42% of GHS freshman class from Gilmanton

GILFORD — Preliminary enrollment figures for Gilford High School show that Gilmanton students will make up 42 percent of this year's freshman class.
Of the 112 freshman anticipated this year, 47 are from Gilmanton and 65 from Gilford. Overall Gilmanton students account for 32 percent of the anticipated enrollment of 517 students, 167 from Gilmanton and 350 from Gilford.
The total number of high school students is down by 21 from last year's total of 538, according to Gilford High School Principal Tony Sperazzo, who presented the enrollment numbers to the School Board when it met Monday night.
The freshman class is the smallest at the high school, with the sophomore class at 140 students (45 Gilmanton, 95 Gilford) the largest, followed by a junior class of 136 (35 Gilmanton, 101 Gilford) and a senior class of 129 (40 Gilmanton, 89 Gilford).
Enrollment at Gilford Middle School is 326, with 82 in the eighth grade, 95 in the seventh grade, 82 in the sixth grade and 67 in the fifth grade.
Elementary school enrollment is 365 with 82 of those in kindergarten and other classes ranging in size from 73 in the fourth grade to to 63 in the second grade.
Sperazzo said that SAT exams show Gilford students exceeding both the state and national averages in both reading and mathematics and exceeding the national average in writing but one point below the state average.
He said the high school will be putting a special emphasis on writing this year in order to improve student performance.
Sperazzo also noted that five-year comparable data results for Advanced Placement Courses which earn high school students college credits shows shows Gilford exceeding both state and global benchmarks in all five years. In 2015 some 85 percent of Gilford AP students, all of whom are required to take the exams, had scores of 3+, compared to a state average of 74.3 percent and a global average of 60.6 percent.
He said that two Gilford students earned scholar of distinction awards for averaging 3.5 or higher on at least five AP exams, Hunter Anderson with a 4.2 average and Sophie Czerwinski with a 4.0 average.
The School Board approved a statement of its annual goals for 2015-16, which emphasized enhancing student learning, developing a coalition of community organizations to address nutrition, mental health and substance abuse programs, resource management and enhancing safety and developing school facilities.
The board also approved a change in its non-resident tuition policy which will allow children of professional staff members who do not reside in Gilford to attend district schools for 50 percent of the specific school's per pupil cost.

Hosmer asked to advocate for Belmont on Rte. 106 issues

BELMONT — Selectmen last night asked state Sen. Andrew Hosmer (D-Laconia) to look into the repaving of Rte. 106 from Wildlife Boulevard to Brown Hill Road.

Hosmer was at the Selectboard meeting as part of his regular meeting with the the local governing bodies in his 7th District.

Selectman Jon Pike said the Department of Transportation keeps surveying the road but never does anything. He noted that a skim coat was applied earlier this spring but said it will be gone by the beginning of next spring due to plowing.

He noted that the now defunct plan for placing fuel pumps on state land off Brown Hill Road would have saved Belmont a lot of money but he couldn't justify the location unless the state agreed to rebuild the egress onto Rte. 106.

Pike also asked Hosmer to look into the price of what the state charges for car titles saying the cost could be raised to get more people into the state to process them in a timely manner.

A car dealer himself, Pike said that a six week turnaround period to get a title for a car is too long and forces small business people like himself to keep "frozen" inventory on their lots.

Hosmer said he would investigate both issues and get some answers for Pike. He also said he would try and get a "decision maker" from the DOT to the Brown Hill section of Rte. 106.

Gilford takes thematic approach to teaching middle school social studies

GILFORD — When eighth grade social studies teacher Rob Meyers thinks about teaching history, he likes themes over chronology. Last year he joined forces with like-minded seventh grade teacher Andrea Damato and the two developed a thematic approach that studies topics and promotes individual research.

After a year of working with former Principal Sydney Leggett, they presented their idea to the School Board and were given permission to go forward.

"It helps students because it makes a constant thread," said Meyers, who said the core subjects taught in seventh and eighth grade are still the same, it's the approach that is different.

All students will still take take "You and the Constitution". The difference is students will explore what the U.S. Constitution is, what it created and, most importantly to Meyers, why it is important to them. With the assistance of their teachers, they will research a theme from the Constitution and use primary and secondary sources to research and complete oral and written presentations.

The second mandatory class is "Where in the world am I ... and why am I here?" — or world geography. Basics of geography including globes, maps and photographs will be used to solve geographic problems. Assignments could involve human migrations and settlements and the economics that have led to cooperation and conflict among people. Again, source documents and individual research will be used to create written and oral presentations.

While thematic teaching is new to Gilford, other schools in the U.S. and the United Kingdom are taking the approach to getting students involved in and excited about their own education.

According to Bruce Lesh, the author of "Making Historical Thinking a Natural Act", a department head, teacher and writer of history teaching books from Maryland, "every major measure of students' historical understanding since 1917 has demonstrated that students do not retain, understand, or enjoy their school experiences with history."

"... A growing body of research indicates that students can evaluate various historical sources, apply them to the development of an evidence-based historical interpretation, and articulate their interpretations in a variety of formats," Lesh continued, saying that "when taught to pose questions about evidence, causality, chronology, change and continuity over time and other 'categories of historical inquiry,' students become powerful creators of history rather than consumers of a predetermined historical narrative."

With the modified block scheduling at Gilford Middle School and three trimesters per school year, Principal Peter Sawyer said yesterday that each student will take the two mandatory classes as well as National History Day that must be taken during the second trimester. NHD gives students an opportunity to research, create and present a project related to the NHD annual theme. Students get an opportunity to present their projects at Plymouth State University in the spring with the possibility or presenting their work at the national contest at the University of Maryland.

With the three core classes come three choices of seven different themes, the first being "Oh Say Can You See" or one of two themes about conflict and compromise resolution. This class focuses on the War of 1812, the Mexican American War, the Civil War and the Spanish-American War and how they contributed to making the U.S. a unified regional power with a strong federal government.

The second of the conflict and compromise offerings is "Lafayette, We are Here" or the exploration of the end of U.S. isolationism, World War I and World War II. Students will research this theme using source documents like film, art, photographs and develop oral and written presentations.

This is one of Sawyer's favorite offerings because as a history minor in college he said that today's world, and specifically the continued conflicts in the Middle East and Asia, can only be understood by someone with a solid understanding of World War I, the Treaty of Versailles and World War II.

In "Rights and Responsibilities in America," students will study Reconstruction, the U.S. westward expansion, work place reform, civil rights and equal rights.

Economics and finance are now part of the curriculum with two offerings: "So YOU Want to be a Millionaire" and "I've a Feeling We're Not in Kansas Anymore".

While both seminars address basic economics theories like supply and demand, free markets, and capitalism, the first has student research concentrate on the creation and development of a business plan. Meyers said he anticipates getting local business people to come to the class and evaluate some of the student projects. The class also focuses on the stock market and the business cycle.

The second one gives students a seminar on capitalism through the eyes of the Great Depression. The course will use source documents and literature from the 1920s through to the start of World War II to satisfy their course work.

The final two options are some of Meyers' favorites because they incorporate art teacher Aaron Witham and music teacher Paul Warnick.

"Music and History: 99 Red Balloons" will introduce students to the post World War II era though our current culture. Student will have opportunities to listen to and research some of the music from the 1950s through today and part of their assignment includes playing an instrument, writing or producing a song, and for those who wish, giving a performance. this will be co-taught with Warnick.

Meyer said the idea is based on the Billy Joel song "We Didn't Start the Fire" that recounts all the historical and cultural happenings since Joel's birth in 1949 and begins with the lyrics:
"Harry Truman, Doris Day, Red China, Johnnie Ray
South Pacific, Walter Winchell, Joe DiMaggio
Joe McCarthy, Richard Nixon, Studebaker, television
North Korea, South Korea, Marilyn Monroe."

"I'd like to see them put their own lyrics to the song," saying most of the students were born in 2002 and 2003 so the 9/11 attacks and other current events that affected each of them can be researched.

The last offering is "Art and History: the Political Cartoon and Propaganda," which will be co-taught by Witham. He said students will examine political cartoons, propaganda posters and videos from World War I and World War II to see how they affected world views, value systems, artistic expression and public opinion. Again, students will do research based on the course material.

Aside from the three mandatory classes, not all of the others will be taught each trimester. Sawyer said the classes with the most interest will be taught first. He said he is just beginning to review student class requests so doesn't know exactly which of the theme classes will be taught during the first trimester.

"My goal is to change the way students look at social studies classes," Meyers said, adding that doing their research, using source documents and creating and presenting projects gets the students invested in their own education.

"We want to make it relevant to their own lives," he said.

State agrees to ease way for redevelopment of Gilford shopping center with sale of key piece of land

GILFORD — The town and a Portsmouth commercial real estate developer got some good news last week when the N.H. Department of Transportation agreed to sell a parcel of land off Lake Shore Road (Rte. 11) for a second entrance to Gilford Airport Plaza, known locally as the home of Gilford Cinemas 8.

The portion of land is directly opposite the north exit from the Laconia Bypass onto Rte. 11 and there is already a traffic light used to manage left-hand turns.

WJP Development, LLC of Portsmouth plans to purchase and rehab the 62,000-square-foot shopping center — which it refers to as Gilford Commons — but the project almost fell through in December of 2014 when the DOT initially refused to allow them to build a second entrance. Right now, the only way in or out of the property is through a single entrance off Old Lake Shore Road, across from the Airport Country Store.

When Gilford Town Administrator Scott Dunn apprised the Selectboard about the DOT's original decision, selectmen expressed dismay and anger, saying the proposed development at that site is exactly what the town needs and wants. They asked Dunn to contact the DOT and work with local engineer Steve Smith — who is engineering the project — to intervene.

"We are very excited, we love that property," said Stuart Scharff, one of the principals of WJP Development, during an interview with The Daily Sun on Tuesday. "It's in a nice spot."

Scharff said the building was constructed as a Globe Department Store in either the late 1960s or the early 1970s. "The (Globe) had a good sense of location," he said.

He said that the town of Gilford was extremely helpful in securing the desired DOT permission for the new entrance and he is excited about bringing some stores and restaurants to the area. He noted that the Cinema 8 is planning on doing an upgrade on the inside while his company works on the outside.

Scharff said the company bought the property in June.

The final hurdle is for the governor and Executive Council to agree to sell the property for the new entrance to WJP for $36,100, which included an administrative fee of $1,100.