Frequently Asked Questions
What is your background/experience/areas of expertise?
I play four instruments, have traveled to many countries, and advise the Westford Academy Anime Club.
What are mini-lessons? What's the curriculum?
Before students are allowed to work on assignments, projects, and study for tests, daily lessons are given to teach actual study skills. This is the model adopted by Westford Academy and may be different from middle school. We feel that it is essential for students at this age to develop academic independence to prepare for college and it is essential to give students the tools they need to succeed. For more details, please visit the curriculum section of this website.
Besides mini-lessons, what else do you do in study skills?
Students work on projects, papers, tests, studying, homework, and sometimes use the time to visit teachers/guidance counselors when needed. Ideally, students would work on assignments they're having trouble with to use the support offered during the class.
Do you communicate with son's/daughter's teachers? How often?
Communication with my student's teachers greatly varies teacher to teacher, student to student. Each of my students has a different set of teachers and there are A LOT of teachers in the building. Some teachers I run into often and have a conversation with. Some e-mail me often with updates. Some classes have support personnel from my department, whom I see often. The high school model of education is greatly different from elementary school or middle school.
In order to track my student's progress I rely on quarterly progress reports and report cards. However, because these reports are released in a spaced out time frame, I also send out "check-in" e-mails to ALL of my student's teachers every 2-3 weeks which helps me track the progress of my students in between released reports. Additionally, communication is always increased if a student struggles in a class.
My son/daughter did not write down his or her homework. Do you know about their assignments?
As stated above, my students have a variety teachers:
12 students x 7 classes = 84 possible combinations of assignments changing on a daily basis!
The communication with teachers and other students allows me to have a general understanding of assignments and projects; however, I might not catch everything. At the high school level and high school model, students need to take part of the ownership of communicating to me what's going on in their classes.
My son/daughter is struggling in a class. What are some typical interventions you might employ?
If I know that a student is struggling heavily in a class, there are a variety of strategies which can be implemented. Though situations are different on a case by case basis, here are some examples of time-tested interventions:
1. Increase communication between liaison/general ed teacher/parent or guardian.
2. Conference with teachers about the student's IEP to see if there are any individual strategies which could be used more
effectively.
3. Use study skills time to target struggling class.
4. Set up times for extra help before or after school with general ed teachers, national honors society (Thursdays after school), or liaison.
5. Conference with student's guidance counselor.
6. Show parents/guardians/students online resources which may help in subject matter. (see resources section of website)
I have other questions/What's the best way to contact you?
The fastest way to reach me is by e-mail [email protected]
You can also reach my voice-mail by dialing telephone 978-692-5570 x255
E-mail is much more efficient because I check my e-mail several times each day and can respond with ease.
While I do have a phone extension, it does not reach me directly and I have no indication whether I have a voice-mail or not, though I do check on a regular basis.
- I have been working in general education and special education since 2004.
- I hold my Bachelor's degree in history with minors in business and secondary education.
- I hold my Master's degree in Special Education.
- I am certified to teach both history and special education.
- I have 4 years experience teaching middle school with my other years at the high school level.
- My biggest strengths are in the areas of history, math, and English, though I have some experience in physical science and chemistry.
- I have strong experience in moderate disabilities, severe disabilities, emotional/behavioral disabilities, and general education.
I play four instruments, have traveled to many countries, and advise the Westford Academy Anime Club.
What are mini-lessons? What's the curriculum?
Before students are allowed to work on assignments, projects, and study for tests, daily lessons are given to teach actual study skills. This is the model adopted by Westford Academy and may be different from middle school. We feel that it is essential for students at this age to develop academic independence to prepare for college and it is essential to give students the tools they need to succeed. For more details, please visit the curriculum section of this website.
Besides mini-lessons, what else do you do in study skills?
Students work on projects, papers, tests, studying, homework, and sometimes use the time to visit teachers/guidance counselors when needed. Ideally, students would work on assignments they're having trouble with to use the support offered during the class.
Do you communicate with son's/daughter's teachers? How often?
Communication with my student's teachers greatly varies teacher to teacher, student to student. Each of my students has a different set of teachers and there are A LOT of teachers in the building. Some teachers I run into often and have a conversation with. Some e-mail me often with updates. Some classes have support personnel from my department, whom I see often. The high school model of education is greatly different from elementary school or middle school.
In order to track my student's progress I rely on quarterly progress reports and report cards. However, because these reports are released in a spaced out time frame, I also send out "check-in" e-mails to ALL of my student's teachers every 2-3 weeks which helps me track the progress of my students in between released reports. Additionally, communication is always increased if a student struggles in a class.
My son/daughter did not write down his or her homework. Do you know about their assignments?
As stated above, my students have a variety teachers:
12 students x 7 classes = 84 possible combinations of assignments changing on a daily basis!
The communication with teachers and other students allows me to have a general understanding of assignments and projects; however, I might not catch everything. At the high school level and high school model, students need to take part of the ownership of communicating to me what's going on in their classes.
My son/daughter is struggling in a class. What are some typical interventions you might employ?
If I know that a student is struggling heavily in a class, there are a variety of strategies which can be implemented. Though situations are different on a case by case basis, here are some examples of time-tested interventions:
1. Increase communication between liaison/general ed teacher/parent or guardian.
2. Conference with teachers about the student's IEP to see if there are any individual strategies which could be used more
effectively.
3. Use study skills time to target struggling class.
4. Set up times for extra help before or after school with general ed teachers, national honors society (Thursdays after school), or liaison.
5. Conference with student's guidance counselor.
6. Show parents/guardians/students online resources which may help in subject matter. (see resources section of website)
I have other questions/What's the best way to contact you?
The fastest way to reach me is by e-mail [email protected]
You can also reach my voice-mail by dialing telephone 978-692-5570 x255
E-mail is much more efficient because I check my e-mail several times each day and can respond with ease.
While I do have a phone extension, it does not reach me directly and I have no indication whether I have a voice-mail or not, though I do check on a regular basis.