Section III – Educational Programs
Kindergarten
It is the intent of Franklin School Kindergarten to make this first year one of the most exciting and valuable years your child will spend in public school. Much of the excitement comes through learning experiences involving seasonal holidays, family, home, community, animals, and more. Your child can easily relate to these themes. We introduce math concepts through a new program “Everyday Math”. Your children will have the opportunity to meet the “Letter People in conjunction with the Houghton Mifflin reading program. The children will learn many “popcorn” words such as “is” and “my”. These words are sight words that they will see in print. Health, safety, science, social studies, physical education, art, music, and library skills are also introduced. We do teacher directed journals and also enjoy oral language with the speech pathologist in our classroom.
Your child takes an active role in his/her kindergarten year. Responsibility for self and “doing your best” is stressed daily. Appropriate behavior is expected. The children will be guided in social skills using the Responsive Classroom model.
It is understood that your child is an individual. Just as children sit, walk, talk at different times, we know that your child’s ‘readiness’ is the key to his/her successful learning. Your child will not be pushed into areas that he/she is not ready for but rather those skills will be strengthened and reinforced until your child is ready. The whole child is considered - academically, socially, emotionally, and physically.
The Kindergarten experience is, for many children, their first understanding of what school is, and it is where their basic attitude towards school is formed. Cooperation between home and school is so important. We look forward to providing a quality, nurturing program that will meet the needs of five year old children. Our plans include a balance of curriculum, play, and rest. Together we can make this year one of the very best!
Grades 1 & 2
The first and second grades at Franklin School focus on teaching skills that align with local, state and federal guidelines. Teachers utilize methods and materials appropriate to the developmental, academic, and social needs of their students. The Houghton Mifflin Reading Series and Collins Writing Program are the primary Language Arts programs. Grade 2 is implementing the newly adopted math program, Everyday Math this year. Grade 1 will implement the following year. Science and Social Studies topics specific to each grade level are integrated throughout the curriculum. Essential and appropriate social skills are developed through daily practice and community building activities. Collaboration, planning and discussion is ongoing at and between grade levels
Grade 3
In third grade students continue to strive to be safe, responsible, respectful, and the best learners that they can be. They will be learning new things by building on past experiences. Each of our core subjects
come at various times throughout the day. We use the Houghton Mifflin Reading Series and enrich it through self-selected reading and assigned novels. Students have practice thinking about the text in many ways. Some of the skills include: recalling information, making inferences, and finding the author’s purpose. Our math program is McGraw-Hill. Along with reviewing the math skills gained in previous years we take an in-depth look at multiplication. Students use each math skill and apply that knowledge through different problem solving strategies. The Collins Writing Program continues in third grade with special attention given to developing paragraphs. Our science and social studies units include: animals, electricity and magnets, space, South America and Keene. We use a homework folder that should be brought back and forth to and from school. All notices, corrected work and homework are put in the folder. Students are assigned homework in math and spelling on Monday and it is due on Friday. There is also a reading log that should be filled out each day. We encourage each student to read (or be read to) for 20 minutes each day.
Grade Four
Fourth grade students continue to develop their reading skills but spend increasing amounts of time developing their oral and written communication skills using the Collins Writing Program. Study skills and reference skills are also emphasized. Many math skills, including math facts, multiplication of two-by-three digit numbers and long division are taught with an emphasis on problem solving and increasing reasoning skills.
Land and water, the human body and nutrition, and heat-light-sound energy are studied in science and health. New Hampshire history, Australia, and states and capitals are the social studies units. An environment unit will be taught by the Harris Center.
In fourth grade the ZONES discipline system is used. A series of counts are used to redirect and remind students of appropriate behavior, and a reward is given each Friday to students who show consistent appropriate behavior throughout the week. There is an emphasis placed on processing with the students to encourage and guide behavior to get back on track.
Grade Five
Some of the themes enjoyed by Grade 5 in the Houghton Mifflin Reading Series are Nature’s Fury, Give It All You’ve Got, and Voices of the Revolution. A variety of literature is used to support these themes.
Using the Collins Writing Program, the students’ writing continues to develop as we focus on using rich details and fluent multi-paragraph writing of essays and stories.
Fifth grade math skills are taught including multiplying and dividing whole numbers and decimals, measurement, geometry and fractions, with an emphasis on problem solving and reasoning skills.
Weather, matter and ecosystems are studies in science. Social studies units include the Constitution and three branches of the United States government, the regions of the United States, economics, Canada, Mexico, Central America and South America.
The students also receive second language instruction in Spanish and French every other day.
Time for the students to work in the computer lab allows them to improve their keyboarding and research skills as well as being able to use Microsoft Office sofware more effectively.
Library
All students have a library class once a week. Students in grades K-1 have a story time and select one book. Students in grades 2-5 have a literature or library skills lesson and select two books for independent reading. Students also use the library for individual research projects and class assignments.
When students borrow books from the library, we hope they enjoy them. We expect students to take care of the books. Overdue books must be returned, and lost or damaged books must be paid for before any other books are checked out.
Parents are welcome to use the library and check out books. Parent volunteer work is an important part of the Library program. Please contact Ms. Ancharski if you are interested in helping in the library.
Art
The Art program is designed to provide all students with a balanced variety of art experiences at each grade level. Children are encouraged to be very creative and inventive in their approach to their art work.
The elements and principles of design which are the essential content of the art curriculum include line, color, shape, form, texture, pattern, space, balance, rhythm, and composition.
These concepts are taught throughout the media areas of drawing, printing, collage and cut paper, printmaking, ceramics, textiles and sculpture. Art appreciation is also taught through the use of appropriate art objects, art reproductions and audio-visual media.
Art instruction encourages exploration and experimentation to integrate the students’ creative, intellectual, and manual capabilities.
Music
Students receive music instruction twice a week in K-3 for a total of one hour and 10 minutes. Grades 4 & 5 receive instruction once a week for one hour.
Music is a part of every student’s daily experience, both in school and out. The arts are as basic to general education as reading, writing, social studies, and mathematics. They offer a unique form of awareness of creativity in one’s self and in others.
Music education should provide students with experiences that otherwise might not be available to them. While the importance of popular music cannot be ignored, every student should become acquainted with music of many styles, especially those which reflect our culture and history.
One purpose of music education is to equip students with the ability to sort, use, enjoy, analyze, judge, create, and finally to value the combination of sounds and silences that make music. Perhaps the most useful outcome of music education is the ability of a person to make aesthetic choices based on knowledgeable consideration of the function and value of music in society.
The content of classroom music experiences endeavors to meet the goals implicit in these ideas. Emphasis in the lower grades is on the acquisition of the basic skills in a in-tune singing, rhythmic response, ear-training and music reading based on the Koday philosophy of music education. In addition, children listen to several examples of folk and classical music.
Older students are given opportunities to use the accumulated skills and concepts in various ways with emphasis on developing creative, descriptive, performance, analytical and listening skills. Students in grades 4 and 5 may also participate in the chorus program.
Students in grades 3,4,5 may participate in the strings program and students in grades 4 & 5 may participate in the band program.
Physical Education
Physical Education (PE) at Franklin School is a period for guided activities which help students to learn and understand more about body movement and physical skill development through fun experiences.
Fourth and fifth grade students receive PE once a week. Kindergarten, first, second, and third grade students receive PE twice a week.
Students are exposed to a variety of activities depending on grade level.
Kindergarten, First, Second, and Third graders spend considerable time on exploratory and creative movement, low organizational games, rhythmic activities and gymnastics.
Fourth, and Fifth graders are introduced to organized sports such as soccer, basketball, softball, volleyball, and tennis in addition to gymnastics and dance.
Thanks to the generosity of the PTC, we continue to use snowshoes for field trips to Beech Hill and the cemetery. We also use them at Nature’s Classroom. All students starting in first grade have had an opportunity to experience the climbing wall during the year, enabling many children to build self confidence.
For maximum safety and enjoyment, students should be prepared for physical education classes by wearing sneakers and loose, comfortable clothing.
Technology Instruction
Technology instruction is scheduled an hour per week in the computer lab for grades 1-5. Kindergartners go to the computer lab for 45 minutes once per week. Ms. Nancy Ancharski and Mrs. Shannon Fuller work closely with classroom teachers to plan lessons and projects that integrate the use of technology into the class curriculum. Technology instruction in the Keene School District is based on the National Education Technology (NET) Standards.
Foreign Languages In Elementary Schools (FLES)
All fifth grade students will have one half year of French and one half year of Spanish for one period every other day. Students and parents at the end of the fifth grade will have the opportunity to select which language will be chosen for further study at KMS.
The emphasis of the program will be on the listening and speaking skills. The reading and then the writing skills will be introduced as the school year progresses. In addition, the students will be introduced to some aspects of the culture of the languages.
English Language Learner (ELL) Program
The English Language Learner (ELL) program supports children coming from homes where English is not spoken or is not the sole language used. The ELL teachers provide academic support and help the students understand and explore American culture as well as their own. Benjamin Franklin School is the magnet elementary school for the district: all ELL students are enrolled here and receive daily ESOL services in addition to participating in the activities of their regular classes. The ELL students bring a wide set of experiences and backgrounds that greatly enrich the overall school environment.
The ELL teachers also work with the children’s families, assisting with paperwork, explaining unfamiliar parts of the American school system, obtaining outside services for the students and families when necessary, and joining in parent-teacher conferences.
SHINE
(Students Having Individual Needs for Enrichment)
We believe:
- That the classroom teacher has valuable knowledge about each child’s abilities, interests, and talents. However, the demands of the regular school day may limit teaching opportunities in the classroom.
- That all children from Kindergarten to grade 5 should be considered as potential participants in SHINE.
- That all children possess strengths and interests that may result in a special talent or gift.
- That a group of teachers will serve on the SHINE committee in order to research and implement a variety of individual, small group, and whole school activities to enhance the educational experience at Franklin School. This committee will welcome and encourage staff members to bring ideas/questions to the committee at any time for feedback and suggestions.
Collaboration among professional staff, parents, and community members is key to the development of activities for students.
Instrumental Music & Strings
Lessons on basic band instruments and strings are available to students in Grades 4 and 5. These lessons take place once per week during the last hour of the day and after school. The lessons are at no charge, however, there is a rental charge for those children who do not have the instrument. Seasonal concerts during the winter holidays and during the spring season allow students to perform in public.
Student Council
The Student Council is a committee made up of representatives from each class, grades three through five. As well as these representatives, there are alternative reps in case of absences. The representatives change three times throughout the year. Because these children are often representing Franklin School both in school and in public, good behavior is expected at all time. Being put in Red Zone (grades four and five) will result in being asked to leave the council at which point the alternative takes over for the duration of that council. The advisors are Mrs. Farina and Mrs. Everard
The Harris Center
The Harris Center, a non-profit organization based in Hancock, NH, provides classrooms in the Monadnock region with expertise in environmental education. The Harris Center’s goal in elementary schools is to cultivate a personal relationship between children and nature by:
- bringing students in contact with the local landscape
- guiding the development and use of age appropriate science skills in an environmental context
- building an experiential foundation for ecological literacy
- instilling appreciation in students which will cause them to behave in an environmentally responsible way
Some of the topics explored: birds, astronomy, rivers and stream life, geology, treasure hunt, and mapping.
Judo Program
The afterschool Judo program will continue to be offered to fourth and fifth grade students this year. Judo is a martial art, originating in Japan. It is an Olympic sport that involves throwing techniques, falling techniques, and matwork. It offers children an opportunity to grow emotionally, socially, and physically. This program is being offered due in large part to the generosity of the PTC. Mr. Durand is the instructor.
Field Trips
Field trips are a valuable extension of the classroom that can bring to life classroom learning. Field trips are limited to trips within traveling distance of the school during a single day. All transportation of students on field trips is done by school bus. Prior to trips being taken, the teacher will inform parents of plans for the trip and will seek permission for a child to participate. Each grade plans at least one "special" trip during the year and in addition many smaller trips are taken. The school or PTC pays the cost of the bus, however, there are often admissions charged which parents are requested to pay.
Peer Mediation Program
In the Peer Mediation program students learn mediation skills and are active participants in helping to solve peer related student problems. Mrs. MacDonald and Mrs. Fuller are the advisors.
School Counseling Program
The Benjamin Franklin School Counseling Program offers students many opportunities to excel socially and academically. The program is available for all children to help them develop to their maximum potential in both the social and academic arenas. We strive to meet the needs of the whole child.
Friendship Groups are available to all students to help them foster friendships and develop positive peer relations with their classmates. Friendship Groups typically meet once per week and provide students with an opportunity to meet with fellow classmates on a more personal level. As part of the typical school day, your child may be invited to participate in a Friendship Group. If you do not want your child to participate in a group please send your request in writing to our school counselor.
Classroom Instruction occurs weekly in all classrooms grades kindergarten through five. The lessons address a variety of topics that include: Conflict Resolution & Problem Solving, Career Awareness, and Cooperation & Friendship Skills. Students are also given many opportunities for self-discovery. They are encouraged to express their feelings and to learn methods to express them. In addition, several character values are addressed as part of our weekly classroom lessons.
Individual Counseling is available to all students at the request of a parent. Children receive one-to-one counseling when parents, teacher and the counselor feel that it is appropriate. Children can also refer themselves. Children could see the counselor for a variety of reasons such as for problems with peers, problems at home or difficulty being successful learners.
Consultation is also available for teachers and for parents whenever it is deemed necessary. Teachers and parents can consult the school counselor when they have concerns about their child’s emotional and academic development. Parents may contact the counselor about the school progress, behavior management, social adjustment, health concerns, family problems, and for assistance in arranging referrals with outside agencies.
Coordination of the Standardized Testing Program is also part our school counselor’s role at the Franklin School. This includes the state and district testing programs.
Transition and Placement is another facet of the school counselor’s role. The school counselor helps with the transition of preschoolers into kindergarten and the fifth graders into Keene Middle School. Also, the school counselor helps with the placement decisions.
In addition, our school counselor coordinates the school-wide Peer Mediation Program.
Parents are invited to contact the school counselor if they have any concerns they would like to share about their child. Please contact our school counselor if you have any concerns or good news about your child that you would like us to know. The school counselor will set up an appointment to discuss the concerns and work with you to find ways to solve them.
Mrs. Ann MacDonald is our full time school counselor at Benjamin Franklin School. Her office is located in the basement of the school. Please call her at 352-1712 if you would like to schedule an appointment.
Reading Specialist Services
The Reading Specialist’s services are available to all students, teachers and parents at Benjamin Franklin School, providing assistance and support in a variety of ways.
As an instructor, the Reading Specialist works with children in Kindergarten through grade five in a variety of small and whole group settings. These include enrichment, remedial and regular instruction.
As a resource person, the Reading Specialist provides materials to help teachers implement the school reading program, administers diagnostic and placement testing, and helps coordinate school-wide reading activities throughout the year.
Parents may contact the Reading Specialist if their child is having difficulty in reading, or if they would like information about the school’s reading program . The program emphasizes the five essential areas of reading: phonemic awarenes, phonics, fluency, vocabulary and comprehension. Our overaching goal is to create a love of reading in our students.
Title I
The Title I Program at Benjamin Franklin School is a federally funded program that provides reading and math support to students in grades K-3.
Each year, the Keene School District receives a federal grant through Title I of the ESEA (Elementary and Secondary Education Act). Keene uses its grant money to hire staff. Our Title I staff offer supplemental instruction in reading and mathematics. Lessons are closely coordinated with the regular classroom teachers and we focus on the inclusion model working within the classroom. Students enjoy participating in the program and teachers and parents appreciate the benefits the program brings.
Title I parents are encouraged to attend Open House nights, Parent Involvement Nights, and to meet the Title I staff. Parent involvement can have a positive effect on the children in the program itself. Parents working cooperatively and exchanging ideas with the Title I staff contribute to the effectiveness and growth of the Title I Program.
Title I at Benjamin Franklin School provides a warm environment for students. Positive involvement with each child enrolled helps build self-confidence so students feel good about themselves, their learning, and their school life.
Child Study Team
The Child Study Team (CST) provides a forum for teachers to voice concerns about students’ behavioral and academic progress, a process for developing tiered intervention strategies to support teachers’ efforts to meet student needs. The CST also helps track student progress, and informs parents, the In-House Team and service providers about student concerns.
Special Education Services
The Special Education Program at Benjamin Franklin School provides specialized services, programs, and support for students in grades K-5 with specific disabilities that affect the educational process.
Students may be referred for special services through the In-House Team, by parents, teachers, physicians, or others with knowledge of the child’s ability and skills or through the CST team (Child Study Team). After parental permission is obtained, students are evaluated to determine whether a handicapping condition exists. Any determination will be consistent with N. H. Special Education handicap code guidelines. Assessments are completed by trained staff members in the area(s) indicated on the referral and permission forms. If, after the assessments are completed, a handicapping condition is found to exist, an individual education plan is then written and implemented in the least restrictive environment possible.
In-House Team:
Bill Harris, Principal
Joyce Monacelli, Special Educator
Katlin Luscombe, Special Educator
Ann MacDonald, Counselor
Pauline Brackett, Reading Specialist
Trudy Dean, Speech Pathologist
Sandy Swinburne, Psychologist
Shelley Earley, Occupational Therapist
Jeanne Symonds, Educational Evaluator
Bonnie McAlpine, R.N., School Nurse
Services are provided by the special education teachers, Mrs. Joyce Monacelli, Ms. Katlin Pryor and two instructional associates.
The Collaborative Learning Center (CLC)
The CLC program provides individualized instructions to students requiring 50% or more of their academic education in a small group setting. Students are included in general education classes in areas in which they can be successful. The goal of the CLC is to provide a structured, individualized and modified education for students and to maximize inclusion and independence for all students. The staff works with the general education teachers regularly to meet individual needs and to provide support in homeroom classes. SAU 29 curriculum is followed for each student. Modifications and adaptations are provided to meet individual needs. There are life skills and social skill development component to the program.
Students are included in general education classes as appropriate for each student. The extent of inclusion is determined on an individual basis with a goal of maximum successful inclusion with general education peers.
Speech/language support is provided in all areas of the curriculum. Students are provided with adaptive physical education, speech services, occupational and physical therapy, and parallel library as appropriate.
There are two sections in the CLC, one primary (K-3) and one intermediate (3-5). The primary CLC teacher is Ms. Jessica Lepri and the intermediate CLC teacher is Mrs. Kara Cote. Miss Trudy Dean and Mrs. Joyce Porter are the speech therapists.
Speech and Language Services
The school speech and language pathologist works with children who have been determined to be speech and language impaired. “Speech and Language Impaired” means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice disorder which adversely affects a student’s educational performance. A child with a communication disorder may experience difficulty comprehending or expressing ideas, experiences, knowledge and feelings. Services provided by the speech and language pathologist include consultation, observation, screenings, diagnostics, development of individual educational plans, therapy, classroom activities, and referrals to other professionals (i.e. audiologist, ENT, etc.).
The speech and language pathologist usually works with students individually or in small groups. Services may occur within the classroom as well as the speech room. Students may be referred to the speech and language pathologist by parents, teachers, physicians, or others with knowledge of the child’s ability and skills.
Psychological Services
The services of a psychologist are available to staff, children and parents several days during the week. The psychologist is available to administer psychological and educational tests, interpret assessment results, interpret information about student behavior and conditions related to learning, and to consult with students, parents and staff.
Physical Therapy
Physical therapy is the treatment of disorders of the muscle, bones, joints and nervous system by physical means such as exercise. In the school system the therapist works with the child, teachers, and parents, as well as other team members to help set up an environment suitable to the individual child's needs, regarding adaptive equipment, physical education and provide, if need be, direct physical therapy service.
Occupational Therapy
Occupational therapy helps an individual develop or maintain improvement in skills supporting independence in personal, social, academic and vocational pursuits. These can include:
- more effective motor-performance for school tasks, including play and work
- better organizational abilities for successful completion of assignments, jobs and carrying out personal responsibilities
- developing strategies to assist children in managing the classroom sensory environment or modifying the environment to foster improved function
- increasing capacities to perform self-care, home-living or pre-vocational activities
As the child's competency in work and play improves, their social relationships improve as well.
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