Storywinter 2020

WINTER 2020 STORY 60 YEARS JOSH CLARK, HEAD OF SCHOOL The Hula-Hoop was only a year old when David Schenck descended the steps of St. Anne’s Church and met his fate. Nervous and unsure, he might have been running later than expected after filling his gas tank on the way for $.25 a gallon. I imagine he drove in silence the last quarter mile as the radio reports about a Cuban revolutionary named Castro and legislators considering the new Hawaii Admissions Act were irritating distractions. Perhaps he calmed his nerves by thinking about the odd new television program, The Twilight Zone, he and Dee had watched the night before. As he parked the car and made his way inside, he probably thought little of the worn concrete steps framed by cobwebbed corners and filled with the echoes of his shoes. Fifteen orange crates for desks were filled by only seven students. His journey that morning must have felt much more like an uncertain start than the coronation time has rendered it. As David himself said, “It was an insane idea.” Beginnings can be hard. But beginnings are the business of The Schenck School. morning 60 years ago in the borrowed space of a church basement, David Schenck debunked that myth. He did not Every year approximately 100 students walk down the The have the luxury of a beautiful campus, an army of well- Schenck School’s steps for the first time feeling a lot like trained teachers, or a larger community that understood David on that day. For most students and families, it is an and respected his work. David did not need it. As one unplanned beginning. The vast majority of our students former trustee described it, “David never had to be already had a first day at a new school, and for some of anybody other than who he was, somebody who speaks our toughest and most resilient ones, The Schenck School on behalf of the children.” can feel more like a detour than a start. While we are all raised within a school mythology that tells us if we are Twenty years ago, at the School’s 40 year mark, David was polite, kind, and work hard, we will be rewarded, many of asked about the School’s beginnings. His response reflects our students know at an early age that this notion is “an the sense of urgency and belief in a child’s potential that insane idea.” continues today. Understandably, many of our students start here believing “I had no idea what was involved. All those hundreds of their story has already been written. They are not good little details a sensible person would solve never entered at school, and it is their fate to suffer through. On a fall my thoughts. You just say, ‘Let’s do it; let’s do it.’” IF YOU’VE SEEN ONE DYSLEXIC, YOU’VE SEEN ONE DYSLEXIC PEGGY HENDRIX, DIRECTOR OF ADMISSIONS “I’m sure my other children aren’t dyslexic. None of them sight words quickly without much repetition, comprehend has the same symptoms my dyslexic child had.” reading material on or above grade level, and read accurately. The problem with this statement is that it is unlikely to be true. Dyslexia is neurobiological in origin and Remembering that early intervention is best, observe your is highly hereditary. Research has shown that there is other children. Watch for these signs and talk with their familial clustering with dyslexia. Children with a dyslexic teachers to see if they have noted that your child struggles parent have a 40-60% chance of being dyslexic. This risk with any of these reading skills. Early intervention is best, increases when there are other dyslexics in the family. In so don’t delay. As you can see, signs of dyslexia occur in fact, according to the Journal of Medical Genetics, there is very young children. The longer a child goes undiagnosed an estimated three-to-ten-fold increase in the relative risk and unremediated, the weaker his or her self esteem for a sibling. becomes. Children do not grow out of dyslexia, and they are very rarely only “late bloomers.” Have your child So, long story short, if you or one of your children is tested, and give them the remediation they need in order dyslexic, it is highly likely that at least one of your other to become a successful learner. children is as well. But it can be confusing to figure this out. no two dyslexics are exactly alike. Most have difficulty spelling, but not all do. Most, but not all, have trouble decoding. Some have an attention deficit disorder, some have receptive or expressive language disorders, some have difficulty with math, some have poor fine or gross motor issues, while others are star athletes with perfect handwriting. So how do you determine whether you have other dyslexic children in your home? If any of your other children present with red flags for dyslexia, it is important to have them tested. Examples of red flags for preschool children include inability to produce rhymes, divide words into syllables, discriminate between rhyming words, and delete root/syllables/phonemes (for example, “Say ‘cowboy.’ Now say it again but don’t say ‘boy’”). Children at age six should be able to write words, write sentences, blend sounds together, decode nonsense words, segment words into syllables, and identify letters and their sounds. Children in grades two through five should be able to spell well, have good handwriting, enjoy reading, recall 2 Technology at The Schenck School HOLLI BICE, CURRICULUM & INSTRUCTION TECHNOLOGY COORDINATOR This is an app and website that offers practice of math skills at all exciting time levels. The School’s IXL portal can be accessed at to be a student. ixl.com/signin/schenck. Students in third through sixth Technology is grades learn keyboarding skills using the program Typing changing the Club. Access the School’s portal at this web address: landscape of schenck.typingclub.com. Finally, students can listen to education by audiobooks and read ebooks through the apps Overdrive providing new (soraapp.com) and Learning Ally (learningally.org). experiences, Student login information for all of these accounts can increasing student be obtained from your child’s teachers. engagement, and extending learning. Beyond The Schenck School Technology tools now Students save electronic files throughout their time at allow students the School in their own Google Drive accounts. When wider audiences to share their work, opportunities they outplace, students are able to transfer the work they for collaboration, and personalized learning, all while have created to a personal Google account. In your final teaching them 21st-century skills that will help them May conference, parents will receive information about become global citizens. the transfer process, so you can save your child’s electronic work. Making Learning Visible After students leave the School, they will continue to have One way we are using technology here at The Schenck access to Learning Ally through their Schenck School School is to make student learning visible. Students in first accounts. As long as the School continues to have an through fourth grades use Seesaw to share what they are institutional membership for Learning Ally, alumni will be learning in class. Seesaw allows students to create posts by able to access their accounts. This is a tremendous benefit, writing, typing, drawing, taking pictures, shooting videos, since Learning Ally provides human-read audio versions and recording their voices to share in their learning of textbooks that students may use in middle school and journals. It’s a great avenue to showcase what students high school. Student login information can be obtained are learning and see their growth over time. Parents can from your child’s teachers. For students who have access students’ learning journals through the Seesaw for outplaced, contact our media specialist, Kerri Saulnier, to Parents app. obtain account information. Fifth and sixth grade students are creating their own websites in Google Sites to share their learning. Students work with their teachers to decide which projects they will post on their websites. Students have organized their websites around the four C’s of 21st-century learning: collaboration, communication, critical thinking, and creativity. Sharing their work on a website allows students an opportunity to present to a wider audience and reflect on their learning process. Connecting at Home Students use technology throughout the school day to enhance instruction, and there are several tools that can be accessed from home to support learning. IXL is a math 3 I am not a Math Person! WE ALL CAN DO MATH! JANA THOMAS, CURRICULUM & INSTRUCTION COORDINATOR Math at The Schenck School When we consider the underlying skills (visual memory, is enhanced by the Orton- auditory memory, sequencing, visio-motor coordination, Gillingham Approach that just to name a few) needed for automated understanding is imperative for students of numbers, these concrete, multi-sensory experiences with with dyslexia. Teachers not numbers are imperative. only use CRA (concrete, representation, abstract) to Difficulty in recalling math facts or the need for more strengthen mathematical thinking time in no way predicts or determines a student’s understanding but also mathematical potential. Students may have a solid provide explicit instruction understanding of basic computation but may struggle with of concepts, vocabulary, the application in a word problem. Conversely, students language usage, and who display strong reasoning and logic may struggle to strategies that are critical recall math facts or steps in a multi-step procedure due to for our students. Breaking language retrieval difficulties. For many students, feeling the whole into parts, using the pressure of recalling math facts within a time constraint context to create meaning, creates anxiety about math, as well as the fixed mindset of putting students at the center “not being good at math.” Our Social Emotional Learning of the math, and using gross motor activities with visuals Environment helps students combat this negative thinking and language to help with multi-step processes are all and recognize their mathematics potential.

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