Submitted by Candy Devlin, Principal of Carmel Elementary School of RSU 87

Picture the combo gymnasium/cafeteria, typical of schools built in the mid 70’s. Enter one hundred fifty-three kindergarten through grade four students. Today, students efficiently organize into pre-determined discussion groups; they wait patiently, anticipating the work that is about to begin. They know how to do this work. One Book, One School has been part of the school community in one version or another for over a decade. There is an air of expectation and enjoyment in the gymnasium: purposeful talk is about to begin.

The principal welcomes students and staff; the literacy coach begins with a review of our discussion norms and a prompt to launch the discussion. Immediately there is a buzz of conversation in the gym: purposeful talk about two texts that have been the focus of intentional read aloud, classroom discussions, vocabulary study, and writing over the past ten days. Carmel Elementary students have a lot to say about Sky Color and Art and Max, the texts chosen for One
Book, One School this year. The discussion continues for twenty minutes, with students comparing the two texts. Comments are supported by evidence from the text, elaborations are offered, disagreements are respectfully proposed. Following the discussions, students enjoy Sky Color set to a soundtrack they created during their music classes. The One Book, One School assembly concludes with feedback on how our school community met expectations. The students leave. As they exit, students admire the mural created collaboratively in their art classes, depicting a scene inspired by one of the texts.

One Book, One School is one example of how school structures, adult and student learning, and community support come together at Carmel Elementary School. Beginning on the first day of school, classroom teachers, specialists, and support staff teach procedures and routines, making expectations clear. Using exemplars and providing specific and immediate feedback is common practice. Students are taught and regularly practice classroom discourse in all content areas; therefore, they are able to use those practices in the whole school community setting. This experience and others like it are possible because teachers prepare to facilitate learning opportunities through professional development with colleagues, we enjoy the on-going support of our parents and community citizens, and we collaborate every day in service of our children. Collaboration with staff, community, and parents is the foundation of success at CES. In the words of Lucy Calkins, “no one wants to do this hard work alone.”

Submitted by Ryan Arnold, Principal of Madison Junior High School in MSAD 59.

Madison Junior High school staff, students, administration and parents work together to create a productive, positive, and rewarding atmosphere in which our students will learn and grow. We work hard to create lasting memories through quality learning experiences and special events.

We offer hands on learning experience through STEAM (Science, Technology, Engineering, Arts, Mathematics) Projects. We have a Life Skills program where students, among other things, learn to cook, and sell meals to staff. Our New Alternative Ed Program (Kennebec Valley Multiple Pathways Academy) students (grades 7-9) learn about sustainability from growing to preparing food. Some of the food that is grown helps supply our food pantry and lunch program. Our School Pantry provides food for over 40 families each month. Students, also, have opportunities to be part of many extra-curricular programs. We offer soccer, football, softball, baseball, basketball, wrestling, drama, 100 mile club, track and field, cross country, golf, chorus, band, ukulele club, math team.

Students are offered: Math, Science, Social Studies, ELA, Music, Physical Education, and Art. As 8^th graders, the opportunities expand to Health, Industrial Arts and JMG (Jobs for Maine Grads). We are very strong in the integration of technology in all classes. Every classroom in our building, is fortunate to have a SMART Board and projector. All students are provided (1 to 1) with laptops. We have created an innovation lab with color printers, 3D Printers, 3D pens, sphero’s for programming and coding, and 3D goggles for virtual tours.

Our staff is organized into departments to build consistency around curriculum and content standards. Every 4 teachers form a Student Assistance Team (SAT) who meet and discuss needs of individual students. The team, using the RTI (Response To Intervention) process, develop interventions to help students progress.   We have a morning homework club, After School Academic Period (ASAP), and WIN Time (What I Need), to help students keep up with their progress and pace.

Outside of academic and co-curricular activities we provide students with special events to support our classrooms. Starting with assemblies to show case student achievement, job fairs, blood drives, food drives, cake walk, science fair, history day, spelling bee, geography bee, guest speakers, visits to the State Capital, Cole Transportation Museum, Gulf of Maine Research Institute (GMRI), as well as local businesses and area landmarks.

Lastly, parents, teachers, secretaries, nurses, custodians, and other critical support staff have been diligently working to make Madison Junior High a safe, and a welcoming environment.  We are all part of a unified family working hard to ensure the well-being of all children while providing them with a challenging and rewarding educational experience.

Submitted by Mark Turner, Principal of Caravel Middle School in RSU 87

In RSU 87 we work to provide the best possible educational experience to the students in our community. We support staff development in order to help our staff be as effective as possible in their position(s) and be responsive to students. We use a student-centered decision making model so that our top priority is always what is best for our students.

We have many supports built in for staff. All teachers are required to get a masters degree within seven years of employment, with all expenses covered by the district. Also, we build in five early release days annually to focus solely on professional development. This work coincides with weekly Professional Learning Community time that all teachers participate in. Our teacher evaluation model encourages growth through goal setting so that each teacher makes individual gains as they are ready for improvement. Our small district size also allows for many built in structures including literacy coaches in our elementary schools and a teaching math coach at the middle school. This allows us to offer coursework and bring in structured outside resources for staff in order to make good instruction a priority for all employees of our school district.

For students, everything starts with creating a positive culture where students can thrive. We use a middle level philosophy to educate the whole student and work to help our students become as well rounded as possible. We also offer many clubs, sports, and after school activities so that students have several opportunities to try new things and take healthy risks.

Our small size lends us opportunities to offer many support programs for students so that we can provide timely and structured interventions on a daily basis. These supports include access to outside counseling services and a connection with local agencies to support struggling families.

We are about relationships in RSU 87 and helping everyone achieve individual success. We strive to create positive relationships between staff and students, as well as amongst staff.

Also, we reach out to make those same positive connections with parents and the community to ensure that our school remains strong as the center of our community. We accomplish this work through many different avenues including online resources, open houses and other special events, as well as prioritizing the use of our facility to supporting our community.