On a Mission—LFMS Accreditation by October, 2009

As you know from previous postings, LFMS is working hard to become accredited by the NEASC. After performing well on last year’s MEAs, the students and staff were able to reach ‘safe harbor.’ If they can perform as well this year, the designation of a CIPS IV school will be removed. It is important to recognize that the financial assistance of CIPS IV has enabled the staff to ramp up their instruction, and address instruction with the same high-powered literacy-based strategies that were so successful at Livermore Elementary School.

With the most recent draft of the LFMS Mission Statement, it is safe to say that we have crossed the half-way mark toward complete preparation for the NEASC Visiting Team in October of 2009. Why, exactly, is a Mission Statement so important?  The answer is at once simple and complex. A Mission Statement defines the educational beliefs of the school—but, it also provides then evidence, which comprises the most labor-intensive work on the part of the staff. For example, citing specific, real-life examples of programmatic and instructional diversity at LFMS took weeks. That phrase represents only one aspect of the spectrum of services, programs, and promises we offer our students. In short, if it’s listed in the evidence, it must be verified by the NEASC Visiting Team.

We would like to take this opportunity to invite the public—parents and community members—to review this most recent draft of the LFMS Mission Statement. The Student Council Officers have been a part of the review process, just as the students at LFMS have been a part of composing the Mission Statement.

If you have suggestions, comments, or concerns, please send an email to Darren Akerman, Accreditation Chair at LFMS at dakerman@sad36.org or Julie Bolduc, Accreditation Co-Chair at LFMS at jbolduc@sad36.org.
 
Most of all, we would like to express our thanks to the staff and students who are still working so hard to reach accredited status. For more information about NEASC accreditation, please visit the following link:www.neasc.org

“Hear Our Roar…Watch Us Soar!”

"The mission of Livermore Falls Middle School is to provide each student a diverse education in a safe, supportive learning environment that promotes self-discipline, motivation, academic excellence, and good citizenship. We are committed to ensuring ALL students are developing the necessary skills to become independent and self-sufficient adults who will succeed and contribute responsibly in a global community."

Evidence of programmatic and instructional diversity

Grades 6 and 7 are each made up of two, two-person teams while grade 8 is a traditional four-person team. 

Science, Social Studies, Language Arts and Unified Art classes are grouped heterogeneously along with some math classes. This provides all students the ability to experience a lesson from both higher and lower levels of thinking. Our school offers two higher-level math classes for students who demonstrate upper level abilities.

Literacy classes are grouped in a partial heterogeneous manner (low- average and average-high) to provide the proper pacing as well as ensuring realistic goals for all students, which enables success.

Students are exposed to interdisciplinary learning experiences when all teachers work together to ensure understanding and mastery of information.

Students are exposed to a variety of different learning activities to account for their differing learning styles.

The Data Team looks at data from various test scores to direct teachers and staff in the right direction for optimum growth and success.

Evidence of safety

Clear expectations and consequences follow board-approved school handbook.

Classroom rules are posted in each room.  Lunchroom rules are posted around the cafeteria.  Science classrooms have safety guidelines in place.
Staff communicates via walkie-talkies during bus duty.

Video surveillance system allows oversight by administration.

Student behavior monitored via Administrator Plus Discipline Program.

Emergency evacuation, fire drill and lock down procedures are in place and practiced.

Bus safety programs are monitored by high school students.  Students have assigned seats.  There is a protocol with appropriate forms to track student misbehavior.

Bus expectations are clear and reviewed often.

All staff members are required to wear photo identification. All visitors must sign in at the office and wear a visitors’ pass.

Medical readiness includes first responders with Cardio-Pulmonary Resuscitation and First Aid Training.

Staff has access to student health issues (i.e. asthma, allergies, medications).

Our school strives to be an anti-bullying zone.  To assist students in their behavior, three procedural questions are often asked: Is it kind? Is it true? Is it necessary? Our state-supported Civil Rights Team also promotes fair behavior and tolerance, as defined by the Maine Civil Rights Team Project and the Attorney General’s office.

Guidance and Social Worker identify and assist at-risk students.

Clearly defined expectations are in effect for areas other than the classroom (i.e., café, halls, bathrooms, etc.).

Staff monitors outside of academic areas. They are present in the hallways between classes as well as bus duty in the afternoon.

Evidence of supportive learning environment (self-discipline, motivation, academic excellence, good citizenship)

Opportunities for self-discipline and academic excellence include:

LFMS is transitioning to Middle School philosophy with an emphasis on inquiry-based learning, adolescent development, and relevant experiential opportunities to enhance self-actualization, i.e., interdisciplinary units, team-building activities, field trips such as Wolfe’s Neck seacoast, Old Fort Western, Mount Blue State Park, and community service at Norlands Center with restoration of this local historical site.  Also,
students have held a t-shirt drive to make diapers for babies in Honduras, as well as the Pennies for Patients fundraiser.  Also, scheduling is tailored for students who have variances in their personal schedule.  6th grade is going to the Mystery of the X-Fish presented by GMRI. 6th & 7th grade students have pen pals in Jay.

The Student Assistance Team identifies students who would benefit from modifications to ensure they achieve goals in and out of the classroom. The S.A.T. also provides those students with mentors who are available to them all year.

Connections Program introduces students to character education, setting short and long term goals, community service, life choices and self monitoring behaviors.

The Civil Rights team works with entire student body and staff to ensure that we are working together as a “team.” They provide activities throughout the year to encourage self-discipline, and motivation for tolerance.

After school academic support is available 4 nights a week for any student to receive additional support on their school work. Transportation is provided for students receiving academic support.

A 50 minute Learning Lab (every other day) is built into our schedule to allow any student who may benefit from tutoring sessions. This allows students to meet with their individual teachers for academic support.

The Progressive Learning Institute affords non-Special Education students alternative routes to education in a structured environment.

The Crossroads Self-Contained Behavioral Program provides students with a highly structured, alternative learning environment, in which therapeutic intervention and academic achievement are emphasized.

Students participate in Special Olympics activities.

Quarterly Honor Roll & public recognitions motivate students to strive for academic excellence.

A very active and involved Student Council meets at least twice a month.  Officers meet weekly and homeroom representatives meet every other week to address concerns from the student body as well as suggest new ideas and activities.

LFMS is a literacy-based school. The Literacy Team implemented a strong literature program that is in place in ALL classrooms.

* Provide classroom support
* Set yearly literacy goals
* Brings school and community together through Literacy Nights.

The Literacy curriculum aligns with revised Maine Learning Standards (2008) and highlights learning expectations; the curriculum is commensurate with the developmentally appropriate model in use at Livermore Elementary School, and includes mapping (timelines for acquisition of skills and knowledge.)

Citizenship Guidelines for students include:

* Encourage respect, responsibility and honesty
* Follow behavioral expectations
* Appreciate and understand diversity

Teachers choose up to two students from each grade level who exemplify “good citizenship” and recognize those students of the month during school wide assemblies.  Students from the Student Council also choose a Teacher of the Month to reward.

Citizenship Guidelines for school include:

*Model expectations
*Students assist staff with classroom tasks
* Students participate in fundraising for school improvement

Citizenship Guidelines for community include:

The school year of 2007-2008 saw the implementation of Parent Teacher Student Organization (P.T.S.O.) to support an engaging and inclusive school culture.

Big Brothers/Big Sisters program encourages mentorship and fosters positive relationships with younger students.
The Price is Right (school-community sponsored yearly event) raises money to support student activities.

Community Service Programs (i.e., Food drive, Norlands, t-shirt drive).
Awareness Programs present relevant information in engaging ways to enhance good citizenship, i.e., Red Ribbon Week (Drug-Alcohol-Smoke free schools), Maine Week of Heroes, Constitution Day, Veterans Appreciation Week, annual participation in a veteran-sponsored writing essay contest.
School facilities are used for extra-curricular activities and other community activities. (ex: AYS, Summer Recreation)

School and parents communicate via e-mail, phone, office mailings, as well as parent teacher conferences and LFMS homepage on MSAD #36 website.

Grade Quick keeps parents and teachers in contact regarding grades and assignments.

Frequent district and LFMS web updates inform community about academic progress of school, celebrations of learning, special events, sports, etc.

Student Multi-media/Technology Team allows opportunities for professional quality production of school-based DVDs (concerts, literacy nights, etc.), and the acquisition of skills.

Independent, Self-sufficient Learning opportunities include:

Informal Assessments:

*Formative assessments to monitor mastery of skills taught previously.
*Reading inventories (Fountas & Pinnell Benchamark Assessment System, BRI and DRA2)

Formal Assessments:

*Summative assessments aligned with the Maine Learning Results (MEAs, NECAP, NWEA).
*Alternative assessments are available (Personalized Alternative Assessment Portfolio PAPE etc.).
*Project Tasks provide meaningful learning through encouragement of diverse learning styles (i.e. projects, presentations, theater productions, concerts, technological applications, etc.).

Reporting:

Reporting is aligned with state and federal requirements via Grade Quick.

Student progress is monitored (i.e. assessment binders/folders, cumulative folders, meeting goals and objectives of Individualized Education Plan, I.E.P.’s in Special Education, etc.).

Parents are informed of their student’s progress on a regular basis (i.e. mid-quarter reports, quarterly progress reports, Ed-Line, informal communications, etc.).

Evidence of contributing responsibly to a global community

Passion for literacy based activities extends beyond the classroom (i.e. journals, visiting the library, researching topics of interest, study and research skills, professional book study groups for staff etc.).

The “Roaring Readers” program offered students the chance to read and discuss books of their choice with a group of students and teachers.

The “Literature Lair” provides students the opportunity to respond to their reading and to have that shared with the community through our school’s website. 

The students are exposed to the Heifer International project.

Positive attitudes promote student enthusiasm, encourage goals and aspirations, and foster pride in personal achievement.

Artistic expression is supported through technology, art, music, band, etc.

Students develop an awareness of physical, social, and emotional needs and how to address them (i.e. coping skills, Guidance, school nurse, etc.).

Knowledge and skills are transferred into real life applications (i.e. college, trade school, work force, military, etc.).

Team work and proof of professional growth is valued by the staff through best educational practices, i.e., technological endeavors, literacy, curriculum/assessment, pursuit of learning opportunities beyond the realm of regular duties.

Focus on Interactive and Metacognitive Skills, i.e. Literacy, hands-on Science, Mathematics as a language, etc.

Cooperative learning is valued and used as a tool to share knowledge and to build unity.

Technology enhances learning and co-curricular activities (i.e. laptops, Key Note presentations, Noteshare notebooks, Study Wiz, Net Logo applications, multimedia functions, communications, Tech team participation, and yearbook design).

Summer educational opportunities are available such as our Extended School Year for students needing “summer school” and professional development opportunities for staff to enrich their instructional repertoire.

Cultural enrichment activities are offered (i.e. multi-media program regarding teen issues, Mid-East percussionist, high performing band program, etc.)

Appreciation of others, tolerance, and diversity builds global citizenship (i.e. ethnicity, traditions, language, presentations via Motivation Productions, Civil Rights, etc.)

Access to Channel One, a teenage news program, is available via the internet to all staff. This program focuses on national and global news issues and events.

Our Connections program focuses on the development of positive character traits and fosters positive peer and student/teacher relationships.

Global issues (i.e. global warnings and pollution) are addressed in various science classes.

The Student Council provides students with leadership opportunities and encourages community service and citizenship activities.

Taking Aim: Learning Areas Self-Study

During our last workshop, the staff at LFMS had their work cut out for them. They began and will shortly complete the most intensive part of NEASC’s Self-Study, the Learning Areas. This is very labor intensive (some might say exhaustive), but yields fascinating information about how LFMS operates. It is important to realize that the process is not a public relations activity, but an honest, thorough, and in-depth analysis of each subject area including strengths and needs. By determining where we stand and how we see ourselves as a functioning middle school, the NEASC Visiting Committee will verify our findings and make recommendations. Depending on the evidence supporting the standards, the determination will be made whether or not the school receives accredited standing.

One common question that has arisen concerns facilities. How can a school be accredited if it has inherent facility concerns? The NEASC Visiting Committee is looking for what goes on between the walls of a school—in other words, the learning, teaching, and opportunities to achieve. While they will certainly address deficits in facilities, i.e., electrical problems, parking issues, disability modifications, etc. as part of their report, the major focus will be Curriculum, Instruction and Assessment, as well as the supporting standards, Leadership and Organization, School Resources and Community Resources. Our Mission Statement for the Mission and Expectation standard is under review by staff.

So we’re off to a great start, taking aim for accreditation at LFMS in October 2009.

Take the opportunity to look over this sample of the Self Study questions. Remember that this is applied to each subject area. Now that’s a lot of work!

The Standard

The curriculum is the formal plan designed by the school to carry out its mission statement and to meet its expectations for academic achievement and social behavior. The curriculum links expectations for student learning to instructional and assessment practices. The strength and effectiveness of the curriculum are dependent upon the commitment of the school and district to a continuous process of implementation, review, evaluation and revision of the curriculum which leads to improved student learning.

The Indicators

1. The school’s formally written and implemented curriculum is aligned with the school’s stated expectations for students’ academic achievement and social behavior.

   1. Provide an overall description of the status of the written curriculum in each subject area. Include the dates on which the curricula were last reviewed, revised and implemented and any plans for further development. (If there is a written plan within either the building or the school system for curriculum development, review and revision, describe it.)
      
      
   2. To what extent are the curriculum and the school’s stated expectations for academic achievement aligned? Provide some specific examples. Describe the process by which this was attained and is maintained.
      
      
      
   3. To what extent are the curriculum and the school’s stated expectations for social behavior aligned? Offer some specific examples? Describe the process by which this was attained and is maintained.

   
   
   
2. Each curriculum area has clearly articulated learning standards that support the school’s academic expectations.

   
   
   
1. Describe and assess the extent to which each content area has a set of learning standards specific to its curriculum. Explain how teachers are oriented to the learning standards, how the learning standards can be changed or modified and how often they are reviewed and revised.
   
   
2. Describe and assess the relationship between these learning standards and the school’s stated expectations for academic achievement.
   
   
   
3. Provide examples that describe how specific content areas address the school’s different academic expectations.
   
   
4. Describe and assess how each student is assured of a variety of opportunities to achieve these expectations.
   
   
   
3. The content of the curriculum is intellectually challenging, respectful of diversity and allows for the authentic application of knowledge and skills.
   
   
   
1. Assess the extent to which the content of the different curricula is intellectually challenging and respectful of cultural diversity as well the extent to which it provides opportunities for the authentic application of knowledge and skills.
   
   
   
2. Provide specific examples from different learning areas that demonstrate how the content of the curriculum is:

i. intellectually challenging, and

ii. respectful of diversity.



1. Provide specific examples from different learning areas that demonstrate how the curriculum invites the authentic application of knowledge and skills.
   
   
   
   
4. The curriculum includes coursework, co-curricular activities and other school approved educational experiences which meet the needs of the middle level student.
   
   
   
1. Provide examples of how the curriculum coursework contained in different content areas meet the specific developmental needs and interest levels of the middle level student.
   
   
2. Describe how activities and experiences designed by the school and built into the curricula meet the interest levels of the students at the school.
   
   
3. Describe and assess the additional educational experiences provided by the school to meet the needs and interests of the middle level student. (i.e. band, horus, content based field trips, content based clubs, community service, enrichment)
   
   
4. Describe and assess the co-curricular activities provided by the school to meet the needs and interests of the middle level student. (i.e. intramural and/or interscholastic sports, community service activities, interest based clubs, contests)
   
   
   
5. Effective curriculum coordination, integration and articulation exist between and among all subject areas within the school as well as with all receiving and sending schools.
   
   
   
1. Describe and assess the extent to which effective curriculum coordination, integration and articulation exist between and among all disciplines within the school.
   
   
2. What is the process that ensures the coordination of subject area curricula between sending and receiving schools within the district? If applicable, outside the district??
   
   
3. If applicable, how is the curriculum coordinated with other middle level schools across the district?
   
   
   
   
6. There is an ongoing process for curriculum review and revision which actively involves the school’s faculty and takes into account the stated academic expectations and assessments of student performance.
   
   
   
1. Describe and assess the school’s and/or the school system’s processes for the development, review and revision of the curriculum. Include the roles of parents, students, teachers and administrators in the description.
   
   
2. To what extent and how is current research included in the development, review and revision of the curriculum?
   
   
3. Describe how and to what extent the school’s stated expectations for academic achievement affect the process for the development, review and revision of the curriculum.
   
   
4. Illustrate how the assessments of student performance affect the process for the development, review and revision of the curriculum.




7. The written curriculum incorporates classroom and school-wide library resources.
   
   
   
1. Provide examples that describe how and to what extent classroom and school-wide library resources are used to support the various subject area curricula.
   
   
2. Describe the extent of the role of the school’s library personnel in the development, review and revision of the curriculum.




8. The written curriculum incorporates classroom and school-wide technological resources.
   
   
1. Provide examples that describe how and to what extent classroom and school-wide technological resources are used to support the various subject area curricula.
   
   
2. Describe the extent of the role of the school’s technology personnel in the development, review and revision of the curriculum.




9. The school provides sufficient staffing, time, professional development, fiscal resources, materials, technology, and supplies to implement and support the written curriculum.
   
   
   
1. What building and/or system personnel are available to support the implementation of the written curriculum? To what extent is the funding sufficient to implement both the curriculum and curriculum changes?
   
   
2. Describe and assess the professional development opportunities at both the district and building levels that are designed to assist in the understanding and implementation of the written curriculum. What input does the staff have in the development and assessment of professional development opportunities?
   
   
3. To what extent do teachers and/or the school avail themselves of curriculum resources provided by the school and/or the system?

Curriculum:

Outside school resources (community organizations, state an national programs, businesses, institutions of higher education) are used to strengthen the implementation of the curriculum for this learning area.

Rating (circle one): E A L I

Professional development designed to orient staff to the curriculum for this learning area is provided.

Rating (circle one): E A L I

Provide examples from this learning area for the following:

The curriculum for this learning area is designed to be intellectually challenging.

The curriculum for this learning area is designed to be developmentally appropriate.

The curriculum for this learning area allows for the authentic application of knowledge and skills.

The curriculum for this learning area addresses and supports the needs of both individual and cultural diversity.