We often think of the struggles that come with dyslexia. But did you know that people with dyslexia are usually more creative and have a higher level of intelligence? According to the Dyslexia Center of Utah, 1 in 5 people are dyslexic. Some of those dyslexics are creative icons such as Walt Disney, Pablo Picasso, John Lennon, and Steven Spielberg.
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A Note From the Head of School:
Greetings From Under the Table
Several years ago as the Director of Student Services, I got a text from an elementary school principal pleading with me to report to the preschool classroom immediately. When I arrived, there were several adults standing in a huddle near a large round table. Without saying anything, they all pointed to the table, or rather the little boy who was underneath it, refusing to come out. He did not respond to any amount of cajoling, coaxing, bribing, or stern tones. He would simply wait until the adult stopped talking and then utter a very definitive, “NO!”
This little boy was new to the classroom, never having attended school before. The group of adults agreed to wait for “J” to come out. When the day ended, we invited his grandmother to come in and escort him from his lair. As soon as he saw her, he scooted out and skipped out the door. For the next few days, “J” repeated the same pattern of behavior despite everything that was attempted to put in place: a social story, new center toys, review of expectations, trying to pair him with friends to play with, talking to his family about root causes, etc. We even removed the table. No worries, “J” found a different one to hang out underneath. Obviously, his teacher was very frustrated.
One day the school temporarily lost power and the lights in the classroom went out. All of a sudden “J” appeared and immediately went over to the “kitchen” and began playing with the other children. Power returned and immediately he returned to his position under the table.
As an experiment, we turned the lights out again. “J” popped out from under the table and engaged in some great play. While he was preparing a faux burger in the play kitchen, I asked him why he didn’t like the lights? He looked me in the eye and said, “They hurt my ears.” Ears? I thought he must have misspoken. I repeated “Ears?” and pointed to my ears. He nodded. We left the lights off for the remainder of the day and “J” happily engaged in all of the activities.
When the Team reviewed the data we had gathered on “J” from his family, it became clear that “J” struggled with sensory processing. Our hypothesis helped us to begin to understand why he would have meltdowns in stores and school hallways (fluorescent lights), shred his socks if forced to wear them, and was a really picky eater, only eating a few foods.
“J” was identified with sensory processing challenges by an Occupational Therapist. He received help in 3 forms. First, he had a sensory diet that allowed him to keep his body regulated by engaging in sensory activities a few times a day. Secondly, “J” had sensory integration therapy which helped introduce uncomfortable stimuli in small, controlled increments so that he was able to eventually tolerate uncomfortable situations like the buzz of lights. His Occupational Therapist was excellent at helping his family have “J” try new foods. Surprisingly, his team discovered that one of the best environments for him to take a bite of unpreferred food was in the pool! After all this, “J” was given several accommodations to help him tolerate the school environment. “J” did not like noise-canceling headphones, but a winter hat over his ears or a hood that was too small proved helpful. Also, he agreed to wear socks that were slightly too big, so they did not grip his ankles. Finally, a weighted lap belt seemed to ground "J" and prevent him from fleeing to his refuge under the table.
According to the Sensory Processing Disorder Foundation, "Sensory Processing Disorder can affect people in only one sense–for example, just touch or just sight or just movement–or in multiple senses. One person with SPD may over-respond to sensation and find clothing, physical contact, light, sound, food, or other sensory input to be unbearable. Another might under-respond and show little or no reaction to stimulation, even pain or extreme hot and cold. In children whose sensory processing of messages from the muscles and joints is impaired, posture and motor skills can be affected. These are the kids who get called "klutz" on the playground."
And it may drive some little ones under a table! The Team learned a valuable lesson in observation, patience, and problem-solving. A young child like "J" could have been easily labeled a student with behavior issues, but with the right approach, outgrew many of his sensitivities, and excelled in school.
Please do not hesitate to talk with your doctor if you believe your child is experiencing sensory processing difficulties. And of course, my door is always open to offer recommendations.
Head of School
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October 15th, 2021
School Assembly: Chestertown Fire Dept.
October 29th, 2021
Halloween Activities/
Spirit Day
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After a few minor incidents in the past few weeks, we'd like to remind all students that certain footwear is not permitted in the school's dress code. Students should be able to participate in P.E. class and run on the playground. The current school dress code prohibits such shoes as combat boots, cowgirl/cowboy boots, crocs, open-toed sandals, and hunting boots.
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We had so much fun during last week's Heroes vs. Villains spirit day! Relive some of the day's cutest moments with our Facebook photo album! Between the costumes, face painting and trivia contests, it is guaranteed to make you smile.
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Yesterday's Fog Delay served as a good example as to why Radcliffe Creek needs quick and simple methods of communication with our students and their parents. Over the past couple weeks, we've been working on a text message tool that will allow us to keep you up-to-date on important, time-sensitive matters, such as weather-related closures, COVID updates, fun announcements and more.
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Parents and guardians will be auto-enrolled. However, if you would like to opt-out of this service, simply follow the instructions in the initial text message. Look out for our first message on Friday! We hope this makes it easier than ever to stay up-to-date with Radcliffe happenings!
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— A Letter From Maryland Pod Students —
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Hello Radcliffe Parents,
We are the Maryland Pod! We are donating food to people in need in Chestertown. We would really appreciate it if your child/children pitched in. We will tell you how to do that. There will be boxes at the front entrance of each Pod to place the food that you are donating. The food drive starts on October 14th, 2021, and the food drive ends on October 29th, 2021. Please make sure the donations you bring are nonperishable.
Thank you for your support and assistance.
Sincerely,
Maryland Pod
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Our after-school program offers homework help and special Enrichment Classes every day RCS is open (excluding half-days before vacations).
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If you would like for your child to participate in our after-school program, please fill out this Google form. In addition, please fill out the necessary MDSE paperwork (PDFs can be found here). If you have any questions, feel free to reach out to Meg Bamford, Ben Joiner, or Jimmy Reynolds.
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Radcliffe Creek After-School Program
Monday - Tuesday | 3:15pm - 4:15pm
Wednesdays | 12:30pm - 5:00pm
Thursday - Friday | 3:15pm - 4:15pm
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Our incentive program, Buffalo Bucks, helps students learn about personal finance by earning Buffalo Bucks for good behavior and extraordinary kindness. Students can then redeem these Buffalo Bucks for prizes in the prize corner of our Main Lobby. The program's mascot and spokesperson, Buffalo Bill, is personally asking all parents to donate any small gifts, trinkets, fidgets, or prizes to his collection of goodies! For more information, please reach out to our Administrative team at [email protected]!
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201 Talbot Blvd.,
Chestertown, MD 21620
Phone (410) 778-8150
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Discover. Create. Thrive.
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