Curriculum maps were developed to incorporate the standards in the Massachusetts Curriculum Frameworks (which include all of the Common Core State Standards), a rigorous set of expectations defining what all students should know and be able to do at the completion of each grade. These maps allow parents to see exactly what teachers are teaching throughout the year and which standards are covered in each unit. These maps consist of three stages; Stage 1 includes the standards, essential questions, and enduring understandings. All of Stage 1 has been made public.

Our teachers use the curriculum maps and related resources to provide effective instruction. To assist teachers in making sure their teaching addresses the curricula, the district has a professional development program that includes full graduate courses, workshops, and support from instructional coaches in English language arts, mathematics, and the teaching of English language learners.

Assessment of student achievement has been a major focus for the district. Professional development—in the form of workshops and a graduate course—helps teachers to design classroom assessments that are standards-based. Through the Massachusetts Comprehensive Assessment System (MCAS), students are assessed annually in English language arts and mathematics in grades 3 through 8 and grade 10. MCAS assessments in science are also given in grades 5, 8, and 10. At both the district and school levels, MCAS data are analyzed to help us determine areas for curriculum revision and to assist teachers in meeting their students’ learning needs. Students transitioned to taking the MCAS online in the spring of 2019. 

Students also take interim or benchmark assessments to help teachers, students and parents understand the progress they are making towards our standards. These include DIBELS (K-3 literacy), the Dreambox Reading Plus Insight assessment (4-8 literacy), IXL and module assessments (K-8 math), and quarterly/periodic assessments in high school subject areas. Data from these assessments along with MCAS, are reviewed and analyzed by school staff. Some of that data will be available in Infinite Campus under the assessment tab, allowing every teacher will be able to see at a glance how his/her individual students and the class as a whole are progressing toward mastery of specific standards. 

Our faculty and administrators are working hard to provide the highest quality education to Methuen’s students. Please contact me if you have any questions or suggestions regarding curriculum, instruction, and assessment in the Methuen Public Schools.

Lisa Golobski Twomey, Ed.D.

Assistant Superintendent of Teaching and Learning
lagolobski@methuen.k12.ma.us
(978) 722-6007

According to the Department of Elementary and Secondary Education, Inclusive Practices refers to: the instructional and behavioral strategies that improve academic and social-emotional outcomes for all students, with and without disabilities, in general education settings. Inclusive Practices are based on the frameworks of Universal Design for Learning, Positive Behavioral Interventions and Supports (PBIS) and Social Emotional Learning (SEL). Please see information below for DESE descriptions of each framework or click on the links above for more detailed information.

GUIDING FRAMEWORKS IN METHUEN PUBLIC SCHOOLS

• Universal Design for Learning (UDL): Universal Design for Learning (UDL) is an approach to designing learning experiences so that they meet the needs of the widest range of learners. UDL grew out of the universal design movement in architecture in which accommodations such as wheelchair ramps and curb cuts began to be included in the original design of buildings and structures, rather than added on as an afterthought. Likewise, barriers to instruction can be removed from the initial design of lessons rather than addressed after the fact through accommodations. UDL increases flexibility and adaptation to student needs so that all students can learn from instructional practices and materials that are accessible to them, including the ways in which they take in information, process as they learn, show what they have learned, and engage with instruction and materials. The UDL framework addresses learner variability by providing multiple approaches to the representation of information, to student action and expression, and to student engagement.
• Positive Behavioral Interventions and Supports (PBIS) & Social and Emotional Learning: As with UDL, the principles of Positive Behavioral Interventions and Supports (PBIS) and Social and Emotional Learning (SEL) establish a proactive approach to modeling, developing, and supporting positive behaviors and social-emotional development in all students as a preventative approach, rather than reacting to negative behaviors after they occur. PBIS emphasizes educationally and behaviorally important student outcomes through the systematic consideration of data, evidence-based practices, and effective implementation systems supports across a multi-tiered logic. SEL emphasizes the process of developing students' and adults' social and emotional competencies-the knowledge, skills, attitudes, and behaviors that individuals need to make successful choices.

  The documents above provide more information on UDL, PBIS, and SEL. These contain the full UDL Guidelines, school-wide and classroom-based approaches to PBIS, and the competencies and practices of SEL.

  • Behavior Expectations Matrices: Comprehensive Grammar School, Marsh Grammar School, Tenney Grammar School, Timony Grammar School; Methuen High School