Falmouth Compass: 2019 - 2020
The 2019 - 2020 Falmouth Compass: Reflections and Celebrations
NORTH: A cohesive, dynamic and responsive K-12 Learning Pathway
SOUTH: Ongoing, collaborative Professional Learning Structures that strengthen and improve practice
EAST: A Campus Climate of respect and wellness
WEST: Community Connections that foster authentic learning and citizenship
NORTH - A cohesive, dynamic and responsive K-12 Learning Pathway
> Includes NEASC Priority #2: Written Curriculum
> Includes NEASC Priority #2: Grading & Reporting Practices
District Pathway
- As a school community, continue to refine our vision of the graduate through identifying skills, content knowledge, and traits our students will need to craft their own successful post-K-12 pathway.
- Collaborate (horizontally and vertically) on curriculum & effective classroom practice, align learning targets, and provide effective feedback on learning.
- Deepen understanding of content-specific best practices in curriculum, instruction and assessment design and implementation.
- Communicate and collaborate with families and the Falmouth community to further our district goals (identified in our NEASC self-reflection document).
- Develop and implement cohesive grading & reporting protocols based on current research & best practices, with input from students, teachers, and parents.
FES Pathway
- Continue to align our instructional practices K-5 through implementing Columbia University Teachers College Readers Workshop Literacy Model.
- Vertical Professional Learning Teams engage in systematic learning to enhance instruction in reading, science, and math.
- Grade level teams continue to develop, clarify, and share common curriculum units and assessments.
- Focus on how to best use standardized and classroom- based assessments to optimize differentiated student learning and personalized instruction for all students.
- Deepen understanding of how the Beliefs & Practices inform instructional practice in our classrooms; align work completed by Professional Learning Teams with grade level team goals.
- Solicit and examine feedback from our community on the efficacy of our grading and reporting systems and how effectively we communicate progress on student learning.
FMS Pathway
- Staff meetings: structured share time for curriculum (each curricular area share one project/ learning event from the past month, or preview something coming up).
- Provide Professional Development to support teachers pursuing interdisciplinary and authentic learning units (eg. Solutionary Program). Share learning with colleagues.
- Deepen understanding of how the Beliefs & Practices inform instructional practice in our classrooms: align work completed by Professional Learning Teams with grade level team goals.
- Explore ways to adjust master schedule to allow for more flexible instruction (longer time blocks).
- Communicate practices around planning, instruction, assessment, and reporting via team meetings, staff meetings, and content meetings.
FHS Pathway
- Deepen common course coordination through alignment of learning outcomes & experiences; alignment of expectations related to habits of learning; development, implementation and calibration of common assessments [consistency is established through either common midterm/ final assessments or common assessment in each major unit of study]; alignment of grading practices.
- Develop multiple pathways to demonstrate learning and summative experiences to meet standards.
- Develop and implement authentic learning projects linked to interdisciplinary and hands-on projects aligned to learning standards. Examine different disciplines and what they have to lend to one another.
- Deepen understanding of how the Beliefs & Practices inform instructional practice in our classrooms: align work completed by Professional Learning Teams with content team goals.
District Reflections
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Reporting Standards reviewed, revised, adopted in all grade levels to ensure alignment across grade levels
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Surveys of families and students throughout Hybrid operations to surface what was working for students, and what needed to change
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Implementation of Hybrid models of instruction in each school designed to ensure core learning target experience, optimize student learning and support social-emotional wellness.
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Professional development around the importance of utilizing class resources and designing instruction in ways that offer students ‘mirrors’ to see themselves and their experiences in their learning, as well as ‘windows’ to learn about others in their learning.
FES Reflections
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Columbia University Teachers College Writing and Reading Units of Study Curriculum in place and aligned K-5.
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Grade level teams met weekly to plan and discuss curriculum units and instructional outcomes.
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FES grading and reporting parent survey in 2019, followed by a parent focus group. Established a progress report revision committee. New FES progress report scheduled to roll out in 2021.
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Revised Habits of Learning Standards to provide meaningful feedback and information for families
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Use of See Saw and Weekly updates by teachers to share curriculum with families
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Implementation of co-teaching with special education and general education teachers to optimize inclusion in the classroom
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Implementation of remote-learning classes to support students not attending school during ‘20-22
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Diversification of curriculum resources
FMS Reflections
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Adoption of common course outline criteria and completion of course outlines by teacher teams in all subject areas.
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Two person content teams- working collaboratively at grade level and content level to align instructional experiences and assessments
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All Staff utilizing Google Classroom to communicate assignments with students and share lesson information
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Implementation of remote-learning classes to support students not attending school during the 2020-2021 school year
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Diversification of curriculum resources
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Implementation of a new grading/reporting system that blends standards based assessment and grading practices with familiar letter grade symbols
FHS Reflections
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Adoption of common course outline criteria and completion of course outlines by all teachers in all subject areas.
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Expansion of co-teaching with special education and general education teachers to optimize inclusion in the classroom
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All Staff utilizing Google Classroom to communicate assignments with students and share lesson information
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Expansion of course offerings to meet needs of different learners, including electives, online classes endorsed by the school, and ‘Pop Up’ Classes
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Diversification of curriculum resources
SOUTH: Ongoing, collaborative Professional Learning Structures that strengthen and improve practice
District Pathway
- Convene Educator Effectiveness Steering Committee comprised of Leadership Team members and faculty members to strengthen reflection, collaboration and professional growth for all educators.
- Set SMART goals in teams, focused on learning and growth for all students.
- Engage in Professional Practice Endeavors that foster professional growth (observing other classrooms, surveying students, etc.).
- Provide opportunities for Professional Learning Teams (PLTs) to learn about and implement effective strategies that directly impact learning with students in all classrooms.
- Continue to maximize time for educators to strengthen instructional practice and learn new skills to deepen learning in all classrooms.
- Utilize staff meeting times to focus on student learning and matters related to the student experience in school.
- Strengthen distributed leadership model through continuing to develop meeting facilitation and leadership skills, goal-setting and agenda development skills, and communication/transparency practices.
- Expand the capacity and use of our staff intranet, “The Wheelhouse.” This portal serves as a critical communication and collaborative space for all educators across schools.
FES Pathway
- Our new FES governance structure comprised of two Principals, one for grades K-2 and another for grades 3-5 will allow us to differentiate professional development needs for faculty at all levels.
- Implement revisions to our Educator Effectiveness Model through supporting student learning SMART goal setting, identifying differentiated professional learning endeavors for all educators, and encouraging the sharing of effective instructional practice through classroom observation and collaboration.
- Set student learning SMART goal in teams, small groups, or individually. Develop action plans focused on measurable student growth in a specific area of need.
- Collaborate and share effective instruction and develop engaging learning experiences for all students.
- Explore additional opportunities for instructional coaching to refine pedagogical practices. (Peer coaching, co-planning, co-teaching, reflection, learning walks, and lab classrooms.)
FMS Pathway
- Continue to encourage sharing of what is going on in classrooms, through peer observations, co-teaching, etc.
- Allow for flexibility in PD time to meet the needs of all grade levels and content areas. (Use of some half days for teachers to work with other content areas).
- Examine ways to elicit and utilize feedback from students.
FHS Pathway
- Explore research-based grading and assessment practices that support student learning. Effectively communicate students’ learning to the students and parents (reporting practices). Examine what effective feedback looks like, and explore how “habits of learning” impact academic grades.
- Foster vertical articulation through K-12 teaming.
- Host interdisciplinary discussion groups at FHS Faculty Meetings.
- Utilize common planning time & Early Releases days to foster greater school-wide and department-based learning opportunities.
- Design /enhance the school-wide bell schedule to ensure the conditions for optimal learning & well-being.
- Grading practices: due to COVID planning, the decision was made to have every teacher use the traditional gradebook. During 2021-22 we will evaluate the benefits and downsides of this, and consider other grading systems.
District Reflections
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Revision of Professional Growth and Evaluation Model emphasizing professional collaboration, ongoing learning and growth
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All-district Summer book reading and discussions
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Initiative to require all staff to obtain Google Apps certification set us up well when we needed to move to full remote learning in March 2020.
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Intensive PD for all staff in how to design learning for remote and hybrid environments
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Creating time and structure for meetings between teachers of different grade levels to ensure continuity of learning as students move forward and into new schools
FES Reflections
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Teachers College homegrown institute and work with TC developers focused on K-2 and 3-5 spans, with dedicated support within those grade spans.
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Grade level teams collaboratively designed student-centered SMART goals focused on academic and social emotional growth.
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Teachers were supported in designing Professional Learning Teams (PLT’s) around book studies and strategic learning
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During the 2020-21 school year teachers planned instruction weekly in grade level teams. Teachers streamlined instruction- identifying priorities and how to effectively incorporate and use technology to enhance instruction.
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Teachers were supported in their individual pursuits of a range of professional development dealing with content instruction as well as social emotional wellness. The move to virtual conferences by many providers made this more affordable and more practical -- allowing wide participation
FMS Reflections
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Content teams met more frequently: sharing of practices became paramount as the pandemic brought us face to face with a new paradigm for learning and teaching.
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Grade level teams continued to use team time to discuss students’ needs. During spring 2020 remote learning and 2020-21 school year teams scheduled specific time weekly to discuss students, best practices, and “what’s working”
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Teachers were supported in their individual pursuits of a range of professional development dealing with content instruction as well as social emotional wellness. The move to virtual conferences by many providers made this more affordable and more practical -- allowing wide participation
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Significant expansion in differentiation practices to meet students’ needs
FHS Reflections
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Content teams met more frequently both to share practices and strategies, as well as to make decisions about priority content.
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Teachers were supported in their individual pursuits of a range of professional development dealing with content instruction as well as social emotional wellness. The move to virtual conferences by many providers made this more affordable and more practical -- allowing wide participation
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Significant expansion in differentiation practices to meet students’ needs
EAST: A Campus Climate of respect and wellness
District Pathway
- Develop and implement strong Social-Emotional learning programs (K-12), including advisory structures at the middle and high schools.
- Examine and revise academic policies and practices that may impact student wellness (as per NEASC report).
- Provide professional development K-12 related to support of students with a range of behavioral and other needs, executive functioning/habits of learning, enhanced understanding of diversity, knowledge and use of restorative justice methods.
- Develop parent and family education around the realities of colleges, success, and individual pathways.
- Facilitate community dialogues and forums to support understanding.
FES Pathway
- Staff will continue to model openness, honesty, compassion, respect, trust, and integrity.
- Continue to strengthen several service learning projects: Kids Who Care, Civil Rights Team, K Helper Program, Food Pantry donations, visits to Ocean View.
- Utilize Positive Behavioral Interventions and Support (PBIS) and Student Centered Team: Social Emotional Behavioral (SCT SEB) to identify students’ individual needs, and tailor goals, supports, and positive rewards for each child.
- Mindfulness and growth mindset professional development continues with all staff.
- K-3 counselors will implement a new research-based curriculum which focuses on social and emotional learning; Specifically, character education, emotional intelligence, neuroscience and mindfulness.
- Intercultural, Awareness & Inclusion Committee - welcoming and opening up of curriculum, celebrations, all feel included/respected - work of Civil Rights Team.
FMS Pathway
- Continue to integrate the Camp Kieve (grade 6), Maine Boys to Men/Hardy Girls Healthy Women (gr 7) and Service in Action (gr 8) as well as Community Building experiences as part of middle school community and leadership development.
- Implement restorative practices with students at all grade levels as needs arise.
- Counselors will continue classroom presence through health and social emotional wellness lessons.
- Formation of Advisory Steering Group to identify what our students need in terms of social/emotional learning and how to deliver it.
- Middle school staff will help facilitate:
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Community Service Club
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Civil Rights Team
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Student Council
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Review of Student Handbook
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Best Buddies
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Morning announcements, after the Mission Statement make a statement that reinforces it - same message/theme all week, and include examples.
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Staff learning/sharing of practices around 1) mindfulness and explicit instruction for students on what stress is & what it isn’t, and how to deal with it; 2) movement; 3) supporting students with mental health challenges; 4) bullying prevention.
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Development of guidance curriculum around growth mindset & anxiety reduction.
FHS Pathway
- Strengthen connections with adults in the building and increase social-emotional skills and understanding through the development & implementation of a structured Advisory Program
- Facilitate:
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Anti-bullying efforts
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Civil Rights Team
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Restorative Justice
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Faculty and students will participate in sessions with the Maine Intercultural Group and Racial Equity Institute.
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Work with data gathered by the Challenge Success survey to support wellness for the whole school community.
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Incorporate student voice in school-wide decision making.
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Civil Rights Team student leaders and advisors planning school-wide diversity trainings and activities.
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Continue to support the Casco Bay Leadership Institute.
District Reflections
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Lynn Lyons presentations for all staff and parents, focusing on how to help students increase flexibility and lean into the challenges posed by the pandemic. Staff learned how to support building the tolerance of uncertainty during the school year.
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The District Student Services Team (counselors, social workers, behavior specialists, psychologists, nurses, etc.) met regularly to ensure support and development for students, staff, families
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Extensive training provided across the district related to Equity Literacy
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Development of a district Equity Leadership Team to support students and staff in each building
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The Intercultural Awareness & Inclusion Committee supported various efforts and initiatives around diversity, equity and inclusion for our students
FES Reflections
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Asynchronous school counseling lessons provided an opportunity for parents and caregivers to view lessons and better support their children at home.
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School counselors created a K-5 counseling curriculum scope and sequence.
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Our Student Centered Team combined academic and Social/Emotional/Behavior teams to form one Student Concerns Team (SCT) at each grade level band, to better align with our whole child philosophy.
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Professional Development for teachers to feel comfortable with social emotional learning and PBIS
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Establishment of Morning Meetings across grade levels to support teacher-student and student-student connections, and foster positive behavior
FMS Reflections
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Prior to the start of the pandemic, an advisory planning group met to identify needs and set goals.
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Advisory leadership positions created and team structured advisory time and themed lessons for teachers
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All teachers took part in Restorative Circle Training in order to use the approach effectively in advisory
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Advisory was a strong and critical connector for students throughout the last year
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Advisory program reviewed and adapted for coming year in response to analysis of what worked and what could be improved
FHS Reflections
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Clear structure of advisory organization and delivery, where different topics could be addressed: proved to be a critical forum for student connection during remote and hybrid schooling.
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Civil Rights Team’s impacts: monthly themes, videos, outreach around key topics, mascot awareness
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Advisory program reviewed and adapted for coming year in response to analysis of what worked and what could be improved
WEST: Community Connections that foster authentic learning and citizenship
District Pathway
- Continue to seek out innovative ways to take advantage of our one campus to connect students across elementary, middle, and high school (including, but not limited to such programs as band buddies, HS Course - FES lessons, High School student mentors for FMS Tech Clubs and theater, etc).
- Continue to develop hands-on learning experiences that take advantage of our campus (including, but not limited to the gardens, hoophouse, orchards, trails, and ropes course).
- Continue to collaborate with faculty in all buildings to connect local community needs to curricular objectives across content areas.
- Continue to develop connections with local community businesses to support career exploration, job shadowing and internship opportunities for students.
FES Pathway
- Faculty and staff will continue to enhance service learning opportunities for kids in all grade levels (Ocean View visits, Kids Who Care, St. Elizabeth’s Essentials Pantry, Kindness team, Barron Center, Senior Teachers).
- Connect classroom learning opportunities to FES gardens and district gardens and hoophouse. Students will contribute to the development of school gardens and deepen learning across multiple content areas: life science, language arts, and unified arts.
- Elementary students will continue to share social, academic, and performing arts learning opportunities together with role model older students. Our buddy programs consist of 5th Grade Reading Buddies, 5th Grade Kindergarten Helpers, Big Buddies (HS) and Band Buddies (HS).
FMS Pathway
- Middle School students will continue to engage in multiple authentic learning experiences (Solutionary Project, Changemakers, Service in Action).
- All middle school students will continue to get involved in our community in a number of different ways, including participation in Ripple Effect experiences, a diverse diet of co-curricular activities, Fab Friday projects, athletic teams, music and drama performances, the changemakers project in grade 7, student-led conference preparation, and other project-based learning opportunities across all three grade levels.
- Continue connecting students to the greater community through our 8th Grade Day of Service and FMS Service Club, Student Council, and Civil Rights Team.
FHS Pathway
- High school students will continue to enhance service learning experiences across the campus, including our two trips to Guatemala (Safe Passage) and Habitat for Humanity.
- Faculty and students will continue to develop the SAiL experience (Student-led Adventures In Learning). Involved faculty and student leaders will generate a list of authentic, experiential learning experiences to take place in the late spring. Mission statement: “SAiL augments learning in and out of the classroom through non-traditional student led sessions.”
- Enhance K-12 cross collaboration with staff and enhancing student-centered projects across campus: HS students working with middle and elementary.
- Our expanded tech team will continue to hone their skills in technology support, networking, programming, and other technical skills required to support all individual devices and school/classroom-based technology.
- FHS leadership, teacher leaders, and our counseling team will continue to explore ways to connect with parents and families including principal coffees, athletic and co-curricular information nights, substance abuse, and other topics of interest.
- Strengthen real world learning opportunities via Senior Project and Job Shadowing.
District Reflections
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Community support for resources and labor to develop and expand outdoor classroom spaces with shade sails, picnic tables and bench seats - many of which were provided or constructed by members of the community.
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Expansion of Greenhouses and Garden spaces, addition of instructional staff to work with students
FES Reflections
FMS Reflections
FHS Reflections
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SAiL, while still a valued program at FHS. was put on hold in 2020-21 due to the pandemic.
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The Community Service Club was a vibrant group this past year. Couple their work with that of the community service requirement for graduation and there are 1000’s of hours devoted to our local communities
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Opportunities created thanks to the strong connections of staff members with various professional communities, such as the CubeSat project where students put real experiments on a rocket launch