Content – Priority 3 Detail

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 – 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.

STRATEGIC PRIORITY – 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. STRATEGIC PRIORITY – Implement the recommendations of the Social Studies/History Program review, including sequence for K-5 and the development of UbD planning in K-12.

 

Updates

The Math Program Review just began meeting this fall.  The team has identified essential questions and has begun to review the curriculum at each level.

The ELA Program Review analyzed results of the teacher, student, and parent survey. The team also hosted 35 educators from other districts during a day long site visit to provide feedback on the ELA program, curriculum, and instruction.

A site visit of educators from other districts is planned for January to support the review of the ELA and Math programs at the Franklin ECC.