MELROSE PUBLIC SCHOOLS

MANAGING THE WORK

Growth

model

Adult & community learning Readiness

Centers

Professional Development Standards

STEM

Charter

schools

METCO

School turnaround

grants

Full-day kindergarten

STEM Early College and Early College Designs

District Standards & Indicators

Improvement

Planning

Report cards

ELA

R

Common

Core

PARCC

Educator evaluation

MCAS

EWIS

Title I

Sch

ool

turn

arou

nd

DSACs

SIF

Digital

learnin

g

Bullying

prevention

Financial intelligenc

eConditions for School Effectiveness

Common

planning

time

Universal Design

for Learning

Race to

the Top

NCLB waive

r

Data in

Action

EdwinW

IDA

RETELL

21st

Ce

ntury

ELT

Innovation schools

DART

Wra

paro

und

Zon

es

Priority

Partner

s

Students with

disabilities

Grants

SS

DR

EPIMS

SCS

PPI

Standard

precautio

ns

MCAS-Alt

Student handbooks

Financial reporting

District-determined measures

Anti-

hazi

ng

Nutrition

AC

CE

SS

for

ELL

s

Technolo

gy plan

Alternative education

Collecti

ve

bargainin

g

Educator inductio

n

Educator preparation

Family &

comm

unity

engagement

Behavioral Health Framework

Circu

it b

reake

r

Professional development

standards

Chapter 70

Partnerships

Framework for District

Accountability & Assistance

Curriculu

m

Summit

MassCore

Focu

s sc

hool

s

Educational

collaborative

s

Car

ee

r/vo

catio

na

l te

chn

ical

e

du

catio

n

MassGrad

Connecting

activities

Massachusetts Model for

School Counseling

Yo

urPla

nforC

olleg

e

Pre-AP

Work-based

learning

Title

III

Educ

atio

nal

Prof

icie

ncy

Plan

s

Pathways to SuccessTrauma-

sensitive

schools

Re

ading R

ecovery

Literacy

partnerships

Licensure

Profession

al

standards

Adult Basic

Education

GEM

MT

EL

Content

institu

te

s

NA

EP

Com

plia

nce

Family

literacyHighly-

qualifie

d

VirtualSchool

s

MTSS

NISL

AR

RA

Learning

manageme

nt sys

tem

Department of Elementary and Secondary Education: The Work

RETELL

Educator Evaluation

Revised ELA/math frameworks

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

TodayBESEadoptsEd Eval

6/2011

BESE adopts ELA/Math frameworks

12/2010

AchievementGap Act

1/2010

Major initiatives: high level timeline

MCAS/PARCC field test PARCCPARCC/

MCAS

2016-17

CONNECTING THE PRIORITIES

Prepared to succeed in

the world that awaits them

after high school

Strong students

Strong systems

Strong content

Strong teachers

• Curricular tools• Instructional tools• Analytic tools

• Frameworks incorporating Common Core

• Powerful ELL instruction

• Development opportunities

Educator evaluation supports teachers and promotes instructional shifts

A suggested framework for thinking about the work

Frame the essential question: How do I continue to improve student learning in my district?1. Identify strategy that will have the fastest impact in your district.

2. Make that strategy central to your district goals.

3. Use the educator evaluation system to track the ongoing progress of your district, school, and individual educators.

Remember that every objective does not require the same depth of attention at the same time. Some are in a more developmental stage.

6

WHAT IS STRATEGY?

Strategy: “The set of actions an organization chooses to pursue in order to achieve its objectives. These deliberate actions are puzzle pieces that fit together to create a clear picture of how the people, activities, and resources of an organization can work effectively to accomplish a collective purpose.”

Stacy Childress in Strategy in Action, p. 3

WHY STRATEGY??

Forces us to prioritize and make choices about what to do and not do

Helps us be intentional rather than reactive

Allows us to marshal resources

Focuses on the few key things that will allow attainment of vision; filters the noise

OUR ESSENTIAL QUESTIONS

• What should students, teachers, leaders, know and be able to do?

• How will we know students, teachers, leaders are performing up to standards?

• How can we support the work necessary to advance the district?

Vision We engage all students in learning, raising the aspirations of all students by embracing them in a learning environment desig ned 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 a ll 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 teachers plan instruction with clear learning objectives, build content expertise that is supported with a current and well-articulated curriculum, understand pedagogy and apply the best instructional practices, and frequently use assessment to monitor student progress, then teaching and learning will continuously advance an d realize high levels of student performance for all learners.

Strategic Objectives Planning: Employ purposeful and deliberate planning that is designed to enable all students to achieve a high level of content mastery and skill development.

Content and Curriculum: Provide rich, high-quality, and current content that foster the use of higher-level thinking skills and help all students to attain college and career readiness.

Instruction: Provide advanced learning that is student-centered and engaging through instruction that provides opportunities for enrichment and challenge and that is focused on student learning, growth, and achievement.

Assessment and Data: Create dynamic assessments that provide reliable and valid data that informs teaching and learning in order to advance student performance.

Strategic Priorities Develop and employ a common language and approach for planning and instruction.

Continue to develop curriculum that reflects the new Pre K-12 ELA and Math Frameworks and incorporates the common core standards.

Using the standards of the educator evaluation system as a reference, set annual goals that improve professional performance and improve student outcomes.

Complete development and identification of common assessments (District Determined Measures) by grade and content area as required for Phase 2 of the Educator Evaluation System.

Create building level schedules that support collaborative planning and data work.

Plan for the implementation of the new Science Frameworks K-12.

Develop district’s capacity through participation in RETELL to improve instruction and outcomes for ESL students.

Pilot common assessments and analyze the validity and reliability of each assessment.

Provide professional development in the use of Understanding by Design or similar planning methodology.

Continue to develop and improve teachers’ ability to integrate proficiency skills and content knowledge when designing curricular units.

Develop and implement a comprehensive and system-wide approach to Massachusetts Tiered System of Support (MTSS), including a District Curriculum Accommodation Plan (DCAP), so that we provide intervention, challenge, and enrichment for all learners at all levels.

Continue to train and develop data teams at every level and content areas in the use of data to improve student outcomes.

Continue to provide Skillful Teacher training and mentoring support for all new teachers.

Review and update existing curriculum maps to include reading and writing across the curriculum, 21st century skills, and common core expectations.

Implement instructional supports for teachers such as the Instructional Coaches model, demonstration or lab classrooms, and instructional rounds at all levels.

Train staff in the use of Aspen as the district’s database for all student information, assessment data, and parent communication.

Develop curriculum maps, including scope and sequence, in non-core content areas Pre K-12.

Provide staff with options and opportunities for professional development that meet the needs of teachers, individual buildings, and the district.

Phase in the use of the state’s teaching and learning database, EDWIN.

Continue to facilitate vertical and horizontal integration in all content areas.

MPS STRATEGY OVERVIEW

OUR GOAL

To develop and sustain a stimulating, adaptive, and supportive learning environment, that nurtures and respects the individual and cultural diversity of our members, where an authentic enthusiasm for life-long learning exists, and where all strive to be responsible, engaged, and informed citizens able to meet the challenges of a 21st century world.