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 – Implement the recommendations of the Global Lanugage Program review, including the development of proficiency standards and assessments for being bilingual. STRATEGIC PRIORITY – Implement the Melrose Five Year Strategic Instructional Technology Plan, with a focus on the steps identified as priorities for the upcoming school year.
Analyzed the results of the GL pilot proficiency test for seniors, made instructional alterations, and plan to administer the test in the spring of 2017 as funded by the GL budget.
Proficiency targets for each level have been identified and posted on the website and in displays at MVMMS and MHS. Courses have also been renamed and re-sequenced to reflect proficiency targets.
Teachers have focused on using 90% target language in class supported by department meetings and outside professional development. A letter to stakeholders has been crafted and distributed.
Teachers have begun embedding authentic resources supported by department meetings and outside professional development beginning in January, 2017.
Administrators using a specific data collection tool for 90% target language and authentic resources during regular classroom visits. UbD units continue to be revised to reflect new understandings and authentic resources.
Twenty-five students are enrolled in the Dual Enrollment program with Salem State University and University of Massachusetts-Boston.
Normalized the practice of providing students performance testing upon request or entry to MHS to determine placement.
Created and piloting a new course sequence to allow students to build confidence and continue in language study.
The GL proficiency test was successfully administered to all seniors in Spring 2017, across all languages. Based on these tests, almost 50 seniors were awarded the Commonwealth of MA Seal of Biliteracy, at the Platinum, Gold and Silver levels.
Twenty-five students are enrolled in the Dual Enrollment program with SSU (Spanish) and UMB (Latin) in 2016-2017. Sixty-five students are currently registered for Dual Enrollment courses in 2017-2018, across all languages. Dual Enrollment offerings have expanded to include the French, German and Italian strands.
GL teachers are working to expand the bank of authentic resources and of level-agnostic classroom activities and lessons that leverage authentic resources and students’ growing proficiency levels; these activities and lessons are embedded in the UbD department-wide.