The Russell Review

As we move into February, students have been working hard to find their rhythm after the winter break. The energy and enthusiasm that often accompanies the start of a new year is evident, and many have been focused on re-establishing routines and staying engaged in the learning process. Teachers and staff have been working alongside students, providing the support needed to ensure they are successful as they continue their academic journey through these long winter months.

One challenge that has made it difficult for some students to settle into their routines is the increase in illnesses among both students and staff. The winter months are always a time when colds and the flu tend to spread more easily, and this year has been no different. To help prevent illness, we encourage families to practice good hand hygiene, ensure students are getting plenty of rest, and maintain a balanced diet with lots of fruits and vegetables. Dressing warmly and making sure kids stay hydrated are also important steps in keeping them healthy during this cold and flu season.

Looking ahead, we are excited to see students continue to put forth their best efforts in the coming weeks. We know that with hard work and perseverance, our students will continue to thrive. As we approach February vacation, we hope families will take advantage of this well-deserved break to enjoy some fun winter activities. It will be a great opportunity for students to recharge and come back ready for the second half of the school year.

Be well, stay healthy, and as always, please reach out with any questions you may have!

February 12th

Early Dismissal

Students Dismissed 2 Hours Earlier Than Normal

February 10th - February 14th

Russell School Kindness Week

February 17th - February 21st

No School

February Vacation

March 12th

Early Dismissal

Students Dismissed 2 Hours Earlier Than Normal

March 13th

Records Day

No School For Students

March 14th

Teacher In-Service Day

No School For Students

April 16th

Early Dismissal

Students Dismissed 2 Hours Earlier Than Normal

April 18th

Teacher Comp Day For Conferences

No School For Students

April 21st - April 25

April Vacation

No School For Students

April 28th

School Resumes

May 21st

Early Dismissal

Students Dismissed 2 Hours Earlier Than Normal

May 26th

Memorial Day

No School For Students

Hello!

2025 is in full winter mode now and, as we gear up for our next big celebration (yes, Valentine’s Day is considered a BIG celebration, at least at the elementary level!), I wanted to take this opportunity to tell you about our upcoming Kindness Week. The social/emotional focus for the month of February is going to be on kindness. Specifically, Russell School will be holding a Kindness Week Feb. 10th-Feb. 14th as part of its participation in the 2025 Great Kindness Challenge (https://thegreatkindnesschallenge.com/).

Throughout the month, we will be reading books on kindness and discussing ways, both big and small, that people can show kindness everyday. Classes will create kindness posters for our school, thank you letters to staff, including our amazing bus drivers, kitchen staff, and custodians. We will even have students write letters to themselves in which they identify at least two self-care strategies they can do to show themselves a little kindness sometimes.

Russell School will kick off Kindness Week on Monday, Feb. 10th with “Imagination Station: Crazy Colors and Patterns.” Let students express themselves by wearing mismatched socks, plaid shirts with flowered leggings, or polka dots with stripes; whatever makes them happy and excited!

Tuesday, Feb. 11th will be “Hats off for Kindness,” where students can wear school-appropriate hats or crazy hair styles.

On Wednesday, Feb. 12th (please remember this is an early release day!), children are encouraged to wear white, red, and pink for what we’re calling Peace, Love, and Kindness Day.

Thursday, Feb. 13th is “We Believe in GNG,” so we encourage students to wear red, white, and blue, our Patriot colors, and/or show off any GNG Patriot swag they may have at home.

And finally, Kindness Week will end on Friday, February 14th with “I Dream of Kindness,” a PJ/stuffy day to celebrate the week and yes, ease into the upcoming break. (Please be sure to read any communications from classroom teachers regarding specific classroom Valentine’s Day celebrations.)

Although we have already talked about the importance of kindness in many of our SEL classes, I’m excited to have this opportunity to dig a little deeper and show students that they can literally create a more peaceful world through their own kind acts everyday.

The first three meetings of our new Russell School Family Engagement Team were a success. Our next meeting will be held on Monday, March 31st from 4:30 - 6:00 in the Russell School Library. Our 90 minutes will be spent checking in on the action strategies that engage families in their children's learning. Our ultimate goal of helping improve our overall student achievement data at Russell, so all are welcome to attend and support this important work.

Please email Mr. Blake at dblake@sad15.org or call the Russell School Office at 657-4929 if you are interested in joining us!

Team Meeting Dates:

March 31st

May 12th

We’re excited to share that the first questions have arrived for our “Dear Mr. Blake” column! The very first question came from a group of kindergarten parents who were seeking guidance on how to best support reading instruction at home. These families expressed a desire to be involved in their child’s literacy journey but admitted feeling a bit overwhelmed by the new strategies and methods being used today. We look forward to providing some helpful tips and guidance in response to this thoughtful inquiry!

Learning to read has evolved significantly over the past 30 years, and the changes are influenced by advancements in educational research, technology, and shifts in societal values and expectations. Here are a few key reasons why learning to read today might seem different compared to 30 years ago:

Understanding of How the Brain Learns to Read

• Then: Decades ago, reading instruction was often more one-size-fits-all, based on traditional methods like rote memorization or a focus on sight words. While these continue to be important to particular processes associated with reading there is new evidence that better supports teaching students how to read explicitly.
• Now: Did you know that the brain is actually not wired for reading? In fact, humans have the have to work hard to create neural pathways to engage in the complex task of reading. Research in neuroscience and cognitive science has deepened our understanding of how the brain processes reading. This has led to more evidence-based approaches, such as those outlined in the Science of Reading movement. These evidence-based strategies emphasize phonemic awareness, phonics, fluency, vocabulary, and comprehension as foundational pillars. The brain's processes in decoding words and connecting sounds to letters are now better understood and are often at the heart of contemporary reading instruction.

Phonics vs. Whole Language

• Then: The 1980s and 1990s saw debates between phonics-based approaches (focused on letter-sound relationships) and whole language approaches (which emphasized reading for meaning and context). Whole language was dominant during the early 90s, leading to some students being taught to guess words based on pictures and context.
• Now: The pendulum has swung back toward structured literacy programs grounded in phonics and systematic approaches, often combined with other strategies. Most modern curricula emphasize explicit instruction in letter-sound relationships, which research shows is essential for developing strong reading skills.

Technology and Digital Tools

• Then: 30 years ago, learning to read was largely confined to books, physical flashcards, and direct interaction with teachers. Technology played a minimal role in the classroom.
• Now: Technology has become a central part of reading instruction. From interactive apps and e-books to audiobooks and educational websites, students today have access to a wealth of digital tools that support reading practice. Virtual learning environments, educational games, and digital resources have made reading instruction more engaging and accessible, especially during disruptions like the COVID-19 pandemic.

Early Intervention and Individualized Learning

• Then: Students who struggled with reading were often not identified until later, and there were fewer resources for personalized support. This just isn't the case any longer.
• Now: There's a much stronger emphasis on early intervention. Tools like screening tests and assessments help identify reading difficulties early, which allows for timely, targeted support. Special education programs are also better equipped to address a variety of learning differences, from dyslexia to ADHD, with specialized teaching strategies.

Increased Awareness of Diverse Learning Needs

• Then: While there was an awareness of learning differences, such as dyslexia, it was less integrated into mainstream education. Many students struggled without receiving appropriate accommodations or specialized teaching methods.
• Now: There’s much more focus on differentiated instruction, inclusion, and the recognition that not all students learn in the same way. Reading instruction is more adaptable, with teachers being trained to use various strategies to support diverse learners, including those with learning disabilities, English language learners, etc.

Curriculum and Standards Changes

• Then: Curriculum design was less standardized, and educational practices varied widely from district to district. Many teachers used their own methods, and resources varied.
• Now: Common Core Standards and other nationwide frameworks have standardized expectations for reading instruction, ensuring that students across the country learn similar foundational skills. These standards also stress the importance of developing higher-order reading skills, like critical thinking and analysis of complex texts.

Parent and Community Involvement

• Then: There was less focus on engaging parents or communities in the learning process.
• Now: Schools today often emphasize the importance of parental involvement, and there are more resources available for parents to support their children’s literacy at home. There are also more community-based programs that focus on early literacy, with local libraries, nonprofits, and even online platforms working to support children outside of the classroom.

In Summary:

The big shift over the past 30 years in reading education is the increased focus on research-driven, individualized, and technology-enhanced methods of teaching. There’s a better understanding of how children learn to read, along with more tools and strategies available to meet diverse learning needs. This has led to more effective and engaging ways to teach reading, although challenges still exist, especially in addressing the needs of all learners equally.

That Sounds Great, But Now What?

The Family Engagement Team has been discussing exactly how to best get information out to families on how they too can support our endeavor of increasing student achievement in the area of literacy. Starting this month, Russell School has partnered with the Parent Institute to bring you the "Building Readers" newsletter. We hope that families will find some tips and tricks in this newsletter, pair it with the information shared from classroom teachers, and will have more knowledge and tools at their disposal to support students at home on their reading journey.

We are pleased to announce that breakfast and lunch will be free to all students for this school year! This only applies if a student takes a "complete meal".

Students who choose to only get milk with their breakfast or lunch will be charged $0.65 for each milk they take.

Lunch menus are published monthly on the MSAD 15 website. In addition, monthly menus will be sent to families through our email service, School Messenger.

Please note that due to staffing shortages, the yogurt meal is temporarily unavailable. We hope to add it back to the menu soon. In the meantime, we will continue to serve the main entree and have a secondary option of sun butter and jelly.

Students who will be purchasing milk only are strongly encouraged to use the My School Bucks program. Information pertaining to the program can be found below.

With winter weather arriving in the near future, I want to remind families to have a plan and be ready for one of the several inclement weather plans. Please see below for more information.

Inclement Weather Options Include:

• School Cancellation

• Two-Hour Delay

• Remote Learning Day (when feasible)

Notification:

• Interim Superintendent Turner makes all decisions and determinations about school cancelations, delays and implementation of remote school days

• Interim Superintendent Turner works to get official information to families as soon as possible

• Interim Superintendent Turner communicates about storm days using School Messenger (phone message and text), television news, and the district website

We will be watching the weather throughout the winter. When weather is worrisome we will be sending home our school iPads. When devices are sent we will communicate this to you through an email. The iPads should stay in backpacks at home unless we actually have a snow day. If there is no snow day, the iPad and sleeve will still be in the backpack ready to come right back to school that day.

Should we need to implement a remote day we would use the following schedule:

K-2 Remote Day Plan

• 9:00-9:45 Live Zoom - Morning Meeting & Literacy (whole group)
  
  
• 9:45-10:00 Break
  
  
• 10:00-10:30 Live Zoom - Math (whole group)
  
  
• 10:30-12:00 Asynchronous work on Seesaw (including Specials) and/or small group/individual sessions with the classroom teacher, Response-To-Intervention staff, or Special Ed services
  
  
• 12:00 - 12:30 Lunch
  
  
• 12:30-2:00 As needed, small group/individual sessions with the RTI or Special Education

You can also expect a specific communication from myself and your child's classroom teacher should we need to implement remote learning for any reason.

Please keep in mind that when a student misses school, they miss instruction and that learning experience cannot be replicated through make up work. This is especially true during extended trips and vacations that occur outside of our vacation weeks. For that reason we strongly suggest that trips and vacations be planned around our pre-established vacation weeks.

Additionally, it is not a reasonable expectation for teachers to provide all missed work before a student leaves on a family vacation. We certainly can provide some items that might be helpful to keep your student engaged while away, but much of our planning is done daily to meet the dynamic needs of the classroom.

Please be reminded that temperatures in our building are known to fluctuate substantially throughout the day. We highly recommend that students dress in layers now and through the cold months ahead.

Dressing in layers allows students the greatest opportunity to be at the just right temperature of their choosing. Please be sure that each layer is labeled with your child’s name so lost items can be easily returned.

Additionally, please be reminded that as the winter weather arrives we will continue to play outside. Students should bring appropriate outdoor clothing for recess each day. Students who do not have the appropriate gear will be asked to stay on the pavement during recess. We kindly ask that you please plan accordingly.

If the temperature is below 40 degrees it is too cold for shorts, tee shirts, and no coats. We will NOT go outside if the temperature feels like 10 degrees or below. Wind chill plays into this, but fluctuates within minutes, so it is important that students come prepared to be outside. Minimally, this means children should come to school with a jacket, hat, gloves and appropriate footwear.

Students who want to play in the snow and on snow banks (when it arrives) must wear winter jackets, boots, gloves, and snow pants.

If you are in need of winter weather clothing for your child, please reach out to Mr. Blake or Mrs. Wigmore. We do have resources available for those in need to make sure that all students have the proper gear.

Thank you for your help with this to keep our children healthy and warm this winter!

School nurses are keeping our school communities healthy and safe for all learners. We have some resources that can help parents and caregivers aid us in that endeavor. Please consider the following to help us to identify communicable illnesses like flu, RSV, strep throat and COVID before they have a chance to spread through our schools.

If your child has been sick with a fever please keep them home for 24 hours after the fever has resolved without the use of fever reducing medicines like Tylenol (acetaminophen) or Ibuprofen. A fever for our purposes is considered anything over 100.0 degrees on a basic home thermometer.

Additionally, there have been a couple of reported cases of lice at Russell School. We will use this as an opportunity to remind students not to share hats, earmuffs, and hair items. Parents, please watch for any symptoms like itching of the scalp. It is very common to have dry skin on your scalp at this time of year, but you should not see white or tan-colored specs attached to hair follicles. If you have any questions or would like additional information, please don't hesitate to contact the health office staff.

Greetings families,

We are reaching out to you regarding the Invest in ME Reads financial wellness program, brought to you by the Finance Authority of Maine (FAME). Through this program, children and their families receive free books and online resources that help make learning about money simple and fun.

For families in grades 1 & 2 - we hope that you enjoy sharing the newest book with your child. You’ll also find fun activities, games, and a reading guide for each book at InvestinMeReads.com.

After you have explored the program, FAME invites you to participate in an online survey to share how this program has helped your family. Families who complete the survey may enter to win a $100 Amazon gift card in the Invest in ME Reads Giveaway. To access the survey, please visit Invest in ME Reads.

The survey deadline is March 31, 2025.

For questions, more resources, or help, please email Mary Dyer, Financial Education Programs Manager at mdyer@FAMEmaine.com.