2025-26 Waynflete Lower School curriculum guide

Lower School 2025– 26

Waynflete’s mission is to engage the imagination and intellect of our students, to guide them toward self-governance and self-knowledge, and to encourage their responsible and caring participation in the world.

Our aim is to provide a program that combines security with challenge, playful exploration with rigorous expectation, and range of experience with depth of inquiry.

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WELCOME Waynflete’s Lower School is organized into four multiage groups: Early Childhood (3- and 4-year-olds), kindergarten and grade 1, grades 2 and 3, and grades 4 and 5. These developmentally oriented programs are designed to meet the wide range of experiences, skills, and learning rates and styles of elementaryage learners in two-year programs. Teaching teams cultivate deep personal relationships with children and families to support continued growth in all areas of development.

The Lower School curriculum provides both subject-specific and interdisciplinary learning experiences. As information is acquired and new meaning is constructed, students are guided in making connections to prior knowledge and in discovering the relevance of their work to the world beyond school.

I encourage you to visit us and spend some time in the Lower School. Come witness teachers skillfully guiding students to inquire, explore, wonder, notice, connect, imagine, play, create, and collaborate. Experience the energy of children who are happy and engaged in their learning—and with one another, the teachers, the space, and the materials.

Waynflete’s Lower School is a place that allows children to feel known, understood, and valued, and it supports their developing skills and disciplined habits of mind. It is an exciting place to see learning in action.

Anne Hopkins, Lower School Director

Lower School

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We believe that every

person can be a responsible member of the community

and that this sense of responsibility deepens when we treat our students and one another with trust and respect. It is out of respect for each individual that true community arises. ... By making these connections, we create an atmosphere in which selfconfidence, resilience, and strong relationships can grow.”

—WAYNFLETE CORE BELIEFS

ADVISOR-LED MULTIAGE PROGRAMS The Lower School is intentionally organized into two-year multiage groups, each of which is led by four advisors (classroom teachers) who collaborate in curriculum planning and leverage their collective expertise to deliver the core academic program.

Every student is assigned one of those advisors for their years in the multiage program, an approach that deepens relationships between students, teachers, and families and promotes a lasting collaborative partnership. The multiage groups foster a sense of belonging as children are embraced by a diverse blend of peers, each at different stages of development. This class composition nurtures empathy, compassion, and deep respect for diversity from an early age. With older students serving as mentors and role models, younger learners are inspired to reach beyond their perceived limitations.

Academic achievement is amplified through personalized instruction as dedicated educators tailor their teaching methods to cater to the varying abilities and learning styles of each individual. Students flourish in this environment where collaboration and individual growth intertwine.

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INTERDISCIPLINARY CURRICULUM

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Believing that young people are naturally curious about the world, we engage our students with a rich variety of academic and cocurricular experiences, allowing them to explore their own interests, talents, and ideas.

Learning flourishes when students are challenged to discover, to create, to take intellectual risks, and to invest themselves passionately in areas both familiar and new.”

—WAYNFLETE CORE BELIEFS

The Lower School curriculum is designed and delivered by the advisor teaching teams in partnership with department specialists. The interdisciplinary and thematic curricula integrate learning in various subject areas, which fosters deeper learning and comprehension and enables students to make connections across disciplines. For example, instead of studying history, science, and performing arts in isolation, students can explore a topic such as Maine’s maritime history from multiple perspectives and tap into children’s many languages for understanding and communicating. Singing sea shanties, learning about buoyancy by way of a boat design challenge, interviewing a lobster fisherman, and doing a research project on a North Atlantic sea animal—all these activities inform student perspectives and understanding. By connecting different subjects and incorporating hands-on activities and real-world examples as well as interactive projects, students feel the relevance of their studies and deepen their expertise. Interdisciplinary learning encourages students to think critically and analyze complex problems.

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ENGAGING THE HEADS, HEARTS, AND HANDS OF CHILDREN The Lower School is guided by three essential tenets that align with our values: take care of yourself, take care of others, and take care of the environment. With additional influence from the principles of Responsive Classroom, Restorative Practices, and the Social Justice Standards, teachers cultivate an inclusive and respectful classroom environment—and a courageous space—where students are empowered to express their thoughts and opinions and where the values of respect, kindness, and empathy toward others are embraced. Lower School community members engage in explorations and discussions about a wide range of identity markers, including family structure, gender, race, ethnicity, religion, physical ability, socioeconomic status, and learning profile. We challenge ourselves

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to create opportunities for exposure to a wide range of diverse viewpoints that exist within and beyond our campus community. As an institution, Waynflete is committed to elevating the voices of underrepresented and marginalized communities to create windows and mirrors for children to see themselves and their families in the world around them. This work helps students question the assumptions and stereotypes that prevent people from realizing their full and true identities, and it grows our capacity to recognize injustice and take action. Helping children see the world through this lens enables them to better understand their own unique identity within the broader context of our rich and diverse community. We are committed to engaging the heads, hearts, and hands of every community member as citizens of the classroom, the community, and the world.

We challenge ourselves to create opportunities for exposure to a wide range of diverse viewpoints that exist within and beyond our campus community.” —WAYNFLETE CORE BELIEFS

Our Program

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Literacy and Communication Immersed in a language-rich environment, surrounded by invitations and provocations to explore and communicate thoughts and ideas, students have omnipresent opportunities to work on their literacy and communication skills. During daily class discussions, morning meeting circles, collaborative play, and formal and informal presentations, students are honing their skills of communication: listening, speaking, and writing. Scaffolded exercises, explicit instruction, and targeted remediation are all employed to support skill acquisition.

Students are taught to practice the many complex skills of word decoding and language comprehension to become fluent and accurate readers. Reading instruction is focused on a systematic approach to phonemic awareness, phonics, fluency, vocabulary, and comprehension. As their literacy skills develop, students move through the developmental process of recognizing sounds in our language and linking those sounds with letters; blending, segmenting, and reading simple books on their own; and eventually reading more challenging texts.

Writing progresses developmentally from the initial stages of drawing, invented spelling, and dictation to writing independently using phonetic and increasingly conventional spelling. Handwriting instruction, as it is connected to fine motor control, is incorporated into all writing experiences and attends to pencil grip, letter formation, legibility, pacing, and spacing.

Numeracy and Mathematics With the goal of growing critical thinkers ready to thrive in the 21st century, we support students in developing computational fluency, conceptual understanding, and flexibility of thinking by solidifying a strong foundation in mathematical practices.

Informed by the Illustrative Mathematics program, which is aligned with Common Core standards for mathematics, students engage in a wide range of exploration to enhance their number sense and help them tackle the big ideas of mathematics. After the introduction of a topic at the concrete level and practice using visual thinking models via Illustrative Mathematics, abstract representations are developed through collaborative problem-solving exercises and written work. We value student autonomy and regularly provide opportunities for students to extend their learning beyond the curriculum by participating in choice activities, including mathematical games, logic puzzles, math talks, and project-based learning activities. We believe that math is for everyone and that at the heart of mathematics lies the ability to solve problems using intuition. We aim to deepen students’ resilience, reasoning, and communication when analyzing and working on a broad range of learning tasks.

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Thematic Studies Our interdisciplinary EC–5 thematic program is rooted in Waynflete’s mission and centered on the whole child. History, social studies, and science are core components of our thematic studies.

Each of our thematic units provides students with a lens through which to view the world while simultaneously deepening their understanding of their own connection to it. As a learning community, we investigate interconnectedness in both natural and human communities on micro and macro levels.

There are many entry points to this work that make participation accessible to a variety of learning styles.

Students and teachers have endless opportunities to collaborate, ask questions, cultivate and deepen their sense of wonder, and make their own meaning.

Each multiage program is guided by essential questions that are grounded in the Social Justice Standards and its domains of identity, diversity, justice, and action. These domains represent a continuum of engagement in antibias, multicultural, and social justice education, and they invite us to prioritize place-based learning and community connections. Thematic units combine in-depth explorations, projects, field trips, research, books, hands-on learning, and play.

SOCIAL-EMOTIONAL LEARNING

The Lower School’s social-emotional learning and wellness programs are aligned and delivered in partnership with the academic program. These programs are rooted in the Responsive Classroom approach to teaching and discipline that focuses on creating a positive and inclusive community along with a learning environment that promotes autonomy, responsibility, and high engagement. The programs aim to promote students’ social, emotional, physical, and cognitive development. Health and wellness goals overlap with personal and social skills, science, social studies, and physical education and promote the interpersonal skills, scientific knowledge, and social understanding that underlie a healthy lifestyle.

Lessons on respect and stewardship are woven throughout the programming.

We turn to restorative practices for cultivating discipline within a nurturing and inclusive environment. In contrast to approaches that focus on punishment and exclusion, discipline guided by restorative practices emphasizes the principles of empathy and accountability.

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PHYSICAL EDUCATION

SCIENCE

Waynflete’s physical education program builds interpersonal skills in a dynamic learning environment.

Students build fine and gross motor skills in a wide variety of activities and sports and develop honesty, integrity, and the discipline of sportsmanship. Lower School students learn the importance of participating in physical activity each day as well as the longterm benefits of exercise and physical activity. We encourage every student to challenge themselves daily and put forth an honest effort in each class.

Students practice creating an inclusive, welcoming environment where children of all skill levels feel comfortable applying themselves to the best of their abilities. As ambassadors for a healthy lifestyle, we hope to inspire students to appreciate the benefits of hard work in a team-based, inclusive, and challenging environment.

Lower School science is a hands-on, inquiry-based program that grows with students, beginning in kindergarten through grade 5. Rooted in curiosity, creativity, and real-world problem-solving, the curriculum introduces students to the practices of scientists and engineers while building their skills progressively each year. Students begin by exploring foundational concepts through playful investigations and gradually tackle more complex challenges.

Students in all grade levels engage in experiments, design solutions, and build models as they explore topics in physical, life, and earth sciences.

Collaboration, iteration, and imaginative thinking are central to students’ work, ultimately empowering them to think critically as they make sense of the world around them.

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VISUAL ARTS

LIBRARY

The library program is designed to enrich the learning process; satisfy academic, personal, and professional interests; and encourage lifelong learning. The program and the collection both support the curriculum. The Patricia Davis Klingenstein ’47 Library is used by all grade levels and faculty to explore the worlds of ideas, information, and literature.

Lower School students visit the library regularly for story time, a selection of recreational reading materials, and age-appropriate literacy skills lessons.

Students in grades 2–5 also learn the research process through work on independent projects as well as other activities across the curriculum. Students in kindergarten–grade 3 participate in the Chickadee Award program, a Maine children’s choice book award program. Students in grades 4–5 are invited to take part in the Maine Student Book Award program.

The Lower School visual arts program is designed to encourage students to develop a personal sense of aesthetics, tackle visual challenges, and build connections within the school community. Students participate in a range of activities and mediums to expand creative expression and broaden their understanding of the arts in a historical, cultural, and contemporary context. Concepts and skills are taught sequentially and spiral throughout the curriculum to build complexity and depth. Student work is curated and displayed in classrooms, the Klingenstein library, and the school’s art gallery. Students frequently employ the skills they have developed in the visual arts program when they are called upon to share and communicate their learning. Thematic studies, literature, and writing projects often incorporate a visual component. Trips to local museums deepen students’ appreciation of (and learning connected to) art and artists.

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MUSIC

PERFORMING ARTS

Lower School students engage with the performing arts throughout the school year and build foundations in music, drama, and movement. They develop creative and technical skills that encourage imagination, collaboration, and self-confidence through interdisciplinary study. Our biweekly Pachanga gatherings provide the perfect stage for creative movement and theatrical sharing, student leadership, and community engagement. By the end of the academic year, each program shares the culmination of their performing arts skill-building in events such as the EC Play, PALS sharings, choral concerts, Earth Day Pachanga, and the May Day celebration.

In the Lower School music program, students develop musical literacy through creative participation in individual and group experiences, gain an understanding of our rich musical traditions and those of many cultures, and develop an appreciation of the connections between music and other forms of artistic expression. Incorporated into these guiding principles are pertinent areas of study as defined by state and national standards for arts education. These include singing, playing instruments, creating, improvising, listening, reading and writing notation, and evaluating and understanding artistic culture. The Lower School music program offers the time and space needed for exploratory play and provides scaffolding to guide students toward musical form and understanding.

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We believe that diversity is one of the conditions of excellence for our school.” —WAYNFLETE CORE BELIEFS

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CREATIVE MOVEMENT

DRAMA

The Lower School creative movement program introduces students to the principles and elements of dance and movement education. The exploration of space, shape, energy, and rhythm generates creative and improvisational movement and serves to encourage new ways of expressing ideas in activities and compositional studies. Strengthening muscles, demonstrating coordination, and improving flexibility are some of the benefits of that flow from practicing basic, challenging, and complex combinations of locomotor and in-place movements. Movement in the Lower School is one thread of the PALS curriculum in partnership with music and drama. These three pillars guide students as they explore and celebrate their classroom learning while also building collaboration skills, confidence, and the courage to share their work with a Lower School audience.

Dramatic play is a natural part of most children’s lives in the form of make-believe play, creative and multisensory expression, and storytelling. Structured play and creative drama activities encourage students to learn interactively across the curriculum and are ideal for cross-curricular learning. Waynflete’s drama program starts in the EC program by including an annual story theater production. For two trimesters, K–5 students have drama classes each week. Each program culminates in a performing arts sharing that weaves together students’ explorations in music, movement, and drama.

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We believe that our responsibility as educators is to collaborate with one another, with our students, with their families, and with the wider community as we strive to fulfill the mission of our school.” —WAYNFLETE CORE BELIEFS

EC

EARLY CHILDHOOD

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In the Early Childhood program, we deeply value the caring relationships we build with students.

We see families as their child’s first teacher and are committed to working in partnership.

We honor the fact that many young children are becoming members of a community of learners for the first time. They are learning how to take care of themselves and each other, to recognize their rights and develop their voices, and to appreciate their responsibilities. Central to our work is empowering young children to develop positive self-identity and agency.

The Early Childhood program is deeply rooted in the Reggio Emilia approach, and teachers collaborate with children to shape the curriculum each year. These studies encompass a wide range of skill development and subject areas. Early Childhood students bring a sense of wonder and joy to school, and we work to translate their excitement and curiosity into ownership of their own growth and learning.

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Literacy and Communication

Numeracy and Mathematics

Literacy and communication skills are the means by which we connect with each other, share who we are, and engage with those around us in order to learn.

Children enter the EC program with developing literacy skills—they are communicators through verbal and nonverbal means, and they understand that symbols stand for ideas, which is the underlying concept of reading. EC teachers provide a language- and print-rich environment, giving children diverse opportunities to grow their own abilities. Children continue to develop their literacy skills through play and teacher-led activities.

Early Childhood mathematics is rooted in curiosity and lays the foundation for noticing, wondering, and sharing ideas. As students engage with a variety of tasks and experiences designed to spark their inquisitiveness, they become comfortable in communicating their thinking by using mathematical language. With the spirit of play at the heart of our instructional practices, children in the Early Childhood program are encouraged to imagine, explore, ask questions, and seek mathematics hidden in the world around them. Informed by the Illustrative Mathematics curriculum, concrete learning tasks target understanding of the count sequence, solving numerical problems, and classifying objects based on their properties. Our students are encouraged to participate in mathematical discussions where the goal is to generate possibilities rather than to merely seek answers, thereby strengthening their ability to think abstractly and reason collaboratively.

Students engage in listening through stories, poetry, rhymes, and the sounds of language; listening and responding appropriately to others; and remembering stories and information offered throughout the day.

Children develop their speaking skills by expressing feelings, ideas, and questions; joining discussions through relevant comments; and developing a rich vocabulary through conversations, play, and stories.

The skill of reading deepens as students build their knowledge of the world through thematic studies, engage with stories by actively considering characters’ feelings and perspectives, make predictions and inferences, identify names in print, and begin to identify letter names and sounds. Writing for EC students involves telling stories through drawing, pretend play, songwriting, and dictation. With these experiences, students are developing fine motor skills and a functional pencil grip and beginning to develop correct letter formation.

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Thematic Studies Our approach to curriculum development is collaborative and emergent in nature and begins with our teachers’ careful observation of students’ interests, curiosities, and questions. From these observations, we develop each year’s unique, student-inspired thematic studies. Student voices and wonderings drive the direction we take in classroom units. We provide concrete and hands-on experiences, explorations on campus and beyond, scientific investigations, connections with the wider community, dramatic play, and artistic expressions. We weave our thematic studies into free choice times that have materials and provocations set up in the classroom.

Students have the opportunity to develop selfexpressive individual passions, and we integrate these topics into teacher-led structured project times.

In the past, these studies have included a wide range of topics such as spiders, dance, stone walls, changemakers, carnivorous plants, and waterfalls.

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Students have the opportunity to develop self-expressive individual passions, and we integrate these topics into teacher-led structured project times.”

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SOCIAL-EMOTIONAL LEARNING

PHYSICAL EDUCATION

Waynflete’s Early Childhood social-emotional learning program focuses on nurturing the emotional well-being, interpersonal skills, and self-awareness of young children. Students work to identify and express their emotions and build empathy as they understand the emotions of others. Self-regulation is another area of focus. Students practice various strategies such as deep-breathing exercises, relaxation techniques, or simple mindfulness practices that help them regulate their emotions and cope with challenges. Early childhood is an ideal time to develop social skills and learn how to build positive relationships. Children also engage in decision-making scenarios where they learn to consider the consequences of their actions, evaluate alternatives, and make choices that align with their values and the well-being of others. Social-emotional learning is central to all learning in early childhood and incorporated into students’ daily play, guided discoveries, and project time.

The Early Childhood PE program celebrates the opportunity to move in many different ways. As students explore movement concepts and a dynamic moving environment, they begin to build spatial awareness and comfort in moving in large spaces. We establish safety and behavioral expectations in the space and learn to be “smart movers” in a variety of collaborative skill-building activities. Students develop both fine and gross motor skills and refine locomotor movements and manipulative skills. Students are encouraged to try new things that challenge them physically, socially, and emotionally.

LIBRARY

The library program supports the Early Childhood emergent curriculum by locating and providing resources to inform classroom teaching and learning.

Students are introduced to the library as a space where great stories—as well as books that help them learn— can be found. As the year progresses, EC students begin to visit the library in smaller groups to select books to share in their classroom. EC teachers and the librarian provide opportunities to listen and respond to literature and to begin to understand the relationship between illustrations and text.

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VISUAL ARTS

In our EC program, the classroom art studio is always available to students who want to do informal work.

Choice time, as well as instructional project time, provides students with the opportunity to express themselves through various visual media in two and three dimensions. Embracing the idea that art is a form of communication and self-expression for all people, the goal is to instill an appreciation for the artistic efforts of students and others and to understand that there are many potential approaches to art.

MUSIC

Our EC classroom conservatory helps nurture a love of and an appreciation for music in all students. Children are exposed to a variety of musical genres and are encouraged to use string and percussion instruments to express themselves through original lyrics and melodies. Students explore musical skills such as keeping a steady beat and distinguishing between low and high pitches. They share their compositions with classmates and have the opportunity to learn how to be a member of a band.

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Students are introduced to the library as a space where great stories—as well as books that help them learn—can be found.”

CREATIVE MOVEMENT/DANCE

In creative movement classes, students are introduced to the elements of movement and a variety of activities promoting the development of spatial awareness, imagination, and muscular strength. They investigate movement through storyline studies and exploration of the environment. Students play rhythmic and imaginative movement games, express ideas through movement, and develop freedom of movement through improvisation.

DRAMA

Each year, EC students incorporate what they learn in their thematic studies into an annual story theater production. Students write the script, create the scenery and costumes, and act out a narrated story, similar to what they do when dramatizing each other’s stories during journal time. Children learn about the workings of the Franklin Theater and work closely with the performing arts department to present their play to the Lower School community.

K–1 2–3

KINDERGARTEN–GRADE 1

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The Lower School’s K–1 program helps children develop self-confidence; a love for learning; and respect and appreciation for themselves, others, and their environment.

We emphasize the development of social skills and encourage children to cooperate, make good choices, and take responsibility for their own learning. Our curriculum is designed to accommodate the wide range of learning styles and skill levels that children bring to the classroom. Learning opportunities are presented in a supportive, stimulating, and creative experiential setting. Individual, small-group, and whole-class activities are used throughout the day.

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27 K–1

Literacy and Communication

Numeracy and Mathematics

The K–1 language arts program encourages students to develop a love for words and books and gain confidence in their own abilities. The K–1 classroom is a language-rich environment that invites students to engage in all aspects of literacy development: listening, speaking, writing, and reading. Opportunities for listening and participating in conversations, directions, and stories are presented every day. Time is allocated for students to join discussions, solve problems, respond to questions, and share ideas and experiences within the group. As associations are formed between letters and sounds, children begin to write independently, using phonetic spelling and recording the words they know. As their literacy skills and confidence grow, children start reading books that support their further development as readers.

All students receive the foundational and sequential phonics instruction that enables them to hear and manipulate sounds in words and recognize letter names and sounds. As students use their knowledge of phonics to read words, they decode increasingly complex text to read sentences, short passages, and books. Whole-language activities are also an essential part of the experience. Students build vocabulary through language-rich texts and thematic exploration.

Over time, students independently use phonemic awareness, invented spelling, and handwriting skills to communicate their ideas in writing.

Building on the innate habit of wonder seen within this age group, K–1 students develop their use of mathematics through playful exploration and guided discovery. Using student-instructional routines from the Illustrative Mathematics curriculum, we encourage individuality by placing value on mathematical reasoning. In addition to developing number sense through concrete learning tasks, students in K–1 are asked to model, draw, and record their understanding by using a variety of modalities, deepening their conceptual knowledge as they present their ideas.

Students extend the count sequence; practice using numbers flexibly to estimate and solve numerical problems; analyze and compose 2D and 3D shapes; interpret, solve, and create story problems; and measure objects by using place value independently and in collaboration with their peers. We believe mathematics is a language, and we support our students in finding their unique voices and understanding the voices of others.

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K–1 students develop their use of mathematics through playful exploration and guided discovery.”

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Thematic Studies The K–1 science and social studies curriculum is organized around units of study that reflect the emerging interests of children and their teachers. The curriculum is rooted in four essential questions that incorporate the Social Justice Standards: What do we/ living things need to live a happy and safe life? What are the needs of others to live a happy and safe life?

What things get in the way of living a happy and safe life? What can we do about it? Thematic studies are interdisciplinary in nature and incorporate studies of the natural world (science) and being a part of different communities (social studies). K–1 students engage in studies that support their growing sense of identity and diversity through the following two themes: myself and my family and myself and my community.

Through stories, discussions, activities, meetings, and play, children build social skills and develop an understanding of what it means to be a community member.

SCIENCE

K–1 science introduces students to the exciting work of science and engineering through hands-on exploration and playful inquiry. Students engage in experiments, ask questions, and design solutions to real-world problems, all while developing their curiosity and creativity. Topics like sinking and floating, forces, adaptations, and early robotics and programming provide rich opportunities for discovery. The curriculum helps students build foundational science and engineering practices by fostering collaboration, iteration, and imaginative thinking.

SOCIAL-EMOTIONAL LEARNING

Kindergarten and first-grade students are beginning to develop self-awareness and self-regulation and learning to recognize and express their feelings in a healthy manner. Students are guided to identify their strengths, celebrate achievements, and develop a growth mindset. The K–1 day is filled with opportunities for cooperative learning, group projects, and collaborative activities that foster positive relationships and teamwork. Guided by the Social Justice Standards, students explore diverse perspectives and experiences and practice perspective-taking. Guided instruction for active listening, effective communication, problem-solving, and conflict resolution helps students develop stronger community relationships. Values such as kindness, respect, honesty, responsibility, and fairness are foundational to our community culture.

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PHYSICAL EDUCATION

VISUAL ARTS

K–1 students focus on teamwork and collaborative games. Communication, relationships, and integrity in the classroom comprise a large portion of the learning outcomes. Students explore different ways to challenge themselves in team-based settings where they are required to work together. Respecting others, respecting space, and respecting ourselves are introduced as learning philosophies. Gross motor skills are developed and put into action in a variety of different sports and activities. Students learn how to safely use a diverse range of equipment and take on responsibility in cleaning up and keeping our spaces tidy.

Students in K–1 art use their individual perspectives to express emotion, observation, and discovery.

Motor skills are refined through a variety of mediums and methods, including painting, sculpting with clay, drawing, printmaking, and collage. Students are encouraged to trust their intuition and be adventurous. The study of artists from the past and present is integrated into the curriculum, cultivating an awareness of art as a universal language.

LIBRARY

The library program supports and extends the K–1 classroom literacy program. Students in K–1 visit the library weekly to listen and respond to read-alouds, including books that support thematic studies, as well as nominees for the Chickadee Award, a Maine children’s choice literature program that develops an appreciation of outstanding writing and illustration in current children’s picture books. Students select books that support their emerging literacy development and their interests. As they browse the collection, they begin to understand how the library is organized. Students may also visit the library individually during choice time.

Over the course of the year, students engage in color theory (using primary colors, mixing secondary colors, and discussing how color relates to feeling or mood), introductory clay and glazing techniques, and printmaking. They learn to define realistic and abstract art styles, illustrate narrative stories, and paint with tempera and watercolors. They will be introduced to art elements (including line, shape, color, form, and texture) and the use of geometric shapes to form realistic images.

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MUSIC

K–1 students focus on identifying opposites, such as fast and slow, loud and quiet, and high and low, and practice using their singing and speaking voices.

Musical vocabulary is introduced as each student becomes more comfortable identifying what they hear. Each class uses singing games, stories, and listening examples to help students become more comfortable performing on their own and in groups.

Students perform and practice the first few notes of the solfège scale, along with basic rhythms. The program culminates in notating known songs along with composing and performing short melodies.

Over the course of the year, students develop a repertoire of singing games and activities; play hand drums, mallet percussion, and other percussion instruments to develop soundscapes and accompaniments; compose and perform short patterns individually and in groups; and experience music from various cultures.

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Students build self-confidence and an appreciation of each other’s identity and creativity.”

CREATIVE MOVEMENT/DANCE

K–1 students learn about the elements of dance through movement exploration, collaboration, and improvisation and through activities that strengthen movement skills and encourage creativity. As they build on basic locomotor steps and create combinations and movement patterns, children strengthen muscular coordination and motor skills as well as communicate concepts and ideas through movement. Students create short movement studies (compositions) using themes that help them make connections to their classroom curriculum. They build self-confidence and an appreciation of each other’s identity and creativity.

DRAMA

K–1 students build their social-emotional and expressive skills through improvisation, puppetry, and role-play.

Through the use of drama games and ensemble building, they begin to develop the basic performing arts skills that serve as the foundation for future years of dramatic exploration. Students use story as the jumping-off point for their exploration. Within the safety of an imagined world, students build fluency, empathy, and their sense of narrative structure. Integrating creative movement, music and drama, K–1 students present a collaborative sharing as part of their performing arts experience.

2–3

GRADES 2–3

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The Lower School’s 2–3 program emphasizes individual growth, collaborative inquiry, and student engagement in both academic and social realms.

We foster skills and values that serve children their entire lives—a love of learning, openness to new experiences, growing independence, and respect for others. One of the program’s primary goals is to create a community of learners in which children are able to learn from one another, their teachers, and the world around them. Students develop a sense of independence and responsibility in solving conflicts with peers, contributing positively to the community, and taking an active role in caring for their environment.

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Literacy and Communication Helping to develop the skills to read independently and encouraging a love and habit of reading are at the heart of the 2–3 language arts program. Children build their reading skills and appreciation through immersion in print: oral reading with a teacher; literature groups; weekly library trips; independent quiet reading; readalouds; and reading schedules, charts, and other printed material posted around the room. Students engage in literacy activities and differentiated smallgroup instruction that are designed to build their literacy skills in phonics, accuracy, fluency, vocabulary, and comprehension. Students are taught to practice the complex skills of word decoding and language comprehension to become accurate and fluent readers.

Writing is emphasized throughout the 2–3 program.

Children write in journals and scrapbooks, respond in writing to their reading material, write formal letters, complete written assignments in science and social studies, and participate twice weekly in writing workshops (where grammar instruction primarily takes place). Phonetic spelling is encouraged in writing to focus on the development and expression of ideas.

Conventional spelling is taught through phonics and word study, and correcting for conventional spelling is included in the editing process.

Workshop classes are designed to help students develop their writing skills and think of themselves as authors. The writing process includes generating topics, writing drafts, conferencing, and editing.

Children enrich their writing by engaging in wordplay, exploring a variety of genres, considering elements common to most stories, and studying writing by other authors. Sharing and learning how to receive one another’s work thoughtfully are also important goals of the writing class.

Numeracy and Mathematics Having previous experience working with addition and subtraction expressions, 2–3 students further refine their mathematical practice as they extend their understanding of place value and number operations.

With increased complexity, children develop their ability to reason using visuals, articulate their strategies in a cohesive way, and model their thinking with manipulatives. With the Illustrative Mathematics curriculum as a foundation, computational fluency is emphasized along with interpreting the procedures and representations of others. Our goal is for students to develop confidence in their ability to solve problems intuitively, work collaboratively, and share their ideas in ways that make sense to others. In addition to exposing learners to methods that strengthen conceptual knowledge, we believe in providing opportunities for play to serve as a way to increase number flexibility and factual fluency. We aim to create a mathematical mindset culture where students find value in their ability to think, discuss, make mistakes, and support one another in understanding.

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Thematic Studies Students in Waynflete’s 2–3 program explore science and social studies topics by bringing together the perspectives of a range of disciplines, including art, language arts, and the performing arts. These interdisciplinary units are rooted in four essential questions: What is my space and place, and how do I move between places? How do other people move and communicate across spaces? What affects where we live (or where we take up space)? How do we sustain the places where we live? Each year in 2–3 begins with a Maine-based thematic study, alternating between the Wabanaki of Maine and a Maine maritime unit. These themes invite students to consider the community beyond the walls of the school and experience being scientists and social scientists as they examine the past, present, and future of the state of Maine. During their time in 2–3, students engage in topics of environmental sustainability, design thinking, marine biology, genetics and reproduction, and independent research.

SCIENCE

2–3 science builds on the foundational skills developed in K–1, encouraging students to deepen their understanding of science and engineering skills.

Through hands-on learning, they investigate topics such as life cycles, weather, properties of matter, and robotics and programming. Students continue to ask questions, test ideas, and create models and solutions, with an increasing emphasis on using tools and technology to support their work. The curriculum

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Themes invite students to consider the community beyond the walls of Waynflete.”

nurtures collaboration, inquiry, and creative problemsolving as students take on more-complex challenges and make connections across science domains.

SOCIAL-EMOTIONAL LEARNING

Second and third graders grow in self-awareness by expanding their emotional vocabulary and enhancing their ability to recognize and label their own emotions and those of others. Teachers introduce strategies for self-regulation, impulse control, and stress management and help students develop resilience by teaching problem-solving skills, coping strategies, and positive self-talk. This age group has a keen sense of fairness, which we capitalize on by introducing the concept of social justice. As students deepen their understanding of the tenets of identity and diversity, they are called to action to interrupt systems of injustice. In scenarios derived from literature or social studies, the socialemotional learning curriculum, and real-life examples, students discuss the consequences of choices and actions and consider the impact of decisions on themselves and others. Practicing the art of negotiation and developing problem-solving strategies help students navigate interpersonal challenges.

36 2–3

PHYSICAL EDUCATION

VISUAL ARTS

Students in 2–3 explore a range of activities that require a competitive outcome. They learn how to win and lose responsibly in a diverse environment of activities and sports. Students learn about the benefits of physical activity, and they begin to understand the importance of elevating the heart rate and engaging in physical activity on a daily basis. Children learn to compete in a variety of sports and activities that require them to behave responsibly and respectfully and to exemplify good sportsmanship and honesty.

Students build confidence in stepping outside their comfort zone, trying new things, and making mistakes.

Students in 2–3 art explore a variety of mediums and techniques to create artwork using imagination and observational skills. Using personal insights cultivates an awareness of multiple approaches to resolving challenges. The curriculum includes painting, sculpting with clay, drawing, printmaking, and collage.

Students are encouraged to make positive choices in time management, peer interaction, and classroom stewardship. The study of artists from the past and present is integrated into the curriculum, cultivating an awareness of art as a universal language.

LIBRARY

2–3 students visit the library weekly by homestation and individually during quiet reading time. In addition to listening and responding to literature, they continue to develop research skills and the knowledge of library arrangement and book or resource location by learning to use the catalog and library call numbers.

This enables students to find books that aid in literacy development and supports their research of independent project topics. Children develop independence in selecting books that interest and challenge them in a variety of genres and formats.

Students in 2–3 also participate in the Chickadee Award program, a Maine children’s choice literature program that develops an appreciation of outstanding writing and illustration in children’s picture books.

Over the course of the year, students engage in color theory by using primary colors to mix secondary and neutral colors by reinforcing the ways in which color relates to feeling or mood, portraiture, sculpting in clay, printmaking, and painting with tempera and watercolor. Students incorporate art elements into projects, including line, shape, color, form, and texture. The program reinforces the definitions of realistic and abstract art styles, and students explore the use of geometric shapes as the basis for drawing realistic images.

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The study of artists from the past and present is integrated into the curriculum, cultivating an awareness of art as a universal language.”

37 2–3

38 2–3

MUSIC

CREATIVE MOVEMENT/DANCE

2–3 students experience the pentatonic scale through folk melodies and games from the Western tradition, along with many cultures from around the world. Children pair notes with quarter-, eighth-, and sixteenth-note rhythms to compose repeating patterns. Each class works collaboratively to identify note names and common musical symbols in Western music notation, along with other styles of written and aural music. As a culmination of their creative work, students work individually and in groups to perform their compositions on instruments, including xylophones, metallophones, and drums.

2–3 students explore a wide range of movement activities designed to encourage muscular development, increase coordination, and inspire creativity. The exploration of space, shape, energy, and rhythm encourages students to be active, innovative, imaginative, collaborative, and expressive. The weekly routine includes practicing movement patterns and building basic yet challenging combinations of traveling steps. Themes and concepts from the classroom curriculum are frequently intertwined in dance activities and compositional studies that expand the students’ movement vocabulary.

Throughout the year, students sing folk melodies and identify pitch collections, play known songs on xylophones and metallophones, notate and compose by using known rhythms and pitches, and choreograph short dances to known songs.

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Creative movement encourages students to be active, innovative, collaborative, and expressive.”

DRAMA

2–3 students learn the fundamentals of improvisation and creative drama and develop the tools to facilitate their theatrical expression. Through the use of drama games, peer feedback, and theatrical discussion, they continue to expand upon their performing arts skills. Students examine character, action, and setting, which are the core elements of story building. They use picture books and folk tales as an inspiration for their storytelling—what they learn in their thematic studies further informs their artistic demonstrations.

Integrating creative movement, music, and drama, 2–3 students present a collaborative sharing as part of their performing arts experience.

4–5

GRADES 4–5

41 4–5

The 4–5 curriculum offers an interdisciplinary perspective, organizing academic disciplines around central themes of study.

Working both independently and collaboratively, 4–5 students are responsible for assignments of increasing length and complexity.

Teachers explore the learning process with children, helping them build awareness of their own unique strengths and challenges while developing effective strategies for academic work.

Students learn to set goals and reflect on their progress. We cultivate the qualities of leadership, empathy, perspective-taking, collaboration, and community responsibility.

Four essential questions guide our work in 4–5: What is my relationship with the world and its communities and ecosystems?

How are we nourished by our communities and ecosystems?

How do we cause harm to communities and ecosystems? How do I take action to repair and prevent harm so all will thrive?

42 4–5

Literacy and Communication Literature classes in 4–5 encourage each student to experience reading for a variety of purposes while exploring diverse genres and making personal connections with the text. A focus on fluency is integrated across all aspects of the literacy program, building a bridge between word recognition and comprehension. As reading becomes more automatic and fluent, students are better able to focus on what the text is saying, inviting them to make connections between what they are reading and their own background knowledge.

Literature groups, book talks, read-alouds, and independent reading broaden interests and introduce conventions such as plot, character, and setting that are used to analyze literature. The program aims to foster a love of reading, increase stamina for the skill, and expand vocabulary. Students are taught higher-level comprehension and critical thinking skills, including inferring, evaluating authors’ craft, reading critically, synthesizing information, and expressing empathy for individuals.

Students in 4–5 learn the art of writing through inspiration gained by their own lived experiences, analyzing the work of authors through mentor texts, and direct instruction. The writing program provides a scaffolded support system for all writers and emphasizes the writing process: gathering ideas, conferencing, writing multiple drafts, revising, and publishing. Students receive whole-class, small-group,

and individual instruction to engage with content and to better provide for the individual needs of each student. Examples of writing workshops include letter writing, note-taking, book reviews, nonfiction narratives, comics, poetry, and independent research projects. Spelling and grammar are honed within the word study curriculum, with students focusing on individual spelling patterns pertaining to their own skill level.

Numeracy and Mathematics Students in 4–5 mathematics work with increased efficiency, moving away from modeling with manipulatives to using algorithms and generating visual representations and written explanations when solving problems. Having developed an understanding of mathematical practices, students regularly collaborate to tackle complex tasks and share their reasoning in discussion, deepening their conceptual knowledge of previously learned ideas. In addition to using the four operations in varied contexts, children extend their understanding of the number system to include work with fractions and decimal equivalence and operations.

We believe that deep understanding comes from engaging with a variety of perspectives, and we hold students accountable for stretching themselves to show more than one method when problem-solving.

Students strengthen their communication skills and sense of self as mathematicians, making them well poised for the collaborative expectations of Middle School and the various avenues of math learning offered in Upper School.

43 4–5

Thematic Studies The 4–5 science and social studies curricula are thematically based and focus on big concepts and inquiry-driven learning experiences. Using a crosscurricular approach, the program nurtures children’s natural curiosity about themselves and the world around them. Students engage in interdisciplinary, experiential activities that help them develop proficiencies, including conducting experiments and historical analysis, communicating what they learn, and empathizing and reflecting. Through projects, primary and secondary sources, hands-on experiences, community connections, time in our classrooms, and field trips, students gain awareness of our environment and our world.

SCIENCE

4–5 science builds on the foundational knowledge and skills developed in earlier grades. Through handson investigations, students explore topics such as chemical reactions, electricity, and the salt marsh ecosystem. Their understanding deepens as they design their own inventions, explore astrobiology through rover design, and integrate programming into their projects. Students ask questions, test ideas, and build models and solutions—now with greater independence and sophistication. The curriculum encourages students to think like scientists and engineers as they apply their learning to the world around them.

SOCIAL-EMOTIONAL LEARNING

The focus of the 4–5 social-emotional learning program is to support students as they foster their emotional well-being, build positive relationships, and succeed academically. Continuing to grow in selfawareness and self-management, students engage in reflective activities and journaling, goal setting, and problem-solving. They also develop tools for stress management and emotional regulation. The program prioritizes social awareness by fostering empathy, understanding, and respect for diverse perspectives through collaborative projects and discussions, literature, and social studies exploration. The principles of restorative practices emphasize responsible decision-making by teaching students to make ethical choices, consider consequences, and evaluate options thoughtfully. By promoting relationship skills, the program encourages effective communication, active listening, and conflict resolution, enabling students to build positive connections and thrive in a collaborative environment. There are ample opportunities for students to practice these skills through role-playing, group activities, and community service projects, ensuring the application of social-emotional learning principles beyond the classroom.

44 4–5

45 4–5

PHYSICAL EDUCATION

Students in 4–5 have built a solid foundation of fine and gross motor skills and have learned to apply these skills to different sports and activities in a responsible manner. They continue to develop sportsmanship, honesty, and integrity, and they begin to take ownership through their ability to compete and win and lose with grace. Learning outcomes are based mainly on effort, how they treat others, and how they handle adversity in the classroom. The 4–5 curriculum also explores the cardiovascular and respiratory systems and how bodies respond to exercise. Sports are more of a focus at this grade level, with the intention of inspiring students to sign up for sports in sixth grade.

LIBRARY

4–5 students visit the library weekly by homestation and individually as needed to further develop literacy and research skills and gain independence in using the library. They apply these skills when doing research for class-related projects. Students are introduced to the library’s collection of online research databases as they begin to learn how to locate and evaluate sources in a variety of formats. The library program builds upon students’ natural love of reading by helping them discover a wide range of genres, formats, and themes as they develop their identities as readers. Students may choose to participate in the Maine Student Book Award, a statewide children’s choice reading program that is designed to expand literary horizons of students in grades 4–8 by encouraging them to read, evaluate, and enjoy a selection of new books.

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The library program builds upon students’ natural love of reading by helping them discover a wide range of genres, formats, and themes as they develop their identities as readers.”

VISUAL ARTS

In 4–5 art, students cultivate personal perspectives of narrative concepts and universal themes. While maintaining a spirit of experimentation, students refine art techniques using a variety of mediums and methods, including painting, sculpting with clay, drawing, printmaking, and collage. The curriculum is designed for creative problem-solving while incorporating individual artistic investigation. The study of artists from the past and present is integrated into the curriculum, cultivating an awareness of art as a universal language.

Over the course of the year, students engage in color theory (using primary colors to mix secondary, tertiary, and neutral colors and reinforcing the ways in which color reflects a feeling or mood), forming clay to create utilitarian or sculptural work, printmaking, and painting with tempera and watercolor. Students draw preliminary sketches as ideas for final projects, conduct observational drawing, and incorporate the elements of art in individual work (and verbally describe artwork).

The program further reinforces the definitions of realistic, abstract, and nonobjective art styles.

46 4–5

MUSIC

CREATIVE MOVEMENT/DANCE

4–5 students focus on both vocal and instrumental technique, along with the broader subject of sound production. Each class works together to interface with musical technologies, discuss the physics of sound, and determine the qualities of a good beat. Students work on practical applications of skills such as rhythm counting in sight reading and composition exercises.

Each homestation spends eight weeks with instrumental teachers working on the rudiments of string and wind playing using violins, violas, clarinets, and trumpets.

4–5 students build kinesthetic awareness and strengthen expressive skills as they continue to explore ways of moving through space. They develop muscular strength, stamina, and endurance and improve coordination, posture, and flexibility. Students have the opportunity to be curious and courageous as they grow their appreciation for the performing arts. Through the exploration of the dance elements—space, shape, energy, and rhythm—and the qualities of movement, students express artistic ideas, connect to classroom curriculum, expand their movement vocabulary, tap into their imaginations, and create and share movement studies.

Throughout the year, students sing and play string, wind, and percussion instruments; compose, document, and perform works individually and in groups; interface with music technology and reflect on the qualities of sound; and perform two-part songs and discuss musical form.

Chorus introduces students to advanced vocal techniques, sound production, and ensemble building as they rehearse for the winter and spring concerts, among other performances. The ensemble performs works in multiple languages and styles, and students work together to create informed and vibrant performances to share with the community.

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Students have the opportunity to be curious and courageous as they grow their appreciation for the performing arts.”

DRAMA

4–5 students build on the fundamental skills of theatermaking that they developed in earlier grades. They begin to master and employ more-advanced public speaking skills such as intonation, volume control, and eye contact.

Through drama games, improvisation, role-playing, poetry, and theatrical critique, students continue to expand their performing arts skills. They advance their narrative explorations by writing their own monologues and scenes and explore the basics of directing in scene study activities.

The year culminates in the 4–5 performing arts production, which integrates their work in music, creative movement, and drama. Students are tasked to learn lines, lyrics, and choreography and help create costumes and sets.

FAQ

FAQ

49 FAQ

Frequently Asked Questions What is offered for Extended Day? Waynflete offers Lower School families a wide range of after-school options, including regular Extended Day programming organized by age group; workshops and enrichment activities in athletics, STEAM, dance, and world languages; and individual and group music lessons.

Extended Day and Enrichment programming is offered 3:15–6:00 p.m. on Mondays, Tuesdays, Thursdays, and Fridays and 12:15–6:00 p.m. on Wednesdays.

Do students have opportunities to gather with children from other Lower School programs or Middle/Upper School students?

The Lower School program gathers regularly for Pachanga, our community singing and sharing assembly. Songs from the music program; special celebrations for birthdays; Earth Day, May Day, and other holidays; and sharing from the classrooms make this a rich time to connect.

Waynflete’s youngest students are paired with older Lower School students and meet regularly during Buddies time to read books, collaborate on activities, and participate in community events. A number of Upper School students volunteer weekly in the Lower School classrooms as part of a program called Friends of Founders.

Without standardized tests, what does Waynflete do about grades and reports?

Both formative and summative assessment techniques are employed in the Lower School. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is the primary tool used for literacy assessment, and the Illustrative Mathematics program incorporates both pre- and postassessment exercises. Combined with observational data, these diagnostic tools are used to identify student learning needs and to inform instruction and instructional goals. Student progress is communicated in the two teacher-family conference conversations and three end-oftrimester written reports. Letter grades are not assigned in Lower School—the reports consist of skills checklists and narrative reporting in each curricular area.

50 FAQ

How can parents be involved in the Lower School?

The Waynflete Parents Association is very active in providing ways for parents and guardians to be involved at school. Requests are made by teachers for help with specific projects and on field trips. Parents are recruited to help out in the Klingenstein library, with the Halloween Obstacle Course, and during the Lower School Field Day.

How much time do children spend outside?

Lower School children are outside two or three times per day.

Snacks and lunch are eaten outside to take advantage of the fresh air and support an efficient transition to recess. We are fortunate to have outstanding natural play spaces surrounding our Lower School in the Upper and Lower playgrounds.

Lower School students frequently visit the Piney Woods and the Fore River Campus.

Do the students take field trips?

Thematic/emergent studies are enhanced by visits from local experts and traveling to local landmarks and resources.

Students go on field trips to a variety of local playgrounds and play spaces, including the Children’s Garden at Fort Williams, the Fore River Campus, and Gilsland Farm. Other trips are intended to enhance our understanding of and appreciation for the Greater Portland communities and include local restaurants and businesses, the working waterfront, local beaches, farms, the Portland Museum of Art, and Merrill Auditorium.

How is STEAM integrated into the curriculum?

The integration of science, technology, engineering, arts, and mathematics is well aligned with our interdisciplinary approach to curriculum. Coding and fabrication are part of the Lower School curriculum and are available in various clubs as part of the Enrichment program.

51 FAQ

52 TESTING AND SUPPORT

Testing, evaluation, and academic support As an independent school, Waynflete goes to great lengths to see that our students are successful in our rigorous academic program. This begins with small classes, engaged advisors, out-of-class support from classroom teachers, and short-term support from the director of Support Services.

For those students who need more assistance in meeting requirements, the school offers additional academic support at an extra cost to families. In the end, however, there are students for whom the school is not a good match and another learning environment may be in their best interest. The testing and evaluation information requested in the Release of Educational Records section is designed to help the school and parents make informed decisions about the appropriateness of Waynflete for their child.

General Academic Support Support is available to Waynflete students who may need intervention to develop skills and meet the demands of the curriculum. Waynflete provides short-term academic support for students who, in the school’s opinion, need assistance in meeting Waynflete’s academic standards.

This support may include extra help sessions with teachers, training in the use of assistive technology, and/ or short-term intervention in the areas of executive function skills, reading, writing, or math. If a student needs more extensive assistance, additional services and/or tutoring with a member of the academic support faculty may be recommended. The Support Services department can also recommend outside services if needed. All tutoring requests must go through the student’s advisor and the director of Support Services.

Parameters of Support at Waynflete Helping each child grow and learn with a sense of purpose and belonging is our mission. While we do not specialize in providing individualized instruction and programming for students with diagnosed learning differences or behavior challenges, our teachers engage a diversity of learners who are developing at variable expected levels. Waynflete is committed to making all reasonable modifications in policies, practices, or services for students with disabilities, unless doing so would fundamentally alter the nature of the services or programs or create a direct threat to the safety of the student or others, in our efforts to create a safe, equitable, and inclusive environment.

For a student to thrive at Waynflete, a partnership of trust between our teachers, students, and caregivers is required. Waynflete is a private school, and as such, it is not subject to the Individuals with Disabilities Education Act (IDEA), which allots certain federal funding for the creation of special-purpose programs in the public schools.

While Waynflete does not discriminate against students with disabilities, it does not have the same obligations to create programs or accommodate students’ needs that are available in public schools. Sometimes students need more help than we can provide. Waynflete is not a specialpurpose school and does not provide separate programs for students with disabilities. We expect that a family’s

53 TESTING AND SUPPORT

relationship with the school will be based on an honest assessment of a student’s abilities and acknowledging the reasonable accommodations limits.

The following essential eligibility criteria are meant to help you assess your child’s readiness to learn at each program level at Waynflete.

There may be times when a currently enrolled student is no longer able to meet the essential eligibility criteria for a given program. In that case, we reserve the right to reassess the enrollment agreement for the current or following school year.

In general, we expect that Waynflete students will be able to follow applicable student conduct policies, particularly (without limitation) those relating to harm to others, including policies on violence, physical boundaries, bullying, hazing, harassment, discrimination, sexual misconduct, and retaliation. Waynflete also expects that its students will have a baseline ability to understand and follow policies and instructions from teachers and others, particularly (without limitation) those relating to health and safety.

Waynflete acknowledges that some students require an array of support and services in order to be successful. As an independent school, Waynflete provides accommodations to students with documented learning disabilities or learning challenges. While some services are available on campus at an individual cost and must be coordinated by the Support Services department, the school does not provide: • classroom paraprofessional support such as educational technicians or classroom aides; • health services beyond the health care set forth in the Waynflete Handbook; • interventions such as speech and language, occupational, and physical therapies; or • an individualized social skills curriculum.

Waynflete does not provide educational or diagnostic testing but may conduct informal screenings for reading, spelling, math, speech and language, and/or occupational therapy.

If it appears a child would benefit from a formal evaluation, families can request a referral list of evaluators from the Support Services team and discuss options. The Portland Public School district may also provide information about evaluation services. Any recommended adjustments to a child’s academic program must be consistent with the criteria outlined and approved by the appropriate division director.

54 TESTING AND SUPPORT

Students with Diagnosed Disabilities Parents of students who have been evaluated and found to have learning challenges or a diagnosed disability (including, but not limited to, learning disabilities, ADHD, emotional disorders, and speech and language disorders) may request that Waynflete provide reasonable accommodations. The decision to permit or deny requested accommodations will be made on a case-by-case basis in keeping with the school’s academic program by the Support Services department and the division director and consistent with applicable law. Such decisions will also take into consideration:

Documentation of all testing and evaluations must be shared with the school and be current (in most cases, conducted within the past three to four years) for academic accommodations to be approved. If these criteria are met, the Support Services department will create an academic or emotional support plan for the student, which will be shared with the student’s teaching team. For students’ ongoing eligibility for accommodations, evaluations and documentation must be updated every three to four years and provided to the school.

Release of Educational Records

• the student’s educational history, including behavioral history and prior use of accommodations; and

As a condition of enrollment consideration, parents must sign a release authorizing the student’s prior school to release all the student’s educational records and to permit Waynflete officials to discuss the student’s educational history with representatives of the previous school. In submitting a student’s educational records, parents must ensure that all diagnostic and educational testing of any kind is provided regardless of whether the testing took place at a prior school or was arranged by parents and conducted by a private evaluator. Falsifying or withholding relevant educational records may be grounds for termination of the student’s enrollment.

• whether such accommodations can be provided without fundamentally altering the nature of a program or creating a direct threat to the safety of the student or others.

For more information concerning current students, please contact Waynflete’s director of Support Services at 207.774.5721, ext. 1289.

• the nature and extent of the child’s documented learning difference; • all current diagnostic, academic, and psychological testing and evaluations; • recommendations from a licensed provider; • the information generated through the IEP/ISP process by any public educational institution;

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Statement of Beliefs We are devoted to the healthy development of the whole person— mind, body, and spirit. Believing that young people are naturally curious about the world, we engage our students with a rich variety of academic and cocurricular experiences, allowing them to explore their own interests, talents, and ideas. Learning flourishes when students are challenged to discover, to create, to take intellectual risks, and to invest themselves passionately in areas both familiar and new.

We believe that diversity is one of the conditions of excellence for our school.

We value the individuality of our students, recognizing that each will take a different path through life. We also believe that every person can be a responsible member of the community and that this sense of responsibility deepens when we treat our students and one another with trust and respect. It is out of respect for each individual that true community arises—a community of diverse human beings who value the challenges of honoring differences and resolving conflict. We believe that personal freedom and mutual support should be tightly interwoven and that working with others is as important as striving to achieve one’s own goals. By making these connections, we create an atmosphere in which self-confidence, resilience, and strong relationships can grow.

We believe that our responsibility as educators is to collaborate with one another, with our students, with their families, and with the wider community as we strive to fulfill the mission of our school.

Statement of Goals Our goals include a commitment: • t o nurture in students a sense of wonder and a lifelong love of learning; • t o promote an appreciation for the liberal arts and sciences while teaching skills of quantitative reasoning, critical and reflective thought, and aesthetic understanding;

• t o develop a school community enriched by cross-age connections, interdisciplinary opportunities, and an understanding of the range and richness of human history and culture; • to help students adopt healthy values and acquire new skills in an ever-changing world; • t o encourage students’ individual initiative and active responsibility for their own learning; • t o guide students to become active participants in the community as well as stewards of the environment; • t o be a bias-free community that embraces diversity and fosters a positive identity for all persons; • t o support students in developing a strong framework for ethical decision-making; and • t o inspire students to strive for excellence and integrity in all aspects of their lives.

Nondiscrimination Policy Each applicant receives equal consideration regardless of gender, cultural, ethnic, or economic status. Waynflete works to create and sustain an equitable and just environment for all members of our school community. It is school policy not to discriminate on the basis of race, color, religion, national origin, gender, age, sexual orientation, or disability.

We believe there is no place for racist or biased language, attitudes, behavior, or actions at Waynflete. Thus, we actively confront any form of racism, racist behavior, or other bias as part of our effort to foster a safe and respectful learning environment.

This commitment should permeate all programs, actions, and relationships at Waynflete—curricular and cocurricular, personal, and professional. Waynflete is committed to making it possible for each member of the community to feel valued and to participate in all aspects of school life.

PORTRAIT OF A GRADUATE

WAYNFLETE STUDENTS: Explore the wonders of our world.

Curious and courageous learners, Flyers delight in discovery, draw on diverse perspectives and accurate sources, and employ flexible, critical thinking to deepen their understanding.

Grow through challenges.

Agile and resilient problem-solvers, Flyers embrace risk, stretch skills, propose solutions, and take direction from feedback and motivation from failure to achieve their most ambitious goals.

Work with passion and purpose.

Innovative and imaginative creators, Flyers pursue personal interests, develop unique talents, express authentic ideas and emotions, and prioritize health and humanity as they share stories and shape their world.

Lead the way forward, together.

With a strong sense of self and care for others, Flyers eagerly engage in honest dialogue, forge allyships and friendships, and combine forces with other changemakers to advance the common good.

360 Spring Street, Portland, ME 04102 207.274.5224 waynflete.org