Montpelier Roxbury school district's foundation of learning is built on all students receiving high-quality instruction in every classroom. We understand that our classrooms are the first responders to ensure high levels of learning for every student. MHS staff and teachers are in agreement that every student can learn at a high level. MHS teachers have been spending an enormous amount of time collaborating on identifying the priority standards for each course. This becomes the foundation of the guaranteed curriculum that every student will know upon graduation.

Access to essential grade-level standards is the focal point of receiving high-quality instruction in every classroom. How does MHS work towards this goal? Students are assessed on the essential standards of each course. Students demonstrate proficiency in a standard and have the opportunity to be re-taught if not understanding in class or called back during a Solon block for help. Students can retake an assessment to show an understanding of learning and often can show their learning in a myriad of ways to the teacher. Retake days like the ones MHS just completed in January are designed to establish a system for students to show their learning and not let a student fall behind without intervention.

Another access point for students to show an understanding of essential skills is when MHS checks in on students' growth with the REN STAR math and reading assessment. MHS assesses students three times a year to gauge where each student is academically based on this one snapshot in time. And MHS can then react fairly quickly to have a student work with a math or literacy interventionist instead of struggling or falling further behind.

Teachers work together as a collaborative team to continue to improve our instructional practices in every classroom. Whether that is Tom Sabo and Katy Chabot working together in Biology to discuss current standards, units, or common formative assessments. And student data to see which students need assistance. Or in the math department in Algebra 1 or 2 where teachers make the same commitment to reviewing instructional practices and student assessments to see who needs intervention. Last semester in World History Seminar Helen Sullivan and Perry Bellow-Handelman collaborated to be at the same place instructional, gave the same assessment, and then used the results to call back students to Solon block together to ensure students had the understanding of the lesson. These actions as teacher teams are vital to MHS’s practice to ensure there is high-quality instruction in every classroom.

Our system to ensure every student has access to high-quality instruction is not stagnant but built on teachers working together to improve their department's growth as educators. Whether that is collaborating to plan instruction. Or members of the math department working with the TDI group and Amy Kimbal MRPS Math Coach in professional development opportunities to improve instruction and as Matt McLane likes to say MHS is part of an ecosystem. MHS is consistently learning how we can improve and grow so in turn students are provided with better learning opportunities.

When we identify students who need more than just high-quality instruction MHS has the means to act by intervening promptly. Systems in place such as solon block call back time, students working with interventionists, MHS’s three tutoring opportunities; one on one teacher, peer tutoring, or online support all can help support any student to understand their learning materials. High-quality instruction is just one of the four foundational blocks to ensuring all MRPS learners have access to the limitless resources and futures that await them.