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 Objective – Assessment and Data: Create dynamic assessments that provide reliable and valid data that informs teaching and learning in order to advance student performance.
STRATEGIC PRIORITY – REvise Common Assessments using data to reflect changes in standards and to provide increasing opportunities for students to show growth through performance based assessment that incorporate elements of universal design for learning principles across all grades and content areas.
Update curriculum maps/Stage two to align with assessment revisions.
A Math Assessment Team for grades K-5 has been meeting monthly. They are currently in the process of revising district benchmarks and assessments. They have successfully revised the mid-year grades 1-5 benchmarks.
There continues to be on-going revision of common assessments at all levels in Global Language. In addition rubrics that are more closely aligned to proficiency are being piloted.
Common assessments are being re-aligned to curriculum in the secondary performing arts department.
All common assessments are being reviewed and revised (if necessary). The Humanities department is developing new or revised common assessments and improving PBL opportunities for all learners.
The Visual Arts at the high school created a competency portfolio for Art I. Several students submitted to advance in visual art, most met the minimum requirements and therefore were able to skip the Art I prerequisite.
Teachers in the Social Studies Department are developing new and revising useful departmental rubrics to employ in the assessment of student workent are revising and consolidating rubrics to employ more consistently in the assessment of all student writing in grade 6-12. ELA teachers also created and piloted new rubrics to assess oral in grades 6-12.
Visual Arts curriculum at the middle and high school curriculum maps have been broken into units of instruction that provide a year long pacing guide.
Students enrolled in AP courses in English, Math, and Science at the high school had the opportunity to take a mock exam and received specific feedback on their performance prior to the actual AP exams in May.
Elementary and secondary performing arts teachers have created an online common assessment tool using Google Apps for Educators, which is being piloted Spring 2017.
Grades 1-5 math assessments for beginning, middle, and end of the year were revised. Next year, math performance tasks in Grades K-5 will be revised.
Elementary and Secondary Performing Arts Teachers will develop scoring criteria during Summer 2017 Professional Development to align with newly created standards.
CEPAs for science grades K-5 physical science units were revised based upon feedback. CEPAs including in earth science units for next year.