melrose public schools managing the work. growt h mode l adult & communit y learning readiness...
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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.
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