednesday night will see a dramatic example of this. The chorus, involving every fifth grade student, will perform an impressive piece (which they previewed for the new superintendent during her visit on April 29). The students have composed the lyrics and choreographed complex and creative movements while playing a variety of instruments. In the library, Ms. Ryan frequently helps students to expand and broaden their knowledge of concepts taught in the classroom. Ms. Richards’ art program is designed to spark and nurture children’s creative instincts.
Our Friday school meeting is a prime example of how we seek to challenge every student. Special accomplishments of a class, a group, and/or an individual are regularly shared and celebrated. These include public speaking, operating equipment, organizing the meeting, performing musical feats, presenting poetry, and the newest addition to our school meeting agenda, book shares.
Differentiating
how we teach and what we teach to best meet the needs of all Pine Hill students
will be a constant goal. You have all
helped us by being advocates for reasonable class sizes, and by supporting time
and funding for professional development and curriculum development.
Each year at this time, I remind the entire school
community that there is still a great deal of learning to take place (as well
as a great deal of state assessments) during the next two months of
school. Please help your child to avoid
an early onset of spring fever. “The
year is almost over” mentality can make May and June the longest months of the
year. Despite hot weather, sports, and
social events, please help your child remain focused on our core value of excellence
in learning until June 20 at
As always, feel free to contact me with questions and
concerns. I look forward to seeing many
of you at the various open houses and special events, which will take place
throughout the spring.
Sincerely,
David R. Nihill
Principal