Curriculum & Instruction Update
December 2022
News from Assistant Superintendent for Curriculum and Instruction
Joanne Menard
Assistant Superintendent for Curriculum & Instruction
Meet the PreK-12+ Curriculum Coordinators:
Joe Hicks
PreK-12+ Humanities District Curriculum Coordinator
James Levasseaur
PreK-12+ STEM District Curriculum Coordinator
Ida Pappas
PreK-12+ Unified Arts District Curriculum Coordinator
Joe Hicks - PreK-12+ Humanities District Curriculum Coordinator
20th year in education
BA from Holy Cross and MAT from Quinnipiac
Founding Faculty Member of 2 different High Schools (New Haven Academy and 9th Grade Academy at Lawrence High School)
Instructional Coach at Salem High School
Live in North Andover, member of the School Committee
Children William and Eleanor - 5th Grade
James Levasseur - PreK-12+ STEM District Curriculum Coordinator
Grew up in Holliston
Graduated from Holliston Public Schools
Bachelor’s degree from Eckerd College (St. Pete, FL)
Masters of Education from Western Governors University
Earned CAGS degree from Fitchburg State University
Started my teaching career teaching English to Japanese students in Japan
Taught science and technology at HHS for the past 20 years
I currently live in Medway with my wife and three boys (Jaxon 2nd grade, Parker 7th grade, and Connor 9th grade)
Ida Pappas - PreK-12+ Unified Arts District Curriculum Coordinator
30th year in education
Taught PreK-K (Montessori), Middle School, High School, Elementary School, College Undergraduates and Graduates
Duquesne University, Boston University, Lesley University - PhD. Ed.
Teacher Leader, K-12 Arts Coordinator
Program Director STEAM Lab, Training of Youth Centers and public schools around MA
Facilitator of Curriculum writing at Somerville, Cambridge in areas of Climate Change, Wellness, Science/Garden curriculum development
Live in Hopkinton for 24 years: Husband Professor/Musician, Two daughters
Stained Glass Artist
Some of what we have been working on...
Curriculum Review Process:
Social Studies 2008-2009
Visual and Performing Arts 2008-2009
World Language 2010-2011
Math 2011-2013
ELA 2012-2014
Science 2014-2016
Wellness 2019-2020
Curriculum Review Process
This work is aligned with - Arch #3: Strategic Initiative #1 and #3
Math Curriculum Review
First meeting was on 11/9
Committee Members
James Levasseur - Curriculum Coordinator
Joanne Menard - Assistant Superintendent of Curriculum and Instruction
Placentino - Nicole Lovell, Lindsay St-Aubin, Meg Nolan, Adrienne Beaver, Kristin Marino
Miller - Dave Keim, Kerry Perpall, Colleen Barnett, Chisti Phipps
RAMS - Jesse Conant, Jen Dayton, Deborah Mailing
HHS - Karen Archambault
Update:
Currently in the process of establishing a vision of math curriculum in Holliston that will be used, along with the district’s strategic plan, help make recommendations
ELA (Secondary)
First meeting was on 11/10
Committee members
Joe Hicks
Joanne Menard, Assistant Superintendent
RAMS: David Jordan, Kasey Conahan, Kim Clifton
HHS: Don Quindley, Becky McLean, Jamie Murphy
Update:
Currently in the process of establishing a vision of ELA curriculum in Holliston that will be used, along with the district’s strategic, plan help make recommendations
District-wide writing alignment
Jenny Mann, Ilse O’Brien, Kasey Conahan, Don Quindley
Alignment of writing instruction to Vision of the Graduate
Clear expectations for writing
Wellness Curriculum Review Debrief
Dr. Sarah Benes, Lighthouse Wellness Health and Education Consulting 2018-2020 (pandemic)
First Meeting - 10/25
Debrief Committee Members
Joanne Menard - Assistant Superintendent of Curriculum and Instruction
Ida Pappas - PreK-12+ Unified Arts Curriculum Coordinator
Jenn Moreau - HHS Wellness Teacher
Alan DeAngelis - RAMS Wellness Teacher
Erin Squires - Elementary Wellness Teacher
- Alignment with Strategic Plan/Constraints
- Next Steps
- Timeline
- Key People
- Criteria for Success
Mapping and Aligning Curriculum is at the core of our work.
Why does curriculum alignment matter?
Supports all arches in the Strategic Plan
Communication for students, families, staff, and community, PK-12+
Supports the needs of students
Identifies strengths and challenges to improve systemic equity, diversity, inclusion, culture, and climate
Creates clear, rigorous, and consistent academic expectations for student success that align to MA State Frameworks
Ensures students transfer knowledge to future problems using innovative, hands on, collaborative practices for students to demonstrate knowledge and skills including voice and choice, creativity, and reflection
Defines expectations for student learning
Ensures currency, equity, and vertical and horizontal alignment of curricula
Supports staff in their professional growth to enhance teaching and learning practices
Builds capacity and supports educators and administrators to improve student outcomes through a safe, inclusive environment that empowers all learners, through innovative teaching and learning, to be lifelong, active global citizens.
Mapping Curriculum Utilizing Understanding by Design (UbD)
Developed by Jay McTighe and Grant Wiggins in 1998.
Its innovation was to set the Learning Goal FIRST -
What will students be able to independently DO with the learning? (Transfer)
…and then chunking the learning process back to the introduction of the unit, making sure all the elements are taught.
2013 - there was training and a substantial amount of work was done
This year we are using the 2.0 Version of UbD - providing additional training
Curriculum is always being revised
DESE requires Holliston district-wide format that is accessible and consistent
Three Stages:
This year: STAGE ONE - Standards, Transfer, Enduring Understandings, Essential Questions, Knowledge and Skills - Major courses complete by the end of the school year June 2023
STAGE TWO - identifies the formative and summative assessments that teachers will use to check for learning
STAGE THREE - describes how the lesson unfolds, including resources, links, videos, and identifies ways the lessons are differentiated.
Additional Roles of Curriculum Coordinators
Communication and Transparency
Arch #1 - Communication (S1#2)
District Assessment Calendar
Website
Community Newsletters
Professional Development
Curriculum Coordinators
Course with AthenaK12 on Curriculum Leadership
Course with TEC on Coaching
Culturally Responsive Teaching with DESE
Staff Professional Development
Curriculum Meetings
Teacher Professional Development
Data Analysis
Development of Data Practices
What's happening Across the District...
Humanities at Placentino and Miller
Placentino participated in an activity to support Operation Gratitude. This nonprofit organization provides our first responders and veterans with care packages. Our Placentino students wrote 186 Thank You notes to our veterans.
Joe Hicks had the opportunity to attend a workshop at the MASSCue conference about how to use podcasting in the classroom to engage students. Ms. Sullivan, a 4th grade teacher at Miller, and Mr. Hicks are currently working on creating a podcast. The first episode will be based on a Social Studies lesson. Students will work collaboratively to determine the most important city in the Northeast, and then write, edit and produce the entire podcast. A big thank you to Ms. Sullivan and Mrs Curley for helping make this project come to life.
Humanities at RAMS
In October the district observed Diwali, an important holiday for the Indian Community. This is a wonderful opportunity for our students to learn about our community and the amazing cultural traditions that bring Holliston together. At Placentino students read and discussed Shub Diwali or Binny’s Diwali. I also shared some resources with teachers across the district, including an OpEd about the experience of being bicultural in America by Rudri Patel - the OpEd originally appeared in the Washington Post. RAMS staff member Ashwini Kulkarni created a beautiful slideshow as well that was shared with the whole school community.
In 8th Grade ELA, Ms. Peters students recently had a Socratic Seminar that focused on The House on Mango Street while Ms. Simoneau's students created Anchor Charts depicting critical moments leading up tot he American Revolution. Their final task was to write some pretty impressive haikus!
Humanities at HHS
High School Service Learning
At the High School, students in Ms. Mills’s Service Learning class have been very busy making a difference in the community. Mr. Hicks had the opportunity to sit down and talk with each of the groups and learn about their individual projects. They are truly inspiring. The class has created a website where you can learn more about each of the projects. Check out Service Learning 2022-20223: A Call to Action to learn about all of their great projects.
Science
Elementary School
Grade 3 Science Class: Mystery Science Lesson: How Can You Go Faster Down A Slide? Students are experimenting with friction on different surfaces. Standards Addressed: 3-PS2-1 and 3-PS2-2
Science
Middle School
7th grade science class learning about living vs. nonliving took a nature walk to collect pictures of living specimens that they will identify in class using ipads or cell phones (RAMS - Early September) - State Standard Being Addressed: 7.MS-LS2-2
Science
High School
9th Grade Biology Classroom - Experiment Testing the activity of the enzyme catalase in various conditions (different temperatures and pH) - (HHS - Early September) - State standards being addressed: HS-LS1-3 and HS-LS1-6
Technology
District Wide:
MassCUE - Teachers from each school participated in the annual MassCUE conference at Gillette Stadium in Foxboro. The conference was a huge success with teachers bringing back innovative teaching ideas that will be shared with the entire faculty at our January Full Professional Day (Ignite a S.P.A.R.K)
Elementary
4th grade students working to engineer folders using construction paper, tape, staples, and paper. The students first worked independently with limited resources (stapler, tape, pencils) for 10 minutes to see how many folders the class could construct. Next students worked together, each student having a specific task to complete for 10 minutes to see how many folders they could construct. State standards being addressed: ETS1. Engineering Design
Technology
Middle School
8th grade computer science class exploring fractals (mathematical pattern that repeats forever forming an image) using multiple different simulations.
Technology
High School
High school students continue work on the tiny house. The students are currently working on wiring the inside of the tiny house.
Mathematics
Elementary School
5th grade students utilize WIN block at Miller School to play math games with cards and dice in the Innovation Laboratory - for more information check out “Math Coach Minute” a great way to make learning math fun and engaging.
Mathematics
Middle School
7th grade Math students working in small groups to solve equations which helps solve a puzzle. Each group of students has a different set of problems that they are working on. State standards being addressed: 7.EE.A1-2
Fine Arts
Elementary
There is no better place in schools to see evidence of student Creation than the Art Classrooms! Here are some sample work.
3. Refine and complete artistic work. Use different tools to experiment with artistic elements (e.g. using found objects to create texture). (1-2.V.Cr.03)
Sound Suits
Architecture
Onomatopoeia
Fine Arts
Middle School
Inktober was the brainchild of Visual Art teacher Heather Hebert: This fall, RAMS artists were challenged to respond to daily drawing prompts throughout the month of October in a middle school version of "Inktober". We recognized over 30 students for their creativity and their persistence in completing 21 or more of the daily drawing prompts.
10. Synthesize and relate knowledge and personal experiences to make art. Describe and demonstrate influences of personal artistic style and preferences in visual arts. (7-8.V.Co.10)
Fine Arts
High School
In Holliston High School's own Art Gallery, STUDIO37O, is an exhibit by a Holliston resident/parent - Michael Frassinelli. This exhibition is truly inspiring, fascinating, peculiar, and just plain MINT! It is meaningful to our entire community, as it connects deeply with our Vision of a Graduate: PERSISTENTENCE, being a LIFELONG LEARNER, and a GLOBAL CITIZEN. The show will be up through January 2023.
8. Interpret intent and meaning in artistic work. Analyze the ways one’s own cultural and personal perspectives and biases affect understanding of a visual work. (A.V.R.08)
Library
The eighth graders read the book ”Balloons Over Broadway” together, and learned about the first puppeteer of the Macy’s parade. With the help of Librarian, Lynda Canal, they created their own balloons.
Standard 6. Participate in Collaborative Activities: Students will participate effectively in groups to pursue and generate information.
Performing Arts
Elementary
Students in Mrs. Anderson York’s General Music class performed an Orff instrumentarium arrangement of a Halloween song they learned on Quaver Music. The arrangement included singing, movement, and performing on xylophones and peripheral percussion instruments. As soon as they finished the performance, the class immediately said, “Can we do it again?!”
5. Develop and refine artistic techniques and work for presentation.
Performing Arts
Middle School
On October 17th, Band students in Middle and High School had the opportunity to see the President's Own Marine Band Brass Quintet perform at Bellingham High School. The quintet performed for just under an hour and then held a Q&A with the students. Thanks to RAMS Band Director, Mr. Grina, for arranging everything! Here are some interesting observations of our students after the event:
They immediately created listening playlists of the concert repertoire
They debated between which was better: Baroque era music vs Romantic era music
One student asked: “How can anyone play the tuba like that?”
Two students discovered mutual love of the violin
Several students came back and immediately picked their instrument up to practice.
8. Interpret intent and meaning in artistic work. Use specific vocabulary to identify details about a musical work. (5-6.M.R.08)
Performing Arts
High School
Holliston High School students are invited to audition for the Massachusetts Music Educators Association (MMEA) District ensembles through their teacher’s participation in this professional organization. Each year, students compete with students throughout the state using similar pieces of music and standard rubrics. Invited teacher adjudicators evaluate each performance and select the top scorers to participate. Based on the scores, students are then recommended for All-State ensembles, and then All-Eastern ensembles. Thanks to Holliston Music teachers for coaching students and facilitating auditions and concert participation! The following students have been selected to participate in MMEA District and/or All-State ensembles:
Junior, Sara Buckley - Clarinet (District)
Senior, Claudia McManon - Soprano (District and All-State)
Senior, Evelyn White- Violin (District and All-State)
Senior, Hannah Zhou - Flute (District)
5. Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 5, on a scale of 1 to 6; or a comparable scale. (ASE.M.P.05)
Performing Arts
Theatre
High School
Theatre 370 presented their Fall musical production of Pippin from Thursday, Nov. 17th through Saturday Nov. 19th. This year there were 27 phenomenal actors on stage and 16 talented tech/orchestra students! Though the theatre productions are considered an extra-curricular, the skills students use are most often developed through the courses students take through the Program of Studies.
Wellness
Elementary School
Each year around Halloween, Holliston elementary students participate in a "Fall Spooktacular". Students rotated through 10 different centers, each focusing on a skill they've previously worked on in their Wellness class. Though a great deal of fun, the tasks really strengthens students' Social Emotional Learning skills, as each station requires students to work collaboratively with people they may not know.
Motor Skill Development - Use a variety of manipulative (throwing, catching, striking), locomotor
Wellness
Middle School
After a basic warm-up, Wellness students continue to learn about games played around the world. This day is focused on the basics of Tchoukball, a mixed-gender, non-contact sport from Switzerland. It is a quick paced game, which limits the holding of the ball for no longer than 3 seconds. By forcing the passing of the ball more quickly, it includes every team member working together.
Motor Skill Development - Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing an opponent from challenging, and accurate striking proficiency. CH.PH.02.09
Wellness
High School
Beyond the required 9th and 10th grade Wellness classes, students in high school can select from a variety of electives to fulfill their Wellness graduation credits. Here students are utilizing the weight room and rock wall with the guidance of teachers to establish life-long healthy habits.
Fitness - Explain the benefits of physical fitness to good health and increased active lifestyle. CH.PH.02.05
World Language
Elementary School
In Kindergarten Spanish class, the students are learning about fruits - some very new to them. In this activity, students go "shopping" for a variety for fruits using their shopping baskets and report back to the teacher what fruits they selected, their color and whether they like them or not.
Communication - 2b. Interpersonal: Respond to a few simple, highly practiced questions by providing basic information about themselves.
World Language
Middle School
In Senora Beltran's class, students engaged in an interdisciplinary project with technology integration through sewing Day of the Dead (Dia De Los Muertos) skulls for their cultural celebration earlier this month.
Linguistic Cultures 5b. Recognize and identify factors that contribute to individual and cultural identities.
World Language
Professional Development:
American Council on the Teaching of Foreign Languages (ACTFL) Conference was in Boston this year. Holliston was able to offer this opportunity to World Language teachers across the district. The conference was three days long, offering a wide variety of learning sessions, and demonstrations from vendors on resources, technology and services.
Jose Andres, the founder of the nonprofit humanitarian organization, World Central Kitchen, was the Keynote speaker. His group is currently in Kershon, Ukraine feeding thousands of displaced Ukrainian people each day. In his speech, Andres challenged educators to work together to grow the future leaders, doctors, nurses, farmers and others in society.“I do believe that it is very important to take this responsibility seriously... I know you take the responsibility seriously,” he said. “I know you give your best and then some more.”