Curriculum a critical factor in RSU 14 student academic success

Curriculum choices including books and instructional
materials play a major role in a student's academic success
and challenging young minds is a top priority for educators
in selecting curriculum for RSU 14 students, officials say.
PHOTO BY ED PIERCE

By Collette Hayes

Through the years, studies have shown that a school district’s curriculum choices are a major factor in a student’s academic success. And with that in mind, challenging young minds remains at the forefront of how curriculum is selected for RSU 14 students.

District officials say that curriculum that is graduating in difficulty as a student progresses through the school system fosters learning, intellectual growth and the ability to make clear and concise decisions later in life by developing critical thinking skills needed to solve and overcome problems.

According to Christine Frost-Bertinet, RSU 14’s assistant superintendent, the challenge that local schools must meet is to inspire, nurture and provide every learner with the tools necessary to become responsible, informed citizens while meeting the Maine Learning Results Standards.

Strong curriculum and interactions with teachers, mentors and peers, offers the possibility for engaging learning experiences that can meaningfully shape lives and transform communities, she said.

“There are policies established by the RSU 14 Board of Directors that guide the work of selecting instructional materials,” said Frost-Bertinet.

The district’s instructional program and library media centers align with district policies and support its strategic plan to meet short- and long-term goals.

“A student should be able to see themselves in a positive light in any text,” said Christine Hesler, RSU 14’s Director of Curriculum, Instruction and Assessment. “When selecting texts, you are looking at your students and their needs and where they are coming from with varied reading skills, interests and backgrounds. Through texts, students should be broadening their perspectives, building empathy and developing a more global understanding of others.”

According to Frost-Bertinet, when selecting materials, teachers take into consideration developmental appropriateness, as well as the varied ability levels within a class, while often focusing on the same
theme and standards.

She said that teachers identify instructional tools needed to support the school district’s curriculum and strive to teach in transformative ways by personalizing learning at high levels regardless of ability level.

Licensed teachers in the state of Maine complete a teacher-certification program that includes extensive educational course work to meet licensing requirements. Then they must regularly participate in professional development to renew their credentials.

Frost-Bertinet said teachers address a student’s social and emotional well-being by weaving Maine’s Guiding Principles into academic core standards to ensure all areas of their development and learning are supported and they grow academically, intellectually and personally.

“We know that students are exposed to a wide range of issues in school, at home and in their global community. Our work as educators is to create a learning atmosphere that supports a deep understanding of varied topics and promotes respect,” Frost-Bertinet said. “RSU 14 teachers need to be mindful when teaching controversial, sensitive issues and follow the guidelines outlined in our policy.”

Board policies recognize the educational expertise of professional staff and the need for such staff to be involved in the recommendation of instructional materials, Frost-Bertinet said.

“The Board delegates responsibility for the selection of instructional materials and Library-media resources to the professionally trained personnel employed by RSU 14, subject to the criteria and procedures for selection and the board’s policy,” she said.

From time to time there could be topics in the curriculum which may be objectionable to individual students and or parents/legal guardian based on their particular religious, moral or philosophical beliefs. To address that, the RSU 14 Board of Directors has established a policy in which parents and guardians of students have the right to request exemption from instruction when it infringes on their beliefs.

“Multiple policies that focus on instructional materials are being reviewed by the board’s Policy Committee in response to more recent concerns that have been brought forward,” said Frost-Bertinet. “Any proposed revisions will be presented to the full board for review.”    

Overall, the Maine Department of Education provides oversight management of RSU 14’s curriculum, instructional and assessment practices throughout the district’s schools in Windham and Raymond.

Additional curriculum information can be found by visiting the Windham/Raymond Schools RSU 14 Curriculum website at https://www.rsu14.org/ <

RSU 14’s IT Department overcomes challenges in keeping students connected during pandemic

RSU 14 Network Administrator Mark Politano
examines a computer at Windham High School 
on Tuesday. The school district's information
technology staff has stepped up to the challenge 
of providing and servicing computer equipment 
for students who have had to study remotely
from home as a result of the pandemic.
PHOTO BY HOLDEN ANDERSON 

By Elizabeth Richards

Both hybrid and full remote learning have required planning and technical support far beyond a typical year. Administrators, teachers, and technology staff have made keeping students connected – both online and emotionally – a top priority in RSU 14.

According to Director of Curriculum Christine Hesler, RSU 14 approached full remote learning differently than other districts in the area who opted to use a software called Edmentum.  In RSU 14, they wanted to ensure that remote students stayed connected to the RSU, their schools, and district staff, Hesler said.

RSU 14 provides remote teachers at each grade level, using the same curriculum, teaching strategies, and connections to the schools as students would have in person to keep things as consistent as possible.

“We felt that was really important because eventually we’re all coming back,” Hesler said. 

With the move to having students in both hybrid learning and remote learning, demand for technological solutions, and support using them, has increased.

The district is sending students as young as second or third grade home with devices for distance learning.

“We’ve never done that before,” said Bob Hickey, RSU 14 Director of Technology. “This allows students to have a device with them while they are not at school and supports both the hybrid and distance students.  We are also working on sending home devices for students as young as kindergarten and first grade.”

The district has also increased the number of devices available so that in addition to a MacBook Air for each student in grades 2 through 12, there’s an iPad for every kindergarten and first grade student instead of one for every two students as in past years, Hickey said.

“This helps with interactive tablet interfaces for young students who lack keyboarding skills,” he said.

Hickey said the district also has iPads for the 32 Pre-K students at the new program in Raymond.  “Even the youngest students show the ability to use the touchscreen and all the most successful educational apps are available on this platform.”

The district has made great efforts to provide wi-fi hotspots to families who otherwise wouldn’t have
internet access at home, so students aren’t left without support, Hickey said. 

“Some of the hotspots were free from the state, others the district paid for to bolster the availability of devices,” he said.  

Tammy Lorenzatti, Technology Instructor at Windham High School and a representative of the WHS InfoTech team, which includes librarians Amy Denecker and Kristin Chavonelle, said, “Much of the support we offer students and families comes directly through our work with teachers.”

Over the summer, she said, a district-wide team created a mini-course focused on best practices for virtual learning to help faculty and staff in RSU 14 develop experiences that would empower students to succeed.  Hesler published grade-level remote learning dashboards for teachers to access essential tools, information and materials, Lorenzatti said.

Since schools reopened, Lorenzatti said, they’ve continued to offer virtual professional development opportunities to the district.  They will be piloting a “Teacher Tech for Teachers” program, where they’ll facilitate sharing of remote teaching strategies among teachers.

“If this initiative is successful at the high school, we hope to share the opportunity with other schools in the district later this year,” she said.

Hybrid and remote learning poses many challenges, particularly when it comes to technology.  “The transition to remote learning seems to have changed almost every aspect of what we do in schools. As a result, we’ve learned to be flexible and creative in accommodating the ever-changing needs of the community,” Lorenzatti said. “We started the year aware that access to materials was going to be a greater challenge for both students and teachers.”

In order to make transitions as seamless as possible, she said, they invested in several online streaming platforms that provide teachers with digital access to movies, pop culture and educational magazines, ebooks and audiobooks.

Technology has also been used to connect teachers and students virtually.

“Beyond Meet and Zoom, we’ve purchased several Owl smart cameras, which give remote teachers full-sound and a 360-degree view of the students in their classroom. Prior to the arrival of the Owls, we had to adapt our greenscreen camera and computer station to connect remote teachers with their in-person classes at school, and using this technology, we’ve successfully enabled instruction to continue despite the distance,” Lorenzatti said.

Because streaming and online meetings have become far more frequent, Hickey said, they’ve faced a heavier reliance on the district network. To address this need, they worked with the Maine School and Library Network, who provides the district’s internet connection, to increase bandwidth from 1 Gigabit to a 2 Gigabit connection.

Increased technology use can require more troubleshooting.  Dedicated teachers and a skilled district Technology Integrator help students and families resolve issues, Hickey said.  Parents can email HelpDesk@rsu14.org if their student’s account is locked out or they have hardware issues and need a replacement student device, he added.

 “While teaching in the remote and hybrid models, many teachers are the front line for students and families,” Lorenzatti said.  When difficulties arise, she said, the InfoTech team works closely with teachers to provide support both in-person and through their website, www.whslibrary.org, which offers how-to guides, class guides, InfoTech resources and tools, and application tutorials.  

Federal funding efforts by staff have enabled the district to attain interactive white boards that will replace very old smart boards, whiteboards, projectors, apple TVs that communicate with the projector and sound bars, which will all be consolidated into one device, Hickey said.  “These devices will be used by the teacher and even remote students can view what is displayed on the electronic whiteboard.  It really helps to tie together the in-person folks and remote students,” he said.

District staff are creating connections beyond core academics as well.  Hesler said that UA teachers are videotaping lessons for students to participate in at home.  While these, of course, look different than face to face instruction, it allows students to continue engaging in those aspects of school.

“We cannot replicate everything, but we’re trying to think differently of how we can give kids that experience,” she said.

The InfoTech team has worked closely with teachers, club advisors, and coaches to find the most effective methods to live stream events, such as sports and virtual spirit weeks, Lorenzatti said.  The team has also created a Play site, updated every Friday, where students are provided fun, boredom blasting activities, she said. 

That site can be found at https://sites.google.com/view/infotechplay/home. <

Christine Hesler and Chris Howell awarded Educational Champion Award - By Michelle Libby

Last week at the annual High School Redesign in Action conference, Christine Hesler, director of curriculum, instruction and assessment for RSU14 and Windham High School principal Chris Howell were awarded 2016 Educational Champion awards from the New England Secondary School Consortium, which hosted the conference. 
 

This was the fourth time Hesler and Howell have attended the conference and Hesler presented at two sessions. 

People from each state in New England and a regional award were given accolades for their “unique contributions to the effort to raise graduation rates, lower dropout rates and send more students on to college and post-secondary certification programs in Maine.”  

Hesler and Howell were nominated by the Maine Department of Education and two employees there. “It’s flattering when schools who are trying to do some good things are recognized,” said Howell. The RSU has been reaching out to other schools all over the state and even other states to help them create programs that benefit students. 

Hesler and Howell were awarded partially for their work with proficiency-based learning. “We’re trying to make learning as transparent as possible to the students,” Howell said. For three years, the teachers and administrations have been working on developing a curriculum that benefits students - one that is “rigorous and relevant” to them. “Kids can make choices when they leave here. The choice is not dictated to them,” he said. He doesn’t want to see a student have no choice because of a minimal curriculum path.

“We have had the support of the leadership team and teachers. They pushed us to find answers. They’re represented in the award,” Hesler said. “I’m really proud of our staff and what they’ve been able to accomplish.” 

Others who were this awarded this year were state board of education chairmen, presidents and CEOs of major corporations and executive directors of non-profits. 

“A senator won it last year. College presidents win, I’m kind of in shock, but it’s very nice,” said Hesler.  “We’re proud to represent the RSU.” 

“Mrs. Hesler and Mr. Howell were two of seven Champions recognized this year for their extraordinary commitment to ensuring that public-school student across New England have a chance to succeed in school, live a fulfilled and meaningful life, and make a positive contribution to the world,” said Blythe Armitage from Great Schools Partnership based in Portland.  

Hesler, along with teachers Jeff Riddle and Amy Denecker, and Sarah Plummer, from the Portland Water District, discussed the book their class wrote and published last year called “Discovering Water”.  On the new website www.discoveringwater.org people can see how the book came together, the team and the presentation they did at the conference, which was not only presented at the conference, but streamed live to other states. 

Students at WHS are now working on an interactive iBook for people everywhere to be able to read

and learn about water. The book is currently being used in every sixth grade in the state, Hesler said.

The students who worked on this book, graduated from WHS as published authors, photographers and graphic artists, she added. Howell is pleased that the school is able to reach out to community partners and non-profits that want to partner with the students in projects. 

“I’m excited for Chris, He’s working really hard at the high school. We’re extremely fortunate to have him,” said Hesler. 

 “These champions do this through their deep thinking, their tireless energy, and their unwavering commitment to students they will never know. Far too few students will ever know that their lives have been positively influenced by the efforts of the 2016 New England Secondary School Consortium Champions," said David Ruff, executive director of the Great Schools Partnership and the New England Secondary School Consortium.

“We are able to have hard conversations with the Department of Education to tell them we need tools to do the job well,” Hesler said.

Hesler serves on the board of directors for the Maine Curriculum Leaders’ Association representing Cumberland County. Howell currently serves on the board of Jobs for Maine’s Graduates and on the advisory board for the School Education and Human Development at the University of Southern Maine. At the state level, he is a long-time board member for the Maine Curriculum Leaders’ Association. 

Howell also has served on several advisory councils for the Maine Department of Education. 

“Now we get back to work. We have much more we need to do,” Howell said. “It’s nice to be recognized, but there still a lot to do. We will still be engaged in state level policy making.” 

Howell is currently working with his team on updating the curriculum pathways to ensure that all students have a chance to meet the graduation standards as laid out, that assessments given measure the standards and targets and forming additional pathways that can help students meet standards in a non-traditional way.

“We don’t do the work for awards, we do it for the kids,” Hesler said.