Embedded Files
Family Newsletter
October 2026
Schoolwide Expectations:
Schoolwide Expectations:
R: Respect Others
O: Own Your Actions
A: Act Safely
R: Rise to Challenges
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Important Links:
2026-27 Stamford School Dates and Events
2026-2027 Student & Parent/Guardian Handbook_
Emails will be sent out to inform and/or remind families of upcoming weekly events.
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Schoolwide Expectations:
R: Respect Others
O: Own Your Actions
A: Act Safely
R: Rise to Challenges
______________________________________________________________________________________________________________
Dear Stamford School Families,
It is hard to believe that we are already welcoming October! The first several weeks of school have flown by, and it feels like just yesterday we were opening our doors and welcoming everyone back for a new school year.
We are off to a strong start at Stamford School. Our students have settled into their classrooms, routines are becoming established, and our days are filled with learning, laughter, and the energy that makes our school such a special place. September gave us an opportunity to reconnect, welcome new students and families, review important skills, establish expectations, and begin assessing where our students are academically.
As we move into October, we are excited to build on that strong foundation. Teachers are using what they have learned about their students during these first weeks to adjust instruction, provide additional support where needed, and make sure students who are ready for more challenge have opportunities to continue growing.
I am incredibly proud of the way our students and staff have started this year and grateful for the continued support of our families. There is a lot to look forward to in October, and I am excited to see what the next month brings!
As always, thank you for being such an important part of our Stamford School community.
Julie
🏫 Our Mission and Commitment
At Stamford School, we are rooted in community, focused on the whole child, and committed to growing learners, leaders, and responsible citizens.
We believe every student deserves:
A safe, supportive, and inclusive learning environment
Excellent instruction grounded in high academic standards
Clear, consistent behavioral expectations
Meaningful relationships with caring adults
Support that meets their individual needs
Opportunities to develop confidence, independence, and leadership
We hold high expectations because we believe deeply in our students and their ability to grow. High expectations are not about expecting perfection. They are about teaching students to persevere, take responsibility, learn from mistakes, and take pride in doing their best.
📚 Assessment Update: Understanding Where Our Students Are
During the first week of October, we will be finishing our FastBridge benchmark assessments with students. FastBridge is one of the tools we use throughout the school year to help us understand how students are progressing in reading and mathematics. These assessments are important because they give us information beyond what teachers see in daily classroom work. They help us identify individual student strengths, determine where a student may need additional support, and recognize when a student is ready for additional challenge. We also use the data to create instructional groups, plan interventions, adjust classroom instruction, and monitor student growth throughout the year.
FastBridge is administered at different points during the school year, which allows us to look not only at where students are performing, but also at how much they are growing over time. It is important to remember that an assessment is just one piece of the picture. Teachers also consider classroom performance, student work, observations, and other assessments when making instructional decisions.
Once our fall benchmarking is complete, FastBridge benchmark reports will be sent home in student folders. I will communicate with families ahead of time so you know exactly when to expect them. If you have questions when you receive your child's report, please reach out. We are always happy to help explain the information and what it means for your child.
In addition, state testing reports from last school year were mailed home to families this week. These results are also an important instructional tool, particularly in our upper grades. Our teachers look beyond the overall score and review performance in specific areas and standards. This helps us identify patterns, both for individual students and across an entire grade level, and determine where students demonstrated strong understanding and where additional instruction or review may be needed.
In grades 4–8, teachers use this information along with current FastBridge data, classroom assessments, and daily student work to help plan instruction for the year. For example, if the data shows that a group of students needs additional support with a particular reading, writing, or mathematics skill, teachers can intentionally build that skill into instruction. Likewise, when students demonstrate that they have already mastered certain skills, we can look for opportunities to provide greater challenge and extension.
If you have questions about your child's state testing report or would like help interpreting the information, please do not hesitate to reach out to your child's teacher or me.
Ultimately, assessment is most valuable when we use the information to guide what happens next. Our goal is not simply to collect scores or administer tests. It is to use multiple sources of information to make thoughtful instructional decisions and ensure that every student at Stamford School is appropriately supported, challenged, and continuing to grow.
📘Homework: Connecting School and Home
Beginning this week, all students in grades K–8 will have some form of homework on a regular basis, although what that looks like will vary considerably depending on the age and grade level of the student.
Our purpose in assigning homework is not to add hours of additional schoolwork to a child's day. In fact, research reminds us that more homework is not necessarily better, particularly for younger students. Homework should be purposeful, manageable, and connected to what students are learning in school.
One of the most important reasons we are asking students to bring learning home is to strengthen the connection between school and family. Research on family engagement describes homework as an opportunity to give families a window into what their children are learning, create natural opportunities for conversations about school, and provide another avenue for communication between families and teachers.
When you see your child's spelling words, math practice, reading assignment, or other classroom work, you gain a small glimpse into what is happening in the classroom. It also gives you an opportunity to ask questions such as, "Tell me how you learned to do this," "What was challenging about this?" or "What are you working on in class right now?" Those conversations are valuable.
Homework also provides two-way communication. If your child consistently completes something easily, struggles significantly with an assignment, or cannot explain a concept that has been taught, that is useful information for both families and teachers. We want families to communicate those observations to us. Homework should not become a nightly battle or require parents to become the teacher at home. In fact, research suggests that the type of parent involvement matters; supporting a child's independence and providing encouragement is more beneficial than taking control of the work.
As students get older, homework can also provide opportunities to practice skills learned during the school day, complete independent reading, prepare for upcoming learning, and gradually develop responsibility and routines associated with managing schoolwork.
The amount and type of homework will look very different for a kindergartner than it will for an eighth grader. Our expectation is that assignments are age-appropriate, meaningful, and reasonable. Family time, extracurricular activities, play, and sleep are important parts of children's development as well.
Most importantly, we want homework to serve as another bridge between home and school. We want you to know what your children are learning, talk with them about it, celebrate their successes, notice when something is difficult, and communicate with us when you have questions or concerns. We are partners in your child's education, and keeping that connection strong is an important part of helping every student succeed.
🌟 High Behavioral Standards
Academic learning is strongest when students feel safe, and classrooms are calm, respectful, and focused. For that reason, we maintain high behavioral expectations throughout the school.
Students are expected to:
Treat others with kindness and respect
Follow adult directions
Use safe and appropriate language and actions
Arrive prepared and ready to learn
Participate actively in class
Complete assignments and give their best effort
Respect school materials and property
Take responsibility for their choices
Help create a positive school community
During these first weeks, staff members are explicitly teaching, modeling, and practicing expectations. Children sometimes need reminders and opportunities to try again. When mistakes occur, we will respond with appropriate support, accountability, and consequences while helping students learn better ways to handle future situations.
Consistent expectations between home and school make an enormous difference. Families can help by reinforcing the importance of respectful behavior, following directions, completing work, attending school regularly, and arriving on time.
⏰ Attendance and Punctuality Matter
Every school day matters. Students miss valuable instruction, practice, and classroom connection when they are absent or arrive late. Please make every effort to have your child attend school consistently and arrive on time.
If your child will be absent or late, please notify the school office. If attendance becomes a concern, we will reach out so that we can work together to identify and address any barriers.
🤝 A Strong Home–School Partnership
Families are essential members of our school team. We want you to feel informed, included, and comfortable reaching out when you have questions or concerns.
When concerns arise, please begin by contacting your child’s classroom teacher. Teachers can often provide helpful context and address classroom concerns quickly. I am also always available to support students, families, and staff.
Open, respectful communication allows us to solve problems early and keep our attention where it belongs, which is on helping children thrive.
Dismissal Reminders:
If your child’s dismissal plan changes, please email our administrative assistant, Kali Bushey, directly at kali.bushey@wswsu49.org rather than contacting the classroom teacher.
Teachers are actively engaged in instruction until dismissal and may not have an opportunity to check their email before the end of the day. To help us avoid confusion and ensure every child is dismissed safely, please notify Kali of any changes as early as possible.
Important Dates:
October 1 - PTG Meeting in the Library at 5:30 pm
October 9 - No School for Students; Staff Professional Learning Day
October 12 - Schools Closed; Indigenous Peoples Day
October 20 - Picture Day
October 27 - Picture Make-Up Day or Rain Date
🚫 Reminder: Squishy Toys & "Dumpling" Toys
Over the past year, we've noticed a significant increase in students bringing squishy toys, "dumplings," and other fidget-style toys to school. While these items may seem harmless, they have become a frequent source of distraction in classrooms, on the playground, and during transitions.
Research on attention and learning tells us that novel or highly engaging objects compete for a child's attention, making it more difficult to focus on instruction and complete academic tasks. In addition, these toys often become the focus of trading, sharing, comparing, or disagreements between students, taking valuable time away from learning. Our goal is to create classrooms where students are engaged with their teachers, classmates, and learning—not distracted by personal toys.
Beginning this school year:
Squishy toys, "dumplings," and similar toys should remain at home.
If a student brings one to school, it will be held in the office until the end of the school day, and the student may pick it up before dismissal.
If the same student brings one to school a second time, the item will be held in the office until a parent or guardian picks it up.
We appreciate your partnership in helping us minimize distractions and maximize learning time. Thank you for talking with your child before school begins about leaving these items at home. Your support helps us create a focused, positive learning environment where every student can be successful.
Earn Cash for Schools with Box Tops: Together, We Can Make a Big Difference! For over 25 years, Box Tops for Education has provided families with an easy way to earn money for schools with products they already buy. Today, you can find hundreds of participating products throughout the store, and all you need is the Box Tops app.
Attendance Reminder: To best support our students as learners, they must attend school regularly. While missing a day here or there might seem insignificant, school absences can add up quickly. Missing just two days each month—excused or unexcused—can significantly impact a child’s academic achievement.
Some reasons for missed school days are unavoidable. Still, if your child is missing multiple days, especially a few days every month, it’s important to consider how this adds up in lost instruction time and its long-term effects on their education. In addition to attending school every day, students must arrive on time. Our school doors open promptly at 8:00 am each morning, and our daily announcements are made at 8:25. When students arrive late, they miss these important announcements. They may also miss academic activities that are key to starting the day in their classrooms. Being late also means missing out on opportunities to connect with their peers at the beginning of the school day.
Additional PTG News:
We need your partnership and involvement to ensure our students' success. This year, we are working to rebuild participation with our Parent-Teacher Group (PTG) to support our school community. We warmly invite all parents to be active members of our PTG. Every parent is already a valued member, and we encourage you to participate in activities that suit you and your family best. We'll hold monthly meetings to collaborate and support our students and school community. Our meetings will take place on the first Thursday of every month from 5:30 to 7:00 PM in the School Library. Please join us for an evening of discussion, connection, and community-building! You're welcome to bring your children along. Our next meeting is yet to be scheduled.
Arrival and Dismissal Procedures:
For the safety and efficiency of our drop-off and pick-up process, please remain in your vehicle at arrival and dismissal times, regardless of your child's grade level. Students riding the school bus are dismissed first, and carline dismissal begins once the bus departs.
Key Reminders:
Stay in your car to keep the carline moving and prevent congestion.
Allow staff members on duty to assist students in safely entering and exiting vehicles.
Morning Arrival Reminder: Please do not allow your child to exit the vehicle until you see staff members outside supervising. School doors do not open until 8:00 a.m., and there is no adult supervision available before that time. For your child's safety, students may not be left unattended.
Safety First: The well-being of our students is our top priority. Your cooperation helps ensure a smooth and secure process for everyone. Thank you for your support.
CORE Values: Windham Southwest Supervisory Union Mission and Vision Statement: Windham Southwest Supervisory Union creates pathways for our students to become powerful communicators, critical thinkers, and collaborators who use empathy and take responsibility for relationships, lifelong learning, and adaptability in our changing world. Stamford School prepares students with the essential competencies identified by our Portrait of Student Success Design Team. Our core values guide us as we ensure our students’ success.
The Stamford School prioritizes the following competencies:
ADAPTABILITY: Demonstrate agility, creativity, and flexibility in thoughts and actions to negotiate a range of different views, roles, and situations
COMMUNICATION: Articulate thoughts and ideas, listen and respond effectively, decipher meaning, and build on others’ ideas for a range of purposes and audiences
COLLABORATION: Build collective commitment and action to achieve group goals by leveraging strengths, defining roles, sharing feedback, seeking diverse perspectives, and debating respectfully
CRITICAL THINKING: Analyze and evaluate meaning, significance, and impacts using evidence and inference while considering multiple perspectives
EMPATHY: Listen to, engage with, and care for the feelings, emotions, and experiences of others by practicing awareness, consideration, validation, respect, and sensitivity
RESPONSIBILITY: Act honestly, demonstrate care, honor commitments, seek help, repair harm, resolve conflicts, and consider consequences for risks while contributing to the community and the greater good.
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Email addresses for all staff members are: first-name.last-name@wswsu49.org
Ms. Julie Swanson: Principal; julie.swanson@wswsu49.org
Ms. Kali Bushey, Administrative Assistant to the Principal
Ms. Jackie Jacobson, Special Education Teacher and Case Manager
Ms. Frances Busa, Pre-School Teacher
Ms. Amy Maselli, Classroom Teacher Grades K
Ms. Kristy Sherman, Classroom Teacher Grades 1
Ms. Erica Legrand, Classroom Teacher Grades 2-3
Ms. Kelly Castell, Classroom Teacher Grades 4-5
Mr. Jacob Haver, Middle School ELA & Social Studies (grades 6-8)
TBD, Middle School Math & Science (grades 6-8)
Dave Nicol, Nurse, Guidance Counselor, Health and Wellness Teacher
Mr. Seamus Connor, Academic Intervention
Ms. Lorelie Haneke (Ms. Lee), Music Teacher K-8 (1 day/week)
Ms. Kamaree Saldo, Art Teacher K-8 (1 day/week)
Mr. Bob Ross, Research/Library/Media
Ms. Stephanie Goulette, PE Teacher (1 day/week)
Ms. Melissa Desjardin, School Chef
Mr. Shannon Burns, School Custodian
Ms. Chelsea Brazeau, Special Education Paraprofessional
Ms. Kristie Henderson, Special Education Paraprofessional
Ms. Kelly Holland, Special Education Paraprofessional
Ms. Michelle Desautels, Special Education Paraprofessional
Ms. Elissa Fink, Special Education Paraprofessional
Ms. Kayla Holmes, Special Education Paraprofessional
Mr. Jesse Lane, Special Education Paraprofessional
Ms. Lindsay, Special Education Paraprofessional
Ms. Jenna Broda, Virtual Speech and Language Pathologist (P/T)
Ms. Nicole Lord, Certified Speech and Language Pathologist Assistant (In-Person)
Ms. Ashley Porter, Occupational Therapist
Ms. Lisa Ives, Physical Therapist
Ms. Ashley Blevins, Special Education Case Manager
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Teacher Emails: Please use these email addresses to communicate; do not communicate using social media.
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