Strategy Overview

Melrose Public Schools Strategy Overview 2016-2017

Vision

We engage all students in learning, raising the aspirations of all students by embracing them in a learning environment designed to meet the needs of all learners.   We provide a comprehensive curriculum aligned with state and national standards that challenges and prepares all learners from Pre K to 12 and beyond. The curriculum is research-based and consistently integrates best practices to provide a focus that is aligned horizontally and vertically across all grades and addresses the needs of all students. The Melrose Public Schools employs highly-qualified teachers and administrators who engage students in a positive and dynamic manner, are student-focused, and work individually and collaboratively to effectively deliver instruction and assessment and advance student performance in all areas of learning. (excerpt: Melrose Public Schools Strategic Plan 2010-2015)

Theory of Action

If educators plan instruction with clear learning objectives, develop a culture and climate that fosters strong relationships within the school community, design a current and well-articulated curriculum, and apply the best instructional practices, then teaching and learning will advance and realize high levels of growth and personal success for all learners.

Strategic Objectives

Planning: Employ purposeful and deliberate planning that is designed to provide each student the opportunity to achieve a high level of content mastery and skill development. Content and Curriculum: Provide deep, rigorous, and culturally inclusive content that fosters the development of higher-level thinking skills and supports the attainment of college and career readiness for each student. Instruction:  Create a learning community that fosters opportunities that provide for multiple means of engagement, representation, and action and expression so that all students can be engaged and grow academically and personally.

Assessment and Data:  Employ authentic assessment data to inform teaching and learning in order to advance student performance.

 

Strategic Priorities

Provide professional development for all staff to understand the foundational principles of Universal Design for Learning (UDL) and Social Emotional Learning (SEL) in order to increase inclusive instruction.

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Embed multiple means of representation that reflect appropriate national and state standards depth of knowledge scaffolding, and 21st century skills into all content areas Pre K to 12.
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Build the capacity of staff to embed multiple means of action and expression in learning plans to increase content mastery and skill proficiency for each student.

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Set and revise personal learning goals with students and support them in collecting and analyzing their own data.

Develop practices that provide frequent feedback that is reciprocal between teacher and student.

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Begin to incorporate the principles of Universal Design for Learning (UDL) and Social Emotional Learning (SEL)into existing curriculum documents (UbD units), including teacher SMART goals and School Improvement Plans.

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When planning curriculum, continue to emphasize and expand the use of best instructional practices, such as instructional technology, project based learning (PBL), blended learning, and Universal Design for Learning (UDL) options to increase student engagement, voice, and ownership

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Continue to implement instructional practices and educational options that support students who are identified as at risk, or advanced learners so that we provide targeted intervention, challenge, and advancement for each student.

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Revise common assessments using data to reflect changes in standards and to provide increasing opportunites for students to show growth through performance based assessment that incoprorate elements of Universal Design for Learning principles across all grades and content areas.

Update curriculum maps stage two to align with assessment revisions.

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Increase the opportunities for all staff  – particularly Content Facilitators and Elementary Instructional Leaders – to model and lead each other in planning curriculum and instruction, analyzing data, and problem solving solutions that benefit students.

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Continue the curriculum review cycle for all content areas, and incorporate Understanding by Design principles (UbD), focusing on stage three development as part of the process.

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Implement the Massachusetts Tiered System of Support (MTSS) procedures and protocols, including the District Curriculum Accommodation Plan (DCAP), Individual Student Support Plans, Positive Behavioral Intervention & Supports (PBIS), Critical Case Management, and collaboration between multiple service providers.

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Expand the capacity of teachers and data teams to analyze and dissaggregate data to make necessary adjustments to teaching and learning for both individual students and whole classes.

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Continue to strengthen Tier I Positive Behavioral Interventions and Supports (PBIS) strategies and implementation.  Begin the development of specific tier II and tier III PBIS interventions and supports for each grade span, building on the most recent professional development in PBIS, SEL, and Restorative Justice.

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Continue to implement the recommendations of the Social Studies/History Program review, including sequence for K-5 and the development of UbD planning in K-12.

Expand the use of primary source documents,
focusing on inquiry based learning, in order to
improve the content and mastery of Social Studies in K-12.

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Expand and improve instructional supports for teachers such as demonstration or lab classrooms, lesson study, peer observation, instructional rounds, looking at student work, collaboration, and teacher led professional activities.

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Monitor student growth on a frequent and consistent basis in order to align curriculum and pedagodgy and provide tiered instruction, including reinstruction, remediation, and extension as needed to individual students.

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Continue to provide opportunities to improve
cultural awareness and proficiency at the secondary level. Replicate last years’ econdary PD in cultural proficiency for the elementary level.

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Implement the recommendations of the Global
Lanugage Program review, including the
development of proficiency standards and assessments for being bilingual.

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Expand the options and opportunities for inclusive and targeted professional development based on teacher input and identified district, school, and educator goals.

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Update Aspen grade book for grades 6-12  to provide formative and summative assessment data that effectively informs parents and students.

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Continue to develop highly effective teams
(Professional Learning Community/PLCs)
that actively engage in curriculum mapping
and revision, data analysis, and goal setting.

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Building on last year’s work, expand the use of science and engineering practices, focusing on
science inquiry and including the NGSS Standards, in order to improve the content and mastery of science, technology, and engineering in K-12.

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Expand the options and opportunities for inclusive and targeted instruction based on students individual learning goals.

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Employ multiple means of communication, such as Google Classrooms/Sites, Aspen pages, conferences, and progress reports to communicate proactively student progress with students and families.

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Working with Great Schools Partnership,
develop an understanding of
proficiency/competency based learning and
identify grades, classes, content areas in
which current practices could be expanded.

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Continue to implement the Melrose Five Year
Strategic Instructional Technology Plan, with a focus on the steps identified as priorities for the
upcoming school year.

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Increase the use of technology to support instructional practices such as PBL and align with ISTE/State digital literacy standards through training, modeling, and other supports.

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Social and Emotional Learning:

Collect and analyze assessment data to determine fidelity of PBIS systems within the school community.

PBIS Leadership Teams and Behavior Support Teams apply data to continually improve PBIS implementation.

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Familiarize staff with DESE’s new digital literacy
standards and identify opportunities in current UbDs to introduce/reinforce the standards.

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Melrose Strategy Overview FY16 April 2016

Melrose Strategy Overview FY16 December 2015

Melrose Strategy Overview FY16 September 2015

Melrose Strategy Overview FY15 update June 2015