Curriculum, Planning, and Assessment – Priority 4 Detail

Vision –

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

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


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 –  Curriculum, Planning, and Assessment:  Develop and plan high quality curriculum and systems of assessment that enhance student centered, personalized, and self-directed learning.

strategic priority – 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).



Lincoln School continued its second year as part of a state funded PBIS professional development grant meant to strengthen tier I implementation.

On the November professional development day, all grades 1-5 teachers attended sessions focused on the use of social emotional learning practices including restorative circles and collaborative problem solving.

All special education teachers grades K-8 and preschool, PreKindergarten, and kindergarten teachers received a one day overview on the use of collaborative problem solving.

All grades 6-12 guidance counselors and grades 9-12 special education teachers have had two days of professional development on the use of restorative justice practices including circles and restorative chats.

After school professional development sessions on restorative circles and collaborative problem have been held to support their implementation.