Our vision is R.O.A.R.S

Respect

Okay To Be Different

A Fun Place To Be

Responsible

Safe

OPEN HOUSE – Wednesday, August 28 from 5:30-6:30 for students in grades k-5

Preventing Youth Suicide

Ten Principles of Proficiency-Based Learning

Over the past decade, the movement to adopt proficiency-based approaches to teaching, learning, and graduating has gained momentum, as more educators, parents, business leaders, and elected officials recognize that high academic expectations and strong educational preparation are essential to success in today’s world. RSU #3 uses proficiency-based learning to raise academic standards, ensure that more students meet those higher expectations, and graduate more students better prepared for adult life. The philosophical and pedagogical foundation for this work is outlined below in ten principles of proficiency-based learning. It describes the common features found in a proficiency-based system:

1. All learning expectations are clearly and consistently communicated to students and families, including long-term expectations (such as graduation requirements and graduation standards), short-term expectations (such as the specific learning objectives for a course or other learning experience), and general expectations (such as the performance levels used in the school’s grading and reporting system).

2. Student achievement is evaluated against common learning standards and performance expectations that are consistently applied to all students regardless of whether they are enrolled in traditional courses or pursuing alternative learning pathways.

3. All forms of assessment are standards-based and criterion-referenced, and success is defined by the achievement of expected standards, not relative measures of performance or student-to-student comparisons.

4. Formative assessments measure learning progress during the instructional process, and formative-assessment results are used to inform instructional adjustments, teaching practices, and academic support.

5. Summative assessments evaluate learning achievement, and summative-assessment results record a student’s level of proficiency at a specific point in time.

6. Academic progress and achievement are monitored and reported separately from work habits, character traits, and behaviors such as attendance and class participation, which are also monitored and reported.

7. Academic grades communicate learning progress and achievement to students and families, and grades are used to facilitate and improve the learning process.

8. Students are given multiple opportunities to improve their work when they fail to meet expected standards.

9. Students can demonstrate learning progress and achievement in multiple ways through differentiated assessments, personalized-learning options, or alternative learning pathways.

10. Students are given opportunities to make important decisions about their learning, which includes contributing to the design of learning experiences and learning pathways.

Source: Adopted from Great Schools Partnership handout.

MORSE MEMORIAL SCHOOL

Morse Memorial School is situated in Brooks at a site formerly called the Ryder lot. The estate of Willis Morse left $61,000 for the construction of a new school and building materials began arriving in April 1931. The building was completed in December 1931.

The original Brooks High School burned in 1947. At this time, a group of concerned citizens organized a movement to construct an auditorium on the site. The construction of this auditorium became a town project and was entirely funded with donated monies, materials and labor. Work was completed in the spring of 1949 and dedicated to Bob Grant, an enlisted soldier of World War II. The building was named the Grant Memorial Gymnasium