MHS Students, Summer, ECC/K Placement, Construction, Financial Audit, Budget, New Meetings, and More: 5/10 School Committee

(Reminder: official minutes of the Melrose School Committee can be found on the melroseschools.com web site following approval by the Committee. My notes are below, and edits and errors are mine alone.)

Melrose High School students and staff were featured in the Committee’s monthly School Spotlight meeting segment, and two groups came forward. First, representatives from National Honor Society spoke to individual and group service projects, including the significant investment in community service time these projects required. Second, Library Media Specialist Tom Scudder, Academic Facilitator Josh Cristiano (find him at @mpsflipped), Teacher Susan McBride, and student Brian Mercer presented their project based learning work around starting a food truck business. The project was a blended learning effort, meaning time in class as well as time on-line outside of the classroom. It used a “Shark Tank” TV show-type model. The educators reported that this kind of teaching is a “pretty drastic change” for teachers and that more planning is needed compared with teaching a more traditional unit. Brian noted that he and his classmates liked the real-world aspect of the project, which for his group became a breakfast food truck based on one of his favorite breakfast spots, requiring learning about start-up financing, permitting, menu planning, etc. (The MHS portion of the meeting is from 6:20-40:50 on the video.)

As last year, MHS will not run summer recovery courses as they are too costly, but they are providing sources for students to find what they need. Middle school students who fail an ELA or math class are eligible for the MVMMS Skill Building class, offered for six weeks, an hour per day, from 6/27-8/4 for $250. Students looking for a camp experience close to home can opt for the Students Without Borders enrichment program (more here: http://mvmms.melroseschools.com/2016/05/students-without-borders-summer-program/#sthash.OxrwwiUT.dpbs).

Kindergarten class sizes were presented for all elementary schools, with 99% of parents receiving their first choice of school. ECC enrollments were also presented, and there will be some variation in programming this year based on parent requests. Those changes will require some movement of classrooms, and DPW is “ready to go,” while a parent who is an interior designer will be offering teachers professional development around using classroom space more effectively. There are currently 41 tuition based and seven IEP openings. ECC educators have collaborated to publish an article around one element of their teaching and learning, and it can be found at http://rightquestion.org/blog/blogthree-and-four-year-old-students-learning-to-ask-their-own-questions/.

Language that is easier to read and understand for the Secondary School Code of Conduct was presented and approved.

City planner Denise Gaffey offered an update on construction at the MHS Learning Commons and entryway/window installation work at Hoover. She noted that work on the Learning Commons project is currently ahead of schedule and walls are up so that the different spaces can now be visualized. The project has benefited from quality collaboration between staff and the construction folks. Furniture delivery is schedule for August 1^st and technology will be installed following furniture placement. Completion is scheduled for August 19^th. Phase II of the project (the Student Services suite) will be able to begin a month earlier than expected. At Hoover, the pre-construction phase is expected to begin on May 20^th and after school is out, DPW will be prepared to shift the contents of classrooms to make way for construction work. The timeline is very tight but completion is expected prior to the start of school.

Supt. Taymore presented her final balanced budget, noting that there are concerns around potential state mandates that may require funding, professional development is “stretched” now, but that she has tried to present a level-service budget. The Committee voted to approve two categories of expenses: salaries and non-salaries.

The Committee approved transferring Class of 2013 monies to them following their request and in conjunction with state regulations around Student Activity Accounts.

The District Financial Audit for FY15 was presented, and there were no negative findings.

The Committee voted to add a session on May 31^st (time and location TBD) to hear from the community about the anticipated May 24^th presentation by Supt. Taymore regarding how to address increasing enrollments and resulting space challenges for the coming years. Regular meetings were also added on Tuesday, August 30^th and Tuesday, October 18^th given that only one meeting had been scheduled for those months as calendars were explored and more fully developed.

Remember that all packet documents are online at http://melrosecityma.iqm2.com/Citizens/calendar.aspx and meeting video is at mmtv3.org under “Government Meetings.”

Next meeting is Tuesday, May 17^th at 7:00 when we will hear from Supt. Taymore about her updated Strategy Overview, and also anticipate voting on the FY17 budget in preparation for presentation to the Board of Aldermen on May 19^th.

Translations, Secondary Department Changes, FY17 Budget, Business Office, and More: 5/10 City Wide PTO

The community of PTO representatives brought their usual excellent questions and information to the May City Wide PTO meeting, and Supt. Taymore provided clarity and details as requested. Here are the highlights:

Translation Services

A question was raised about translation of school documents for students. Supt. Taymore reported that every six years, districts engage in a Coordinated Program Review of services as mandated by the state, and Melrose is participating in that process now. (More info here: http://www.doe.mass.edu/pqa/review/cpr/.) It is designed to determine compliance with paperwork requirements around special education, civil rights, and English language learning. Translation is one element of the process and is an issue for all districts, because as they become more diverse, accessing translation services becomes more challenging. Melrose has four dominant languages and there is a note at the bottom of district documents requesting that families who need translation services notify administration. (Supt. Taymore asked PTO’s to include this language on their own notices in the future.) Some languages are more challenging to translate because of the way the language is designed, e.g. a translation could essentially provide an answer to a test question. Another challenge is that some languages include a variety of dialects. Translation has a cost because it should be done by a 3^rd party, not by a student for the parent. Some foreign language teachers and principals help in translation efforts. Volunteers in the community or schools could help in this effort, needing to sign a confidentiality agreement (just contact Bridge Coordinator Jennifer McAllister). A back-up service is translation by phone if/when possible.

Secondary Department Changes

Directors (formerly known as Department Chairs) are consolidating from seven staff members (Science, Technology, and Engineering; Math; Social Studies/History; ELA; Performing Arts; Global Language; and Athletics/Health/Wellness/PE) to four staff members (STEM; Humanities, including ELA and Social Studies/History; Global Learning, including Global Language, Art, and Music; and Co-Curricular/Health/Wellness/PE). There will be nine Content Facilitators who report to the Directors; they are teachers who will perform additional duties (e.g. instructional coaching along with other tasks both inside and outside a teacher’s work day) that had been executed by Directors. Many other districts are moving to this model (e.g. North Reading, N. Andover, Fairhaven, Hamilton-Wenham, Waltham, etc.) and the effort solves a few problems. It saves $266K in Director salaries and adds $100K for Content Facilitator stipends, resulting in a net savings of $166K. The model also creates a “back-bench,” a way to “grow” future administrators for the district while giving teachers more say in how education evolves in their content area, and may provide additional opportunities for interdisciplinary connections. It is expected to be challenging to Directors because they will need to delegate more work and help the Content Facilitators achieve success in that work. The work as a body will likely slow down. Supt. Taymore noted that she has a very talented team and that her goal is to “hold onto every team member to the extent possible.”

FY17 Budget

The budget is balanced as of today and Supt. Taymore indicated: “we had to do a lot of things we don’t want to do” like increasing fees, reorganizing and reducing staff, etc. The unions are working with the district in efforts related to staffing. Questions were raised around use and collection of activity fees (Note: voted at $15/middle school student and $35/high school student on 4/26), and Supt. Taymore noted that fees would help pay for stipend costs (paid to club facilitators). There is a payment schedule devoted to clubs and activities in the teachers’ Collective Bargaining Agreement that lists the stipends, and discussion around it is included in the current contract negotiations. There are current club facilitator positions not yet included in the contract so the financial commitment is expected to increase. Clubs sometimes charge dues and that would not continue with employment of the fee. Principals currently oversee clubs and activities and all stipended positions are posted and then selected by the principal. If there is competition for a position (most often occurring in performing arts), a three-member group (principal, staff member, and community member) makes the selection. In the new org. chart, the Director of Co-Curricular/ Health/ Wellness/ PE will assume the oversight role at the secondary level, including compliance with new state financial regulations regarding Student Activity Accounts. (Q: will there be a search committee for this position since it will include Athletic Director activities? Supt. Taymore says no – it is her responsibility to fill this slot.)

Budget cut proposals were designed to have the least impact on students. Daily pay for substitute teachers was initially proposed to increase from $55 to $70 but is now proposed at $60, and obtaining substitute coverage is expected to remain a challenge because of that. Supt. Taymore needs a technology position for the new MHS Learning Commons (budgeted at $30K) that would keep the space open and fully accessible until 5 p.m., but there was no room in the final budget for it (although she’s still exploring a way to make this happen). She thanked city and school Human Resources personnel who went to every school building and talked with staff members about the potential to opt-out or reduce coverage for health insurance, which resulted in reduced district costs and more money coming to the schools. In the past, the district had not used school choice monies for the budget because they are considered one-time funding, but some reserves were applied in a fiscally responsible way to support this year’s needs. Potential raises for teachers were decreased and the Supt. has elected to freeze her own pay in order to check salary growth. More monies are being spent from rentals, Ed. Stations, and ECC revolving accounts. Next year may see less pressure on the budget given that this year required an extra payroll ($400K) because of the way the calendar cycles, but we may receive less money from the state so the future remains uncertain.

Business Office

Since the resignation of the Director of Finance and Administrative Affairs in late April, the district has employed a consultant two days/week to oversee the most pressing business, and that will continue through the end of the school year. (During the search process, the Supt. found the candidates to be relatively inexperienced noting that our district doesn’t have “the luxury [to provide] substantial training.”) Further research indicated that we should expect to pay an annual salary of approx. $125K for the skills/abilities required, and she is considering how to approach next steps for filling the position. (Note: the Committee had initially approved a salary of $105K-$115K.)

Reports from City Wide Attendees

·               The Melrose Energy Challenge has commenced (more info here: http://www.melroseenergy.org/Energy-Challenge-2016.html) and notices will be circulated to parents. If the city performs 511 assessments by 12/31/16, $34K will be grant-funded for city energy efficiency programming. For every energy assessment performed for PTO members, $15 will be donated to PTO, Inc.

·               PTO, Inc. is seeking a President and a Bookkeeper. The position would ideally be filled by a volunteer, as it would lessen the financial impact on PTO’s (who pay for membership). If not, an hourly rate of $25-$50 would be paid to the bookkeeper and if no one is hired at this rate, PTO payments would increase even further as a professional accountant would need to be hired.

·               Last summer's PTO Summit was seen as two well-spent hours, with the sharing of information and ideas among City Wide representatives. Director Jennifer McAllister is planning a 2^nd Annual Summit for this August and hopes for an equally valuable session.

Last meeting of the year is in June!

Melrose Middle School Parent Welcome Night: May 5th

Lots to learn about the Melrose Veterans Memorial Middle School captured in 68 minutes! Principal Conway introduced himself and some of his team who would stay after the presentation to answer questions.

Presentation

Personal Qualities: Honesty, responsibility, respect, self-management, pride, and perseverance. Students who are caught exhibiting these qualities receive positive recognition (e.g. photo op, name over loudspeaker, etc.).

Quick facts: 260+ students; three teams per grade (6A, 6B, and 6C) for a total of 90ish students/team.

Scheduling:  [Definitions: class = the content area and block = the 57 minute period/length of time that a class meets.] There are four core team classes (ELA, math, science, history) every day (meaning students are in classes with others from their 6^th grade team but not necessarily the same students in each class), two off-team classes every other day (meaning students are in classes with others from any 6^th grade team), and one class in A block (first block of the day and the only one that’s at the same time every day with students from any team and possibly other grades, like band/orchestra/chorus). There are no free blocks – students have an assignment for every block. Six classes meet per day making for a 7 day modified waterfall schedule (and if you want to know more about that, you can look here: http://melrosecityma.iqm2.com/Citizens/Detail_Meeting.aspx?ID=1466 and read Slide 8, right hand column, along with the following document showing research regarding best practices in middle school scheduling from the 2/4/14 School Committee presentation).

More scheduling details: Students get a schedule with the detail (block, class, teacher, and room) for all seven days. Core classes meet every day. Off team classes meet three times in a cycle. Some electives meet all year (PE, chorus, etc.) while others don’t. The A block has five days in a cycle because one day is used as “extended team time” where students stay in homeroom or may get together to do things like take a team test (so they don’t lose day of instruction), or participate in an assembly, or engage in individual class teaching like social emotional learning that they wouldn’t otherwise receive. The overall schedule (Day 1, Day 2, etc.) is posted around the building so students don’t have to memorize the order of different blocks, and it’s announced on loudspeaker in the morning. If it snows, the day gets “lost” since the plan is prepared at the beginning of the year.

General 6^th grade academics: Includes cross-curricular experiences (like history/geography with English and library); use of technology; whole/small group instruction; hands-on science with labs; math that continues the same curriculum as elementary grades; lots of student talk to improve understanding of content; and varied subjects in off team classes. There is project based learning (e.g. Ms. Ciampa’s math class was studying proportions and explored correlations between runner height and race time asking “are races fair for all or should they be redesigned?” Their research was combined with active data and analysis like measuring heights/running competitive races/etc.). Class options include challenge classes that are open to any student and enhance content experiences with project based learning, research, speaking/listening while intervention classes are based on need and current performance (e.g. math lab).

Foreign language: Students don’t choose a language to study for the full year in 6^th grade but choose a language for a trimester (German, Italian, or French). Some students may request two languages during the 6^th grade year. In 7^th grade students choose one language to study from five offerings (adding Spanish and Latin). 93% of students enroll in foreign language in 7^th grade. If they successfully complete two years in the same language, they enter HS at Level II. If students choose German or Italian in 7th grade, they must choose German or Italian as 8^th graders because those aren’t offered at Level I at the high school (a staffing issue). Spanish is the highest enrolled language so staffing limits make it unavailable in 6th grade. Very few middle schools offer five languages (we have the “Cadillac version” of language offerings).

Accelerated learning: There is a Grade 7/8 compacted math class (25% of grade) for 7^th graders to prepare for the HS model Algebra I class and HS math if a student completes Algebra I prior to 8^th Grade. There is Accelerated ELA in Grade 8 (featuring advanced content). There are challenge classes with a focus on project based learning. Challenge classes contain a gifted and talented (G&T) cluster where students take the same challenge classes as other students, but together and in the same sequence.

Supported learning: For students who need academic support, there are intervention classes (including math, math lab, ELA, and organization/study skills); inclusion support for ELA and math, social skill groups, related services like speech and language/OT/PT, and other help.

General supports for students: there many which include intervention classes in math and ELA; summer tours to help with transition; after school tutoring hours for all teachers; regular posting of homework, grades, and assignments on Aspen; many after school activities; open library until 4:00 each day; and team teacher meetings to share information that will help student learning.

Coming soon: The A block classes (for those not in performance arts) will be an intervention or lab class and change every trimester; there will be a Positive Behavioral Interventions and Supports system (PBIS) with common expectations for how students should act and treat each other; the Anti-Defamation League’s (ADL) Peer Trainer model will be incorporated so the 30 7^th and 8^th grade trainers can then train other students in biases and prejudices; the MS and HS schedules will be aligned allowing for the sharing of resources (like selected teachers) and students taking HS courses.

Requesting classes (new this year): planning forms will go home next week from the elementary schools for parents to complete with their child (using the http://d1868cr0a5jrv6.cloudfront.net/wp-content/uploads/sites/8/2014/08/MVMMS-Program-of-Studies-16-17.pdf). Principal Conway and administrators will visit elementary schools in the 1^st week of June bringing logins, and if student forms are filled out, it will take < 10 minutes for students to input class requests (not a registration or guarantee). If classes are overenrolled other classes will be randomly assigned to fit. Some specific classes schedule first (like band since there is only one block).

Communication tool: The Daily Bulletin is posted in the building. Students film the Bulletin’s announcements in the school’s TV studio where they are shown on Smartboards during homeroom, and they are posted on the website for parents the afternoon prior. (Here’s this Monday’s edition: http://mvmms.melroseschools.com/our-school/compass-school-report/#sthash.0l3znvkh.dpbs.)

Getting involved: There are many clubs and activities (including drama where students not only perform, but manage sound, lighting, etc.). Students have earned awards for contributions like this year’s Black History essay winner who was recognized by the Boston Celtics. Community events include the long-standing and powerful student-run Veteran’s Day assembly. There is a student-funded no-cost-to-veteran’s trip (this year with 16 students with 25 veterans heading to Washington, D.C., and including a different theme each year with this year’s theme being Women in Service). There is ADL Youth Congress as well as a science, technology & engineering opportunity (building and programming electric cars). Last year, the school hosted an after school activities and events fair to inform students of the many opportunities (more here: http://mvmms.melroseschools.com/2015/09/mvmms-after-school-activities-and-clubs-information-fair/#sthash.a1ys2Yw8.dpbs).

To look forward to: This year is the 2^nd annual 8^th grade trip to NYC, with six Coach buses taking all eligible 8^th graders as part of their Global Education in Melrose (GEM) experience. They’ll visit Ellis Island, the Statue of Liberty, and more.

Question and Answer (in order of asking….)

Q: When requesting classes, should students choose the trimester in which they want the classes? No, the school needs to arrange the scheduling but students will be assigned their choices somewhere during the year if at all possible.

Q: What if students sign-up for a yearlong class (except PE which is required for the full year) like performing arts and don’t like it? They can drop it although that’s discouraged. The school has a conversation with the family asking about the motivation. If it’s for a curious reason, like “my friend dropped it,” the switch might be questioned but school counselors try to work with families to place students appropriately.

Q: Can students take three trimesters of art? No, but there are two types of art offered so they could request both of those classes. If they were to take a third, it would repeat one of the two already taken since the curriculum is the same.

Q: What happens for students on an IEP or need ELL services? Some services may be built in like learning strategies, which fills three blocks all year (of six). Team Facilitators have planning forms and families will discuss services with them. Needing those services doesn’t prevent options, it just means that planning will be done differently. Transitional meetings are held in the 2^nd week of June and its ok that scheduling forms will be done first as they can be revised.

Q: Must students take a language to graduate from high school? Yes

Q: Are classes leveled in 6^th grade? No, but they are heterogeneously grouped. Individual dynamics are considered. There are flexible groups within classes (doing project based learning, etc.).

Q: Can 8^th Graders take Latin as a 2^nd language? Yes

Q: How does scheduling for performing arts students work? Students are placed in their performing arts classes first and are other classes are built around them.

Q: Are 6^th Graders required to take a language? No, and it’s especially hard if they are taking band, chorus, or orchestra.

Q: How does lunch work? Lunchtime is 25 minutes including 5-10 minutes to go outside. There are three lunches, one per grade, so all 6^th graders eat together, etc. At one grade in middle school, students will have a split-block lunch meaning that they attend the first half of a block, then eat, then return to that class to finish the block. First lunch is at 10:45 (and yes, there are kids who are hungry at that time).

Q: Can all students take challenge class? Yes - all students will have an opportunity to take them.

Q: What is happening with late start? In Fall 2017 MVMMS will shift start time to 8:15 and will start and end at the same time as the HS.

Q: What happens after school now? The school day ends at 2:05; teachers are usually there for 30 minutes; open library from 4:00 (40-70 students/day) where students can use Chromebooks, etc.; many after school options – drama may stay later during rehearsals but length of after school activities vary depending on the activity.

Q: Can parents apply to have their child identified as gifted? If the parent previously had the student identified, that would be known by info in Aspen but if not, parents can request the testing. Those students are in challenge classes together but in their own group. Others take the same class but in a different trimester. Placement criteria are in the Program of Studies for entry into advanced classes.

Q: When will students see the school? Very near the end of the school year in June, all students walk to middle school and visit (step up day). There is also an August open house when kids give tours.

RISEAct Advocacy: Testimony to House Ways and Means

On April 26th, the Committee voted to send the following letter in support of consideration of the RISEAct.

Dear Members of House Ways and Means:

As you know, on Thursday, April 7^th, the Massachusetts Senate discussed S. 2203: an Act Enhancing Reform, Innovation and Success in Education (also known as the RISE Act) which was passed to be engrossed, now read as S. 2220. As the bill now rests with House Ways and Means, the Melrose School Committee urges you to consider its merits, and vote its passage.

While we don’t disagree that parents should have educational options for their children, we believe that charter schools should be held to the same high standards to which traditional public schools are held. We also believe that all public schools should be funded in a manner that rewards student success regardless of the building in which the student learns. The City of Melrose loses well over $2M per year to the Mystic Valley Regional Charter School, leading to our examination and assessment of this bill. Although it’s not perfect, there are many reasons we believe it to be fair and thoughtful legislation. Those reasons include the following:

·               It requires development of an implementation schedule for the Foundation Budget Review Commission recommendations, which are critical to providing resources to students as mandated by state law and regulation.

·               It addresses significant concerns around lack of transparency into charter school practices, including lack of posted meeting minutes, public release of contracts, etc. The public deserves to see how its monies are being discussed and spent.

·               It incorporates local elected officials into a variety of charter governance areas on behalf of their sending district students. In addition, it adds a step in future charter application processes requiring local approval (with an overridden provision by the board), and subsequently requires that charters disallowed locally but approved by the board will be funded at the state level (with corresponding reductions in Ch. 70 funding). These elements of the bill speak to taxation without representation concerns.

·               It applies provisions of the State Ethics Code to Charter Boards of Trustees/immediate family and prohibits nepotism in hiring. This requirement is consistent with standards placed on local municipal employees who are also funded by taxpayer dollars.

·               It supports an opt-out process, which addresses the concern that only parents with the opportunity and resources to know and understand the opt-in process may apply for a seat (i.e. self-selection of one demographic over another in a public school).

·               It requires recording of the reasons for student attrition, broken down by demographic subgroups, allowing for aggregation and comparison and made public on the DESE web site. This component provides transparency around why students leave the schools and why, which allows a window into the potential for unacceptable dismissal (while traditional publics enroll and educate all students).

·               It requires that charter schools provide “an analysis of student and subgroup achievement gaps, including English language learners and students receiving special education.” This requirement allows parents a greater comparison mechanism in order to make an educated school choice for their child(ren).

We appreciate the difficult work you do to improve the education of students in the Commonwealth, and urge to you to take up this bill and approve it.

Sincerely,

Margaret Driscoll, Chairman

On behalf of the Melrose School Committee (as approved on 4/26/16)

cc: Cyndy Taymore, Superintendent

Testimony in Support of Better Data Use in Education

Today, the Mass. Joint Committee on Education is hearing testimony on H.4219: An Act Strengthening Public Education in the Commonwealth. Unable to attend, I submitted the following for their consideration:

Dear Rep. Peisch, Senator Chang-Diaz, and Members of the Joint Committee:

My name is Margaret Driscoll and I’m Chairman of the Melrose School Committee. I speak to you by way of this e-mail as an individual member, not as a representative of our Committee.

The Melrose School Committee has joined with many other cities and towns in the Commonwealth to advocate for the recommendations of the Foundation Budget Review Commission, and I appreciate and value the conclusions and recommendations made by the Commission in sum and in the context of H.4219.

The language contained in this bill, consistent with recommendations made in the FBRC report, supports thoughtful, deliberative actions that will lead to better-informed total funding as well as more appropriate resource allocation of that funding. Collecting, analyzing, and reporting accurate data is at the heart of student improvement, just as in any other area of improvement. In addition, creation of a Stakeholder Data Advisory Committee designed to “assist the Department to identify, implement, and assess cost effective ways to (1) streamline financial reporting, eliminate duplicate reporting requirements, and improve data quality; (2) strengthen the department’s capacity to analyze and report staffing, scheduling and financial data in ways that support strategic resource allocation decisions at the district and school level; and (3) strengthen district capacity to use data to make strategic resource allocation decisions” institutionalizes the importance of using data as the basis for quality policy development. In conjunction with those actions, collaboration with key stakeholder groups (as the bill suggests) like the Mass. Association of School Business Officials, the Mass. Association of School Superintendents, and I would add the Mass. Association of School Committees, is an important way to incorporate the experiences of those of us with “boots on the ground” and ultimately improve the overall impact that data analysis provides.

I hope you will recommend this bill favorably and thank you for your continued work in the interest of student achievement in the Commonwealth.

Melrose Teachers Teaching Teachers - and Helping Students!

Yesterday afternoon, Melrose teachers presented the second annual Teacher Action Research Mini-Conference at Melrose Veterans Memorial Middle School, facilitated by 8th Grade ELA Teacher Ms. Means and Roosevelt Kindergarten Teacher Ms. Tully, and supported by Asst. Supt. of Teaching and Learning Dr. Adams and Director of Global Language Dr. Talbot. About 80 Melrose teachers and colleagues from surrounding communities attended. Presenters took on this work in addition to their regular teaching duties, and with an interest in improving student learning in the Melrose schools while earning PDP’s that support maintaining their state licenses.

What is Teacher Action Research (TAR)?

TAR is teacher-directed professional development, in other words, teachers studying teaching practices in a systematic way. (Here is an explanatory blog post with brief video: http://blogs.edweek.org/teachers/living-in-dialogue/2011/10/improving_teaching_101_collabo.html.) To do this, they identify a “problem,” develop a research question around that problem, develop an action plan (learn about the process, engage in monthly meetings and a mid-way consultation to sustain progress), collect data using different methods like online research/student assessments/surveys/observations, reflect on the process and change instruction or implement new practices to support students, and present findings to other teachers for mutual understanding and potential improvement for all. Nine sessions were featured in the 2½ hour conference and almost all Melrose schools were represented. Here are a couple presentation samples:

Making Music Matter

Mr. Repucci, Band Director for Grades 3-12, presented his research around 2^nd year elementary music student instrument practice, beginning with the belief that playing music (vs. just listening to music) reflects all four “c” skills (critical thinking, communication, collaboration, and creativity), improves memory functioning, and allows students to experience the beauty in music. (Here is the video he showed to explain “How Playing an Instrument Benefits your Brain”: https://www.youtube.com/watch?v=R0JKCYZ8hng.) In order to engage in music in this way, he wanted students to increase instrumental practice and wondered about the environment he needed to support that would help realize that intention. His basic idea was that students need to be persistent in their instrumental practice to improve. He studied the psychology of practicing, provided the students practice logs, had them set goals, and created ways they could showcase their music. After his study was complete, he found students practiced more by setting goals and that his encouragement to meet those goals was useful. He also learned that the “group mentality” was supportive (there was more practice leading up to performances, especially when those performances were with others and to their peers), and that enthusiasm was a key factor in getting students motivated. Ultimately, he found that practicing should be self-directed, enjoyable, goal-oriented, process-oriented, and regular. One of the biggest successes was an impromptu performance in a school hallway – a way to present the results of student practice in a way that energized students and makes music fun – and motivating them to continue to practice.

What’s the Problem? Dissecting and Persevering through Math and Chemistry Word Problems

Lincoln School 4^th grade teacher Ms. Iuliano and MHS Chemistry teacher Ms. Martin teamed up to reveal their exploration around “experiences implementing bar models and the think-aloud strategy for solving word problems.” Ms. Iuliano focused on developing the parts of solving this type of problem, along with teaching the vocabulary necessary for its solution. She set achievement goals for students to measure how well her new teaching method was working, and found some successes combined with areas in which she wants to improve her teaching to improve student outcomes. In her reflection, she thought about how she might tailor problems to a student’s interest, how collaborating with colleagues might improve outcomes, and the fact that she gained many insights that would positively impact her general teaching.

Ms. Martin had noticed that many of her AP Chemistry students struggled with multi-part free response questions (some with six sections). Students would “freeze,” and she wanted to find strategies that would help. On-line research revealed the Think Aloud Paired Problem Solving (TAPPS) approach and she decided to make it her research model. (It involves forming student pairs, designating a problem solver to read the problem and talk through the reasoning process in an attempt to solve it, and a listener to encourage out-loud thinking, asking clarifying questions and offering suggestions without actually solving for the partner.) TAPPS steps include understanding the problem, devising a plan to solve the problem, implementing a solution, and reflecting on the problem. (More at Classroom cognitive and metacognitive strategies for teachers: Research-based strategies for problem-solving in mathematics K-12 from the Bureau of Exceptional Education and Student Services at the Florida Dept. of Education (2010).) To help students define questions and help with strategies, Ms. Martin developed a sheet reflecting “Common Free Response Issues and Techniques to Fix Them,” defining an issue (like “Not understanding what the question is asking”) and then providing techniques (like “Look at keywords and break down the question”). Upon reflection, she found that students benefitted from TAPPS and that building individual study plans for students based on their strengths and weaknesses would be helpful as a next step.

In sum, data shows that teacher professional development is a key factor in improving student learning. Melrose teachers are not only taking advantage of the many professional development offerings provided by the district, they are creating and sharing them independently and supported by Melrose administrators and other teachers.

Applause to all educators who continue their own learning while working hard to improve learning for students!

Middle School Program of Studies, Administrative Re-org, FY17 PD Plan, Revised Budget, Fees, Advocacy: 4/26 School Committee Meeting

(Reminder: official minutes of the Melrose School Committee can be found on the melroseschools.com web site following approval by the Committee. My notes are below, and edits and errors are mine alone.)

We covered a lot of ground last Tuesday, laying the groundwork for presentation of the Superintendent’s final draft budget on 5/10.

Announcements of the Superintendent

Supt. Taymore provided information on specialized learning opportunities for students and teachers. Two students will engage in a Marine Science Training and Internship program in conjunction with UConn. Hoover teacher Ms. Iuliano was one of two MA teachers accepted to attend the Mickelson ExxonMobil Teachers Academy, a weeklong summer program for 3^rd through 5^th grade teachers to support the pursuit of careers in science and math. Roosevelt 5^th grade teacher Ms. Hogan is one of 28 teachers in the US accepted to attend “Real World Science,” a weeklong exploration of wartime innovations and the skills necessary to generate them, and then applying them to our world today. (Congratulations to all!)

Educational Programs and Personnel

·               Secondary school handbook: Supt. Taymore was asked to reexamine disciplinary due process (Ch. 222) language to ensure that it is “clear, explicit, and understandable for families and students.” She will bring forward any recommended changes at the next meeting.

·               FY17 Middle School Program of Studies: Highlights include adding reading/literature classes at 7^th and 8^th grade, rotating by trimester;  language around science core content classes is improved (more consistent with Next Generation Science Standards); engineering/design language course changes; challenge classes have more specificity in descriptions. In the past, very few courses were elected but now students will have the opportunity to request their non-core classes (not selection like MHS, but request based on class availability), and students can discuss with parents first, then students input requests on Chromebooks at school. Almost all 8^th graders take a civics class, almost all 7^th graders take physics class, almost all 6^th graders take engineering class. Languages: 6^th grade = trimester long class every other day to explore what having a language would be like (assigned randomly) and limited due to staffing; 7^th graders select a language and attend every other day for the year, generally committing to that language for 8^th grade (attending every day); they enter HS at Level 2 (which is unusual for middle schools in the state); this year can offer 5^th option (Latin) to 7^th and 8^th graders which is highly unusual for middle-schoolers. French and Spanish are most commonly selected languages. For performing arts classes, students can usually only select one because they are often scheduled at the same time, although teachers try to work out a unique plan if possible.

·               FY17 Professional Development Plan: The plan continues to evolve as curriculum and needs change. The PD Committee extensively reviews exit surveys for programs to ensure that they are useful to staff and to inform future PD programs. More PD is always better than less, as there is a direct correlation to student outcomes. Future considerations include implementation of the state’s new Science Frameworks and Draft Digital Literacy and Computer Science Curriculum Frameworks; district content area curriculum reviews; investment in district technology; ensuring continuation of critically important coaching and mentoring of teachers; and the unique training needs of specialists (art, music, PE, guidance, psychologists, school adjustment counselors, therapists, etc.).

·               Administrative Re-organization: In order to realize cost savings, the district will reorganize the Gr. 6-12 content areas, shrinking the Director positions from seven to four which will now include STEM (Science, Math, and Applied Science), Humanities (ELA and Social Studies), Global Education and Arts (Global Language, Art, and Music), and Co-Curricular (the AD/clubs+activities director as well as Health/Wellness/PE). Teacher leaders will be named in sub-director positions (subject to collective bargaining) in order to perform supporting duties while developing their leadership skills.

Finance and Facilities

·               An Education Stations fees increase of 8% was approved.

·               Athletic fees were raised and include some tier changes. Costs like transportation, venue rental, and mandated equipment reconditioning have negatively impacted expenses. FY17 fees are: Tier I (cross country and outdoor track) - $200; Tier II (golf, soccer, tennis, lacrosse, field hockey, basketball, softball, baseball, volleyball) - $300; Tier III (swim, gymnastics, indoor track, wrestling) - $385; Tier IV (football) - $450; Tier V (ice hockey) - $600.

·               Stipends for clubs and activities are a recurring budget line and in recognition of this fact, an annual school-wide activity fee is being piloted in FY17 for middle school ($15) and high school ($35). This pilot will be examined prior to passage of the FY18 budget.

·               The Committee agreed to pre-pay some FY17 expenses by using more School Choice monies (that had not originally been applied since the district didn’t know if expansion of the School Choice program would continue successfully  - but it has). Pre-payments include elementary ELA Reading Street curriculum materials ($88K), kindergarten materials ($25K), and Mass Insight AP funding ($15K) for a total of $128K, which can then be subtracted from the FY17 draft budget request.

·               Draft 3 of the FY17 budget has been posted. With increased revenues, pre-payment of expenses, and budget cuts, the difference between what the city is able to provide and what the schools consider a level-serviced budget is just under $178K.

Announcements of the Chair

·               Evaluation of Supt. Taymore will occur in June and requisite documents will be provided at that time.

·               The Committee voted to send a letter of advocacy around MA Senate passage of the RISEAct: An Act Enhancing Reform, Innovation and Success in Education), encouraging the House to take it up and consider it for passage.

·               A new rolling agenda was provided.

Remember that all packet documents for this meeting are on-line and video is available at mmtv3.org under Government Meetings.

Next Meeting: Tuesday, May 10^th at 7:00 in the Aldermanic Chamber. Expected for discussion – ECC and K placement, summer program plans, facilities construction update, the FY15 district financial audit, and discussion of the final draft of the FY17 budget. Packet documents are expected to be posted this Friday, May 6^th.