Milford schools

Milford Schools Pass Resolution on Racial Equity

MILFORD – Schools in the city have pledged to support anti-racism and social justice efforts, according to a resolution unanimously passed by the Education Council at its December 14 meeting.

The Resolution on Race, Equity and Social Justice affirmed the council’s commitment to be an ally of people of color, and also called for involving student leaders in the process, according to President Sue Glennon.

In the other main action of the board at its December 14 meeting, Superintendent Anna Cutaia presented a Junior Kindergarten and Kindergarten review that was completed last year.

“Even COVID-19 couldn’t stop us from completing (this review), but COVID may delay our implementation,” she said.

The review focused on the concepts of executive function and intentional play.

Executive functions are cognitive processes necessary for cognitive control of behavior: selecting and successfully monitoring behaviors that facilitate the achievement of the chosen goal. Intentional play addresses specific learning goals in a fun way. Although led by a student, it is guided by an adult.

“A year ago in the spring, council launched a district study on executive function and intentional play,” Deputy Superintendent Amy Fedigan said. “We wanted to think about the model of high quality teaching in Milford Public Schools and how it might influence our work with our youngest learners. “

Nicole Wasson, board member, agreed that executive functioning is crucial for early learning.

“I work with college age students and executive functioning is very important at that age as well,” she said. “So the sooner we can start, the better. This goes way beyond their 12 or 13 years in the Milford public school system. “

Fedigan stressed that it would be important to merge various early childhood programs under the same administrative supervision to ensure consistency and continuity between the programs.

Student Development and Wellbeing Supervisor Sean Smyth explained the importance and differences between play (fun, unplanned and unstructured, with students inventing freedom goals) and intentional play.

“Intentional play is a great time to teach and access socio-emotional learning skills,” he said. “It’s not your traditional test – the kids will play a game and you watch their progress. The reason we’re focusing on this is because these skills are important for school and life. They are essential. for academic success, essential for our future workforce and they help us avoid a wide range of public health issues. The research is here to prove how important these skills are. “

After the presentation, board member Adam De Young said that programs like these, aimed at younger students, were the reason he joined the board in the first place.

“Sue (Glennon) and I have spoken a number of times about wanting this to be part of what we do as a board and as a school district,” he said. “I applaud the efforts made while COVID is happening… I think it’s just essential for our future. “

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