Instruction – 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 – 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.

STRATEGIC PRIORITY – 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.

 

Updates

Meet every eight weeks with special education teachers at elementary schools to monitor progress of students on benchmarks and formative assessments.

Fall data meetings completed in math and ELA to review individual student data to support development of plans to meet identified needs.

Beginning to connect the PBIS tiers to MTTS procedures and protocols.

MHS counseling and teaching staff meet 7 times per year in the Instructional Support Team (IST) process to support at-risk students through gathering student data, suggesting strategies, applying the District Curriculum Accommodation Plan (DCAP) where applicable, and providing viable options for targeted intervention.

MVMMS administrators, counselors, and support staff convene the STAR critical case team weekly to discuss interventions for students with critical needs, to coordinate services, and to discuss case specific protocol.

MHS administrators, counselors, and support staff convene the Critical Case Team every two weeks to discuss interventions for students with critical needs, to coordinate services, and to discuss case specific protocol.

Administrative team met with representatives from William James College to implement the Interface program for mental and behavioral health referrals.