NEASC

1
Two-Year Progress Report
Melrose High School
December 15, 2012

Section I. Highlighted Recommendations

1. Develop and implement a plan to ensure the curriculum emphasizes depth over breadth.
Classification:  In Progress
For the 2012-2013 school year, Melrose High School has developed and implemented a plan to
ensure depth over breadth by adopting and integrating the Common Core Standards into the
current curriculum. The Common Core emphasizes depth over breadth of coverage, therefore our
curriculum will as well as we continue to integrate the new standards into our current curriculum
documents. The Curriculum Coordinators have developed a “Common Core Academy” for teachers
to become more familiar with the Common Core Standards and to help them integrate the
standards into their classrooms. The Academy consists of thirteen two-hour workshops. The goal
of the training is to support teachers in implementing literacy across the content areas in grades 6-
12 to support adoption of the Common Core Standards.

2. Create and implement a formal, standardized curriculum template.
Classification: Completed
Melrose High School used the Atlas Curriculum Mapping program to create and implement a formal
and standardized curriculum template. As of June 2012, all departments have and use formal
standardized curriculum documents. Over the last two years, all departments worked extensively
on the creation and/or revision of the curriculum. These curriculum documents are live documents
that are continually reviewed and revised when necessary.

3. Require high expectations of all students as defined in the mission statement.
Classification: In Progress
At Melrose High School, we are committed to providing an engaging curriculum with high
expectations for all students as defined in the mission statement. Starting with the 2012-2013
school year, common mid-year and final exams will be given in all courses regardless of the course
level. These common mid-year and final exams will ensure that the same curriculum is being
delivered to all students, regardless of the level of the course. Additionally, data from the common
assessments will be analyzed by the staff to ensure that all classes have high expectations for their
students. The school continues to use open response questions and core assignments to ensure
that high expectations are being required of all students in all classes. The elimination of CP2
courses will promote higher expectations in classes and will provide more heterogeneous classes.

4. Develop and implement a plan to assess individual student achievement of school wide
expectations of learning.
Classification: In Progress
A new advisory program is being introduced for the 2013-2014 school year that will address and
measure civic and social expectations throughout each students’ high school experience. In
preparation for the new advisory program next year, smaller scale assemblies are being introduced
this year on topics that will become part of the advisory program. Students will be assessed on the
school-wide expectations of learning rubrics through the advisory program as well as in each class.
Aspen X2 will allow teachers to report out the individual student achievement of school wide
learning expectations.

5. Provide regular, formal opportunities for teachers to collaborate and reflect about
instructional practices and examine and discuss student work for the purpose of revising
curriculum and improving student learning.
Classification: Completed
The focus of department meetings has shifted over the past several years to focus more on looking
at student work. Departments now have additional vertical team meetings (6-12) that allow
teachers to see how curriculum builds by grade level and ensures that teachers’ lessons, strategies,
and assessments are aligned. Starting in the 2012-2013 school year, all teachers have Common
Planning Time (CPT) built into their schedules to promote collaboration. All departments were
encouraged to read and participate in discussions online and in department meetings around best
teaching practices. The Looking at Student Work group (LASW) meets monthly and is open to all
staff members to learn how to better assess student work in order to revise and improve the
curriculum for student learning.

6. Develop and implement a plan to report individual student achievement of school-wide
academic expectations to students and their families based on the use of school-wide
rubrics.
Classification: In Progress
Melrose High School will have the ability to communicate individual student progress in achieving
school wide academic expectations to students and their families through a parent portal available
in the student information system, Aspen X2. For the 2013-2014 school year, there is a plan in
place to report individual student achievement of school-wide academic expectations to student
and their families based on the use of school-wide rubrics. The individual student progress will be
included on report cards as well as recorded in Aspen X2 for continued access by staff, students and
parents. The students will be assessed on the school-wide rubrics at the end of first and third
quarters in each class. By assessing at the end of first and third quarters, students will have time to
improve their performance throughout the year and prior to the end of the school year. We
currently have rubrics for each of the learning expectations and each department will be
responsible for assessing and reporting out on one or more of the learning expectations.

7. Develop a formal program through which each student has an adult member of the school
community in addition to the school guidance counselor who personalizes each student’s
educational experience, knows the student well, and assists the student in achieving the
school-wide expectation for student learning; and provide a timeline for implementation.
Classification: In Progress
An advisory program will be in place for the 2013-2014 school year. The program will provide
support and encouragement for students as they tackle high school life. All staff will participate as
mentors to the students. The advisory program will pair students with a staff member in addition
to their guidance counselor. Advisories will include students of all grades and will focus on the
achievement of school-wide expectations of student learning. In addition, there is currently a
senior internship mentoring program which allows students the chance to meet and collaborate
with their advisor weekly throughout their 4th quarter internship.

8. Describe the school’s plan to implement a grouping pattern that fosters heterogeneity,
reflects current research and best practices, and supports the achievement of the school’s
mission and expectations for student learning.
Classification: In Progress
After reflecting on current research and best practices, CP2 courses are being eliminated for the
2013-2014 school year. The elimination of CP2 courses will promote higher expectations in classes
and will provide more heterogeneous classes. CP1 courses currently reflect a more heterogeneous
make up. A concerted effort has been made so that no more than 49% of the student body in each
CP1 course is of the special education population. Using common mid-year and final exams will
ensure that all students in a given course are receiving the same content regardless of level.

9. Evaluate the effectiveness of the rotating school schedule and implement changes as
necessary to support the effective implementation of curriculum, instruction and
assessment.
Classification: In Progress
In the time since the recommendations were made by the commission, there have been several
changes in administration. The former administration was pleased with the effectiveness of the
current rotating schedule and did not address this recommendation. The current administration
however, does want to evaluate the current rotating schedule to see if a new schedule could
improve the effective implementation of curriculum, instruction and assessment. A committee will
be formed in January 2013 to look at the current schedule as well as other options that could
potentially reduce class size as well as to better support the students and staff in the school.

10. Update the library print materials to a level that adequately supports all areas of the
school’s curriculum, the instructional needs of the teachers and learning needs of students.
Classification: In Progress
The school budget along with other donations has and will continue to support updating the print
materials to adequately support all areas of the school’s curriculum, instructional needs of the
teachers and learning needs of all students. As we continue to grow and move into a more
technologically enhanced learning environment, major renovations to the building are planned for
the 2014-2015 school year that will convert the existing Resource Center space into a multipurpose
space with a focus on technology while retaining and supplementing the current print
resources. There will be small and large meeting rooms with projectors and SmartBoards for
teacher and student use. There will be traditional desktop computer labs, as well as an iPad cart
with thirty iPads for teacher and student use. A technology support office will be incorporated into
the space so all staff and students can receive assistance with using technology. This technology
will exist side-by-side with existing print resources to allow students the ability to move seamlessly
between the two. These changes represent a major financial investment by the district in the high
school Resource Center. The new library media specialist will review current print material
available in the Resource Center. Additionally, the library media specialist will meet with
curriculum coordinators and individual departments to determine the needs when purchasing new
materials, especially non-fiction materials that will support the Common Core.

11. Develop and implement a plan for the appropriate maintenance and repair of
equipment.
Classification: Completed
As of July 2012, responsibility for the maintenance of Melrose Public Schools has been transferred
from the schools to the Melrose Department of Public Works. The DPW added a Director of
Facilities as a liaison to the schools in an effort to ensure that standards are met and problems are
addressed in a timely manner. The Melrose Department of Public Works has an online work order
system by E-Gov in place to track and report routine maintenance and repairs. General
maintenance, electrical and plumbing issues are handled by city maintenance employees while
other maintenance issues are handled by maintenance agreements with outside vendors, ENE
Systems for HVAC and controls, Signet for Fire Alarm service and testing, Kean Fire and Safety for
fire extinguishers and kitchen exhaust hoods, SJ Services for cleaning of the facility and Eagle
Elevator.

12. Develop and implement a plan to upgrade the mechanical systems.
Classification: In Progress
A planned upgrade of the mechanical systems has been identified in the ESCO report with an
Energy Services Company. A preliminary assessment of cost associated with this upgrade is
between $1.2 and $1.5 million. The HVAC system is to be renovated with parts of the system to be
replaced completely, installing new boilers, chillers, computerized controls, and heating/cooling
coils, allowing for a more energy efficient system and better control of occupied space for student
learning. When the City finalizes funding for the project, the estimated start time is between April
or May of 2013.

13. Develop and implement a plan for the ongoing repairs of the current facility.
Classification: Completed
As of July 2012, responsibility for the maintenance of Melrose Public Schools has been transferred
from the schools to the Melrose Department of Public Works. The DPW added a Director of
Facilities as a liaison to the schools in an effort to ensure that standards are met and problems are
addressed in a timely manner. Procedures have been established with maintenance agreements
with outside vendors as well as implementing the E-Gov work order system for repairs and
maintenance of the facility as needed.

Section II. General Recommendations
MISSION AND EXPECTATIONS

1. Create a formal and regular review process for the mission statement and learning
expectations that includes all stakeholders
Classification: In Progress
In January of 2013, the site council, which is composed of community members, parents, students,
teachers and the building principal, will be tasked with reviewing the mission statement and
learning expectations. If the site council decides that the mission and expectations need changes, a
formal committee will be established in the spring of 2013.

2. Develop and implement a process to ensure that the mission and expectations are used
when developing policies and procedures
Classification: In Progress
The school has created a tool that will be implemented at the leadership level for the remainder of
the 2013 school year and will be fully implemented with all staff next year. This tool will ensure
that the mission and learning expectations are guiding the development of school-wide policies and
procedures.

3. Generate a formal process to gather and analyze data on how well students are achieving
the learning expectations
Classification: In Progress
Rubrics for learning expectations have been created and are posted on the school website. There
are plans to begin gathering and analyzing data on how well students are achieving the learning
expectations beginning with the 2013-2014 school year as outlined in highlighted
recommendations #4 and #6. The school will develop a formal data collection process around the
use of rubrics and how they relate to learning expectations. As part of the new advisory program
as well as in all classes, students will be assessed at the end of first and third quarters on the
learning expectations.

4. Formalize a process to assess the school’s progress in achievement of the civic and social
expectations
Classification: In Progress
Over the last few years, data driven decisions have become a district focus. The new advisory
program (outlined in highlighted recommendation #7) will address and measure civic and social
expectations throughout the students’ high school experience. All students are required to
complete 48 hours of community service in order to graduate. Students complete a community

service form which is signed by their supervisor and is logged in Aspen X2 and filed as part of their
school record. A large percentage of the student population complete more than the required
number of hours. A century club was created for those students achieving more than 100 hours
and are recognized at senior awards night.

CURRICULUM
1. Create a formal, written, standardized curriculum using a complete curriculum format
Classification: Completed
Melrose High School has created a formal, written, standardized curriculum with the use of Atlas
software. Over the last two years, all departments have worked extensively on the creation and/or
revision of the curriculum. These curriculum documents are standardized across the school and
are live documents that are continually reviewed and revised when necessary.

2. Require high expectations for all students as defined in the mission
Classification: In Progress
At Melrose High School, we are committed to providing an engaging curriculum with high
expectations for all students as defined in the mission statement. Starting with the 2012-2013
school year, common mid-year and final exams will be given in all courses regardless of the course
level. The school continues to use open response questions and core assignments to ensure high
expectations are being met in all classes. Additionally, as a Race to the Top district, Melrose High
School is working towards 100% compliance with MASSCORE requirements by June 2014.

3. Ensure academic rigor and equity of opportunity in non-college course curricula
Classification: In Progress
All course offerings are required to give common assessments throughout the year as well as open
response questions and core assignments. This ensures that all courses are rigorous and provide
students with the opportunity to meet the school-wide learning expectations. Current professional
development emphasizes the incorporation of literacy expectations in all areas of the curricula.

4. Describe the process used to appropriately integrate curriculum
Classification: Completed
All curriculum documents have been revised and are now in a common format. All teachers are
required to use the newly revised curriculum documents in their classes. This common format
allows for all teachers to appropriately integrate the curriculum in their classrooms. These
curriculum documents are dynamic documents that are continually reviewed and revised
throughout the year in department meeting, common planning time, and classroom observations by
department chairs, building administration, and central office administration.

5. Develop and implement a plan to emphasize depth over breadth of coverage throughout
the curriculum
Classification: In Progress
Melrose High School has adopted the Common Core Standards and is integrating them into the
curriculum. The Common Core emphasizes depth over breadth of coverage, therefore our
curriculum will as well. The Curriculum Coordinators are offering the “Common Core Academy”
one to two times each month for teachers to become more familiar with the Common Core
Standards and help them integrate the standards into their classrooms.

6. Increase the opportunities for formal curriculum coordination and articulation between
and among all academic areas within the school as well as the sending schools in the district
Classification: In Progress
The focus of department meetings and faculty meetings has shifted over the last few years to be
more about curriculum, student learning and student achievement. In addition to department and
faculty meetings, there have been a series of delayed opening days where staff have two hours prior
to students arriving to work on curriculum. Four additional department meetings were added for
vertical (6-12) collaboration time in 2012-2013. Common Planning Time for teachers is provided,
one hour per seven day cycle for review and revision of curriculum.

7. Provide sufficient time and financial resources to develop, evaluate, and revise
curriculum.
Classification: Completed
The curriculum documents were completed during the 2011-2012 school year. Time is provided
during professional development days, delayed openings, department meetings and common
planning time to specifically evaluate and revise the course curriculum documents. These
documents are dynamic documents that are continually reviewed and revised in response to
student data, teacher input, and professional development.

8. Provide resources for additional instructional materials and resources for the
library/media center that support the curriculum
Classification: In Progress
In an effort to better support the curriculum, in the 2014-2015 school year, major renovations to
the building will begin that focus on converting the existing Resource Center space into a multipurpose
space with a focus on technology while retaining the current print resources. There will be
small and large meeting rooms with projectors and SmartBoards for teacher and student use.
There will be traditional desktop computer labs, as well as an iPad cart with thirty iPads for teacher
and student use. A technology support office will be incorporated into the space so all staff and
students can receive assistance using technology. This technology will exist side-by-side with
existing print resources to allow students the ability to move seamlessly between the two. These
changes represent a major financial investment by the district in the new Resource Center.

9. Provide additional training to integrate the SmartBoard and other technology into the
curriculum
Classification: Completed
Aspen X2 training is ongoing for all staff. iPad training was provided for Foreign Language teachers
during the 2011-2012 school year. There have been multiple SmartBoard training between 2011
and the present. SmartBoard training is also part of the mentoring program for new teachers.
Department heads are receiving ongoing training in educational technology, such as the use of
SmartResponse clickers and the new Scantron Achievement Series, that they can bring back and
share with their departments.

10. Purchase sufficient curriculum materials, including textbooks for implementation of the
curriculum
Classification: Complete
Over the last two years, a significant amount of curriculum materials have been purchased for the
implementation of the curriculum. The FY12 budget included a $28,279 increase in textbook
funding compared to FY11. We have purchased textbooks, calculators, ELL materials, desks, Smart
Response systems, document cameras, voice recorders, rechargeable batteries and battery
chargers. The new central office administration have revised budget procedures and documents to
include a systemic approach to purchasing of instructional materials.

INSTRUCTION
1. Address the discrepancy for high expectations in some classes
Classification: Completed
All departments are working toward establishing common assessments for midterms and finals for
the 2012-2013 school year based on the Common Core Standards. Department meetings have
become more focused on Curriculum, Instruction and Assessment for student learning.
Administrators are doing walk-throughs on a regular basis for all teachers and are providing useful
feedback. Common Planning Time (CPT) allows for discussions of high expectations and teaching
techniques. During CPT, teachers are addressing the course expectations and the discrepancies of
high expectations in some classes.

2. Ensure that all students receive instruction and practice in higher order thinking
Classification: Completed
In preparation for common mid-year and final exams, in which a variety of question types that
address higher-order thinking skills will be used, students are receiving instruction and practice
throughout the school year. A few examples are a new Math course, Advanced Mathematical
Decision Making, is specifically designed to practice higher level thinking skills. In science, case
studies are used and in Social Studies, document-based questions are used at all levels. With the
implementation of the Common Core, all departments are addressing the need to instruct and
practice higher order thinking skills more regularly.

3. Develop and implement lessons and assignments that promote critical thinking for all
students
Classification: In Progress
Core assignments and open response questions are a requirement in all departments for all
courses. These assignments were created specifically to promote critical thinking and are revised
annually to reflect current practices. While we continue to incorporate the Common Core into our
curriculum, we are continuing to develop and implement lessons and assignments that promote
critical thinking for all students.

4. Increase active engagement for all students
Classification: Completed
Bi-monthly PD through the Common Core Academy addresses active engagement by modeling
effective instructional practices. Each quarter departments will work on incorporating common
goals geared toward active student engagement. Math, foreign language, biology, and history are
piloting online textbooks, which allow for differentiation and enables all students to fully access
curriculum. Foreign language is piloting iPads, which has increased active engagement.

5. Review current staffing levels based on the increase in the student population and
provide sufficient teachers to ensure effective instruction
Classification: In Progress
Melrose High School has provided additional staff to ensure effective instruction to address the
issue of the increasing student population. Since the visit in 2010, there have been an additional
0.4 position added to Wellness, Social Studies and English, 0.6 added to Math and CAD (Science,
Business and Technology Department) and 1.0 in Special Education. Staff teaching responsibilities
are reevaluated each year to reflect the student need.

6. Provide timely feedback to teachers after “walk-through” observations
Classification: Completed
During the 2011-2012 school year, the “walk-through” process was redesigned to ensure that all
faculty members received a number of both formal and informal “walk-throughs” throughout the
year from a number of different administrators. Data on “walk-throughs” was collected in spread
sheets and administrators were trained to provide useful feedback to faculty members within 24
hours. As a Race to the Top district, Melrose is implementing the new Educator Evaluation System
this year. As a result, walkthroughs will be institutionalized as part of the system.

7. Provide additional formal opportunities for teachers to collaborate and reflect about
instructional practices and establish dedicated protocols for examining student work and
discussing curriculum and instruction
Classification: Completed
The focus of department meetings has shifted to examining student work. Departments now have
additional vertical team meetings (6-12) that allow teachers to see how curriculum builds by grade
level and ensures that teachers’ lessons, strategies, and assessments are aligned. This year all
teachers have Common Planning Time (CPT) to promote collaboration. All departments were
encouraged to read and participate in discussions online and in department meetings around
teaching practices. Looking at Student Work (LASW) is continuing this year and is open to all staff
members to learn how to better assess student work in order to revise and improve the curriculum.

8. Develop clear expectations and provide training for teachers participating in the coteaching
model
Classification: In progress
Since February of 2012, we have devoted two faculty meetings to Special Education professional
development. A definition of co-teaching was developed, roles and responsibilities were discussed,
and a presentation on Special Education law and history was presented. In light of the new training
that has begun, we are reflecting on the co-teaching model and will continue to work to develop
clear expectations. The Assistant Superintendent for Pupil Personnel Services and the Director of
Curriculum and Instruction are taking an active role in assessing the effectiveness of the co-teaching
model.

9. Provide professional development to support the full integration of technology and meet
teachers’ identified needs
Classification: Completed
There have been multiple SmartBoard training between 2011 and the present. SmartBoard
training is also part of the mentoring program for new teachers. Ipad training was provided for
Foreign Language teachers. Training is continually provided for Aspen X2. Current department
heads have been trained in the use of SmartResponse Clickers and the Scantron Achievement
Series. Starting in the fall of 2012, ongoing PD for the educational use of blogging is available to
staff.

10. Restructure the teacher evaluation process to focus on the improvement of teaching and
learning
Classification: Completed
As a Race to the Top school, Melrose High School is implementing the new Educator Evaluation
System which focuses on improving teaching and learning. Professional development began during
the 2011-2012 school year and continued into the 2012-2013 school year. More than 50% of the
staff is being evaluated with the new tool this year and by the 2013-2014 school year, the entire
faculty will be evaluated using the new tool.

ASSESSMENT OF STUDENT LEARNING

1. Use teacher analysis of student assessment data to inform instructional and assessment
practices
Classification: In Progress
In monthly department meetings, teachers discuss and evaluate beginning of the year assessments,
core assignments and open response questions, mid-term and final examinations, and make
changes to the matrix of common assignments. New Scantron machines will assist in the
development of the analysis of student data. SmartResponse “clickers” are used in some
departments, notably Social Studies and Foreign Language for assessment. The science department
uses “Turning Point” software for assessment as well. Student assessment data is analyzed in the
Looking at Student Work group. Members of the group represent most departments and most
department chairs. LASW members examine student progress on individual student assignments.

2. Develop and implement a plan to ensure the process to assess school-wide and individual
student progress in the mission based on school-wide rubrics is consistently utilized by all
teachers
Classification: In progress
Work began in the 2010-2011 school year to align specific assessments in each course with the
school-wide learning expectations designated for that course based on school-wide rubrics so that
students may be assessed on their progress toward achieving each of the school-wide learning
expectations. Due to a change in leadership, work was not continued on this recommendation
during the 2011-2012 school year. However, there is a plan for the 2013-2014 school year to
assess school-wide and individual student progress in the mission based on school-wide rubrics as
outlined in highlighted recommendation #4.

3. Develop a procedure to assess the school’s progress toward achieving the school-wide
social and civic expectations
Classification: In progress
As we continue to plan the advisory program for the 2013-2014 school year, the procedure to
assess the school’s progress towards achieving the school-wide social and civic expectations is part
of the planning process. Data will be gathered through the new advisory program and will be used
to assess the school’s progress in achieving the school-wide social and civic expectations.

4. Develop and implement a plan to communicate individual student progress in achieving
school-wide academic expectations to students and their families
Classification: In Progress
Melrose High School will have the ability to communicate individual student progress in achieving
school wide academic expectations to students and their families through the use of Aspen X2. For
the 2013-2014 school year, there is a plan in place to report individual student achievement of
school-wide academic expectations to student and their families based on the use of school-wide
rubrics. The individual student progress will be included on report cards as well as recorded in
Aspen X2 for continued access by staff, students and parents. The students will be assessed on the
school-wide rubrics at the end of first and third quarters in each class. By assessing at the end of
first and third quarters, students will have time to improve their performance throughout the year
and prior to the end of the school year. We currently have rubrics for each of the learning
expectations and each department will be responsible for assessing and reporting out on one or
more of the learning expectations.

5. Expand the formal opportunities for teachers to review student work and the results of
student assessments
Classification: Completed
Melrose High School has expanded the formal opportunities for teachers to review student work
and the results of student assessments through Common Planning Time, vertical team meetings (6-
12), and offerings of the Common Core Academy. Also, the Looking at Student Work group meets
monthly and is open to all staff members to learn valuable strategies for assessing student work.

6. Explore Professional Learning Communities as a vehicle to improve instruction and
assessment
Classification: Completed
Melrose High School has added Common Planning Time for all teachers with the focus being to
improve instruction and assessment. In addition to CPT, Common Core Academy, monthly
department meeting and quarterly vertical meetings (6-12) provide the opportunity for
professional learning groups to form and improve instruction and assessment. The mentoring
program instituted district wide, informally assists in improving the instruction and assessment of
student work for teachers new to the district.

7. Provide professional development for all teachers to develop a broad range of assessment
strategies
Classification: Completed
During the 2012-2013 school year, three full day professional development days are scheduled, as
well as several delayed opening days, during which time will be allotted to the creation of common
mid-year and final assessments. In addition, the Common Core Academy, provides opportunities
for professional development especially in pedagogy such as “Checking for Student Understanding”
and other topics relating to student assessment strategies. District purchase of a membership in
the Salem Collaborative allows teachers access to after school professional development in a variety
of disciplines at a reduced cost.

LEADERSHIP AND ORGANIZATION

1. Implement grouping patterns that foster heterogeneity, reflect current research and best
practices, and support the achievement of the school’s mission and expectations for student
learning.
Classification: In Progress
After reflecting on current research and best practices, CP2 courses are being eliminated for the
2013-2014 school year. The elimination of CP2 courses will promote higher expectations in classes
and will provide more heterogeneous classes. CP1 courses currently reflect a more heterogeneous
make up. A concerted effort has been made so that no more than 49% of the student body in each
CP1 course is of the special education population. The common mid-year and final exams are a tool
to ensure that all students in a given course are receiving the same instruction regardless of level.

2. Evaluate the effectiveness of the rotating school schedule and implement changes as
necessary to support the effective implementation of curriculum, instruction and
assessment
Classification: In Progress
In the time since the recommendations were made by the commission, there have been several
changes in administration. The former administration was pleased with the effectiveness of the
current rotating schedule and did not address this recommendation. The current administration
however, does want to evaluate the current rotating schedule to see if a new schedule could
improve the effective implementation of curriculum, instruction and assessment. A committee will
be formed in the near future to look at the current schedule as well as other options that could
potentially reduce class size as well as to better support the students and staff in the school.

3. Provide regular, formal opportunities for professional staff to collaborate within and
across departments in support of learning for all students.
Classification: Completed
There are regular formal opportunities for professional development within and across
departments through monthly faculty meetings, department meetings, Common Core Academy and
Looking at Student Work meetings, quarterly vertical (6-12) team meetings, weekly Common
Planning Time, and scheduled technology integration trainings. All of these formal opportunities
support learning for all students.

4. Create a formal, ongoing program through which each student has an adult member of the
school community in addition to the school guidance counselor who personalizes each
student’s educational experience, knows the student well, and assists the student in
achieving the school-wide expectations for student learning.
Classification: In Progress
An advisory program will be in place for the 2013-2014 school year. The program will provide
support and encouragement for students as they tackle high school life. All staff will participate as
mentors to the students. The advisory program will pair students with a staff member in addition
to their guidance counselor. Advisories will include students of all grades and will focus on the
achievement of school-wide expectations of student learning. In addition, there is currently a
senior internship mentoring program which allows students the chance to meet and collaborate
with their advisor weekly throughout their 4th quarter internship.

5. Review the current student load for each teacher, including the co-teaching assignments
in light of the increasing student population
Classification: Completed
We have reviewed the data on student load for each teacher and have added part time staff to most
departments at the High School in additional to a full time staff member in Special Education. Since
the visit in 2010, there have been an additional 0.4 position added to Wellness, Social Studies and
English, 0.6 added to Math and CAD (Science, Business and Technology Department) and the
previously mentioned 1.0 in Special Education. We have reduced the number of classes with over
thirty students from twenty-six to seventeen.

SCHOOL RESOURCES FOR LEARNING

1. Allocate additional funds to update library print materials to support curriculum and
instruction
Classification: In Progress
The school budget along with other donations has and will continue to support updating the print
materials to adequately support all areas of the school’s curriculum, instructional needs of the
teachers and learning needs of all students. As we continue to grow and move into a more
technologically enhanced learning environment, major renovations to the building are planned for
the 2014-2015 school year that will convert the existing Resource Center space into a multipurpose
space with a focus on technology while retaining and supplementing the current print
resources. There will be small and large meeting rooms with projectors and SmartBoards for
teacher and student use. There will be traditional desktop computer labs, as well as an iPad cart
with thirty iPads for teacher and student use. A technology support office will be incorporated into
the space so all staff and students can receive assistance with using technology. This technology
will exist side-by-side with existing print resources to allow students the ability to move seamlessly
between the two. These changes represent a major financial investment by the district in the high
school Resource Center. The new library media specialist will review current print material
available in the Resource Center. Additionally, the library media specialist will meet with
curriculum coordinators and individual departments to determine the needs when purchasing new
materials, especially non-fiction materials that will support the Common Core.

2. Expand the use of Edline software for ongoing communication to students and their
parents/guardians
Classification: Completed
Starting with the 2011-2012 school year, the district switched to Aspen X2 as the sole
administrative software for all Melrose Public Schools. Aspen X2 manages all of the grading,
scheduling, discipline, attendance, contact information, 504’s, Special Education, and other
administrative needs and replaces all other existing software including Edline. Major features of
Aspen X2 include the student and parent portals that can allow real time access to student
information including current grades and assignments. Details about how to access the portals was
provided to parents through mailings, ConnectEd phone calls, and a parent information night and
has greatly facilitated communication between teachers, parents, and guardians. Currently Special
Education documentation is maintained in ESPED. The District’s Network Administrator is working
with the Assistant Superintendent on the conversions to Aspen X2.

3. Ensure that copies of student IEPs are distributed to appropriate staff
Classification: Completed
The new high school Educational Team Facilitator developed a protocol in which each SPED liaison
provides an electronic copy of each student’s IEP to all appropriate staff. The new protocol allows
staff to have access to the IEPs at all times.

4. Increase communication between special education and regular education teachers about
individual student needs
Classification: Completed
In an effort to increase communication between special education and regular education teachers, a
common e-mail address was created for teacher to relay information regarding students’ academic
needs to all special education teachers. IEPs were e-mailed to all staff at the start of the school year.
Several faculty meetings have been devoted to going over special education protocols and staff had
the opportunity to ask questions related to their service delivery.

5. Increase teachers’ awareness of the available resources in the library resource center
Classification: Completed

The library media specialist presented at a faculty meeting an overview of the services that are
available to teachers. She piloted an on-line lesson plan service that could support teachers in all
subject areas. She also visited classrooms and hosted workshops in the library.

COMMUNITY RESOURCES FOR LEARNING
1. Replace the leaking roof immediately
Classification: Completed
The City of Melrose has replaced 46,000 square feet of the original roof, with the financial
assistance of the School Building Authority (SBA), at an approximate total cost of $600,000. New
environmental guidelines conforming to our “Green City” status were followed on this project.

2. Develop and implement a plan for the appropriate maintenance and repair of equipment
Classification: Completed
The Melrose Department of Public Works has an online work order system by E-Gov in place to
track and report routine maintenance and repairs. General maintenance, electrical and plumbing
issues are handled by city maintenance employees while other maintenance issues are handled by
maintenance agreements with outside vendors, ENE Systems for HVAC and controls, Signet for Fire
Alarm service and testing, Kean Fire and Safety for fire extinguishers and kitchen exhaust hoods, SJ
Services for cleaning of the facility and Eagle Elevator.

3. Develop and implement a plan to replace and upgrade the mechanical systems
Classification: In Progress
A planned upgrade of the mechanical systems has been identified in the ESCO report with an
Energy Services Company. A preliminary assessment of cost associated with this upgrade is
between $1.2 and $1.5 million. The HVAC system is to be renovated with parts of the system to be
replaced completely, installing new boilers, chillers, computerized controls, and heating/cooling
coils, allowing for a more energy efficient system and better control of occupied space for student
learning. When the City finalizes funding for the project, the estimated start time is between April
or May of 2013.

4. Develop and implement a plan for the ongoing repairs of the current facility
Classification: Completed
The Melrose Public Schools Maintenance Department merged with the Melrose Department of
Public Works on July 1, 2012. Procedures have been established with maintenance agreements
with outside vendors as well as implementing the E-Gov work order system for repairs and
maintenance of the facility as needed.

5. Replace the HVAC system
Classification: In Progress
The HVAC system is to be renovated with parts of the system to be replaced completely, installing
new boilers, chillers, computerized controls, and heating/cooling coils, allowing for a more energy
efficient system and better control of occupied space for student learning. When the City finalizes
funding for the project, the estimated start time is between April or May of 2013.

6. Provide learning opportunities for students and parents to assist them to use the new
online resources
Classification: In Progress
One of the major features of Aspen X2 is the student and parent portals that can allow real time
access to student information. Students were provided with instruction on how to use Aspen X2
and teachers use the software in varying degrees within their classrooms. Parents were provided
with their username and password through a mailing and additional information was provided
through a ConnectEd phone call and a parent information night. As the school continues to increase
the usage of the Aspen X2 features, additional learning opportunities will be provided as needed.

7. Ensure an adequate and dependable source of revenue to provide and maintain
appropriate school programs, personnel, services, facilities, equipment, technological
support, materials, and supplies for student learning.
Classification: In Progress
Building based administrators work with the Superintendent and Director of Finance to establish
reasonable budgets that advocate appropriate levels of funding in order to maintain programs,
personnel, services, facilities, equipment, technological support, materials and supplies for student
learning. The school site council, PTO, and staff contribute to the planning and identification of
needs. Furthermore, the City of Melrose is committed to supporting the schools within its ability to
raise revenue.

8. Evaluate the performance of the cleaning company to keep the school environment
conducive to teaching and learning
Classification: Completed
To ensure a quality and healthy cleaning program, there is continued adherence to a program of
regular and consistent communication with our contractor, S. J. Services, Inc. (SJS).
To address the concerns in the NEASC report, the contractor has submitted the following
documents:
• updated Insurance Certificates naming the City of Melrose as additionally insured.
• materials Safety Data Sheet packages supplemented prior to the change of any cleaning
product.
• names of all cleaning staff at the high school and the names of any substitute cleaners.
• visitation schedules by managers and quality control supervisors.
• cleaning checklists prepared by SJS.
• electronic or written notification by SJS of any building deficiencies such as broken
lights or plumbing issues.
• employee Training Plan.
• written proof of a contractor employee supervision plan.
• a plan for SJS to email the maintenance office in the event of any staff or schedule
changes.
In addition, the director of facilities will continue to hold the following:
• monthly on-site meetings with the SJS Area Manager assigned to the City of Melrose to
review the quality of cleaning.
• quarterly on-site meetings with the president of SJS.
• quarterly planning sessions with SJS managers prior to the start of each of the four
school vacations to plan and schedule the deep-cleaning projects scheduled for those
times.
• occasional meetings to plan for special cleanings, such as those before parent open
houses.
• daily interaction between City of Melrose maintenance staff and the SJS cleaning
supervisor at MHS.
• meetings as needed to review construction and renovation projects that impact cleaning
schedules.
• regular email communication with SJS regarding any minor issues that need to be
addressed that evening, any schedule changes that will affect cleaning schedules, and
any extra service required.

9. Evaluate and report on the school site and plant to determine its support for all aspects of
the educational program
Classification: Completed
Ongoing renovations to the building, such as a new roof, twenty-first century science renovations,
new athletic fields, HVAC improvements, and a proposed new information technology center are
either completed or in progress to support all aspects of the educational program.

10. Assess the facility for safety giving particular attention to hallways and exits for
emergency evacuations
Classification: Completed
Melrose High School is required to pass an inspection performed by the City Building Inspector
each August before the start of the new school year. This inspection encompasses all Life and
Safety concerns, as well as housekeeping and related issues. The Melrose Fire Department
conducts routine inspections to ensure the hallways and exits are clear. Administration regularly
reviews and evaluates the emergency evacuation procedure and makes necessary changes.

Section III. Current Mission and Expectations for Student Learning

Melrose High School is committed to developing academic and personal
excellence. In partnership with home and community, we foster a safe and caring learning
environment. We encourage a passion for learning by providing an engaging curriculum with high
expectations for all students. We prepare our graduates to become knowledgeable, respectful,
contributing citizens of a global society.

MHS LEARNING EXPECTATIONS

Melrose High School students will:
– write effectively using standard English;
– demonstrate the ability to read effectively;
– demonstrate the ability to communicate effectively;
– demonstrate the ability to use technology responsibly and effectively;
– demonstrate the ability to problem- solve effectively;
– demonstrate an understanding of arts and culture;
– demonstrate an understanding of behaviors that promote wellness;
– demonstrate good citizenship;
– demonstrate the ability to plan and implement goals;
– demonstrate an understanding of diversity and exercise tolerance and respect for
themselves, others and their school.
The March 26, 2013 delayed opening will be devoted to reviewing the current Student/Parent
Handbook which will include converting the current Mission and Expectations of Student Learning
to a Core Values, Beliefs and Learning Expectations document. During this time, a group of faculty,
students and parents will review and make recommendation for changes to be considered. This
will be brought to the staff at the faculty meeting in April for consideration. This will be an ongoing
process every March and April as the handbook is revised annually.

Section IV. Substantive Change
No substantive changes have occurred since the decennial evaluation.
Section V. User Fees
Athletic Fees:
1st sport: $250 2nd sport: $175 3rd sport: $125 Family Cap: $800
There are no fees for co-curricular activities.
Section VI. Strengths/Achievements
In November 2012, the Melrose High School Girls Volleyball team won the Division II State
Championship. This is the first time in Melrose history that a female athletics team won a state title.
It is also the school’s first state title in the last 40 years. We received a generous anonymous
donation of $75,000 to go towards increasing educational technology at the high school. We also
have a permanent scholarship fund that provides scholarships of over $100,000 each year to all
seniors who apply.

Section VII. Restructuring or other Reform Initiatives
With the upcoming renovations to the science labs, our students will benefit greatly from the new
and enhanced curriculum that can be provided with the new technology. This is a great
accomplishment for our school system being one of only a handful of schools in the state to be
considered for the School Building Authority Grant.

Section VIII. Follow-up Program
The previous administration formed a follow up committee in the fall of 2011 composed of six
members, of which five of the six members no longer work for the Melrose Public Schools. The new
staff members in the same positions were appointed to the new follow up committee. We have
used delayed opening time for each of the committees to meet to address the recommendations.
The follow up committee members are as follows:
Marianne Farrell, Principal
Stephen Fogarty, Assistant Principal
Laurie Dorr, Mathematics
Cari Berman, Special Education
James Picone, Business Manager
Max French, Facilities Coordinator

IX. STATISTICAL DATA SHEET
School: Melrose High School Principal:__Marianne Farrell_____
City, State: Melrose, Ma School Telephone: 781-979-2200__
E – MAIL Address: [email protected] FAX Number: 781-979-2206
Dates of Accreditation Visit: November 7-10, 2010
Grades: ___9-12__ School Enrollment: __984___ at time of the evaluation
Grades: ___9-12__ School Enrollment: ___943______ at present time
Based upon the state’s definition of a dropout, submit the school’s dropout rate for
the most recently completed school year as well as for the preceding two years:
______0.4_% 2009
______1.8_% 2010
______0.9_% 2011
Based upon the state’s definition of the graduation rate, submit the school’s
graduation rate for the most recently completed school year as well as for the
preceding years:
_____92.4_% 2009
____ 95.3_% 2010
_____98.6_% 2011

DISPOSITION OF VISITING COMMITTEE REPORT RECOMMENDATIONS *
Number Percentage
COMPLETED
27 53%
IN PROGRESS
24 47%
PLANNED FOR
THE FUTURE
0 0
REJECTED
0 0
NO ACTION
0 0
TOTAL
51 100%

Electronic Signature of Principal/Headmaster___Marianne Farrell_______________
Electronic Signature of Chair of Follow-Up Committee
23
_____Stephen Fogarty___ Position__Assistant Principal______________
Date Progress Report Submitted______12/15/12_______________________

Please see the 2014 NEASC update regarding Melrose High School’s Accreditation status

Melrose HS Not Ltr of 2-10-14