Vision: Empowering students of the world for the world.

Mission: The students, staff and families of  East End Community School community value diversity, growth and achievement.  EECS commits to building equity, creating a 21st century learning environment and increasing student acquisition of foundational skills.

As part of the Portland Promise we want student’s
 families/guardians to feel welcomed, to be partners in their child’s education, and to have a positive experience. East End prides itself on always striving to do better to serve our school community.

Portland Schools named top 10 district by Our schools offer an educational experience that stands out in Maine.  Rich programming, dedicated & caring staff, extensive community partnerships and our diversity of learners.  We strive to celebrate, respect, honor and learn from our differences. 

At East End we utilize Envision MathEnvision was one of the first math programs written to meet the Common Core State Standards. It focuses on building strong foundational knowledge and number sense while moving students toward advanced mathematical thinking. Every lesson has visual learning, interactive learning, and independent practice. Envision spends a lot of time delving deeply into a concept; fewer topics are taught, but students develop a deeper understanding of math.

In grades K, 1, and 2, students focus on developing a strong understanding of numbers (number sense and place value), master addition and subtraction facts, and basic geometry skills.

In grades 3, 4, and 5, students focus on developing a strong understanding of mathematical properties, mathematical patterns, geometry, measurement with precision and purpose, analyzing and solving problems, and on mastery of problem solving with fractions.

Every Envision lesson starts with posing a problem to students who work collaboratively to solve the problem.  Next, students see and discuss an animation that takes them through a problem. This sets the purpose for the day’s work.  Students then work collaboratively on some interactive problems before moving into independent work. Finally, students are assessed on their learning for the day, There is a daily quick check, there are topic test at the beginning and after each topic is complete to assess student's progress. 

Number talks are another component of our math curriculum.  Number talks are brief discussions (5–15 minutes) that focus on student solutions for a
 single, carefully chosen mental math computation problem. Students share their different mental math processes aloud while the teacher records their thinking visually on a chart or board. The teacher often names the strategies each student uses. Other students may question, critique, or build on the strategies that are shared.  Daily number talks help to build wonderful computational skills, reinforces number sense, and works on the habits of mind that not only make students stronger mathematicians, but also stronger problem solvers and communicators in all academic areas.


Literacy Vision: We want students to be competent readers, writers, and speakers, to put them on the path to college and career readiness.

EECS utilizes the Teacher’s College Reading & Writing curriculum. We begin the year by assessing student’s reading levels. Understanding the student’s level of text complexity (on an A-Z scale) allows each student to identify texts they can read. Students select a stack of books to keep close on hand in book bins.

Teachers support explicit instruction in the skills and strategies of proficient reading, following the gradual release of responsibility model. Teachers develop an understanding of the continuum of development contained within any one skill (e.g. synthesis, prediction, interpretation) by studying performance assessments.

Teacher’s College’s reading program, like its work in writing, is grounded in research on evidenced-based teaching (see John Hattie’s Visible Learning, Geoff Petty’s Evidence-Based Teaching, etc). Readers make their thinking about texts visible by talking and writing about texts.  

During the writing workshop, students are invited to live, work and learn as writers. Students receive direct instruction in a mini-lesson, during which the teacher explicitly names a skill proficient writers use, demonstrates the skill and provides students with guided practice using it. Students then have time to write, applying the repertoire of skills and strategies they’ve learned, while receiving feedback through one-to-one conferences and small group instruction.  As part of their learning, teachers sometimes do the same writing work that they teach students to do. They collect seed ideas, select one to turn into a piece of writing, then draft, revise, edit and publish their own mentor texts.