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 – 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.
Strategic Priority – 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.
District PBIS team has met several times to continue development of tiered instruction for SEL. All schools have established school based PBIS teams that are working on Tier I and II implementation.
Training planned for winter on Tier III interventions for district PBIS team.
Lincoln School is participating in DESE sponsored training on development of Tier I PBIS. The team also includes representation from other schools so information can be shared across the district.
Summer professional development held for district leadership on PBIS and UDL to support their implementation of these practices with their individual schools.
Series of PD sessions to introduce UDL to staff have been implemented or planned.
Six staff members are participating in a MASS Focus Academy session on UDL and Engagement. Plans to share the information in a wider forum in the spring or summer will occur.
January 17th professional development day will extend the topics of UDL and PBIS within how instruction and content is planned to meet the needs of all learners.
A Social Emotional Learning study group consisting of 25 K-5 staff will meet once a month to deepen understanding of supportive practices.
The elementary paraprofessionals spent the November early release learning more about the school’s PBIS and also strengthening their participation in the system.
District team attended training on collaborative problem solving, an additional tool for PBIS team. Same team will attend three day training this summer. This team will then train teachers in August on the strategies.
A district team attended a DESE sponsored workshop on differentiation using WIDA. The team will replicate the professional development this coming fall.