Teaching & Learning at AOS 93

September 9, 2020

Central Lincoln County Schools are back in person! Students, families, and educators kept the learning going all though the spring of 2020, and all five of our schools offered summer school this year, but it's great to have students and staff back in schools.

While safety and health are of the utmost concern, we are eager to focus on the business of learning. During the month of September we will be administering our regular fall assessments, including NWEA tests in math and reading as well as other important formative assessments to see where students are in their academic progress and to support their new learning.

With the disruption to on-site learning since last March, our Multi-Tiered System of Supports is more important than ever, and teachers will be working to meet students where they are and move them forward.

If we need to move to remote learning again, our Guidelines for Instructional Continuity will guide us in a smooth transition to providing strong, supportive instruction wherever out students and teachers may be.

Please continue to scroll down to read earlier blog entries about MTSS and proficiency based learning at AOS 93.

Best regards,

Ann Hassett

Director of Curriculum, Instruction and Assessment
767 Main Street 
Damariscotta, ME 04543

June 19, 2020

Central Lincoln County Schools are evaluating how remote learning has gone this spring, and we are in the initial planning stages for what a return to school this fall may look like for students and staff. We fully expect our plans to change over time as further guidance becomes available from the Maine Department of Education and the Center for Disease Control (CDC).

Families and staff recently completed surveys that will help guide our planning so we can safely reopen school in the age of COVID-19. The first part of the surveys was about the remote learning experience this spring. The second part was about school reopening in the fall. The feedback from hundreds of respondents will be important to us as we work to ensure students, staff, and families have healthy learning and working environments. Thank you to everyone for taking the time to complete this survey.


"Central Lincoln County Schools Guidelines for Instructional Continuity." This document has been in development for the past several months. We have drawn from many sources - our experiences here in AOS 93 as well as documents, feedback, and experiences from our colleagues around Maine and the U.S.
The purpose of the document is to ensure that educators have a continuum of strategies that will support students and their learning in a variety of situations including short term or extended building closures, storm days, and periods of high absenteeism. We want to be sure that everyone has clear expectations and guidance for teaching and learning in the “new normal” world.

Thanks to all staff, students, and community members who have expressed support for systemic growth and change to support the fight against racism and bias. We are committed to moving this work forward with professional development, curricular changes, and student support. Please contact your school principal or Ann Hassett at ahassett@aos93.org if you would like to be involved.

Our Commitment to Educating all Learners

August 28, 2019

Welcome to the 2019-2020 school year!

Over the past several months, a team of AOS 93 educators has been meeting to further develop our multi-tiered system of supports for our K-8 students.

The Multi-Tiered System of Supports* (MTSS) is a framework for educating all learners. The purpose of the multi-tiered system of supports is to ensure student success by identifying and addressing academic and social/emotional concerns. The MTSS provides a systematic approach to meeting students’ needs when they require additional support with academic or social/emotional learning.  There are three tiers in the multi-tiered system of supports.

In all three tiers, students receive high quality, research-based instruction in the core curriculum. Teachers differentiate their instruction and provide additional support as needed for student learning. Assessment data is used regularly to determine the effectiveness of instructional strategies and the extent of student learning. Teachers track all students’ progress and make informed decisions about the next instructional steps. Review of student progress using assessment data and student work is done collaboratively in intervention teams designed to make effective decisions that support student learning and growth.

Tier I 

  • All students receive Tier I instruction.

  • Instruction is provided to the whole class in a group setting.

  • Teachers differentiate instruction based on students’ needs.

  • Universal screenings are done several times each year.

  • Standards-based curriculum, instruction, and assessment are used.

Tier II

  • A student is referred for Tier II if s/he is not making sufficient progress academically or behaviorally. 

  • A student receives supplemental instruction - usually in a small group - that is based on the student’s need, and the student is closely monitored to ensure progress. 

  • Depending on the amount of progress, a student may return to Tier I, the intervention may be adjusted, or the student may be referred for more intensive intervention (Tier III).

Tier III 

  • A student receives intensive, targeted intervention that is based on the student’s need.

  • Usually the Tier III intervention occurs in a location other than the classroom. 

  • The student is closely monitored to ensure progress.  

  • Depending on the amount of progress, a student may return to Tier II or Tier I, the intervention may be adjusted, or a team may meet to discuss a possible referral to special education.

* Formerly known as Response to Intervention (RtI)

Our commitment:

All of our students will know the academic and social/emotional expectations they’re aiming for and know where they are in relation to those expectations.They will participate in monitoring their own progress, and they will receive support to meet expectations.

Our goal: 

School-based intervention teams will support teachers so that...

  • all of our students will achieve proficiency and/or meet their identified growth targets, or they will receive strategic intervention through the multi-tiered system of supports.

  • all of our students who have an identified social/emotional concern will receive support. 

Our strengths and strategies will be

  • High quality, research-based instructional strategies at all tiers

  • Expertise and training for instructors at all tiers

  • Teamwork and collaboration

  • Effective scheduling to support fidelity of implementation

  • High quality, research-based resources and materials

  • Decision making based on collaborative examination of student work and 

achievement data

  • Committed leadership

  • Family communication and involvement

  • Standards-based education

  • Effective use of technology for assessment and instruction

Proficiency-Based Teaching and Learning in AOS 93

October 18, 2018

Dear Parents and Guardians of K-8 Students,

In striving to provide a rigorous, student-centered, and engaging learning experience for every student, our five schools are working together to revise the manner in which we report on student progress.

For several years, teachers have used curriculum standards to identify what every child should know and be able to do in each subject area and grade level. Teachers have been using these “priority standards” to guide their instruction and assessment of student learning. They work with their students on a daily basis using these priority standards, which are detailed, specific standards for students’ essential learning in each content area.

This year we have adopted a new trimester reporting format for all five schools. Using a limited number of overarching Parent Standards (the standards we report to parents), we will report to families on these major standards in each of the content areas. Our newly adopted standards-based reporting system describes where each student is in relation to the standard and what a student should know and be able to do at the end of each grade level in Language Arts (Reading and Writing), Mathematics, Social Studies, Science, Fine and Performing Arts, and Physical Education.

We firmly believe that the standards-based report card is a significantly more effective tool for communicating student growth within the grade level learning standards. Instead of a single grade in each content area at the end of each trimester, parents and students will be able to see more specific information about how a student is progressing in several standards within each content area.

In addition to this new academic reporting system, we will now provide information in the Habits of Work section. Included in this section are reports on each student’s engagement, responsibility, and respect, behaviors that support students as they are learning new and challenging material as they interact with adults and peers. Our goal is to develop productive Habits of Work within all of our students from Kindergarten through 8th grade. We believe it is important for all students to learn the content of the curriculum and also to learn how to develop a critical, flexible, and thoughtful mindset while learning.

Standards-based reporting allows teachers the opportunity to clearly communicate with students and parents. In the coming months, we will make every effort to clearly communicate with you - continuing to provide information about standards based reporting at your child’s school, including frequently asked questions and additional background information, a description of proficiency levels, a sample report card, further detail on the content area standards included on the report card, and a list of additional resources for parents and guardians. Please feel free to contact your child’s school or get in touch with me at 563-3044, extension 103 or at ahassett@aos93.org if you have questions or concerns.

Best regards,

Ann Hassett

Director of Curriculum, Instruction and Assessment
767 Main Street 
Damariscotta, ME 04543


Bridges Math K-4 - Helpful information and resources for families. 
The term curriculum is often used to describe only the goals, objectives, or plans, something distinct from the “means” of methods, materials, and assessment. In AOS 93, the curriculum includes these four basic components:
  • Goals: what we want students to learn;
  • Methods: highly effective instructional methods and teaching strategies used to support student learning;
  • Materials: the media, materials and tools used for teaching and learning;
  • Assessment: the methods of measuring student progress towards the learning goals.

Link to our curriculum work.

CURRICULUM by Grade Level

Writing Rubric
 Math K
Social Studies K
Science K
ELA  1
Writing Rubric
 Math 1
Social Studies 1
 Science 1
Writing Rubric
 Math 2
Social Studies 2
 Science 2
Writing Rubric
 Math 3
Social Studies 3
 Science 3
Writing Rubric
 Math 4
 Social Studies 4
 Science 4
Writing Rubric
 Math 5
Social Studies 5
Science 5
Writing Rubric
 Math 6
Social Studies 6
Science 6
Writing Rubric
Math 7
Social Studies7
 Science 7
 8ELA 8
Writing Rubric
Math 8
Social Studies 8
 Science 8

For proficiency-based systems to be effective, learning progress needs to be monitored and reported separately from behavior. Student work habits, behaviors, and character traits are essential to academic success, but averaging together behaviors and learning can obscure academic progress and achievement, making it much harder to determine what students are excelling at or struggling with. 

AOS 93 has developed a set of “habits of work standards” that teachers evaluate using a consistent set of scoring guidelines. Habits Of Work grades or performance levels appear alongside academic grades on progress reports and end-of-term report cards.


2019-20 MEA Information
Important Links
Measured Progress WordPress site with sample test items

2019-20 K-8 Assessment Calendars are available

MTSS (Multi-Tiered System of Supports)