RSU 14 adds alternating Fridays to in-person instruction schedule

By Ed Pierce

Following a vote by the RSU 14 Board of Directors on
April 7, students will be returning to the classroom for
in-person instruction on alternating Fridays through the
end of the school year. PHOTO BY ED PIERCE 

When RSU 14 students return to the classroom on alternating Fridays following spring break, it will be another step on the path back to some resemblance of normalcy in their school routine disrupted by the pandemic.

Meeting on April 7, the RSU 14 Board of Directors voted to approve alternating Friday schedule starting April 30. Under the plan, students will remain in assigned cohorts and the school calendar will be updated to reflect the change.

Last August the district adopted a hybrid instructional model to ensure the safety, equity and accessibility for all Windham and Raymond students as COVID-19 cases spread throughout Maine. Since then, students have been grouped alphabetically with last names from A to K having in-person classes in school on Mondays and Wednesdays and those with last names from L to Z attending in-person classes in school on Tuesdays and Thursdays. On days when students are not in school, they have been expected to be following up online with their teachers to the best extent possible on Fridays.

In a letter to the community following the meeting, RSU 14 Superintendent of Schools Christopher Howell acknowledged concerns and opinions about how to proceed expressed by parents, staff and students in formulating the decision to add alternating Fridays to the schedule.

“We greatly appreciate the 375 individuals who attended the meeting, the 2,210 staff, parents, and students who submitted feedback, and the 78 individuals who submitted questions and comments following the April 1 meeting when each of the proposals to increase in-person instruction was reviewed and discussed,” Howell wrote. “The decision was not an easy one but was based on what the board felt was best for our students given the complexities of schedules, capacity when working within Maine CDC social distancing guidelines, and the recent surge of COVID-19 cases in our communities.”

He wrote that the high level of participation and interest in the RSU 14 Board of Directors difficult decision serves to highlight the extraordinary investment everyone has in the school community.

“I am grateful for your feedback and support as we navigate this difficult school year and can assure you that I will continue to collaborate with district staff on behalf of every child in Windham and Raymond schools.”

For education statewide, Maine Gov. Janet Mills released an update earlier this month to its color-coded Health Advisory System that classifies counties’ relative risk of COVID-19 transmission to assist schools as they continue with their plans to deliver instruction and support students safely.

Mills said that the Maine Department of Health and Human Services and Maine Center for Disease Control and Prevention continue to review evidence that indicates lower transmission of COVID-19 in schools compared to the general population. She pointed out that during March, the rate of new cases for school staff members or students is 30 per 10,000, or about 25 percent lower than a new case rate of 41 per 10,000 for the general population. 

A survey was sent out to all students, families, and staff on April 1 to gather information to help the RSU 14 board reach a consensus about how to proceed. It had been determined that if additional in-person instructional days were approved, building administrators would be directed to work with school staff to ensure appropriate social distancing guidelines continue to be met and that spaces are conducive to engaged learning. It also directs school administrators to ensure adequate staff coverage for all classrooms. 

In adding the alternating Friday schedule through the remainder of the school year and the resulting increase in in-person instructional days, Howell said that RSU 14 will continue to offer students a remote-only learning option if families do not feel comfortable sending their children for in-person lessons on Fridays.  

Students currently using remote learning are free to return to classroom instruction, but do not have to make the transition if their families wish to keep using the remote option through the end of the school year in June.  

Information on the RSU 14 website says that the school district will provide transportation for families who are unable to transport students to school on alternating Fridays.

 

Prior to the April 7 meeting, the RSU 14 Board of Directors reviewed several different options and proposals about adding in-person instructional days to the district schedule. The board said any increase in in-person instruction was in response to expressed community needs for children to return to schools for as much in-person instruction as possible while maintaining adherence to social distancing and health/safety guidelines, as well as the academic, social, and emotional needs of students.

 

“We understand that this has been an extraordinarily challenging year for all staff, students, administrators, and community members. These are difficult decisions. It is important that we maintain a focus on student needs and then respond to challenges that staff are facing as we collaboratively problem solve the myriad of issues that this year has presented,” a board statement read. “As more educators are vaccinated, school districts are examining possible schedule shifts to meet the needs of students and the community.

 

“The RSU 14 Board of Directors has been kept abreast of building-level needs and challenges in response to COVID social distancing guidelines throughout the 2020-2021 school year,” the statement read. “Classroom spacing, furniture needs, social distancing protocols, instructional shifts, social emotional and academic planning, etc., are all being carefully examined and would be presented to the board for their input and consideration, as well. Every decision made by the RSU 14 Board of Directors is made following a thorough review of multiple perspectives.” <

RSU 14 explores adding in-person instruction days for students

RSU 14 students, teachers, and staff will find out this week
if students in the district will return to in-person instruction
four or five days per week. Under the current hybrid plan, 
they are only attending in-person two days a week because
of the pandemic. The RSU 14 Board of Directors is expected
to make an announcement about it this week.
PHOTO BY ED PIERCE   

By Ed Pierce

Students in RSU 14 could soon be back in the classroom two or three additional days a week if school administrators and school board members approve a plan to return in-person instruction four days a week.

Last August, RSU 14 Schools Superintendent Christopher Howell recommended that the school district adopt a hybrid model for the start of the school year for students in Windham and Raymond. Since last September, RSU 14 students have been grouped alphabetically with last names from A to K having in-person classes in school on Mondays and Wednesdays and those with last names from L to Z attending in-person classes in school on Tuesdays and Thursdays. On days when students are not in school, they have been expected to be following up online with their teachers to the best extent possible.

He said that the foundation of the hybrid proposal was to ensure the safety, equity and accessibility for all Windham and Raymond students.

Along with students, the pandemic has been hard on families, teachers, school staff members and school custodians, who have been putting in long hours because of the associated additional cleaning requirements for schools as a result of COVID-19. School cafeteria workers have also been challenged to provide different scenarios for student lunches, ranging from eating in the classroom to finding larger spaces in the schools for lunchrooms to accommodate social distancing mandates.

Using the hybrid schools plan, Howell said many CDC social distancing mandates were met by reducing the number of students in RSU 14 schools daily.

If the district increases in-person instructional days, Howell said that RSU 14 also is planning to continue to offer students a remote-only learning option if families do not feel comfortable with the proposed in-person plan for the remainder of the school year.

Information posted on the RSU 14 website earlier this week said that parents would need to have children attend school following whatever schedule model is directed by the board.

 

The information says remote options are possible, however, it is important to understand that any additional remote requests will be set up with online software and not added to the current remote teams. Students currently using remote learning are free to return to classroom instruction, but do not have to make the transition if their families wish to keep using the remote option through the end of the school year.  

 

“We will work to ensure that all students’ needs are met,” the info reads. “The district will provide transportation for families who are unable to transport.”

A survey was sent out to all students, families, and staff on April 1 to gather information to help the RSU 14 board reach a consensus about how to proceed.

 

The website information also details that if additional in-person instructional days are approved for RSU 14 schools, building administrators will work with staff to ensure appropriate social distancing guidelines are met and that spaces are conducive to engaged learning. And it further explains that building administrators will work to ensure adequate staff coverage for all classrooms. 

 

Whether the proposal adopted by the board is for four days of in-person instruction or for five days, the web statement says teachers would have their duty-free lunch and prep time in any of the proposed options.

 

“We understand that this has been an extraordinarily challenging year for all: staff, students, administrators, and community members. These are difficult decisions. It is important that we maintain a focus on student needs and then respond to challenges that staff are facing as we collaboratively problem solve the myriad of issues that this year has presented,” the statement reads. “Building administrators will work with teachers on a plan to support the transition. Any hourly staff who are asked to work additional hours will be compensated accordingly.”  

 

It says that the proposed increase to in-person instruction at this time is in response to expressed community needs for children to return to schools for as much in-person instruction as possible while maintaining adherence to social distancing and health/safety guidelines, as well as academic, social, and emotional needs of students.

 

“As more educators are vaccinated, school districts are examining possible schedule shifts to meet the needs of students and the community,” the web statement reads. “The RSU 14 Board of Directors has been kept abreast of building-level needs and challenges in response to COVID social distancing guidelines throughout the 2020-2021 school year. The RSU 14 Administrative Team would provide necessary updates to the full Board of Directors in response to any of the proposed options. Classroom spacing, furniture needs, social distancing protocols, instructional shifts, social emotional and academic planning, etc. are all being carefully examined and would be presented to the board for their input and consideration, as well. Every decision made by the RSU 14 Board of Directors is made following a thorough review of multiple perspectives. The board appreciates the feedback they’ve received regarding the proposed options to increasing in-person instruction and is reviewing survey data, emails, and other communication/feedback very carefully in order to make a decision.”

 

The RSU 14 Board of Directors was scheduled to make a final determination about additional in-person instruction days during a meeting on Wednesday evening. 

This article will be updated when information becomes available. < 

RSU 14’s IT Department overcomes challenges in keeping students connected during pandemic

RSU 14 Network Administrator Mark Politano
examines a computer at Windham High School 
on Tuesday. The school district's information
technology staff has stepped up to the challenge 
of providing and servicing computer equipment 
for students who have had to study remotely
from home as a result of the pandemic.
PHOTO BY HOLDEN ANDERSON 

By Elizabeth Richards

Both hybrid and full remote learning have required planning and technical support far beyond a typical year. Administrators, teachers, and technology staff have made keeping students connected – both online and emotionally – a top priority in RSU 14.

According to Director of Curriculum Christine Hesler, RSU 14 approached full remote learning differently than other districts in the area who opted to use a software called Edmentum.  In RSU 14, they wanted to ensure that remote students stayed connected to the RSU, their schools, and district staff, Hesler said.

RSU 14 provides remote teachers at each grade level, using the same curriculum, teaching strategies, and connections to the schools as students would have in person to keep things as consistent as possible.

“We felt that was really important because eventually we’re all coming back,” Hesler said. 

With the move to having students in both hybrid learning and remote learning, demand for technological solutions, and support using them, has increased.

The district is sending students as young as second or third grade home with devices for distance learning.

“We’ve never done that before,” said Bob Hickey, RSU 14 Director of Technology. “This allows students to have a device with them while they are not at school and supports both the hybrid and distance students.  We are also working on sending home devices for students as young as kindergarten and first grade.”

The district has also increased the number of devices available so that in addition to a MacBook Air for each student in grades 2 through 12, there’s an iPad for every kindergarten and first grade student instead of one for every two students as in past years, Hickey said.

“This helps with interactive tablet interfaces for young students who lack keyboarding skills,” he said.

Hickey said the district also has iPads for the 32 Pre-K students at the new program in Raymond.  “Even the youngest students show the ability to use the touchscreen and all the most successful educational apps are available on this platform.”

The district has made great efforts to provide wi-fi hotspots to families who otherwise wouldn’t have
internet access at home, so students aren’t left without support, Hickey said. 

“Some of the hotspots were free from the state, others the district paid for to bolster the availability of devices,” he said.  

Tammy Lorenzatti, Technology Instructor at Windham High School and a representative of the WHS InfoTech team, which includes librarians Amy Denecker and Kristin Chavonelle, said, “Much of the support we offer students and families comes directly through our work with teachers.”

Over the summer, she said, a district-wide team created a mini-course focused on best practices for virtual learning to help faculty and staff in RSU 14 develop experiences that would empower students to succeed.  Hesler published grade-level remote learning dashboards for teachers to access essential tools, information and materials, Lorenzatti said.

Since schools reopened, Lorenzatti said, they’ve continued to offer virtual professional development opportunities to the district.  They will be piloting a “Teacher Tech for Teachers” program, where they’ll facilitate sharing of remote teaching strategies among teachers.

“If this initiative is successful at the high school, we hope to share the opportunity with other schools in the district later this year,” she said.

Hybrid and remote learning poses many challenges, particularly when it comes to technology.  “The transition to remote learning seems to have changed almost every aspect of what we do in schools. As a result, we’ve learned to be flexible and creative in accommodating the ever-changing needs of the community,” Lorenzatti said. “We started the year aware that access to materials was going to be a greater challenge for both students and teachers.”

In order to make transitions as seamless as possible, she said, they invested in several online streaming platforms that provide teachers with digital access to movies, pop culture and educational magazines, ebooks and audiobooks.

Technology has also been used to connect teachers and students virtually.

“Beyond Meet and Zoom, we’ve purchased several Owl smart cameras, which give remote teachers full-sound and a 360-degree view of the students in their classroom. Prior to the arrival of the Owls, we had to adapt our greenscreen camera and computer station to connect remote teachers with their in-person classes at school, and using this technology, we’ve successfully enabled instruction to continue despite the distance,” Lorenzatti said.

Because streaming and online meetings have become far more frequent, Hickey said, they’ve faced a heavier reliance on the district network. To address this need, they worked with the Maine School and Library Network, who provides the district’s internet connection, to increase bandwidth from 1 Gigabit to a 2 Gigabit connection.

Increased technology use can require more troubleshooting.  Dedicated teachers and a skilled district Technology Integrator help students and families resolve issues, Hickey said.  Parents can email HelpDesk@rsu14.org if their student’s account is locked out or they have hardware issues and need a replacement student device, he added.

 “While teaching in the remote and hybrid models, many teachers are the front line for students and families,” Lorenzatti said.  When difficulties arise, she said, the InfoTech team works closely with teachers to provide support both in-person and through their website, www.whslibrary.org, which offers how-to guides, class guides, InfoTech resources and tools, and application tutorials.  

Federal funding efforts by staff have enabled the district to attain interactive white boards that will replace very old smart boards, whiteboards, projectors, apple TVs that communicate with the projector and sound bars, which will all be consolidated into one device, Hickey said.  “These devices will be used by the teacher and even remote students can view what is displayed on the electronic whiteboard.  It really helps to tie together the in-person folks and remote students,” he said.

District staff are creating connections beyond core academics as well.  Hesler said that UA teachers are videotaping lessons for students to participate in at home.  While these, of course, look different than face to face instruction, it allows students to continue engaging in those aspects of school.

“We cannot replicate everything, but we’re trying to think differently of how we can give kids that experience,” she said.

The InfoTech team has worked closely with teachers, club advisors, and coaches to find the most effective methods to live stream events, such as sports and virtual spirit weeks, Lorenzatti said.  The team has also created a Play site, updated every Friday, where students are provided fun, boredom blasting activities, she said. 

That site can be found at https://sites.google.com/view/infotechplay/home. <

RSU 14 kindergarten students adjusting to learning in hybrid and remote models

Kiely Treschitta, a kindergarten teacher for
RSU 14, works remotely leading a small group
of students in a reading lesson. Treschitta
teaches remote kindergarten every morning
with a class of 30 students from Windham
Primary School and Raymond Elementary
School.  PHOTO BY ED PIERCE  
Add caption

By Elizabeth Richards

Whether hybrid or full remote learning, kindergarten looks a lot different this year. RSU 14 administrators and teachers have worked hard to adapt to a new way of doing things while providing a developmentally appropriate experience for students.

“We’ve all come together to keep it child-focused and child-centered,” said Laura Record, a kindergarten teacher at Windham Primary School.

Overall, children are adapting well, school staff said.  

“Our kindergarten learners have done amazing with the start of school and the CDC requirements for safety,” said Dr. Kyle Rhoads, principal at WPS.

Beth Peavey, the principal at Raymond Elementary School said, “I’ve been amazed at all of our students, especially our little, little ones coming in wearing their masks and following the routines that are new for our school.”

It has not been easy.

“One of the hardest things for kindergarten is the distancing, both with each other and for me with the children,” said Lindsey Pettus, a kindergarten teacher at WPS.  It can be especially challenging when children need help with physical tasks like learning scissor skills, pencil grips, or opening food items.  

She handles this challenge by talking children through problems as best she can, she said. If a child is really struggling, teachers follow strict protocols to assist.

“It’s like scrubbing in for surgery to help a kid hold their scissors the right way,” Pettus said.

Throughout the district, technology hasn’t yet been sent home with kindergarteners in the hybrid model.  On remote days, children are working on packets that reinforce in-person learning, reading
logs, and/or are participating in choice activities, depending on the teacher.

Teachers understand that every family has different circumstances and don’t want remote work to be overwhelming.  “We’re really working as a team and giving clear and explicit instructions to parents so they know what their children should be doing and how they should be doing each assignment,” said Jennifer Smith, a kindergarten teacher at RES.

“Our expectation for that is do what you can, do what works for your family. We understand that everyone’s situation is different,” said RES kindergarten teacher Erin Simoneau.

Teachers across the district are using an app called SeeSaw to connect with families.  When technology is sent home with students, the app will change what is possible for remote days, such as recording a short lesson and providing an accompanying activity, Record said.  

“We wanted the families and kids to be familiar so if we did need to go remote, SeeSaw wasn’t a surprise,” Simoneau said.

One benefit of the hybrid model, teachers said, is the small class sizes.  “I’ve gotten to know the kids pretty quick, and what their needs are,” Pettus said. 

Simoneau said with smaller groups, they are able to sit on the rug and be safely distanced.  “It’s a big deal to move from desks to the rug, even if it’s just for a story,” she said.

On the flip side, Pettus said, it’s the end of September and her students have only had six in-person school days. That means classroom routines may not be as smooth as expected for this time of year. 

Certain elements of instruction, such as the phonics work that is so important in kindergarten, is also difficult when students and teachers are masked.

“I tend to put myself in a corner and then take my mask off when I’m far enough away to show them,” Simoneau said. Teachers also have masks with clear panels around the mouth.

“This age tends to have a lot of speech delays. That’s a big part of kindergarten - addressing those issues and trying to correct those delays,” RES kindergarten teacher Stephen Seymour said.  Speaking through a mask can make children even more difficult to understand, he said.

Keeping up with curriculum when there are only two in-person days and keeping both groups of students in the same place can also be a challenge, Pettus said. “I’m really trying to be as consistent as possible between the two days so they’re getting the same experience at school,” she said. 

They have been able to move quickly through the phonics curriculum, she said, because they’ve doubled up lessons on days that students are in person.  “We’re keeping pace with that which has been really nice,” she said. 

Ensuring an appropriate learning environment for kindergarten students took collaboration, creativity and teamwork.  One of the challenges they worked out before students arrived was how to allow children to play, Record said.

The district has found ways to follow CDC guidelines but also offer children opportunities that some other schools in the area aren’t, such as using equipment on the playground. Students are also able to check books out of the library. At WPS, kindergarteners choose a personal tub of toys to use for a week.  

“It took a lot of brainstorming and back and forth to make sure we were following all the CDC guidelines. It’s just so critical for kindergarteners to be able to play and be hands on and talk while they’re playing,” Record said.

Learning to manage the required routines, such as waiting for all children to have their food before taking off masks to eat, helps build valuable skills like patience, determination and grit, Peavy said.

“I think that it will transfer over into their academics.  It really is amazing to see the level of patience that they have,” she said.

Kiely Treschitta is one of two teachers for kindergartners who are participating in full remote learning from both RES and WPS. 

“Remote learning has been going well for kindergarteners. Students do well with the consistency of the schedule,” Treschitta said.

Students begin their day at 8:30 am on Zoom and are logged in until 11:15, though they are not expected to engage for the entire time and turn their cameras off to work independently.

Problems with technology, such as students being logged off, computers freezing, and websites that don’t work, can be a big challenge for remote learning.  Another challenge, Treschitta said, is that students have a hard time sitting for a long time. “That’s why we do fifteen-minute live sessions and then they have time to move around during independent time.”

Treschitta said she’s been surprised at how quickly students have learned to navigate Zoom and other apps. 

“It’s amazing when students are able to teach their parents and other adults how to use apps,” she said. “These students surprise us every day.” <

Schools' nutrition department prepares for unconventional year

Jeanne Reilly, left, the Director of School
Nutrition for RSU 14, and David Boger,
Windham Middle School kitchen manager,
gathered in June to give out food to families
as part of the district's backpack program
distribution. With RSU 14 students back in
school Wednesday, Reilly said serving
safe and delicious meals is one of the
district's top priorities this fall.
PHOTO BY ED PIERCE

By Elizabeth Richards

When school reopens for area students on Sept. 9, the RSU 14 school nutrition department will be feeding students in a whole new way. As they adapt to the changes, meals will look different than in the past.

Under the hybrid learning model, only 50 percent of students will be on campus to receive school meals, said Jeanne Reilly, RSU 14 Director of School Nutrition. “This will, without a doubt, affect participation, which will also significantly impact our budget.”

The district will be offering meals to families on days when children are learning at home, whether they are participating in the hybrid model or have chosen full remote learning, Reilly said.

Families can order breakfast and lunch by 9 p.m. the night before and will pick up at various locations throughout Windham and Raymond.

Orders can be placed using the Nutrislice App, or online at https://rsu14.nutrislice.com/.

Elementary students will be served meals in the classroom, while the middle schools and high school will use the cafeteria following social distancing protocols.

Reilly said that in order to allow the team to adjust to the new service method, the start-up menu consists of almost 100 percent cold food such as sandwiches, yogurt parfaits and other things that are easy for students to eat in the classroom, while also easy for the nutrition program to maintain proper temperature and food safety protocols.

“After the first several weeks of school, we will gradually start to add in hot foods that can be transported safely and easily,” Reilly said.

Choices at the middle and high schools will also be more limited, with no salad bar and self-service limited to packaged foods.

The biggest challenge right now, Reilly said, is providing meals that are appealing and delicious for students while also easy to deliver both in school and via their Mobile Meals van.

“Our goal is to continue to provide high quality meals safely and efficiently to all students and to maintain our reputation as a program that delivers nutritious, delicious, kid approved, convenient and affordable meals in the same way we always have, even though things might look a little different then they have in the past,” she said.

The theme for this year is flexibility, Reilly said.

“We are preparing our team to be flexible and able to adapt to the changing situations,” she said. “Our team are experts at food safety and efficiency. Serving safe and delicious meals to the students in RSU14 is our priority.”

With so many things to manage while setting up breakfast, lunch and mobile meals, the RSU 14 backpack program won’t begin right away.

“We certainly plan to continue to provide food on the weekends via our backpack program,” Reilly said. “We just need to get everything else organized first.”

The district also is exploring different scenarios for student lunches to maintain social distancing guidelines at lunchtime, ranging from eating in the classroom to finding larger spaces in the schools for lunchrooms to accommodate social distancing mandates. For some schools, RSU 14 has purchased additional picnic tables for students to eat lunch outdoors.

About 3,200 students attend RSU 14 schools in Windham and Raymond. <

Writing projects demonstrate student resilience during COVID-19

By Ed Pierce

Even the most experienced teachers found it challenging to continue to keep students focused on learning and improving while using remote learning during the COVID-19 crisis.

But for Amy Engelberger, a Windham Middle School English and Language Arts teacher, a special project this spring demonstrated for her that students are highly adaptable and despite facing obstacles, can produce superior results.

“There were many curriculum choices to make as a teacher during our remote learning and I chose to teach writing units for all three of my classes during our last several weeks together,” Engelberger said. “I wanted students to choose their topics and stressed they should choose something they felt very passionate about because this would keep them engaged and curious throughout the writing unit.”

Engelberger said she was confident she could support her students through the research and notetaking process, and then provide lessons to guide them through the writing process one step at a time using Google Classroom and Zoom meetings. 

“The seventh-grade unit was an argument unit where they had to develop a thesis statement and support their thesis with evidence gathered through research,” she said. “The sixth-grade unit was an informational unit where they initially researched their topic to see where the research led them. Students eventually planned three ‘chapters’ to teach readers about their topics.”

As the end of the school year drew closer, Engelberger said she was pleased with the results of the project.

“I have been a teacher for 14 years at Windham Middle School and I felt so emotional as we neared the end of this school year,” she said. “I was so proud of my students and was amazed at the level of engagement in these writing units. I told them as long as we continued to communicate as much as possible while we were apart I knew we would find success and they did it and stayed with me until the end of the year.”

Engelberger said she was so impressed with their finished writing pieces, she thought immediately that many of the pieces could be enjoyed by a wider audience.

She submitted four student articles she chose from the project to The Windham Eagle for publication because they seemed very relevant to her in a number of ways. 

The articles included “Supporting Local Farmers” by seventh-grader Mia White; “Online Learning: Is it more Helpful, or Stressful?” by seventh-grader Riley Yates; “The Library of Congress” by sixth-grader Elizabeth Duncan; and “Stop Motion is a Great Way To Tell a Story” by sixth-grader Nathan R. Paulding.

“Obviously the online learning piece is something we have all been thinking about,” Engelberger said. “Riley is a very gregarious young lady, and even though she was incredibly successful through the entirety of the distance learning it was hard for her to learn remotely.  I loved how she was exploring the topic and thinking deeply about it. 

“Mia is very passionate about farming and talks about a possible future in farming,” Engelberger said. “She can debate the need for farms like a champion. I thought the piece was so relevant as more families and communities consider starting home gardens and trying to support local farms.  It was informative and interesting to read.”

For the other two submissions, Engleberger said she chose them because she thought it might be fun for younger readers of the newspaper to possibly explore these two topics on their own this summer. 

“Nate loves stop motion and spends a lot of his free time making videos and posting them to his YouTube channel.  He even made his teachers a thank you video for Teacher Appreciation Week,” she said. “I thought more people might want to try this and Nate's piece can teach them and point them in the right direction. 

“Finally, it was important for Elizabeth to tap into her own curiosity with this unit and she settled on the Library of Congress. She worked hard to narrow down the innumerable sub topic ideas and her plans were well done,” Engleberger said. “The finished piece on the Library of Congress was fascinating, I learned so much. Perhaps people might take a rainy summer afternoon to explore the sites Elizabeth highlighted in her chapters. I know I plan to do this.”

A total of 35 of Engelberger’s students participated in the writing project and she said she’s thrilled by what they accomplished during the most trying of circumstances.

“The tasks my students completed during remote learning were not easy and I couldn't be prouder of their persistence and strong communication skills to partner with me in their learning,” Engelberger said. “They reached out to me often to seek feedback and used my notes to improve their writing.

To read the student writing projects online, click on:

Online Learning: Is it more Helpful, or Stressful? By Riley Yates, Windham Middle School Grade 7 https://docs.google.com/document/d/1oXf71Sn57CQzk9CQ5vDB6jV5E1nU8LnqKOb6oZhDIOo/edit?usp=sharing 

Stop Motion is a Great Way To Tell a Story By Nathan R. Paulding, Windham Middle School Grade 6

https://docs.google.com/document/d/1z-Lzh8zH5G1gxuvapvldHRBWP6sEUhs7iFce13jgGes/edit?usp=sharing 

Supporting Local Farmers By Mia White, Windham Middle School Grade 7

https://docs.google.com/document/d/1BJhzZxGcxKwoG10keX6aK1HpHQUDw86td7RM5giKKKg/edit?usp=sharing  

The Library of Congress By Elizabeth Duncan, Windham Middle School Grade 6

https://docs.google.com/document/d/12kKdD-PY2nj7Rjjr_HyrnyFrSK4kJ4fHhHAZ5OZV3uY/edit?usp=sharing  <