Strategy Overview

Melrose Public Schools Strategy Overview 2017-2018

Vision

Melrose Public Schools Vision Statement (6/27/17): Every student will be an engaged, challenged, enriched, and self-directed learner.

Melrose Public Schools Mission Statement (6/27/17): The Melrose Public Schools will provide and sustain a thriving and dynamic teaching and learning environment, preparing every student to excel in teir authentic life and global citizenship, as supported by an engaged community.

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

Curriculum, Planning, and Assessment:  Develop and plan high quality curriculum and systems of assessment that enhance student centered, personalized, and self-directed learning. Teaching All Students:  Employ instructional practices that expect high expectations for content and performance, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of proficiency. Responsive and Inclusive Environment:  Create safe, supportive and welcoming schools in which all students, staff, and members of the community can thrive.

Professional Culture and Community Engagement:  Create a professional learning community that is invested in ongoing personal and collaborative growth and that partners with its stakeholders to support teaching and learning.

 

Strategic Priorities

Update rubrics to reflect CBE (competency based education) and develop and pilot standards and scoring criteria for content area proficiencies and habits of learning.

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Further the implementation of principles of Universal Design for Learning (UDL) and the integration of technology in order to support a variety of diverse learners.
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Foster the capacity for teachers and student to build relationships in a safe and collaborative environment that respects cultures and differences among all students.  Develop different options/avenues for discussing differences, problem solving, and dispute resolution.

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Improve culturally responsive communication to all stakeholders by exploring new technologies and options.  Present opportunities to staff and provide support and guidance in expanding multiple means of communication and access.

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Continue to revise curriculum units and assessments that align to content area and habits of learning standards as well as integrate technology.

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Continue to implement and expand instructional practices and education 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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Continue to build systems and structures that empower teachers to respond to the dynamic needs of students.

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Demonstrate the capacity to reflect on and improve educational practice and collaborate effectively with colleagues to ensure that all students are participating in learning that meets their individual needs.

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Advance inquiry based and project based learning (PBL) through the use of multiple means of student driven engagement, representation, and expression.

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Provide for multiple means of formative assessment and analyze the data to inform instructional practices and subsequently create flexible summative assessments that are responsive to a variety of student needs.

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Develop means and protocols that support culturally proficient and responsive communication with students and families about student learning and performance in an effort to promote a growth mindset, student agency, and habits of learning.

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Employ multiple means of communication such as Google Classroom/Sites, Aspen  Pages, conferences, school/department/grade level emails, surveys and progress reports to communicate effectively with students and families.

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Based on last year’s work, develop and strengthen the implementation of PBIS (Positive Behavioral Interventions and Supports) Tiers II and III at each grade span level (Pre K, K-5, 6-8, 9-12).

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Strengthen implementation of PBIS tiered systems of supports for both academics and behavior and that address the needs of students who require Tier II and Tier III supports.

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Create safe learning spaces for students, families, and staff to discuss issues of equity within our school system and wider community.

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Develop school-based teams to lead school efforts in strengthening tiered systems that support social emotional and academic needs.

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 Expand and strengthen coaching by administrators, content facilitators, instructional coaches, and elementary instructional leaders to support implementation of curriculum, planning, assessment, and instruction.

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Foster student ownership of their own learning through goal setting, student choice, student led conferences, and portfolios that promote independence and life-long learning.

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Analyze current resources, materials, and technology in order to provide equity and inclusivity.

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Encourage growth mindset in staff to seek out feedback, resources, and other supports that strengthen their ability to fulfill professional responsibilities within the classroom and beyond.

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Strategy Overview FY18

Strategy Overview FY17 EOY

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