Page 149 - Middleborough 2024 Town Report

MIDDLEBOROUGH
PUBLIC
SCHOOLS
Lisa White
MARY K. GOODE (MKG) & HENRY B. BURKLAND (HBB) &
Principal MKG
Ron Sanborn
THE MEMORIAL EARLY
Principal HBB
CHILDHOOD CENTER (MECC)
Tracie Lord
Interim Principal MECC
The 2024 -2025 school year was full of learning and growth
for our students. Through the work of diferentiated
instruction while also focusing on data, we continue to
work to meet our students’ needs. Our tiered instructional
model provides students with core instruction as well as
interventions. As part of our Multi-Tiered System of
Support (MTSS) we continue our eforts to include
wrap-around services, the use of high-quality core
curricular materials, evidence-based interventions,
trauma-informed practices, and strategies to engage all
learners. The MTSS framework is not just about tiered
interventions, but rather how the systems in our school fit
together to ensure high quality education for all students.
We continued to foster the learning of literacy and
mathematics through a structured workshop model. We
continue to use Envisions as our CORE mathematics
program. This model provides explicit, systematic, and
sequential teaching. We are entering our sixth year with
ST Math. ST Math is a sotware program that assists
students with developing a conceptual understanding
of mathematical concepts. Our journey with Mystery
Science and the hands-on kits provided allow our
students to discover, research, and analyze through
hands-on experiences.
In literacy, the focus was to enhance phonics instruction in
kindergarten through grade two. We continue to see how
the UFLI (University of Florida Literacy Institute) program
improves literacy outcomes for students by addressing
reader development and teacher development. The
primary purpose of UFLI’s research initiatives is to study
the impact and improve literacy achievement. A major
focus for the elementary schools this year continues to be
improving our students’ writing across all curriculum
areas. This year we saw the full implementation along with
additional teacher training for the Empowering Writers
program in grades 3-5. The feedback from staf has
been positive. Grade level teams plan to align the lessons
to the standards and have shared that students truly enjoy
the structure.
Professional Learning Communities (PLC’s) as well as job
embedded coaching has allowed our teachers to receive
training in the most current research based instructional
practices. It also allows teachers to analyze data as well as
student work to better understand and meet the needs of
all students. PLC time allowed the teachers to work both at
individual grade levels as well as vertically to review data,
student work and aligning standards. This year we
have shited our structure for PLCs. Our morning PLCs
are data driven including breaking down standards,
analyzing student work, and brainstorming any
reteaching strategies.
We continue to implement our Positive Behavioral
Interventions and Supports (PBIS). PBIS is an
evidence-based tiered framework for supporting students’
behavioral, academic, social, emotional, and mental
health needs. PBIS is not a curriculum, it is an ongoing
commitment to supporting students, educators, and
families. By May 2025, we will conclude our pilot to provide
a suite of options available for teachers for the fall of 2025.
Our students also were provided with a presentation
on bullying from the Massachusetts Aggression Reduction
Center. This presentation is grade span specific
and is designed to help students develop the
appropriate vocabulary to understand and deal with
bullying issues in schools.
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