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Central School instructional team showcases reading, math and inclusion work
Summary
Central School staff presented a schoolwide instructional model focused on science‑of‑reading practices, dyslexia interventions and math AVMR training, and highlighted inclusion efforts such as added special‑education staffing and a full‑time social worker.
Central School staff told the Marshwood School Board they have reorganized leadership to concentrate on instruction and curriculum and to align classroom practice across grades. Dr. Darren introduced an instructional team that includes Aaron Darling (first grade), Junior Arbella (second grade), literacy coach Pamel Cah and other grade‑level representatives.
"We meet twice a month ... and they bring back whatever we decide to the Thursdays," Dr. Darren said, describing a structure intended to keep professional learning communities focused on instruction rather than operational items. Team members said the district has prioritized the science of reading, with district cohorts completing a shifting‑the‑balance course and staff becoming level‑one dyslexia practitioners and Orton‑Gillingham trained where appropriate.
The presenters described an AVMR (math intervention) training provided by Devon Weber; Rachel Moore said her third‑grade team has completed level‑one and level‑two AVMR training and that teachers are using the strategies in classrooms. The team also highlighted social‑emotional learning, morning meetings, and small‑group literacy work as components of a coherent instructional approach. "Our morning meeting sets a positive tone for our day," one presenter said, describing routines used from preschool through grade 3.
Administrators noted inclusion gains at Central School: the addition of a special‑education teacher, a full‑time social worker and three‑ and four‑year‑old special‑education programs. Staff described partnerships with nearby housing (named in the presentation as Avesta) and community volunteers who support students during arrival and activities.
The presentation closed with a short video illustrating classroom routines, community events and student work. Board members thanked the staff and the student narrators who appeared in the video.
The board received the presentation as part of its regular reports; no action was requested or taken on the material presented.
