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Themaryland Bulletin The Maryland MarylandBulletin School for the Deaf—www.msd.edu The Maryland Bulletin Volume CXXXIII, No. 1 Fall 2012 Table ofContents 1 Updates on the Common Core at MSD 2 Why The Daily 5? 4 Fiji Engage. Challenge. Achieve. Editor Around MSD James E. Tucker 5 [email protected] 19 The Junior Bulletin Managing Editor & Graphic Designer Larry Newman 21 Sportscope [email protected] 30 Community News Columbia Campus Liaison Jenny Ballard [email protected] 31 MSD Alumni Profile—Mark Edward Richmond, ‘67 Copy Editor Alumni News Nan Cronk-Walker 32 [email protected] 34 MSD Flashback—Edward P. Gale: MSD’s Unsung Teacher ON THE COVER STUDENTS SHOWING THEIR ARTWORK DONE IN BILL POND’S ART CLAss—first row Autumn Boyer, 4th grade; Ta’Nayah Waller, 5th grade second row Bobga Tete, 8th grade; Madison Jackson, 1st grade third row Matthew Brillant, 3rd grade; Lai’Yonea Branch, 7th grade The Maryland Bulletin (USPS 331-660) is published three times a year. Subscription price is $10.00 per year by Maryland School for the Deaf, 101 Clarke Place, FREDERICK CAMPUS (MSD-FC) COLUMBIA CAMPUS (MSD-CC) Frederick, MD 21705-0250. 101 Clarke Place, P.O. Box 250 Route 108 & Old Montgomery Rd., P.O. Box 894 Postmaster: Send address Frederick, Maryland 21705-0250 Columbia, Maryland 21044-0894 changes to The Maryland (301) 360-2000 (Voice) • (301) 360-2001 (TTY) (410) 480-4500 (Voice) • (410)-480-4501 (TTY) (240) 575-2966 (Videophone/Voice) (240) 575-2966 (Videophone/Voice) Bulletin, 101 Clarke Place, (301) 360-1400 (Fax) (410) 480-4506 (Fax) Frederick, MD 21705-0250. [email protected] [email protected] THE MARYLAND SCHOOL FOR THE DEAF does not discriminate on the basis of age, ancestry, color, creed, marital status, mental or physical disability, national origin, political affiliation, belief or opinion, race, religious affiliation, sex, or sexual orientation in matters affecting program, activities, or employment practices. Questions regarding this policy in terms of employment may be directed to Anny Currin, Director of Personnel (301) 360-2029 or [email protected]. Questions regarding the school program may be directed to Stacey Farone, Compliance Officer and Title IX Coordinator (301) 360-2032 (voice), (240) 575-2983 (videophone) or [email protected]. Both may be reached at the Maryland School for the Deaf, 101 Clarke Place, P.O. Box 250, Frederick, Maryland 21705-0250. Updates on the Common Core at MSD Stacey M. Farone, M.Ed., Director of Student Achievement, [email protected] he Maryland School for the Deaf is continuing the year as the Math Curriculum Coordinator. In August, journey of transitioning from the Maryland State Stephen Farias joined CLT as the Education Technology Curriculum to the new national Common Core Specialist. Stephen is using his knowledge of technology TCurriculum. This past July, a group of twenty-four teachers, to help teachers make their lessons and activities more specialists and administrators, attended Maryland State technology-based to engage student interest. Through Department of Education (MSDE) professional development generous donations from the MSD Foundation and Purple called the Educators Effectiveness Academy (EEA). During Communications, iPads and Wi-Fi will be available for the three-day training, MSD staff were involved in a variety classroom use in the near future to further enhance of workshops and activities related to Reading/English student learning. Language Arts (RELA), Math and Science, Technology, Starting in 2013, CLT will begin the preliminary and Engineering and Math (STEM) at the elementary, transition of the middle and high school departments to middle, and high school levels. Last year’s academies were the new Common Core. Full implementation is expected to geared toward the “what” of the new curriculum; this year’s be in effect during the 2013-2014 school year with the new academies were geared toward the “how.” Throughout Partnership for Assessment of Readiness for College and the upcoming school year, professional development Careers (PARCC) assessments slated to be administered will be offered at MSD to ensure ongoing learning and in the spring of 2015. preparedness for the challenges of this transition. MSD has committed to working in partnership with Elementary schools are the first to begin the transition. families and to that end has held several informational Lesson plans and classroom activities are now based meetings with elementary families so parents can support on the new Common Core; MSD has invested in new their child as they begin the transition to the Common resources to help ensure success with the new curriculum. Core. The school is also working with students to ensure The Curriculum Leadership Team (CLT), established their preparedness for the upcoming changes they will in January 2012 to help MSD undergo the transition experience in the classroom. from the state curriculum to the new Common Core, is Also on the horizon are changes to the current still working extensively within the elementary grades state science curriculum. The Next Generation Science under the leadership of Marcia Virts, teacher specialist. Standards (NGSS) are expected to be implemented within Bonnie Kramer on the Frederick Campus and Elizabeth the next two to three years. MSD will be addressing all Reed on the Columbia Campus are continuing in their of these upcoming changes and challenges to ensure roles as RELA Curriculum Coordinators. Julie Tibbitt continued high standards of learning that are the has assumed responsibility for both campuses this expectation for all students. MB Joyce Cohen-Scher’s (Columbia Campus) class working on Tilde Edington working on “Today’s Number”, a math center a Common Core Quick Review. Noam Omstead is standing that reinforces Common Core concepts in Randee Bickford’s to explain as other students look on. (Frederick Campus) math class. www.msd.edu 1 Why The Daily ?5 Elizabeth Reed, Curriculum and Instruction Specialist, CC, [email protected] ichard Allington, an author of over 100 research articles Students have expressed excitement about picking their and several books about teaching students reading, own books, and are much more motivated to read if they says “ children should spend a minimum of one and have a large collection of self-selected books. Ra half hours a day reading in school. Instructional time is in The foundations of The Daily 5 include, trusting addition to these ninety minutes” (2006). This is a power- students. The teachers set the expectations and trust the ful statement, one that motivated the faculty at Maryland students will rise to the challenge. It provides choice to School for the Deaf, Columbia and Frederick campuses, to the students, allowing them to select books and activities make a shift in their teaching. One that would increase the of their preference. The Daily 5 fosters a nurturing com- amount of time the elementary and middle school students munity, because of the experiences and knowledge shared at MSD would interact with print. Another words, read and throughout a healthy classroom environment. write. The teachers have begun using The Daily 5 in their Teachers and students were asked about their experi- Language Arts classrooms. ences with the Daily 5 so far this year: The Daily 5 is “a student-driven management structure “I LOVE IT! The students no longer ask me what to do designed to fully engage students in reading and writing.” next after they complete their assignment. They complain (Boushey & Moser, p.12) The authors, Gail Boushey and when the time for them to change to a different Daily 5 Joan Moser, through research and working with many task comes because they want to work on their current task students, strived for and finally developed a more effec- longer. To me, it is a nice problem.” tive way to help children be independent with meaningful —Jennifer Thomas, 4th grade teacher, Frederick Campus activities, allowing teachers to work uninterrupted with “My favorite part of the Daily 5 is Work on Writing small groups and individuals. because I can write stories, acrostic poems, and I can also The Daily 5 consists of 5 meaningful activities: Read to write a letter to an author of a book I have read. The Daily Self, Read to Someone, Listen to Reading, Work on Writing, 5 has helped me become a better reader because I can and Word Work. read for 20 minutes. I am reading thicker books now, and If you were to enter a 1st-5th grade class at Columbia reading all of them! My writing has improved too because or Frederick campus engaged in The Daily 5, what would I am using more details and information in my writing.” you see? Two students sitting in a quiet space reading —Justice Lambert, 3rd grade, Columbia Campus their favorite book to a friend during Read to Someone. The Daily 5 is an exciting endeavor by teachers at the Other students sitting at desks or on a couch filling their Columbia and Frederick campuses. Students are becom- journals with writing ideas for the Work on Writing task. ing more and more independent, and are meaningfully A student or two may be setting up activities to do Word engaged in reading and writing for longer periods of time, Work. Several students sitting on beanbags or sprawled on giving teachers more time to work closely one-on-one or the rug engaged in Read to Self with their book boxes by with small groups. The opportunities for our teachers and their side. A teacher with a small group of students par- students’ learning are endless! MB ticipating in a guided reading lesson, while the others are fully independent and engaged in The Daily 5. By using The Daily 5 in classrooms, students are taught how to pick Good Fit books; books that are just right for their preference and reading level.
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