[Congressional Record Volume 144, Number 67 (Friday, May 22, 1998)]
[Senate]
[Pages S5470-S5471]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




         FRANCES C. RICHMOND MIDDLE SCHOOL: BLUE RIBBON SCHOOL

 Mr. SMITH of New Hampshire. Mr. President, I rise today to 
congratulate the students, teachers, and staff of the Frances C. 
Richmond Middle School in Hanover, New Hampshire for being recognized 
by the United States Department of Education as a Blue Ribbon School.
  Blue Ribbon status is awarded to schools that have strong leadership; 
a clear vision and sense of mission that is shared by all connected 
with the school; high quality teaching; challenging, up-to-date 
curriculum; policies and practices that ensure a safe environment 
conducive to learning; solid evidence of family involvement; evidence 
that the school helps all students achieve to high standards; and a 
commitment to share best practices with other schools. This honor is 
vigorously sought by thousands of schools across the nation, and only 
166 schools are so recognized.
  The Richmond School is part of the Dresden School District, the first 
interstate district in the United States. The school educates sixth 
graders from Hanover, New Hampshire, and seventh and eighth graders 
from both Hanover and Norwich, Vermont.
  The curriculum of the Richmond School focuses on the academic, social 
and developmental transitions which take place at each grade level. 
Special care is taken as the Hanover sixth graders move from elementary 
to middle school, as the Norwich seventh graders join them one year 
later, and as the eighth graders take their place as school leaders and 
begin planning for high school. The Richmond School takes pride in the 
fact that students have individual schedules built around their choices 
for academic and elective courses. A foundation of their program is the 
fine and practical arts program, which allows students to choose from 
over 25 elective courses each quarter. Community service is required 
for all eighth graders to introduce students to the pleasures and 
responsibilities of contributing to their community.
  The school has grown from 286 students to 460 students in the past 
ten years, and this has presented the school with a number of 
challenges. A creative and challenging administrative response to the 
growing student population has been to divide leadership roles among 
the staff. Rather than simply hiring assistants in the central office, 
the administration asked teachers and other professionals to take on 
the role of leadership in budget development, curriculum articulation,

[[Page S5471]]

school climate and technology planning. These initiatives on the part 
of the staff have resulted in lively staff debates, enriched staff 
development opportunities, better communication from grade to grade, 
and more frequent interaction with parents and community.
  As a former teacher and school board chairman, I recognize the 
challenges involved in providing students a quality education. I 
commend the teachers and staff for their effort and innovation that 
have built a top-notch school. I am pleased that they have been 
recognized for their success, and it is with great pride that I 
represent them in the United States Senate.

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