Teaching and Learning

  • The Falmouth Public Schools works tirelessly to develop meaningful, engaging, and relevant opportunities for student learning. As such, our coordination of learning experiences and requisite pedagogy remains a focus of sustained professional learning. Our teacher leadership network, known as Grade Level Leaders, meet monthly and serve as liaisons between the Office of Teaching and Learning and their grade level colleagues at their schools. The Massachusetts Department of Elementary and Secondary Education (DESE) requires public schools throughout the state to design curricula in alignment with curriculum frameworks, which articulate learning objectives for students at each grade. While the standards help districts determine what students will know and be able to do by the end of the school year, the district retains the autonomy to determine how these learning objectives are met.

    At the elementary level, our general education classroom teachers are required to provide instruction in several areas:

    • English Language Arts & Literacy
    • Mathematics
    • History & Social Sciences (social studies)
    • Science & Technology/Engineering

    In addition to these subjects, elementary students also receive instruction from certified faculty in the following areas:

    • Art
    • Library & Technology/Media
    • Music
    • Physical Education

    Some students receive additional instruction based on specific needs. This would include students diagnosed with a learning or physical disability, English learners, and students in need of academic intervention. These services are provided by specialists certified to instruct these specific and individualized areas.

    Falmouth Public Schools believes that all students are entitled to receive instruction that meets their needs. In some situations throughout the school year, some elementary students demonstrate the ability to acquire knowledge and skills in some areas at a rate faster than their classmates. These students sometimes come into the classroom already knowing the material being taught or they have the ability to learn the new content quickly. As such, the district is committed to provide our teachers with the skills needed to successfully meet the needs of these learners. Our teachers receive training in how to provide these learners with opportunities to engage in their grade level curriculum at a greater depth.

    When developing our instruction, we are very careful to ensure that students receive similar learning experiences throughout the school district regardless of their home school. This helps provide consistency throughout the school district, which is vital in preparing our students to transition to the Morse Pond School. It also allows for individual schools, grade levels, and classroom teachers to adjust their instruction to meet the needs of their individual students.

    The Falmouth Public Schools’ website provides more specific information about grade-level curriculum and instruction via the Office of Teaching & Learning. As state learning requirements change and as we assess our own practices within the district, we adjust our curriculum and instruction responsively.

Continuation of Learning Outside of the Classroom

  • As a community of learners, the Falmouth Public Schools recognizes that meaningful and relevant learning is situated both in the classroom and outside of the classroom. In alignment with the workforce and post-graduation learning environments, to achieve the goals for learning across our curriculum, students continue to engage with course materials and assignments beyond the scheduled times of class meetings or school days. Transfer of learning happens through practice and socialization of ideas. We subscribe to the core value that learning happens anytime, anywhere, and we prioritize student needs and interests and seek ways for them to access learning at a point aligned to their readiness. 

    When we make decisions about learning, we have three key phases on which we focus: learn about it, practice it, and show it through evidence of learning. We use this approach to empower students to take ownership of their learning, including the pace and nature of personalization. Learning, and the work students complete to demonstrate their learning, should reflect their own efforts. 

    Falmouth Public Schools emphasizes collaboration within and across our community. Continued learning can be situated in public libraries, local businesses, and students’ homes. With the support of our Falmouth Learning Partners, anywhere you see this logo, please know that all Clippers are welcome to collaborate in that space. As a District, we work to support students’ access to resources, including internet connectivity, across our community. 

    Intentions of Learning Outside of the Classroom

    1. PREPARATION: exposure to a topic as an introduction to new concepts and ideas; such assignments may include reading, viewing a video, and other learning opportunities that do not result in a submittable product but are essential to continued learning.

    2. PRACTICE: an opportunity for students to strengthen skills and concepts taught in the classroom by reinforcing them through continued learning opportunities related to the in-class instruction.

    3. EXTENSION: an opportunity for students to apply, synthesize, problem solve, and/or transfer newly acquired skills to other situations and contexts. Learning and assignments that extend beyond the school day help students situate their learning in real situations to apply skills and concepts as evidence of learning. 

    In addition to the forms of shorter, more routine opportunities to reinforce learning, students are also assigned longer-term projects from time to time. Such assignments extend skills and concepts taught in the classroom. Class time should be allotted for students to research and work on their project. Time spent outside of class on projects should continue as a natural extension of learning. Timelines should be clearly stated and include interim checkpoints at which students receive feedback from their teachers.  

    Upon returning to school after a period of absences, a student has a length of time equal to the number of school days absent to make up missed work. Previously announced assignments/tests must be completed upon return. The responsibility is on the student to meet with the teacher to determine when the assignment/test is to be made up.

    If any extenuating circumstances exist, the parent/guardian should contact the assistant principal or the guidance counselor. The assistant principal and/or guidance counselor will consult with teachers, department heads, the assistant principal, and principal when necessary.


    We believe that within our school community everyone has a role in helping our students achieve success: 

    • School Administration Teams 
      • School administrators are responsible for engaging teachers and staff in active discussions about refining the intent and practice of continuing learning outside of the classroom. 
      • They will invite the voices of teachers, families, and students to inform the ongoing conversation. 
      • School administrators will also support teachers in their intentional design of learning (e.g., unit/lesson development, selection of instructional resources) both in and out of the classroom environment. 
    • Teachers 
      • Teachers are responsible for creating meaningful and reasonable assignments. 
      • When teachers assign learning outside of school, there should be a specific purpose that is relevant to continued growth and fluency with ideas and skills, and teachers should provide feedback to students regarding the assignment and their learning in a timely manner. Such feedback may be in the form of individual, small group, and/or whole class and be formative in nature. 
    • Parents/Guardians are responsible for providing time and space for students to engage in their continued learning. 
    • Students are responsible to do their best and complete such learning and activities within the given deadlines.

    We value time with families and will provide designated times when no additional work will be assigned beyond the school day.

    We understand that there are times when students cannot complete their continued learning and maintain pace with their peers and expectations of the course. We encourage parents/guardians and students to communicate with teachers and administrators when issues arise that impact the student’s ability to maintain progress with their learning. We accept that these exceptions may occur from time to time.

    Students who choose more rigorous classes, especially Advanced Placement (AP) classes, should expect to receive more practice work than other students. Students should consult with families, guidance counselors, and teachers regarding course selections and are responsible for finding balance between their academic and personal lives. Due to the nature of AP courses, there may be times during the school year (e.g., long weekends and vacations) that it is necessary for AP teachers to give student assignments in order to prepare students for AP exams.

Report Cards and Parent/Guardian Conferences

  • Our standards-based report card reports an individual student’s progress toward meeting end-of-year learning goals. The report cards were developed by teachers to serve as an additional way of communicating with parents/guardians. The content articulated in the report card highlights the core curriculum for each grade level and subject and describes what students are expected to know and be able to do by the end of the school year.

    Report cards are issued three (3) times a year in grades 1 – 4. Kindergarten students receive progress reports two (2) times per year. Special education progress reports and Title 1 progress reports are also issued with regular report cards during the school year. These reports are provided to inform both you and your child about progress being made. They serve as a formal record of progress and help facilitate communication between the home and the school.

    Report cards are not a substitute for parent/guardian conferences. Conferences may be scheduled at any time of the year when a parent/guardian or teacher believes it would be in the best interest of the student. Formal conferences with parents and/or guardians will be scheduled at least once a year. Conferences provide two-way reporting: parent/guardian-to-teacher and teacher-to-parent/guardian. Please refer to your child’s school calendar for scheduled parent/guardian conference dates.

Teaching about Alcohol, Tobacco, Drugs, and Vaping

  • In accordance with state and federal law, the District shall provide age-appropriate, developmentally appropriate, evidence-based alcohol, tobacco, nicotine products, and drug prevention education programs in grades K-12. The alcohol, tobacco, and drug prevention program shall address the legal, social, and health consequences of alcohol, tobacco, and drug use, with emphasis on nonuse by school-age children. The program also shall include information about effective techniques and skill development for delaying and abstaining from using, as well as skills for addressing peer pressure to use alcohol, tobacco, or drugs. The objectives of this program, as stated below, are rooted in the Committee’s belief that prevention requires education, and that the most important aspect of the policies and guidelines of the District should be the education of children and youth on healthy decision making:

    • To prevent, delay, and/or reduce alcohol, tobacco, nicotine, and drug use among children and young adults.

    • To increase students’ understanding of the legal, social, and health consequences of alcohol, tobacco, nicotine, drug use and vaping.

    • To teach students self-management skills, social skills, negotiation skills, and refusal skills that will help them to make healthy decisions and avoid alcohol, tobacco, nicotine, drug use and vaping.

    The curriculum, instructional materials, and outcomes used in this program shall be recommended by the Superintendent with support from the School Committee. This policy shall be posted on the district’s website and notice shall be provided to all students and parents/guardians in accordance with state law.


  • The Falmouth Public Schools’ Office of Teaching and Learning coordinates the district’s assessment efforts. Among the assessments it administers are both formative, benchmark check ins to look at progress and provide meaningful feedback and summative measures to assess student growth and achievement across the curriculum. On occasion, some assessments are used and to determine if learning difficulties are present. The Falmouth Public Schools benchmark assessments measure students’ reading and mathematics skills three times per year: fall, winter, and spring. Our assessment system, Formative Assessment System for Teachers (FAST), provides valuable information to help determine students’ areas of strength and areas for growth.

    The Massachusetts Department of Elementary and Secondary Education (DESE) also requires annual testing. The Massachusetts Comprehensive Assessment System (MCAS) is the annual test administered to students in grades 3 and 4. Students are assessed in the areas of English/Language Arts & Literacy and Mathematics. Testing schedules will be shared with parents/guardians once they are established. DESE does not allow for students and/or their parents/guardians to opt out of state testing. In accordance with guidance from DESE, students who refuse to take the an MCAS test may remain in the testing room as long as they are sitting quietly and are not interfering with other students. Part of the school’s annual accountability rating is tied to students’ participation rate in as well as performance on the MCAS series at each grade level. Parents/guardians should contact their child’s teacher or principal if they have additional questions regarding state testing.

Last Modified on August 24, 2021