LPS Connector
April 2022
Dear Lowell Public Schools Families, Staff, and Community Partners,
Happy New Year to all of our Southeast and South Asian families who are celebrating this month! I have been enjoying taking part in the festivities with all of you throughout the past couple of weeks.
Speaking of new beginnings, as we head into the last couple of months of this school year, it is time to prepare for the upcoming year. Next week, I will be presenting the recommended district budget for the 2022-2023 school year. As part of the process, we’ve had the opportunity to hold dozens of meetings with families and staff to discuss the budget, answer questions, and collect input. While our budget proposal builds on the many recent successes of our educational plan, it also addresses the learning needs of all of our students that have resulted from the COVID-19 environment in addition to addressing the opportunity gaps that have historically existed among our diverse populations.
We look forward to your continued engagement and input as we work toward approval and implementation of this budget. The School Committee will hold public hearings on the proposed budget on Wednesday May 9 and Wednesday May 16 at 6:30 p.m. in the Council Chamber at City Hall. They can be watched live on LTC Channel 99 or streamed at LTC.org.
Of course, looking to the next school year means summer vacation is almost upon us. Now is the time to prepare for summer. In this newsletter you will find information regarding LPS Summer Learning Programs, as well as IDEA Camp. You will also see stories highlighting some of the exciting things that have been happening in the district over the past month such as our Lowell Civics Day event where more than 50 teams of middle and high school students were able to present ongoing projects on important topics such as homelessness, addiction, school lunch, infrastructure improvements, mental health, and much more.
I know this is a busy time of year for everyone, but be sure to make time to get outside and enjoy the spring weather.
Be well,
Joel D. Boyd
Superintendent of Schools
Lowell High School Thanks Ernie Boch Jr.
When the basement of Lowell High flooded last summer, all of the instruments and basically the entire Fine Arts Department was destroyed. Mr. Boch heard about our plight and quickly stepped up through his Music Drives Us Foundation, Subaru of New England, and other donors including his friends from Hollywood Salvage to replace pretty much everything that was lost.
The department is now better than ever. To thank him, the Lowell High Show Choir, Dance Team, Step Team, and Jazz Band performed. We were also treated to a scene from the Spring Musical - Mamma Mia.
STEM Students Take On STARBASE Academy
Are you smarter than a 5th grader? Not likely if you are engaging in an engineering competition with the kids in the newcomer class at the STEM Academy.
In late March, 11 5th graders in teacher Stephanie Thompson’s newcomer class – 10 who speak Portuguese and one who speaks Spanish – spent five days at the STARBASE Academy at Hanscom Air Force Base in Bedford.
STARBASE is an intensive, hands-on program that presents students with a variety of STEM (Science, Technology, Engineering, and Math) experiments and challenges.
Throughout the week they learned how to use CAD (Computer Assisted Design) software, and explored a variety of scientific concepts from the chemical changes that happen when you add baking soda to vinegar (everyone’s favorite volcano), to the viscosity of liquids, connecting a circuit to turn on a light, and launching balls of different sizes and weights from a slingshot to measure how fast and far they travel.
But the consensus among the students for favorite experience?
“Building robots,” said student Leonardo Girardon. “We had to make then work with the computer and it was a lot of fun.”
His classmate, Ana Clara DeSilva concurred.
“Yes, the robots,” she said. “I liked making all of these projects with my friends.”
The students worked together not only to build robots, but then program them to travel a course around a track.
“Their eyes just light up when they figure out how to solve a problem,” said Thompson. “The first time the robot made it all the way around the track it was like they had won the World Series.”
“They were very nervous and intimidated at first, but as the five days came to an end, they were sad to be leaving,” Thompson added, saying she was blown away by how much their English vocabulary and confidence in using English improved after just a few days. “It has been so amazing and absolutely heartwarming to see their confidence grow a bit more each day.”
Their Portuguese-speaking tutor, Justin Coelho, said after just a couple of days his interpretation workload was cut in half as the students began to understand the concepts and instructions in English.
“Giving a fully hands-on experience to our newcomers eliminates many language barriers around STEM and they have reported nothing but good things,” said STEM Academy Assistant Principal Roger Morneau.
STARBASE has been operating at Hanscom for 10 years, but across the country for more than 30 years.
STARBASE Administrator Laurie Douglas said 700 5th and 6th graders, predominantly from under-served gateway cities like Lowell participate in the program in Bedford annually.
“We love this age because they are learning that they are good at so many things and the program is very hands-on,” said Douglas. “There is a lot of engineering and design process – and a lot of teamwork.”
It is their final day of the STARBASE experience. The students focus intensely on a wooden car drag race. Instructor Andy Malionek launches two cars down the track. The students predict which will win – the car with the greater mass or the car with less mass; what if the cars have the same mass but are powered by different intensity of force?
Malionek (aka Gamma) explains the concept like food shopping – when you have an empty carriage it is easy to push it takes less force because it has less mass; a full carriage has greater mass so it takes more force to move. He explains it slowly and by using a lot of charade-style acting. The students nod in understanding.
“I’m just a big kid,” says Malionek, who enjoys making science fun, relatable, and entertaining. “I like to help people I just want them to feel good about themselves and to accomplish something.”
The drag races complete, the group sits in a semi-circle on the carpet as instructor De-Paula Balich leads them in a discussion of the things they love to do and are good at (playing soccer, drawing, reading).
They answer a series of questions to help give them some idea of what career paths their passions, personality traits, and strengths may fit best.
“You need to find your passion, your sparkle,” Balich says. “Get good at what you love to do.”
Balich has been a STEM instructor at STARBASE for four years and loves watching the students grow throughout their time in the program.
“Everyone who comes here can achieve,” she says. “We give the kids a sense of accomplishment and empowerment that they take back to school with them. And let them know if they make a mistake, it is okay – just keep trying.”
They certainly learned about perseverance in the final challenge of the program – bridge building.
The students watch a video of a father and son building a wooden bridge without any nails or other supports, utilizing physics and engineering to create a solid span.
They are then broken into teams, each of which is given a pile of wood and told to go for it. They are able to re-watch and pause the video as they work.
Ana Clara DeSilva and her team get off to a quick start, nearly completing the bridge in minutes. Then it collapses. They seemed deflated – for 30 seconds, but then start again. And again. And again.
Exasperated sighs of frustration fill the room from all of the teams. But, learning from their mistakes and doing things a little different each time, they finally make it.
DeSilva and her teammates jump up and down, screeching with the exuberance of hard-fought success. Other teams quickly follow suit.
“The skills they have and the way they have been able to work things out – even with the language barrier - has been insane,” says Thompson. “This has been a really important program for them.”
Autism Awareness Month
Students Speak-up at Civics Day
Eighth-grade is a really weird time in anyone’s life. You are still a kid, but you are gaining more freedom, hanging out with your friends more, and being exposed to more adult behaviors.
“We are at an age where a lot of people try smoking marijuana or taking pills because they want to seem cool and don’t realize the impact drugs can have on their lives,” said Sullivan Middle School 8th grader Xiarha Duran.
It was the combination of their age and input during a brainstorming session where they discussed problems they see while walking or riding around Lowell that led Duran’s class to focus on drug abuse and prevention as their Lowell Civics Day project.
Duran presented the project with classmates Rachel Ngene and Matthew St. Onge at the Lowell Civics Day showcase at the UMass Lowell Inn and Conference Center on April 4.
The class surveyed 8th graders and discovered that 43 percent of the 32 who responded have known someone who overdosed and 56 percent said they felt threatened while walking downtown.
Their research included speaking with City Councilor Erik Gitschier about how the issue impacts the city, as well as an EMT from the Lowell Community Opioid Outreach Program, who told them that on a slow day he assists 15 people who have taken drugs or who have overdosed; people from ages 14-65. It happens in all neighborhoods to people of all socio-economic, racial, and cultural backgrounds. Drug addiction can escalate quickly and it does not discriminate.
The group’s ongoing plan is to advocate for more awareness of substance abuse outreach programs.
The team said there are still many stigmas surrounding addiction and treatment programs and they are not often spoken about, leaving people unaware of where to get the help they need.
Additionally, they will be speaking to Mayor Sokhary Chau and advocating for more robust substance abuse education in the city's middle schools. Duran said their drug education consisted of a 20-minute session and a worksheet.
There were 54 projects presented – 10 from Lowell High School and 44 from the district’s middle schools. In total 240 students participated including all of the district’s 8th graders and half of the 11th graders. Each participating class chose an issue, conducted research and interviews, crafted possible solutions and figured out how to begin advocating for change. In the process they learned how to access and communicate effectively with decision makers at the school, local, and state level and hone important skills they will use throughout their lives.
“This is project-based learning in action,” said Superintendent of Schools Joel Boyd.
Topics were wide-ranging and included: mental health, racism, homelessness, domestic violence, improving road conditions, and improving school lunch, among others.
“I am truly looking forward to seeing you take on the leadership roles in the future,” Mayor Sokhary Chau said to the students in attendance.
It was the largest Lowell Civics Day event the city has ever seen and the first to bring the high school and middle schools together.
Lowell Civics Day was organized by LHS teacher Joe Jussaume, Wang Middle School teacher Ali Kuzara, and LPS Coordinator of Science and Social Studies Elaine Santelmann; the civics work is supported by the non-profit Generation Citizen, funded through a Civics Teaching and Learning Grant from the Massachusetts Department of Elementary and Secondary Education.
“I want this to be a citywide event and something that the city can be proud of,” said Jussaume, adding the goal is to host two events annually – one in December and one in June. “The goal is to make this a big deal in the city, so the students will be more engaged. We are trying to teach our students to be active citizens, to get them to know their voices are heard.”
This year’s sponsors were: Jeanne D’Arc Credit Union; Enterprise Bank; Eno, Martin & Donahue LLP; Project Learn; State Rep. Tom Golden; and Renee & Will Soucy. The plan is to attract additional corporate sponsors as the program grows.
“Our students need to see that private business has a beneficial role to play in social change and development,” said Jussaume.
Lowell High School Social Studies Department Chair Robert DeLossa said Generation Citizen was first introduced in Lowell schools in 2015 as a way to equip community participation in an effective way.
“The hope is the number of people who can advocate for the community and themselves grows and we are already beginning to see young community activists coming out of the high school who have been successful advocates for issues that benefit Lowell,” said DeLossa.
One of the teams from the Daley Middle School has already gained some traction with their project, as they have been advocating for changes to school lunch.
“The food was just not very good,” said 8th grader Collin Christiansen, explaining that he bit into what looked like a nice apple, but it was rotten. He and his classmates, Ariston Osorno, Kaitlyn Van, and Trey Pagan, said students are also tired of the same things like cheeseburgers and chicken patties.
Their class met with School Committee member Connie Martin, General Manager of Lowell Public Schools Food & Nutrition Services Alysia Spooner-Gomez, Lowell Public Schools Chief Operating Officer Dr. Jim Hall, and Chief Schools Officer Liam Skinner to learn more about how the school lunch program and budget works.
They spoke at a recent School Committee meeting to advocate for an increase in lunch time, better quality food, an increase in the food services budget, and more opportunity for student voices in what is served. They would also like to see a larger selection of ethnically diverse meals reflective of the student body.
Their efforts led to the next meeting of the Food Advisory Committee happening at the Daley School this Wednesday and an ongoing dialogue between the students and school administration.
“I thought it was going to be just another school project, but we are already making good progress and I think we can go far with this,” said Pagan.
For one of the teams from the Butler Middle School, mental health rose to the top of their list of priorities.
Their class brainstormed and came up with issues like racism, unemployment, poverty, substance abuse and realized that all of the issues they were discussing were all tied to mental health and the need for better mental health awareness and treatment.
The class was represented by Seth Ly, Emmett Logan, Jayden Badillo, and Arimel Ramirez-Zabala.
“We need more funding for mental health services,” said Ramirez-Zabala. “A lot of people are diagnosed, but cannot get the help they need.”
Their research showed that nearly 1 in 5 Americans has some kind of mental health condition and treatment can be prohibitively expensive. A traditional hour-long therapy session can range from $65-$250 without insurance.
Logan said he was surprised to learn that if someone calls 911 for someone who is not mentally stable, the police respond and sometimes that can cause the person in crisis to panic, attack, or lash out in some way making the situation more dangerous. The students would like to see more people given access to care before those types of situations occur.
They plan to increase awareness of the issue by contacting local media, and lobbying local and state officials.
Lowell High School juniors Fiona Haley, Aidan Lavoie, and Jeremy Valera focused on an issue that is relatable to nearly everyone in the city – and a big deal to young drivers like themselves – the condition of the roads.
Haley said she thinks the best way to ensure better road conditions starts with better planning.
“We need to make sure when we start a project, we finish it to its full potential and not cut any corners so it lasts,” she said.
In addition to seasonal issues like potholes, the group said the city needs to create a more effective schedule for repainting lane lines. If a driver who is not familiar with the city or is a new driver suddenly finds themselves in a turn-only lane they may panic and change lanes abruptly causing an accident.
Through their search process the class learned that one of the barriers to people being more civically involved is simply that it is difficult to figure out how to be. They would like to the city’s website become more user-friendly so it is easier for residents to voice their concerns.
State Rep. and City Manager-Elect Tom Golden said, as a Lowell High graduate, he expected the level of engagement, knowledge, and passion he saw in the high school students as they presented their projects, but he was really impressed by the poise and maturity of the middle school students.
“I would be scared to death of any of you running against me,” he joked. “You knew what you were talking about and were very dedicated. Lowell is on an incredible path if each and every one of you keep the passion you have today.”
“It makes me very proud to soon be the city manager of your city,” Golden added.
The winners of Lowell Civics Day 2022 were:
Middle School Category
Grassroots Change Award: Pyne Arts “Teen Vaping”: Kelly Souza, Douglas Pascoal, Tatiana Ficher, Leah Taylor
Systemic Impact: Robinson “Drug Abuse”: Jaime Surillo, Jaylin Brownawell, Keziah Ronoh
Collaboration and Diversity: Daley “School Lunches”: Ariston Osorno, Collin Christiansen, Kaitlyn Van, Trey Pagan
Action: Wang “Review Dress Code for Discriminatory Practices” Sherlyn Polanco, Kellen Tesini, Jaylyn Conteh
Open Mindedness:
Tie
Daley “Racism” Julie Oum, Adrian Latson, Payton Gaspar, Maryam Shandal
Sullivan “Sexual Assault/Harassment” Emilio Jimenez, Jenicia Gonzalez, Socheadtha Sin
Change Maker: Trey Pagan, Daley
High School Category
Grassroots Change: “Improving Road Conditions in Lowell” Kalyani Rojan, Samara Cardoso, Nicole Ramirez, Meghan Gray
Systemic Impact: “Impact of Domestic Violence on Students” : Julieanna Bleau, Pearl Kalungi, Kathryn Pen
Collaboration and Diversity: “Funding Bus Passes for LHS Students” Nathan Brown, Lillyana Yim, Sean Lesniak, Thanh Kim
Action: “Improving Road Conditions in Lowell” Kalyani Rojan, Samara Cardoso, Nicole Ramirez, Meghan Gray
Open Mindedness: “Combatting Homelessness” Alice Mwangi, Jocelyn Rogers, Lillana DaSilva
Change Maker: Samara Cardoso
Drumming Up Fun at the Sullivan
Ba-Ba-Bum, Bum-Ba-Ba-Bum-Bum . . . Ba-Ba-Bum, Bum-Ba-Ba-Bum-Bum the hands slap, the rhythm repeats, causing you to involuntarily bop your head and sway your shoulders in time. You close your eyes. You are in the savanna of Mali in West Africa. You open your eyes – you are in the auditorium of the Sullivan Middle School surrounded by 24 6th graders playing the djembe?
The young drummers are led by their music teacher, David Grenier, and Indian Hill Music School drum instructor Dave Pierce. Pierce has been teaching Sullivan students about the djembe and how to play it since February.
The partnership was born when Sullivan School Principal Sean Carabatsos told Grenier he had a connection at Indian Hill. As they began to explore how the two organizations could work together, Grenier mentioned that he did need some help teaching the students about the new instruments they had received – a whole bunch of djembes.
The djembe, a hand-played drum which originated in West Africa was used to signal the community of many things such as when the King was coming, when an enemy army was approaching, or when a sandstorm was threatening to hit.
Pete Robbins, Director of Education and Non-Orchestral Performance Programming at Indian Hill, said he had just the guy for the task – Dave Pierce.
Pierce graduated from UMass Lowell in 2006 with a degree in music performance. He spent a few years as a music instructor at Dracut High School before changing paths to work in corporate finance in Boston. Three years ago, his job was outsourced and he returned to his passion and started teaching at the Zack Field Drum Studio in Newburyport and Amesbury, students from pre-k to adult.
“I never thought I’d be a professional drum teacher, all I ever wanted to do is perform
but I’ve found my passion,” Pierce says.
Pierce began coming to the Sullivan to teach the djembe on Fridays in February. Because of the way the Allied Arts rotations work, Grenier sees a group of students from each grade for 30 consecutive days, so each group will experience class with Pierce five to six times.
“You can definitely see a higher level of engagement on Fridays,” Grenier says. “Drums are a high gratification instrument; the students can get their heads around them pretty quickly.”
Grenier adds he has noticed students stepping up and showing leadership as they become more confident in their djembe skills, helping each other out and starting rhythms for the others to follow.
“The 6th graders are really into it because they are less socially self-conscious than the 7th and 8th graders,” Grenier says. “They are not afraid to step out and show what they know and that they are enjoying learning.”
“Everyone wants to learn drums,” says Pierce. “We all have the skill inside of us. It is a matter of having the confidence to let it go and not be self-conscious.”
The lessons include the history and cultural significance of the instrument as well as different techniques for playing it and how to improvise and collaborate with other drummers. Students engage in drum circles, focus on following a rhythm they hear, or boldly volunteer to solo.
One of the students’ favorite exercises is to drum along to Shakira’s “Waka Waka (This Time for Africa).”
“If you want to play, play; of you want to dance, dance,” shouts Grenier over the steady rhythm.
Grenier said the collaboration with Pierce has been beneficial for not only the students, but also for both teachers.
“I think of myself as a teacher first and a musician second,” says Grenier, who has been teaching for 21 years, but not always music – he previously taught ELA and Social Studies. “This process of collaborating has given me time to step out and think about what is happening instructionally.”
“This opportunity has real made me a better teacher too,” says Pierce. “David has been a great resource for me.”
Paraprofessional Appreciation Day
April 6 was Paraprofessional Appreciation Day. Paraprofessionals are a very important part of the Lowell Public Schools, providing support to both students and teachers that is unparalleled.
Sitting on the floor helping the 4th graders in Mrs. Zaharakas’ class build teepees and learn about Native American life and culture, huddled at a table in the back of a classroom with a small group of students helping them work through challenging math problems, or teaching gym class – every day is different for Reilly Elementary School Paraprofessional Lisa Tyler.
“Sometimes a kid who is struggling just needs someone to be there with them and give them that extra support and encouragement,” said Tyler, who has worked as a paraprofessional at the Reilly for two years. “That’s what I’m here to do.”
A veteran of the U.S. Air Force, Tyler started lifeguarding at the YMCA when her kids went off to college. That job morphed into working with the preschool kids, helping with summer camp, assisting with homework, and anything else that needed to be done. She worked at the YMCA for 15 years and loved being around the kids and watching them succeed and grow in sports and academics.
She earned two associate’s degrees from Middlesex Community College and in 2020 graduated Magna Cum Laude from Merrimack College with her bachelor’s degree in Family and Community Education.
“Being a paraprofessional is what I really want,” she said. “It is the best part of being a teacher – helping the kids, without having to deal with any of the paperwork.”
Tyler said the staff at the Reilly have really made her feel like part of the community and she looks forward to coming to work every day. With this year’s shortage of substitute teachers, paraprofessionals truly have become more valuable than ever, being pressed into service to cover a wide range of grades and subject matter.
“I have taught STEM, Art, Gym, Math; I love the variety,” she added. “Every day is a surprise.”
Tyler added that the job fits perfectly into her lifestyle because the school is close to her home and her work hours are 8:30 a.m. to 3 p.m., leaving her time in the afternoon to run errands, relax, spend time with her grandchildren, and cook dinner. The job, she says, is not only professionally rewarding, but provides a great quality of life.
As one of nine children, Tyler said she often felt overlooked growing up, a little lost in the shuffle. She never had a teacher take an interest in her and invest in her the way she invests in the kids at the Reilly.
“I want kids to feel supported and encouraged,” she said. “I tell them I am staying with them until they get it.”
Interested in becoming a Lowell Public Schools paraprofessional? Check out the job opportunities here: https://www.lowell.k12.ma.us/Page/4797
NBA's Terance Mann Visits Basketball Camp
District Plans to Restore School Libraries
As Dr. Boyd and his team work to craft the budget for the next school year, they have big plans for the district's libraries:
Superintendent of Schools Joel Boyd and Mayor Sokhary Chau have announced the first step in the development of a multi-year, comprehensive, district-wide revitalization plan for school libraries in all Lowell Public Schools.
Library services and staff in Lowell Public Schools were among the resources that were reduced four years ago to resolve the district’s structural deficit in the wake of the financial crisis of 2018.
As Lowell continues its recovery from the pandemic and the school district continues on its path toward restoring normalcy in classrooms, the district has invested heavily in a multi-tiered system of support to accelerate learning for all students to overcome the academic impact of the COVID-19 shutdowns. Among those investments, Superintendent Boyd will recommend earmarking approximately $2 million from the federally-appropriated Elementary and Secondary School Emergency Relief (ESSER) fund, to be used over a two-year period to:
1. Update its library book collections and digital library resources to ensure all schools are fully-equipped with a 21st century library-media center and that the media offered is reflective of the diversity of all LPS students.
2. Assess and supplement staffing levels to ensure all school-based, library-media centers are accessible to all students and families.
3. Purchase software to be used in libraries to help students improve their reading levels and access resources that align with their interests, improving K-12 literacy.
4. Implement cataloging software that makes it easier to sign-out books as well as digital offerings and technology.
Use of these ESSER funds will complement the technology upgrades made possible by the $3 million the district has been awarded from the Federal Communications Commission’s Emergency Connectivity Fund program. Those funds will be used to upgrade technology infrastructure, as well as provide hotspots that students can borrow in times of temporarily interrupted internet connectivity at home.
"The current state of our school libraries and the impact of the 2018 budget cuts to our school communities has been shared with me by staff and families citywide since I began as Superintendent. From my professional experiences as a teacher, principal and superintendent to my personal experiences, I know how vitally important access to books is for improving literacy,” said Boyd. “A well-equipped, up-to-date library/media center should be a central hub for every school community. That’s going to be our standard and I’m looking forward to collaborating with staff and families to make that a reality for every school in the district.”
"As a city councilor and now as Mayor, I’ve met with countless families and community members who have expressed a deep desire for us to improve our school libraries and provide greater access to literacy activities for our children and families,” said Chau. “Many of our students, like I once was, are immigrants to this country, learning English as a second language. Access to books and other library resources are critical to language development and overall academic success. This is an equity issue for our public-school families, and I’m excited that all of our school libraries will prosper once again.”
The Lowell Public Schools Office of Teaching and Learning is actively assessing school library resources to determine funding gaps and current needs for each school to implement the newly re-defined standard for school library-media centers within the FY23 budget. The specific resources required to begin to revitalize school library services across the district will be included as part of the Superintendent’s recommended FY23 budget in anticipation of implementation ahead of the 2022-2023 school year. The Superintendent’s complete recommended budget for FY23 will be reviewed by the School Committee in open public session in May.
Social Emotional Learning is Fun!
School is about reading, writing, and arithmetic, right? Well, that is partially right. School is so much more than book learning and fact checking. It is a place where young people learn how to care for themselves, be productive members of society, and how to interact in a world full of people with different backgrounds, customs, and opinions.
You know what makes learning that important stuff easier and more fun? Catchy songs and interactive animations.
Sean Smith, QuaverEd’s Director of Sales for the Northeast United States, recently visited a few Lowell schools to talk with teachers and paraprofessionals about his company’s SEL platform, which the district began rolling out in the fall, and to introduce the new health and physical education component.
More than a dozen teachers, paraprofessionals, and instructional specialists at the Dr. Janice Adie Day School stood up and stretched, leaned, touched their toes, and twisted, mimicking the seven body movements shown on the ClearTouch Smartboard that can be used to prepare a class for the day, give them a break between lessons, or help the class get back on track following a disruption.
Smith led them through the “Make the Emotion” exercise where students can drag and drop facial expressions onto a cartoon to express how they are feeling or can scroll through a variety of facial expressions and guess the emotion portrayed, opening up class discussions about feelings and how to express and deal with them.
The SEL program includes lessons on everything from sharing and taking turns, to self-confidence, bullying, conflict management and many others, all of which include fun songs written by Nashville songwriters. The lessons can be done with individual students, a cohort of students, or an entire class.
Lyndsey Killilea, Lowell Public Schools’ Coordinator of Social Emotional Learning, said the district first purchased QuaverEd to be used as the music curriculum when the COVID-19 pandemic hit.
“It was very well received in the district and when they launched their SEL platform I was eager to jump on board,” she said. “We have used Open Circle and Second Steps for decades. And although they are both still being used, I was being asked from teachers what else is there that would be easy, user friendly and engaging.”
Since the fall, all LPS social workers have been trained in how to use QuaverEd, as have the staffs at several district schools, with more to come.
The staff at the Adie School, the district’s day school for students with Autism, were the first to be trained. The school does not have a social worker and did not have a SEL curriculum in place.
They began using QuaverEd in November, and Killilea said growth in the students’ DESSA scores since that time show the program works.
Two years ago, the district launched he DESSA (Devereux Student Strengths Assessment), which assesses eight social and emotional competencies and is intended to help educators plan instruction, document students' strengths and areas of need, inform progress monitoring, and evaluate program outcomes.
The QuaverEd program allows teachers to easily align and tailor direct SEL instruction based on a student’s individualized scores, as well as to set goals. QuaverEd lessons can be sent as links to parents so they can use them at home as well.
The newly-launched physical education and health curriculum includes lesson on personal hygiene like teeth brushing and hand washing, as well as responsible decision making. It includes a variety of physical education activities that can be used when it is too cold or rainy to have recess outside, or just to get students geared up for the day.
“This is really important for our students and families,” said Adie Day School Coordinator Christine Adams. “In health we are working on ways to support the families and help the kids learn about hygiene like teeth brushing. This makes it fun and the songs are really helpful.”
If you are looking to learn more about Social Emotional Learning and the SEL Curriculums used in the District, please check out our SEL homepage https://www.lowell.k12.ma.us/site/Default.aspx?PageID=3661 or feel free to reach out to the SEL Coordinator Lyndsey Killilea lkillilea@lowell.k12.ma.us
Susie Chhoun Joins the School Committee
Congratulations to Lowell School Committee member Susie Chhoun, who was sworn-in and experienced her first committee on Wednesday April 6. Susie, a Lowell High School graduate, holds the distinction of being the first Cambodian-American woman to hold municipal elected office in Lowell.
Great PAID Summer Internship for High School Students
Come Work With Us!
Fun Summer Learning Options
Unwanted Medication Disposal
2015 Records To Be Destroyed
ATTENTION LHS 2015 GRADUATES:
This spring, in accordance with state law, Lowell High School will be destroying temporary record information for students who graduated or withdrew from LHS in 2015. While a student’s permanent record will be kept for 60 years, the temporary record (which includes things like standardized test results, class rank, extracurricular activities, and recommendation letters from school staff) are only kept for seven years.
If you wish to have your records, please contact Darmery Montoya or Maria Morrissette in the Student Support Services Office at Lowell High School Before May 25, 2022. The office can be reached at 978-937-8911 and 978-323-4581.
All record requests will be held for thirty (30) days after the destruction date of May 31, 2022.
If you are not picking up the records yourself, you will need to provide your designee with a signed release to obtain your records.
Points of Light Returns!
Housing Woes? Help is Available.
Spring Cleaning? Bring Unwanted Books, CDs, and DVDs to the Library.
Harvest of of the Month -- Potatoes!!
Did you know potatoes were the first vegetable to be grown in space?
What's For Supper? Szechuan Chicken Rice Bowls!
These classes give families a chance to cook together while learning new recipes and using many local ingredients.
In Week 2 of this class (pictured) the families made Szechuan chicken rice bowls. The following week the recipe was chicken shawarma wraps with carrot hummus pita.