Regal Leader

Volume 50 - May 14, 2018

A look to the week ahead

Happy Mother's Day to all of you moms. I hope you were able to have a great day today. You deserve it.

We have our final (I hope) interviews for our teaching vacancies after school this week. I will let everyone know when we have our new teachers on board.

AP testing concludes this week.

Please be communicating with students that are in the D and F range and their parents. We only have a few weeks left and parents should not be getting any surprises when final grades are sent out. This includes keeping Powerschool up to date for all students.

Looking ahead...

The Awards Assembly and last day for seniors is May 23. Seniors will not be in classes that day so their last day of classes is May 22.

Baccalaureate Mass is at 7:30 at St. Wenceslaus Church on May 23. Graduation is at 2:00 on Sunday, May 27. All teachers are expected to attend Baccalaureate and graduation.

Monday: Vocal music interviews at 3:30 and 4:30

Tuesday: ELA interview at 3:15, Vocal music interview at 4:30

Wednesday: School signage meeting at 11:00, Prayer service @ 2:30, ELA interview at 3:30, 7-12 Band concert at CCPA @ 7:00

Thursday: Policy Comm. at 9:00, Faculty prayer service (religion dept.) @ 2:30


Have a great week!

This Week's Morning Prayer - Not over the intercom during AP tests

5/14 Most loving God,

Thank you for naming me one who belongs to Jesus and to you.

Jesus said I was one given to him "out of the world"

and because I belong to you, I belong to Jesus.

My heart is full of gratitude for you who made me one of your own

and for revealing Jesus alive in my life today.

Thank you for the gift of your Spirit and for the wisdom

the Spirit showers on me each day.

May that Spirit who lives in me, guide me to serve with humility

and to cherish all those you put in my life today.

Help me to live in peace with them and with all mankind.

May the Lord bless us, protect us from all evil and bring us to everlasting life.


5/15 Loving Jesus,

As I await the coming of the Holy Spirit at Pentecost,

I ask you to keep watch over me.

I am so much of this world, yet I belong to you.

Be with me today as I live in this world even as I want to be part of you.

Help me to serve my neighbor and build a community of love

that follows the spirit on earth that comes from you.

Lead me always in your ways.

May the Lord bless us, protect us from all evil and bring us to everlasting life.


5/16 My loving God,

you give me courage and ask me to bear witness to you with my life.

I can face this world, knowing that you are my hope.

Even when fear steals into my heart,

you are there in the night to hold me close and restore my hope.

Jesus said it so often: "I am in you and you are in me. May they be one."

Teach me to bring unity to the world and to welcome others into my heart

as you have welcomed me into yours.

I want only to open my heart to the gifts of your Spirit.

May the Lord bless us, protect us from all evil and bring us to everlasting life.


5/17 My loving God,

you give me courage and ask me to

bear witness to you with my life.

I can face this world, knowing that you are my hope.

Even when fear steals into my heart,

you are there in the night to hold me close

and restore my hope.

Jesus said it so often: "I am in you and you are in me.

May they be one."

Teach me to bring unity to the world

and to welcome others into my heart

as you have welcomed me into yours.

I want only to open my heart to the gifts of your Spirit.

May the Lord bless us, protect us from all evil and bring us to everlasting life.

5/18 Loving Jesus,

You feed me as you fed your disciples on the shore.

and give me new life.

You ask if I love you and I answer as Peter does:

"Lord, you know that I love you."

But like Peter, I know my denials of you

and I know of your great love and forgiveness for me.

Help me to feed the sheep you place in my life

and love them without judging them.

Soften my heart and teach me not to be hard or impatient with others.

Most of all, loving brother, Jesus,

teach me to hear when you ask me to follow you

and show me the way.

May the Lord bless us, protect us from all evil and bring us to everlasting life.


Prayer Service on Wednesday This Week

We have our last in-school religious celebration this week with our prayer service at 2:30.

7-12 Band Concert on Wednesday

The spring band concert will be at the Coralville Center for Performing Arts at 7:00 on Wednesday night. Our students love seeing you at their performances and events.

Thursday Afternoon Meeting

We will have a prayer service led by the religion department starting at 2:30.

Yearlong Reflection Journal

Links to past videos:

Week 3 -

Week 4 -

Week 5 -

Week 6 -

Week 7 -

Week 8 -

Week 9 -

Week 10 -

Week 11 -

Week 12 -

Week 13 -

Week 14 -

Week 15 -

Week 16 -

Week 17 -

Week 18 -

Week 19 -

Week 20 -

Week 21 -

Week 22 -

Week 23 -

Week 24 -

Week 25 -

Week 26 -

Week 27 -

Week 28 -

Week 29 -

Week 30 -

Week 31 -

Week 32 -

Week 33 -

Reflection questions:

Week 3 - Popular culture brings many challenges and pressures to our students. What do you think the Church can bring them to help them deal with all of the outside influences they face? How does Regina do this? Can we do more? How?

Week 4 - What structures or opportunities exist at Regina to help students build a deep sense of community? Can we do more? What?

Week 5 - What kind of balance exists between a Regina student’s intellectual, emotional, physical, and spiritual lives? Are we happy with the current balance? If so, what can we do to change it?

Week 6 - What practical ways could we incorporate periods of silence into our school day?

Week 7 - Is Jesus the genuine foundation of Regina? In what ways can we improve in making Jesus the foundation of Regina?

Week 8 - Does the sense of Regina achieving its mission ‘depending chief!y on you’ make you feel excited or burdened as a community?

Week 9 - An authentic Catholic school will try to reveal to students the deep truth that they are made in the image of God, that they are loved and that are needed in the world. How effective do you think Regina is at the moment in helping young people know these truths?

Week 9 - It takes courage and effort these days to present Jesus both to the hearts and heads of young people. Do you think your school has the courage to first make Jesus a priority for staff and then proclaim Him to young people in the many opportunities of each day or is Jesus given an occasional mention? What could change and how?

Week 9 - The idea of your subject being a way that students encounter truth can be a paradigm shift. Being totally honest, do you think your school values academic and teaching excellence more in terms of rankings and its appeal to parents or in terms of leading students to truth and Christ? Could both be possible?

Week 10 - What ways currently exist to really encounter the person of Jesus at Regina? What could change or be given more emphasis?

Week 11 - In what ways do you see your school currently developing ‘strong habits of virtue’ in each student that will ‘sustain them in the struggle of life”? What is one thing that could be attempted to strengthen this?

Week 12 - How effectively do you think Regina addresses the spiritual hunger that exists in every young person? Could more be done?

Week 13 - Try and define two or three core elements that truly capture what living the Gospel means.

Week 14 - Do you feel your strengths and expertise are creating a community where love for others is increasing? If not, what could be attempted or done differently?

Week 15 - How could Regina, “...bring warmth and stir hearts.’ through how it understands and uses social communication?

Week 16 - What is your sense of the quality of Regina’s religious education curriculum? Do you think students are given the chance to engage deeply with the Catholic faith on a rigorous level?

Week 17 - If observers spent a week at Regina what would they encounter? What ways exist at Regina for staff to deeply encounter Christ?

Week 18 - John Paul II saw Jesus as the centre of the universe and of history. Would it be fair to say that Christ is the centre of Regina?

Week 19 - Do you think that Regina is currently a place where students, ”...sense their dignity even before they have a definition for it”? What things make this likely or unlikely? What needs to change or what more can be done?

Week 20 - As a staff how do you see the current balance at Regina between a focus on knowledge and outcomes and the bigger picture of human and spiritual formation of staff and students?

Week 21 - How are we meeting the needs of the poor at Regina whether that be financial, relational, social or spiritual? What do we need to do more of? What could we start doing that we are not doing at the moment?

Week 22 - Describe the ‘purpose’ of Regina in a single sentence.

Week 23 - In what ways are we currently bringing the brokenhearted in our Regina community, ‘ for their souls.”? In what ways can we help them encounter Jesus who wants to be closer to them? In what ways are we being the presence of Christ to them? What could we attempt?

Week 24 - What role does tradition play in the life of Regina? What is our most valued school tradition? Could new traditions be started that would create a more vibrant Catholic community?

Week 25 - How can moral courage be lived out as a staff at Regina when it comes to witnessing to the Catholic faith? What would it cost people?

Week 26 - In terms of finding the courage to be a faithful Catholic school that is committed to sharing the Good News what do you think are the biggest fears and obstacles to this courage that need to be faced and overcome at Regina?

Week 27 - As well as the focus on Jesus and the need to value every person, what other basic principles do you feel matter at Regina? What opportunities currently exist at Regina for reflection and self-criticism?

Week 28 - In what ways if any do you think Regina is undertaking missionary work in the lives of young people?

Week 29 - As a staff do we love our students equally? How well do we love the most difficult of our students? What strategies can we share with each other for loving those that test our capacity?

Week 30 - How do you feel as a staff about the idea of teaching truth in a very relativist world? Is is hard or easy for you?

Week 31 - What could we do as a staff to know Jesus more deeply and discover the joy that scripture and tradition tells us can be found in Him?

Week 32 - What is one simple practical step that could be taken to give more staff and students the opportunity to encounter Christ?

Week 33 - As a staff what are the one or two key messages you hope that your students might hear from the one shepherd during their time with you? What are we doing to make this happen? Could we be doing more?

Daydreaming or Distracted? What Teachers Misunderstand About ADHD

By Kyle Redford - Education Week

May 2, 2018

We all have students in class who look as if their brains may have been hijacked. These are the students who have a faraway look in their eyes and struggle to stay present during the school day. They fail to make efficient transitions between activities and classes. They often arrive late and can't get oriented to classroom tasks. For years, I have referred to these students as "daydreamers." But after learning more about what is behind their struggle to stay present in class, I’ve come to realize there is a serious problem with doing so.

The problem starts with the word. Daydreaming implies pleasure and escape. It suggests choice. However, it is much more likely that our students with their heads in the clouds are simply students who have not been identified as having Attention Deficit Hyperactivity Disorder. For them, ADHD may be manifesting as inattentiveness rather than the easier-to-see hyperactivity or impulsivity that most people associate with the disorder.

An estimated 6 million U.S. children ages 2 to 17 have ADHD, according to the Center for Disease Control and Prevention. The noisy brain at the heart of these behaviors is not something anyone chooses. Students who struggle with paying attention consider it a frustrating and sometimes debilitating academic curse. It interferes with their ability to complete assignments in a timely manner (if at all), their ability to listen to and understand directions, as well as their ability to efficiently comprehend content in class. In short, ADHD makes it hard to thrive in school.

An Invisible Misunderstanding

It is hard to understand what we cannot see. Students with this form of ADHD, in eras past known simply as attention deficit disorder, are not the hyperactive ones attracting teacher attention by moving about the room, fidgeting, tapping their feet or tipping their chair. What they are dealing with is essentially invisible.

The misunderstanding surrounding this condition often leads to frustration and harsh judgments on the part of teachers, as well as unnecessary discipline. Certain behaviors like arriving late, turning in incomplete work, losing focus during class, or missing directions are typically seen as indications of a poor work ethic. But common teacher instructions I have heard throughout my years of teaching to "listen better," "focus," or "follow directions" are typically ineffective strategies for these students.

A student struggling with inattentiveness is more likely to be the one who raises her hand to ask a question that has just been answered, or the one who loses track of the discussion altogether. Frequent miscues and obvious confusion make her seem like she is not listening when, in fact, the opposite is true. ADHD makes it difficult to filter out the unessential information and focus on the most essential. A student with ADHD is actually trying to process multiple streams of information at once.

Maybe the cruelest thing about the misunderstanding that surrounds attention difficulties is the toll that it takes on a student’s sense of potential. Some of my brightest, most creative, and capable minds are the ones who struggle to pay attention in class. I see this in their brilliant contributions in discussions, their original ideas, and their completed projects and assessments. These students do care about their learning, but they struggle to master the practices to help them do so efficiently and effectively.

A Guide for Learning Accommodations

While we teachers should not discount the importance of diagnosis for students who may suffer from ADHD, there is only so much we can do in this realm. We must not wait to offer classroom-based accommodations for our students who have clear issues with attention, regardless of whether or not they have been diagnosed or medicated.

I have found that one-on-one, compassionate conversations with students about their difficulties can be truly profound. Taking the time to privately acknowledge students' often invisible effort (and struggle) is essential. I ask my own students who face these challenges what they think is at the heart of their attention difficulties.

Even if students are not able to offer much clarity, a transformation often occurs in their learning because they finally feel seen and understood. They become more motivated to sustain the extra stamina required for all the school tasks that do not come naturally.

I also find it helpful to directly engage students in designing personalized strategies to sustain their focus and attention during school. My students have suggested various classroom supports for themselves, like preferential seating, noise-cancelling headphones, a quiet corner, and a posted daily schedule or class agenda.

Other helpful instructional accommodations include providing extended time on assessments, using weekly planners, breaking large assignments into smaller chunks, offering instructions in multiple formats (such as oral, written, and digital), setting small, achievable class goals for long-term activities and projects, and providing rubrics that clearly describe the elements of a successful completed assignment. These accommodations do not change the expectations or end goals for these students, only the form of the assignments.

Taking Action for Students

ADHD, for many students, is invisible and complex. It is no wonder that it is often ignored or misunderstood by teachers. But whether or not a student carries an official ADHD diagnosis should not be a prerequisite to taking action. As teachers, we do not need permission to help distracted students. There are no tidy, silver-bullet strategies to eliminate struggles related to attention.

But engaging our individual students in thoughtful conversations about their attention and helping them design strategies to address them can be a good place to start.