Spotlight Videos

By Barbara Dunn

During the month of May, we honor the nursing profession by celebrating Nurse Appreciation Month. It is the perfect time to shine a light on the Barnstable Public Schools’ (BPS) dedicated school nurses. They often work behind the scenes, focusing on the physical and emotional well-being of students and staff, helping to ensure successful teaching and learning.

Alicia Bryant, Director of Health Services for BPS, is completing her fifth year in the district. While overseeing the clinical aspects of the school health program, Alicia is a support and advocate for the school-based nurses. Her responsibilities include staffing, budgeting, ordering supplies, and nurse evaluations. Alicia also keeps the nursing staff informed through networking. She consults with Dr. Katie Rudman, the district physician and local pediatrician, as well as attends webinars and state or regional conferences.

Every day is different for Alicia. Along with the paperwork responsibilities, she juggles fielding calls, visiting nurses at the various buildings, and attending district meetings to keep the nursing staff aligned with all aspects of the district. Alicia is passionate about maintaining consistent communication and connection within the district and the community.

For the sixteen staff working directly with students, the most common health issues have evolved and become more complex. A visit to the nurse can be for something basic like a headache or band aid but can also be for more chronic issues such as diabetes, allergies, and even tube feedings. In addition, mental health has become a more frequent concern. “Students may present with physician symptoms, but when the nurse delves deeper, more comes to the surface,” Alicia said. “Whether physical or emotional, without the right nursing support kids wouldn’t be able to successfully access their education.”

BPS nurse Caitlin Dumas is one of three nurses located at Barnstable High School (BHS). In her fourth year of school nursing, Caitlin described her role as providing “any care and planning a student might need to achieve their maximum level of well-being at school.” The requirements for nursing in a school environment are demanding. Caitlin had to first acquire experience working in another setting. She also is expected to maintain both a registered license with the state board of nursing and an educator’s license with the Department of Elementary and Secondary Education.

As mental health support has become a growing need, Caitlin noted one of the greatest challenges is not being able to solve some of the kids’ bigger issues. “It’s hard not to be able to wave a magic wand and give them what they need,” she shared. However, one treasured gift that comes with the job is the relationships built with students, especially those that have chronic illnesses. At BHS, over the five years they attend the high school, students mature and those relationships grow. Whether it’s offering a shoulder to lean on during a new diagnosis or simply being there to listen as a student adjusts to life at BHS, that support is invaluable. Caitlin’s outreach to families as they navigate their children’s health needs solidifies those relationships.

“Nursing in an education world can be difficult,” Alicia acknowledged. However, she emphasized how much she loves her job and her staff. Caitlin echoed that feeling, “Often we say we have the best job in the school. We get to take care of the kids.” With a reminder that they are always appreciated, school nurses know that they Belong in Barnstable.

By Barbara Dunn

“In school I grew up learning about Mass Audubon and what they do for the wildlife on the Cape, so it was awesome to bring my art here for everyone else to enjoy.”

Elliott Brown

The Barnstable High School junior and dedicated art student has found the perfect setting to showcase his artwork. Nature lovers can now view Elliott Brown’s art at Mass Audubon Long Pasture Wildlife Sanctuary in Barnstable. Long Pasture is one of several locations providing art students with an opportunity to engage in real world experiences by shining a light on their work beyond the classroom.

This year veteran art teacher and department head Matthew Kemp launched the AP Art Student Spotlight, a theme-based project. His goal was to get more individual shows out in the community at locations that would fit with the kind of art students were creating. “They can see their work up at a location they care about and see the reaction of community members,” Mr. Kemp conveyed.

The Spotlight venture is a year-long project that begins with participating juniors and seniors exploring a theme, which may not be as simple as it seems. “We try to follow their passions,” Mr. Kemp said. “It can be challenging to identify what you really like that will sustain you through what you’re going to be working on for a year.” He further elaborated, “It’s a synthesis event. It is far more than an assignment. It only works if a student picks something they care about.”

Elliott’s theme choice was inspired by a childhood filled with nature walks with his mother that sparked a deep appreciation for wildlife. Given his love for painting and creating animals in his art, Long Pasture was the perfect location to display the pieces of art he has worked on throughout the year. Elliot’s message to those that view his artwork is about the importance of wildlife, reminding others to join him in the preservation of animals.

Mr. Kemp emphasized that in the world of education, academics and theory only go so far. A critical part of the process is when students step out of the classroom and deepen their understanding of how specific skills apply to the real world. A few other locations that are highlighting student work include the Cultural Center, Barnstable Town Hall, and the Cape Cod Mall. The exhibits present an opportunity that benefits both students and community members. Students communicate what they care about through their art and in return receive feedback from
a community audience that connects with their theme.

Elliott confirmed the significance of that connection, “It was meaningful to me because I was able to put my wildlife pieces into a wildlife sanctuary and have it displayed among all their other work. Working on these and then being able to bring them here to Mass Audubon really feels like I’m an important part of the community.” There are many reasons why fostering student/ community relationships matters, but Mr. Kemp summed it up best. “These kids are the
future of our community,” he said.

By Barbara Dunn

“It’s about trying to give everyone the same opportunities to be successful in life.”

It is the philosophy of Lee (Doc) Docherty in his own words, and it perfectly captures the essence of who Doc is. Determined to turn that mindset into action, Doc began with a free soccer game and nine kids. That game and endless commitment led to the founding of a nonprofit organization, United Kidz Sports Development (UKSD). Since then, UKSD has grown, reaching youth both locally and internationally. Their mission: to use sports as a means of community connection, education, self-identity awareness, and diversity appreciation, thereby developing both skills and character.

Thirteen years later, Doc is now bringing that philosophy to his new role as Youth Development Coordinator for the Barnstable Public Schools (BPS). “I’m here to create higher levels of engagement and a different viewpoint,” Doc explained. “It’s trying to build leadership skills, specifically around the Vision of a Graduate.” The BPS Vision of a Graduate model promotes attention to character traits and subskills that students may lack in their everyday lives. “It’s not that they don’t have them,” Doc added. “We just need to evolve them more than we used to.”

Doc’s day begins with meeting students as they arrive and providing a morning boost while walking with them to class. His office door is always open with a steady flow of students popping in for a little advice or just to connect. If he’s not in his office, just look down the hall and you’ll see Doc simply saying a hello or giving a fist pump to a passing student, letting them know he’s around. Throughout the week, he makes home visits to students who are missing school, and to provide families with extra support that includes locating community resources. Through his involvement with the Visioning Team and Community Mentor Team, as well as with some participation in professional development, Doc is able to share his valued insight with other staff.

In his current position, Doc’s efforts aim to improve the dropout rate and absenteeism that often stem from student disengagement. Last year’s data shows that he has already had success. His belief is that it is all about relationship building. Doc conveyed his unique perspective, “The key to relationships is I’m not in charge of you. We are just in different stages of our life.” He elaborated, “I don’t believe in hierarchy or titles. I’m not here to evaluate you or tell you you’re right or wrong - rather to guide you in the right direction.” As a strong advocate for putting students’ voices in the forefront, whenever possible Doc turns the leadership reins over to the students. “Kids have the answers to solve problems, and everyone is a leader in their own way,” he said.

Due to his humble nature, Doc may not recognize the magnitude of his impact. However, two BHS students highlighted just how much his role matters. Giselle Lacerda, a junior, and Tiffany Miranda, a senior, have both connected with Doc in ways that have changed their lives. 

Last year, Giselle had enormous family challenges. It was Doc that helped her realize she was not alone. “I had no motivation and didn’t want to interact with anyone,” she shared. “Doc sat down with me and talked to me. I would just sit in his room, and he’d help me do schoolwork.” Giselle was sure to note that time with Doc always includes some laughter. She emphasized the significance of Doc’s nature to never judge anyone, always treating others with respect. “He just really brings out the best side of people. Everyone has a safe space with Doc,” Giselle relayed.

Tiffany met Doc when she was a sophomore. “I probably wouldn’t be graduating if I didn’t meet Doc,” she said. His gesture of connecting Tiffany with an after-school art teacher sparked her motivation and direction. “Doc helped me realize there’s more to high school and more to life,” she said. As she begins her final year at BHS, Tiffany has enormous gratitude for Doc and can now look ahead to the future. Her dream of becoming a teacher and mentor makes perfect sense. 

As Doc reflected on his journey that brought him to where he is now, he referred to the “rough go” he had during his youth. It was the very difficult challenges he experienced that helped shape who he is. For that, he is grateful. 

Clearly Doc has found his niche. He, along with Giselle and Tiffany, know that they Belong in Barnstable. Doc recognizes that he is one individual and can’t do it all himself. “A lot of good work is going on throughout the school. We are just a small piece of the puzzle,” he acknowledged. To expand the reach within the district, Doc would love to create an engagement team with the same mindset and goals. He knows that might take time, but remarked, “It’s the best thing we could do for our community.” 

If you would like to contact Doc, he can be found in BHS room 1519 or email him at docherty_lee@mybps.us .

Dig Yellow

By Barbara Dunn

On September 23^rd, the Barnstable High School (BHS) gymnasium was bursting in yellow. The girls volleyball team was playing Falmouth, and there was something special about the school spirit. It was the Dig Yellow game.

The fundraising event began in 2016 to support BHS graduate and past team member Olivia Brodt who was battling cancer. Olivia graduated in 2015 and brought her volleyball talent to Babson College where she was continuing her education. Olivia fought her illness with endless courage, but passed away in 2017. The loss was enormous. 

The driving force behind Dig Yellow is the girls head volleyball coach, Tom Turco. “We talk about her [Olivia] all the time,” Coach Turco said. “She’s an inspiration to the program.” Tom described her as not only a top volleyball player, but also someone passionate about the arts and dance. “She was a great student and leader. That’s a memory you want to keep going,” he relayed.

Now an annual September event, Dig Yellow shines a light on childhood cancer awareness month. Oliva’s father, Craig Brodt, was assistant coach when Dig Yellow started. He had an integral role in the development of the event. Volleyball team members and their families are involved with the planning and fundraising, with many alumni joining in at the game. Dollars raised range from $3000 to $5000. Those funds stay local and include organizations such as Cape Cod Wellness and Tommy’s Place. This year is especially meaningful with funds supporting a student athlete who is navigating cancer.

Health and Physical Education teacher Barbara Gleason has a daughter on the volleyball team and is a parent involved with the Booster Club. Barbara emphasized there is a lot that goes on behind the scenes. This year it was the dedication of Laura Huntington, coordinator of the preparations, that helped make the event a success. There were t-shirts, a 50/50 raffle, a silent auction, and a preseason car wash that raised $1500. 

As a parent, it means a lot to Barbara to see her children giving back and showing love for a family. She noted that the players’ experience of cheering on the team, raising money, and seeing where it goes to help others leads to a first-hand awareness of how a community works together. “When you look out at the stands and it’s a sea of yellow, it’s so many students coming to support it,” Barbara remarked.

Olivia’s number 3 has been retired. Even those who did not personally know her feel as though they do. Through understanding how much work it is to be involved with the team, Barbara explained, “the players know the kind of person Olivia was – her drive, her kindness, and her work ethic.” Coach Turco reflected, “The courage she showed during the whole process is something that is motivation to the athletes in the program. It highlights for me who Olivia was and what she meant to the volleyball program and the inspiration she was.”

Dig Yellow has become a catalyst for bringing together the school community and beyond. Whether it’s staff, students, or families, through remembering one very special student and giving back, all know they Belong in Barnstable.

Bus Drivers

By Barbara Dunn

They are often the first smiling adult a child sees after heading out the door, and the last before arriving home. The Barnstable Public School (BPS) bus drivers and monitors ensure that students travel safely, and with National School Bus Safety week in October, it is the perfect time to celebrate them.

Transportation director Sandy Gifford has been behind the scenes coordinating BPS transportation for twenty-five years. Sandy juggles the numbers, scheduling forty-five drivers and twenty-three monitors on both large and small buses. They cover up to twenty-four stops along forty routes, some picking up as many as seventy students. The three-tier process allows for students to arrive on time at their destination. Drivers begin their day at 5:30 am with a high school run, followed by a trip to Barnstable United or Barnstable Intermediate. Their morning run finishes with a drop-off at one of the elementary schools.

Currently, the bus drivers range in age from twenty-nine to an amazing eighty-two. “The older folks have stuck with it,” Sandy said. “We have more frequent turn over for newer folks who sometimes realize they need something more full time.” Always looking to hire new drivers, she added that it’s a perfect fit for retirees, parents who have children in the system, or someone open to two part-time jobs. The key quality Sandy looks for when hiring is reliability, someone who will arrive on time.

Although Sandy spends a lot of time behind the scenes, she makes it a priority to develop relationships with the drivers. Whether it’s at a monthly in-service meeting or out in the field stopping by schools, she connects with both drivers and bus monitors letting them know she is available. Every day is different. Sandy commented that she is used to rolling with the unexpected. Adding a bit of humor, she noted, “They say as the wheels turn.”

A group of dedicated and diverse individuals, each bus driver has their own story to tell. For example, meet Dennis Morel Avila. Originally a bus driver in California, Dennis has several years of experience but has been with BPS only nine months. He acknowledged that it was the flexible hours of the job that made it so appealing. Dennis has a keen understanding of what matters to be a successful driver. It’s not just about passing the requirements. He conveyed what is most important, “A good record, being a good citizen, and good morals.” Explaining his philosophy Dennis said, “I work as a team with the monitor. Whenever we see something being done that is wrong, we talk to them and listen.” It’s a strategy that works. 

Known as Miss Carole by the kids, Carole Brassard has been a bus driver for nineteen years. When she learned that she could earn $10/ hour, Carole trained and began driving. After accumulating some experience, she stopped driving to be a stay-at-home mom as well as pursue other interests. Eleven years later when she returned, there were changes. In addition to a commercial driver’s license (CDL), a school bus driver certificate was required, and buses had switched to air brakes. Something else changed as well. “I used to be a yeller, and I learned that doesn’t work. Instead, we talk it out,” Carole said. “When someone comes on the bus and gives me a hug, it makes it a great day.”

Driving for thirty-seven years has given Becky Avery the ability to have perspective. Along with the changes in requirements and bus operation, Becky commented on how much driving on the roads has changed. “We can handle the kids,” she said. “The drivers on the road are the most challenging.” Whether it’s winter driving or drivers going through the bus stop signs, Becky is not the only driver to highlight these concerns. But despite that challenge, she emphasized it’s really all about the kids, “One is having a good day, and one is having a bad day. We just try to keep them all happy.” 

Benjamin Cobb, or Mr. Ben, has been a bus driver for an incredible forty-two years. As a senior driver, he is first to pick his route. Ben shared that when he reflects over the years, he has much to be grateful for. It might be the parents who show they care, or the heart-warming student note that says it all, “Thank you for keeping me safe.” In addition, Ben has appreciation for the monitors who improve safety. “My attention can be on driving,” he said. “I couldn’t ask for a better monitor.”

For three years Yaicy Cabrera has been one of those monitors, riding with students who attend BHS, BIS, and the Enoch Cobb Preschool. Her job ranges from helping with seatbelts to calmly addressing a behavior issue. Revealing her soft heart, Yaicy admitted, “The most challenging piece is when a child starts crying. When they’re smiling, seeing them so happy is the best part.”

There are many others with the same endless commitment. All on board the BPS buses know that they Belong in Barnstable. If you see a bus driver or monitor, be sure to say an extra thank you.

By Barbara Dunn

As you walk the hallways of Barnstable Intermediate School (BIS), you will hear the buzz. It’s the sound of Project Based Learning (PBL) that is happening in classrooms and far beyond.

Sixth grade language arts teacher Mike Andrews perfectly captured the essence of  what it’s all about: “PBL is the power of providing students with choice and validating their voice. It’s finding authentic moments to put their work out into the world, and bring world work into the school building, shifting the meaning of classwork for students.”

Originally developed to increase engagement and student driven learning, the PBL framework has been used by Barnstable teachers for several years. However, three years ago the intermediate school hired a PBL specialist, Dawn Fontaine. Through PBL, Dawn uses local and global issues to engage kids, inspiring them to make a difference. In addition to teaching lessons, her work includes coordinating professional learning and collaboration time with peers to develop projects. 

For classroom teachers, incorporating PBL means finding ways to bring components such as collaboration, authenticity, and community connection into their lessons to enhance the subjects they are teaching. Science teacher Katie Smith and math teacher Carley Stauffer integrated math and science to create a yearlong project that covers many of the state standards. This year their project is around the theme of community sustainability, with an end goal of a community garden at BIS. 

The project kick-off was a full-day field trip to the Barnstable Land Trust community garden in Marstons Mills. Katie and Carley highlighted that getting out of the classroom and into the community energized student engagement and authentic learning. With their newfound knowledge, students began to envision what they wanted for their own garden. Throughout the year, project lessons continue to sprinkle in math standards related to geometry, ratios, fractions, and decimals. Science is woven in as students apply what they’ve learned to make decisions about what types of plantings to include and where to place them in the garden design. Student interactions with the community garden’s lead gardener and the family members who will be coming in to help launch the garden are connections that contribute to a lasting learning experience. 

Fellow 6th grade teacher Mr. Andrews is using PBL this year to amplify student voice. Mike echoed a similar message that enhancing the reciprocal relationship between the school community and the broader community is so important. Making those connections with the real world helps students develop a greater sense of why it all matters.

Mike’s team project began with students writing “Where I’m From” poems, focusing on a sense of identity – one individual that is part of a greater community. Local poet Robin J. Miller visited the classroom and helped reinforce that each student’s art as a writer should be shared. The culminating activity was a family/community event including a gallery of poetry and digital work. “Writing needs to be honored and should live out in the public,” Mike emphasized. “Students love PBL because they love feedback, and that authentic moment outside of just their teacher.”                              

While encouraging teachers to step out of the box, PBL also offers an opportunity to promote equity, a value important to the program. “Now all kids, no matter what their skills levels are, no matter their language, have access to multiple opportunities for rigorous, collaborative learning experiences,” Dawn relayed. “It’s really rewarding to see kids get excited and drive the learning. It’s the best job I’ve had in 27 years!”

With learning blocks now built into the BIS schedule and common units in every subject, PBL is here to stay. The passion of PBL teachers and the support from the school district has contributed to making the program a success. As they watch student learning soar, all four teachers know that they belong in Barnstable.

By Barbara Dunn

There is a new star shining at Centerville Elementary. The 2 ½ year old black labrador named Star has the special role of therapy dog. She made her debut just three months ago, and it’s as though she has always been there. 

The idea of a therapy dog first emerged over three years ago at a school staff meeting. Discussion was focused on the increase in social emotional needs of students and staff. The suggestion of a therapy dog sparked excitement and that was the beginning. After digging in and doing some research, the staff came across an organization called the National Education for Assistance Dog Services (NEADS) located in western MA. An application was submitted.

Holeigh Morin, Centerville school counselor for eleven years, was happy to step up to be the owner of the therapy dog. The two would be partners both at home and at school. But as excited as she was, Holeigh soon realized she would need patience. The organization’s philosophy was to find the perfect match between a person and an animal, which meant a long wait and a lot of training in the meantime. 

Time moved on, and when Holeigh finally got the call saying there was a match, it had been 3 ½ years and she was ready! For one week she stayed at the NEADS facility, learning how to be a handler and getting certified. “It was very intensive,” Holeigh said. “But it gave us a chance to bond and become a team.”

Finally, the day arrived when Holeigh could walk in the school door with an assistance dog by her side. It took some time to get used to bringing a pet to work, to create a schedule, and prepare the students for Star’s arrival. But since that first day, it has been nothing but positive. Star is at school five days a week. She greets the students outside in the morning, sometimes walking the track with them, and then sees them off to class. Whether it is Holeigh teaching social emotional lessons in the classrooms, or a one-to-one conversation with a student, Star is there. Holeigh noted, “Star helps teach students how to be whole body listeners, and she is a friend to everyone. She gets more fan mail than anyone else!”

Star is called into action for a variety of needs, bringing an uncanny sixth sense along with her.  If someone is emotional or upset, Star will put her head in the student’s lap. She brings the calm when it is needed, but she’s happy to play ball if a student is looking for a movement break.

Centerville Elementary students are already recognizing how Star brings light to their day. Elias Savinon expressed how much Star helps him when he’s feeling sad, “If I’m feeling like no one wants to play with me, Star snuggles with me, and she makes me happy.” Aliyah Worrell agreed saying, “When I come to school, she always makes me smile.” Jacob Haskell emphasized that Star helps him give his best. He shared that, “she plays with me in the mornings, and it helps me get my energy out so that I can do better in class.” According to school psychologist Mrs. Haskell, what is best about Star is her intuition for knowing who needs a little extra support.

What is next for Star? Holeigh hopes to expand the therapy dog’s work, acknowledging, “It’s challenging to know how Star can help everyone.” Recently she has been working with the reading teacher to have Star be a part of the reading program. A friendly black lab partnering with students to build confidence in reading – that’s a gift!

To see students’ faces is to know Star is making a difference. “Star may have come with her name, but she far exceeds it!” Holeigh remarked. It’s a perfect fit, reinforcing that both Holeigh and Star belong in Barnstable. 

Summer Learning Programs

By Barbara Dunn

Summer days are here, and school buildings are not quite as bustling. Parking lots have only a handful of cars and few school buses are noticed around town. But all is not as quiet as it may seem. The Barnstable Public Schools’ (BPS) summer programs are in full swing, and it may be surprising to discover that throughout the town, learning opportunities are thriving for BPS students.

For nine years, Jaclyn Gillis has worked with a team of BPS staff to build a robust summer program. As the District Grant and Compliance Manager, Jackie manages the grant application process for the district. Many of the summer programs are funded through grants awarded by the Department of Elementary & Secondary Education (DESE). 

BPS summer programs range in length from one to four weeks and are available for students in kindergarten through 7^th grade. Students may attend most programs being held in their home base school. Led by BPS staff, the larger programs include teachers, paraprofessionals, nurses, and a site-based coordinator. Two family liaisons for English Language Learners (ELL) are located at Hyannis West. Their help with family outreach, translation, and enrollment ensures that all students and their families are supported. Grant funded programs are free for every participant, including transportation and food service. Jackie emphasized, “It really takes a lot of coordination to put these programs together.”

With titles like Jumpstart and Knock out English, it is important to note that every program is connected to academic learning standards. However, one benefit of summer learning is it allows for more flexibility to implement a variety of activities. Jumpstart is a two-week, half-day program located at Hyannis West Elementary. Part of the Title 1 program, kids starting kindergarten in the fall get a jumpstart learning the new routine that includes riding a bus, eating lunch with friends, and recess time. The sneak preview helps to lessen first day fears and potential behavior issues. Knock out English is held at Barnstable Intermediate School and introduces 6^th and 7^th graders to ELL proficiency through running, boxing, wellness, and nutrition, all while building social emotional skills such as teamwork and resilience. 

DESE’s 21^st Century Community Learning Center Grant offers a large program that enrolls about 60 participants. According to the DESE website, 21^st Century allows students to deepen and apply their content knowledge through interactive and engaging experiences. All students attending Hyannis West are eligible. If capacity is not reached, teachers and principals from other schools may provide recommendations for students who would benefit from the program. 

The Summer Acceleration Academies, also funded through DESE, are designed to accelerate the learning of students who have fallen behind or have learning gaps due to the COVID-19 pandemic. One-week language arts and math academies are available with a small class size of 10 to 12 students. Lessons are tailored to the specific needs of students based on MCAS scores, district assessments, and teacher/principal recommendations.

BPS K-3 math coach Kelly Lawrence has been teaching the summer programs since 2021. She currently is the coordinator for the Acceleration Math Academy. Held the week before school starts, the program is a perfect warm-up for the school year. Incoming 4^th and 5^th graders spend the day focusing on targeted areas of strengths and weaknesses. With breakfast, lunch, and recess woven into the day, there is plenty of time for growing friendships. 

The rewarding nature of Kelly’s experience is highlighted when she hears students’ voices sharing that they now love math, or it was the best vacation week of their life. “Instead of thinking of math as just numbers and problems, they start to see that they can problem solve,” Kelly remarked. A confidence booster for kids to kick off the new school year – perfect for paving the way to success!

This year, enrollment in the summer programs is over 575 students. With their ever-growing popularity, wait lists have become more common. In addition, grant funding is never guaranteed, and finding an alternate funding source can be challenging. But not wanting to disappoint students keeps Jackie determined. Reflecting about her exceptional team of coworkers, Jackie shared, “There are so many components to the summer programs and the staff members that help to put it all together are amazing.” 

BPS Assistant Superintendent Kristen Harmon oversees the summer programs. “For many students, they are finding new successes and building confidence both academically and socially,” Kristen commented. She described the programs as an opportunity for students who live in the same town but a different village to create new connections – relationships that are long lasting and carry into their future school years in BPS. “There is an energy and enthusiasm across the summer classrooms that one might not expect to see,” Kristen relayed. It is one more avenue for staff and students to know that they Belong in Barnstable.

By Barbara Dunn

On June 1^st, Barnstable High School (BHS) seniors donned caps and gowns to receive their high school diplomas, culminating a five-year journey. Two of those graduates share something remarkable in common. Owen Jones and Julia Magalhaes are this year’s recipients of the Superintendent’s Academic Excellence Award. 

Two students are selected by the Superintendent for the annual award that recognizes outstanding academic achievement, including ranking in the top 5% of the class. Community engagement and service towards others is also a significant consideration. The list of Owen and Julia’s achievements is long. But the catalyst for their success is the genuine passion both have for learning, and their unwavering commitment to engagement in the school community and beyond.

In the world of academics, personal strengths don’t always match with preferences. For Owen, math was where he consistently excelled. However, it’s been his love of science, including a very hands-on anatomy class, that has inspired him to pursue a long-term goal of becoming a physician. In addition to course work, two of Owen’s out-of-the-classroom experiences, a Northwestern University national leadership conference and an internship with the Hyannis Fire Department, have solidified his direction. “I always knew I wanted to be a doctor,” he acknowledged. “But the internship and seeing emergency medicine live has allowed me to be sure that this is what I want to do.” In the fall, Owen will attend Cornell University in Ithaca, New York and major in human biology.

Julia found her strength in math, although her BHS experience fostered a new discovery. It began with a criminal justice class that led her to realize she loved history. Julia later went on to do an internship with a law firm focusing on immigration law. “I experienced what work I’d be doing in the future,” she said. “I’ve always known I wanted to pursue law, but not what type until this year.” Next year, Julia will also attend Cornell, majoring in government.

Owen and Julia consistently challenged themselves with difficult classes, making it hard to imagine how they found enough hours in the day to squeeze in their many varied extracurricular activities. Julia participated in several honor society organizations while finding an outlet in dance, soccer, and spending time working with younger children at the elementary schools. Traveling on a service exchange project to Bangladesh and helping Portuguese students with translation provided her with opportunities to connect with people who made a lasting impact. At the top of Owen’s list were the DECA business club, hockey, baseball, peer mediation, and the Military Support Club. In fact, it is the military support night done in conjunction with the hockey team that Owen is most proud of. Both students emphasized that their engagement in extracurricular activities has helped shape who they are. 

With the demands of juggling both academics and outside involvements, Owen and Julia knew themselves well enough to find strategies that made it all work. Julia admitted that she works best under pressure, and Owen learned his best tactic was to avoid procrastination. Most of all, both made time to simply chill out by being with family and friends that included visits to the beach or just being outside.

Knowing relationships are the cornerstone of making dreams happen, both students reflected on the significance of the support they felt. Owen was hesitant to focus on any one individual given that so many made a difference during his years at BHS. “I love the support I’ve gotten from all my teachers, and I’ve always had support from my friends,” he said. “Our graduating class is one of the best. It’s super competitive, but at the end of the day, everyone is happy for each other.” Julia described her mother’s role as significant. New to the United States, she was by Julia’s side as they learned and grew together. She also credited BHS staff member Doc Docherty for introducing her to the world of community service. “He changed my high school experience,” Julia remarked.

With the arrival of summer, the two graduates have plans to earn a little money – Owen at Pizza Barbone and Julia at Gone Chocolate. As they prepare to head off to college, they passed along a few words of wisdom for next year’s eighth graders. Julia noted, “Choose to take different courses because you never know. You might like them. And have fun!” Owen expressed thoughts about opportunities. “Take every opportunity you can. You may feel that you’re building a stressful schedule, but there’s so much support here. We are very fortunate our high school has that. Not all schools do,” he relayed.

The two award recipients clearly found their niche at BHS, knowing that they belonged in Barnstable. Superintendent Sara Ahern confirmed that through her own reflections, “It’s always a pleasure and honor to select top students to be recognized. Owen and Julia both served the Barnstable community in a multitude of meaningful ways. I have no doubt that they will continue to do so in the future.” 

By Barbara Dunn

School Resource Officer (SRO):

(Noun) Kind and caring, selfless rockstar who lives to guide others, loves to encourage, and makes the world a happier place. (Synonyms) superstar, problem solver, happiness-maker

Author unknown

It may not be the definition commonly found. However, it could be a perfect match with the description of an SRO shared by many Barnstable students.

The Barnstable Police Department school resource program began with a focus on a prevention education initiative, D.A.R.E. (Drug Abuse Resistance Education), at what was the Fifth Grade School. In its early years, there was an officer present at Barnstable Intermediate School (BIS) and Barnstable High School (BHS). Over time it has evolved into its own unit. Currently, the unit has an officer partnering with every school, as well as a community resource officer at the Hyannis Youth Community Center. 

Sargeant (Sgt.) Gene Desruisseaux, best known as Officer Geno, has been the supervisor for four years, overseeing the three full-time officers as well as several part-time officers. The number one overarching purpose of the SRO unit is to ensure the safety of all students and staff in every building. At the core of that work is building relationships. “By having us in the schools, building relationships early on, kids learn they can trust the police,” Sgt. Desruisseaux emphasized. “Building that trust with the students and the staff is the foundation of everything we do.”

Every day is different for each SRO. Responsibilities include building security checks, conducting drills, and staff training. All three officers highlight the importance of being visible throughout their respective schools. It’s about greeting students as they arrive in the morning, bantering in the cafeteria during lunch, and most of all, always having an open door. Availability is the key to building those relationships. 

For Sgt. Chris Ross, the SRO at West Villages Elementary School, it is about consistently engaging with the students, whether it be reading to the kids, sharing lunch block with them, or joining in for recess. “I like to get right on their level,” Sgt. Ross said. “It’s important for kids to see me act a little goofy or a little silly.” 

Officer David Downs, a fixture at BIS, expressed that it is not just being an officer in a uniform. “I coach football with 40 kids, and we have 30 cheerleaders,” he commented. Stepping into his coaching role allows Downs the opportunity to interact with the kids in a different context. “That means at any given time, 15 to 20 kids may be in my office looking for a snack and asking me about the family pictures on my bulletin board. They get to see me as a dad too,” Downs noted. “It allows kids to look beyond the badge.”

Often meeting an SRO is the first positive experience a student has with a police officer. During Officer Downs’ first year, one student in particular expressed great reluctance. “I don’t talk to cops,” the student stated. Not willing to accept that, Downs replied, “By the end of the year, we are going to be the best of friends.” His determination kicked in, and before long the two unlikely friends were having lunch together and the student became a frequent visitor to Downs’ office.

While sharing a friendly face is important, the role of an SRO extends much farther. As Barnstable Police officers, SROs have connections woven throughout the community. They are able to problem solve and facilitate finding resources for students including housing, mental health counseling, and substance abuse support.

If there is a single word to describe what is at the heart of the work of an SRO, it is passion – passion to make a difference. “It’s knowing every time we come into that school, we have an opportunity to help someone out,” Sgt. Desruisseaux reflected. Knowing that you have touched a child’s life is perhaps the greatest reward. “To see the kids in the high school that I knew in elementary school and have them recognize me tells me I have made an imprint.” Sgt. Ross remarked. 

The resounding common theme from the three officers was a feeling of pride in being a part of the Barnstable community. Passion and pride, a combination that exudes a message to every student: You Belong in Barnstable.