Update: February 5, 2018
Leave A Legacy...
Personalize a brick or seat and become a permanent part of the Greely Center for the Arts
Greely, the home of generations of talented students and inspiring teachers, is a community - supportive of the arts - past, present & future.
Through the building of the Greely Center for the Arts, have the opportunity to celebrate the arts and our community.
Leaving a Legacy recognizes a talented student: a kindergartener who loves to sing, a 5th grader learning an instrument for the first time, a graduating Madrigal singer, or a Greely Grad who’s now on Broadway! It honors a special teacher, an inspirational and supportive family member, or celebrates your love of the arts.
By naming a seat or brick at the Greely Center for the Arts you make a lasting impression. For a one-time, tax-deductible contribution we engrave the inscription of your choice on a seat nameplate or brick in the walkway.
Leaving a Legacy supports the future of the arts in MSAD #51.
To purchase your seat or brick, complete the online donation form or stop by MSAD #51's Central Office.
Through the building of the Greely Center for the Arts, have the opportunity to celebrate the arts and our community.
Leaving a Legacy recognizes a talented student: a kindergartener who loves to sing, a 5th grader learning an instrument for the first time, a graduating Madrigal singer, or a Greely Grad who’s now on Broadway! It honors a special teacher, an inspirational and supportive family member, or celebrates your love of the arts.
By naming a seat or brick at the Greely Center for the Arts you make a lasting impression. For a one-time, tax-deductible contribution we engrave the inscription of your choice on a seat nameplate or brick in the walkway.
Leaving a Legacy supports the future of the arts in MSAD #51.
Leaving a Legacy supports the future of the arts in MSAD #51.
To purchase your seat or brick, complete the online donation form or stop by MSAD #51's Central Office.
Vaping Workshop
On Wednesday evening, 47 parents turned out to get more information about vaping and its harmful effects on students; thanks to Casco Bay CAN's Beth Blakeman-Pohl & Cumberland Police Chief Chip Rumsey for the informative and helpful presentation.
Moon Simulations
Students in Mr. Goldsmith's 4th grade science classes conducted moon phase simulations - fun and interactive class!
Congratulations are in Order...
- Scotty Wentzell - Bronze and 5th in downhill skiing
- Isabella Yates - Bronze and 4th downhill skiing
- Conner Hines - Silver and Bronze Snowshoeing
- Adam Jacobson - Gold and Bronze- Snowshoeing
MIW 2nd grader George Reynolds has artwork featured at Portland Museum of Art as part of National Youth Art Month
The GMS winner of the 2018 geography bee is 7th grader Ben Marchessault. Runner up is Lucie Noonan. Congratulations to both of these students and to all of the bee contestants.
On Saturday at the YMCA in Biddeford, Greely junior Julia Bisson broke a 17-year-old school record with a six-dive total of 258.05 points. Congratulations Julia!
Congratulations to these GHS students who will be recognized for their outstanding writing at the Maine Scholastic Art and Writing Awards in March: Ethan Brouder, Dale Jensen, Camryn Copp, Jenifer Spencer, Ciel Antoine, Sam Jagolinzer, and Rachel Thurston.
GHS Senior Ethan Brouder was awarded the Maine Forensics Association's Congressional Debate Scholarship on Saturday, January 27 at the Maine State Championship tournament in Bangor. Great job Ethan!
Board Goes to School
In January, several of our Board members went "back to school", touring each of the 4 schools with the principals. The visits were designed to give Board members a glimpse into programming and curricular offerings in the schools.
Strategic Plan Survey
Many thanks to the 667 students, parents, staff, and community members who completed the Strategic Plan stakeholder survey to help set direction for the new 2018-21 plan. Results of this survey will be used to help define the priorities for the new plan and the survey results will be made available in late February.
Proficiency Primer
Since October, I have been writing about the major tenets of a proficiency-based education. This is my last blog in which I will finish talking about the tenets of a proficiency-based education (PBE).
Seventh (and final) Tenet: School-wide consistency amongst teachers on such practices as grading, late work, test re-takes, and Habits of Work (work completion, preparation for class, engagement in learning, respect, etc.)
Part of the important features of a proficiency-based system is the ability of teachers to be consistent with regards to their expectations around grading and reporting practices. When we went to school, it was the student's job to navigate each teacher's unique set of rules around things like late work (remember getting 10 points off for each day late?), retakes (or lack thereof in many cases), and how much you participated in class?
Today, we know that is important for our students to get out of the guesswork business and know overall how their teachers will manage these things without having to spend time figuring it out. We are still far from having these things consistently implemented in our schools, but our goal is to solidify these areas so students can concentrate on learning, and not on how many points they'll lose if their work is a day late. Being consistent across the school also helps teachers have philosophical conversations about what is really important for student learning.
To see any of the Proficiency Primers you might have missed, check them out in the links below...
#2: Having clear assessments that align to the stated learning targets
#3: Providing students with clear and specific feedback on
progress in meeting the learning standards (Part I)
#3 (continued): Feedback to students in meeting learning standards (Part II)
Part of the important features of a proficiency-based system is the ability of teachers to be consistent with regards to their expectations around grading and reporting practices. When we went to school, it was the student's job to navigate each teacher's unique set of rules around things like late work (remember getting 10 points off for each day late?), retakes (or lack thereof in many cases), and how much you participated in class?
Today, we know that is important for our students to get out of the guesswork business and know overall how their teachers will manage these things without having to spend time figuring it out. We are still far from having these things consistently implemented in our schools, but our goal is to solidify these areas so students can concentrate on learning, and not on how many points they'll lose if their work is a day late. Being consistent across the school also helps teachers have philosophical conversations about what is really important for student learning.
To see any of the Proficiency Primers you might have missed, check them out in the links below...
Past Proficiency Primers
#1: Being explicit and up-front about the Learning Targets#2: Having clear assessments that align to the stated learning targets
#3: Providing students with clear and specific feedback on
progress in meeting the learning standards (Part I)
#3 (continued): Feedback to students in meeting learning standards (Part II)