Malden High
School
Improvement
Plan
2011-2012
Administration
Dana F. Brown, Principal
Marilyn Slattery, Holland House Principal
Christopher Mastrangelo, Boyle House Principal
Diane Klibansky, Jenkins House Principal
Thomas Mahoney, Brunelli House Principal
Teacher-leaders
Jen Clapp, ELA teacher-leader
Carol Mastromauro, Social Sciences teacher-leader
Nick Lippman, Mathematics teacher-leader
Diane Perito, Science teacher-leader
The Superintendent, Assistant Superintendent, and
Curriculum Directors play an integral role in all of our
endeavors at the high school and without their support we
would not accomplish our goals.
Malden High School Mission
In partnership with our extended community, MHS promotes
academic excellence, personal growth, and civic
responsibility for all students.
Malden High School Expectations as designed for NEASC
Accreditation
 Read critically for understanding
 Listen critically for understanding
 Write for a variety of purposes
 Communicate clearly through speaking
 Apply critical thinking skills for reasoning and
problem-solving
 Utilize technology to conduct research, to support
critical thinking, and to present information
 Work collaboratively with peers and Malden High
School staff
 Develop personal interests and goals within a course
of study
Personal Growth
Malden High School students are expected to:
1. exhibit responsible, respectful, and appropriate
personal behavior.
2. demonstrate teamwork and cooperation in their school
and in their extended community.
3. make informed, healthful decisions in and out of
school.
Civic Responsibility
Malden High School students are expected to:
1. demonstrate respect for others in their school and in
their extended community.
2. value and respect school and community property.
3. exercise the rights and responsibilities of
citizenship in a democracy.
Malden High School Goals & Objectives, 2010-11 as aligned with district goals
Student Achievement:
Goal: All students are knowledgeable, collaborative, independent learners who:
 achieve at a level required to access higher education and pursue a
career
 meet or exceed established benchmark standards on all required
state and district assessments
 “got grit” (set goals and relentlessly pursue them)
 seek challenges
 discover and develop their individual talents
 strive for academic excellence
 demonstrate personal and social responsibility
 are prepared to be active participants in our economy and
democracy
Objectives:
1. State and district assessments:
 The number of students scoring at proficient or advanced on the Math
MCAS (all grade levels) will increase by 10%.
 The number of students scoring at proficient or advanced on the Reading
and ELA MCAS (all grade levels) will increase by 10%.
 The number of students scoring at or above proficient on the Science and
Technology MCAS in Grades 5 and 8 and the high school Science
competency assessment will increase by 10%.
 The number of students scoring at the state average or better on the SAT
(Math, Verbal and Writing) will increase by 15%.
 The number of students scoring 3 or better on the Advanced Placement
Exams in ELA, Math and Science will increase by 15%.
 The number of students scoring 60% or better on district mid- and end-ofyear exams will increase by 15%.
2. At the close of the school year, the number of students in grades 5-12 who
receive one or more grades of “F” (< 60%) will decrease by at least 15% in
each school.
3. All English Language Learners enrolled in an ELL program will
demonstrate sufficient acceleration of academic language, through a score of
transitioning on the MELA-O and MEPA-R/W, within three years of enrollment
in the Malden Public Schools.
4. The number of students enrolled in at least one AP course will increase by 10%
per year.
School and Community Overview
Accredited by the New England Association of Schools and Colleges, Malden High
School is a comprehensive high school that offers core academic courses in
Mathematics, English, Arts, Social Sciences, Science. We also offer Foreign Language
courses in Spanish, French, Italian, and Latin. Outside of the core academic areas,
students can take courses in Fine Arts, Business, Technical Education, Physical
Education, and Health.
Our student body is a diverse one, with more than 80 countries and 50 languages
represented. Students presently take courses at the levels of Unleveled, College
Prep, Honors, and Advanced Placement. Malden High School has a rich and proud
history of graduating outstanding students who go on to become valuable members
of the community.
For a more clearly defined picture of our school and community, please refer to the
following data:
Demographics:
Race/Ethnicity
White
Asian
African-American
Hispanic
Multi-Race/Non-Latino
Hawaiian/Pacific
Islander
Native American
Percentage at MHS
33%
26%
21%
16%
3.4%...
0.1%
0.5%
From the Massachusetts Department of Elementary & Secondary
Education
Program
Percentage at MHS
ELL Courses
13%
Special Education
16%
Free/Reduced
58%
Lunch
Malden High School
Year
Discipline reports
to the Department
of Education
2003-2004
279
2004-2005
293
2005-2006
385
2006-2007
373
2007-2008
244
2008-2009
178
2009-2010
168
Advanced Placement Exam Results
# of
# of
Scores of 3 or
Year
Students Exams
Better
2006-2007 120
206
135
2007-2008 152
272
154
2008-2009 277
484
233
2009-2010 305
594
264
SAT Results
Year
Critical
Reading
2005-2006
435
2006-2007
448
2007-2008
443
2008-2009
464
2009-2010
456
Math
Writing
475
464
469
488
488
436
440
440
465
449
Class of 2010 Profile
Graduating Students 371
4-Year College .....48%
2-Year College .....25%
Other Post-Secondary Education/Training 5%
Employment ..........3%
Military ............1%
Undecided/Other .....9%
From the Massachusetts Department of Elementary & Secondary
Education
National Merit Finalists 0
National Merit Semi-Finalists 0
National Merit Commendation
4
Gates Millennium Scholars
1
POSSE Scholars .......4
Summer Search .......14
Advanced Placement Scholars with Distinction 7
Advanced Placement Scholars with Honors 6
Advanced Placement Scholars 31
Course Level Designations
Course Level
Designation
Advanced
AP
Placement
Honors
H
College
CP
Preparatory
Academic
No
Prep/Unleveled Designation
Virtual High
VHS-can be
School
at College
Prep,
Honors, or
AP level
Bunker Hill
College
Dual
Prep or AP
Enrollment
levels
Advanced Placement Courses offered at Malden High School
1. English Literature & Composition
2. English Language & Composition
3. Calculus AB
4. Calculus BC
5. Statistics
6. Computer Programming III/JAVA
7. US History
8. World History
9. Biology
10.
Chemistry
11.
Environmental Science
12.
Physics C
13.
14.
15.
16.
Latin
Spanish
Italian
French
17.
18.
Music Theory
2-D Design/Portfolio
19.
20.
Psychology (to be added fall 2011)
Government and Politics (to be added fall 2011)
Class of 2010 College Matriculation: A Snapshot
*Boston College
*Boston University
*Bridgewater State University
*Brown
*Bunker Hill Community College
*Cornell
*Emmanuel
*Endicott
*Framingham State University
*Gordon
*Hamilton
*Lesley
*Merrimack
*Northeastern
*Pine Manor
*Regis
*Salem State University
*Smith
Hampshire
*Springfield
*Suffolk
*Temple
*U of Massachusetts Boston
Lowell
*U of Massachusetts Dartmouth
*URI
*Wentworth
*Yale
*MCPHS
*Michigan State
*Norwich
*Providence
*RPI
*Simmons
*U of Southern New
*Stonehill
*Syracuse
*U of Massachusetts Amherst
*U of Massachusetts
*U of New Hampshire
*Union
*WPI
2011 acceptances to date:
Representing different students: Harvard, Columbia, UPENN,
Brown, Tufts, Carnegie Mellon, NYU, Boston College, Boston
University, URI, UMASS, Smith
Enrollment snapshot:
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
1531
1558
1633
1680
1677
1713
1739
1720
1809
Staffing at MHS:
Principal
Art
House Principal
Business Teacher
ELL teacher
ELA teacher
ESL teacher
Foreign Language
Guidance
Health
Librarian
Mathematics
Music
Nurse
Paraprofessional,
Regular Ed
Paraprofessional,
Special Ed
Physical Education
Science
Secretary
Social Sciences
Sped teacher
Sped Adjustment
Counselor
Pathways
Counseling
TBE
Team Chair
Tech Ed
Teacher Intern
In House
Coordinator
Behavior Specialist
Total staff
2004-2005
1
3
4
7
4
15
2
11
4
1
1
16
2
2
5
2010-2011
1
3
4
6
4
17
0
10
5
2
1
15
2
2
1
+/0
0
0
-1
0
+2
-2
-1
+1
+1
0
-1
0
0
-4
24
14
-10
6
15
6
13
20
3
4
15
4
13
24
3
-2
0
-2
0
+4
0
0
2
+2
1
1
5
0
0
0
2
1
4
1
-1
+1
-4
+4
+1
0
172
2
162
+2
-10
Regular Education differential= (cut 1 business, cut 1 foreign language, cut 1 art, cut
1 math, cut 4 technology education, cut 2 Physical Education, added 1 guidance,
added 1 in-house teacher, added 1 health teacher, added 2 ELA teachers)
ELL differential= (cut 3 teachers)
Special Education Differential= (Added 4 special education teachers, added 1 Team
chair, added 4 teacher interns, added 2 Pathways Counselors, cut 10
paraprofessionals, added 2 Behavior specialists)
Support staff=-6 (cut 4 paraprofessionals and 2 secretaries)
Narrative
Malden High School is at a crossroads. The convergence of several factors will
warrant leadership, planning, organization, additional funding, and implementation
if we are to avoid a crash of sorts. A solid foundation has been laid at Malden High
School during the past several years. We are working harder and smarter but there
is still more to be accomplished. The work is never done and we can not take our
eyes off the “prize”. The prize is summarized in our mission statement; In
partnership with our extended community, MHS promotes academic excellence,
personal growth, and civic responsibility for all students.
Organization, leadership and planning
Enrollment
The chart above shows the increase over several years, almost 300 students.
K-8 enrollment is holding steady; based on projections and trends our
enrollment at the K-8 level will probably not decrease over the next 6-8
years. Our ELL population continues to increase. With a steady K-8
enrollment and an increase in our immigrant population at the high school
we could well see an increase in enrollment.
Staffing
Total staffing is down 10 full-time positions over the past several years. We
have made difficult decisions regarding staffing in our support areas. We
have 4 secretaries working with 1800 students and almost 175 adults. We
have one paraprofessional who oversees our daily study hall and manages all
of the technology and logistics within the Jenkins Auditorium. An athletic
secretary works with almost 700 student-athletes, 50 plus coaches and helps
keep straight hundreds of athletic contests.
Funding
While total funding has increased, most of this has come in the form of the
increased cost of salaries and benefits for personnel, even though staffing
levels continue to drop. The OM budget at MHS has been decimated the last
several years. We have managed to procure much needed equipment
through the renovation project.
Ongoing renovation and transition to new spaces
The renovation has provided us an opportunity to look at every area and
every program within the school. One of the more substantial outcomes will
be the re-establishment of a systemic technology/vocational education
program which will include Allied Health, Pre-engineering, Automotive, and
Construction/wood. Staff will need to be hired for the pre-engineering and
wood programs. A partnership with MPI of Malden, similar to the one we
have with Bunker Hill Community College, will allow us to trade “seats” in the
Allied Health classes for MPI’s use of our space. Our music area consists of
two large practice areas, a full classroom, a couple of offices, and several
small rehearsal rooms. All of these spaces have been outfitted with the latest
technology. Our chorus teacher is full-time and uses the allocated space well.
Our band teacher is only here one period a day and the spaces sit idly for
long periods of time. I am requesting to add a full-time band instructor to
increase our curricula offerings to students and to make full use of the new
spaces. The physical education area boasts of a first class gym, fitness center,
pool, aerobics rooms, and another all-purpose room.
Expansion of X2
X2 is a powerful tool; we are just starting to scratch the surface of its
implications for improved communication between the school and parents
and between teachers and students and teacher and administrators. Opening
the parent/student portal will play huge dividends as we outreach to our
parents/ guardians, and students.
College and Career Readiness
Teaching and learning
The quintessential cornerstone to education is what happens in the
classroom, the interaction between the teacher and the student. We must
continue several recent initiatives which include classroom visits, peer
observations, targeted professional development, and continued progress
monitoring. On the student side I will be forming a task force at Malden High
School to look at “student motivation”, a national concern and one we feel at
Malden High School.
Staff development
Staff development begins at the hiring stage. Malden is historically late in
developing a school budget and reaching out to the best candidates. Once in
place the district does a good job of mentoring and coaching staff members.
We must continue to look at ways to attract the best staff because they tend
to stay when we can get them here. Creative incentives should be looked at
by the administration and school committee.
Much work has been done over the past couple of years around pedagogy.
Many teachers have participated in the literacy training and we continue to
promote ELL Category training for our teachers.
Integration of technology
Once we installed our new Eno Boards and computers they were obsolete,
sort of; it’s not necessarily the technology in the classroom but how the
teachers use the tool. Professional development must be ongoing and not
just the traditional “one and done.” One of the more interesting uses of our
technology occurs in some of our history classes. Two history teachers are
using laptops in their classes to provide the curriculum. This exciting
blended approach has been publicly recognized by the Department of
Education.
Student Engagement
Malden High School does not work for every student; we are constantly
looking for ways to bring every student into our culture and
community.
o Our dropout data caused us to look outside the scope of our “9th
grade” problem. We looked for patterns within our data collection and
we made some assumptions as we looked at an implementation plan.
The data and information that we prioritized included the following:
o Students drop out across the grade spectrum at MHS, with more
balance across the grades than we expected. It does not appear to be
just a “9th grade” problem.
o Students drop out at a higher rate between the ages of 17-19 and after
having spent at least 2-4 years at the school.
o The data piece that jumped out for us was that 85 students dropped
out over two years after having been retained only one time in high
school. Being retained once is a tipping point for many students.
o Nineteen year olds drop out more often than 16 year olds at Malden
High School.
o Attendance rates for boys and girls showed a steady but small decline
from 9th grade to 12th grade.
o Boys drop out at a rate of almost 2-1 compared to girls.
o White males lead all categories of dropouts at Malden High School.
The dropout and retention data supported the following:
o Malden High School was not an engaging place for some students.
o Malden High School dropouts gave the school many opportunities to
reach them. Many students kept coming back, some for 4-5 years
before they finally gave up hope of graduating.
o Positive role models could play a role in mentoring young people to
stay in school.
o Navigating the landscape of a comprehensive high school was a
daunting task for some young people and we should be providing
more direction for these students.
o Retention is a dramatic change for a student and could be the leading
indicator of dropping out.
o The idea of a graduation/recovery coach, a position we are calling the
“Navigator” in our implementation plan has been discussed on several
levels for a couple of years. Connecting our at-risk students to the
multiple tiers of supports inside and outside of Malden High School is
a full-time position.
o We believe that progress monitoring of these at-risk students will pay
off with higher graduation rates.
Malden High School is not unlike other urban comprehensive high schools.
We are constantly looking for strategies and programs to keep our most atrisk students engaged. We were recently selected for a MassGrad
Implementation Award of $300,000 over three years. The review process for
the awards was highly competitive and included 20 reviewers from inside the
DESE and external organizations. A total of 53 schools in 36 districts applied
for the award and 28 schools in 17 districts were selected. A special thanks
goes to Director of Guidance Manjula Karamcheti as she served as a primary
writer of the grant.
Grade 8 to 9 transition programs (see Choice not Chance description under
Asset Mapping)
Last summer we were fortunate to receive a grant from the DESE to host a
grade 8 to 9 transition program for approximately 40 incoming 9th graders.
The program was highly successful and we were approved for additional
funding for the program for this summer.
Alternative Pathways Program-See description under Asset Mapping
English Language Learners
We will continue to look for ways to improve our program for this subgroup.
We are considering hiring another staff person; without additional funding
we would have to get this to work within our current budget structure.
Pace Program-post graduate program
Our Pace Program is in a position to expand. We should consider charging
tuition for students from other districts. State-of-the-art spaces and an
outstanding staff have put us in a good position to do this.
Pre-Engineering, Engineering, Allied Health
A sub-committee of the Malden School Committee, made up of members of
the MPS system and school committee members used the renovation as an
opportunity to look at our programs and spaces and recommend that 4
programs be implemented at Malden High School; the four programs that we
are expanding and/or building are Allied Health, Pre-engineering,
Automotive, and Construction/woodworking. When making these
recommendations the committee looked at job trends, student engagement,
costs, and current staffing levels.
Ongoing Curriculum Review
o Common Core Adoption (see description below)
o MassCore (see description below)
o Massachusetts Board of Higher Education adoption of new
mathematics standard for admission to state’s four-year universities
(see description below)
o Malden High School Graduation requirements (see description below)
Common Core
Primary Intent-The New ELA/Literacy and Math Curriculum Frameworks,
comprised primarily of the Common Core State Standards, were written explicitly to
define the knowledge and skills that students must master to be college and career
ready by the end of high school.
Looking Ahead
 Preschools, districts and educator preparation programs should have
curriculum and instruction fully aligned to the new frameworks by the
beginning of the 2013-2014 school year
 MCAS in grades 3-8 will be based exclusively on the new frameworks in
spring 2014
 Pending its successful development, Massachusetts will transition to PARCC
for ELA and math in 2014-2015
 Similar standards development process for science and engineering, with
standards expected in mid-2012 and a transition period to follow
 Standards for English Language Learners, Comprehensive Health, History
and Social Science, the Arts, and Foreign Languages will be added to the
revision cycle
I have recently attended two workshops on the implementation of the Common
Core standards. Much work has to be done in this area; it will take a coordinated
approach over the next several months by the curriculum directors, me, and our
teacher-leaders to ensure that curriculum maps, pacing guides, and assessments
reflect the new standards.
PARCC
Twenty-five states have joined together to create the Partnership for the
Assessment of Readiness for College and Careers (PARCC or Partnership).
The goal is to create an assessment system and supporting tools that will help states
dramatically increase the number of students who graduate high school ready for
college and careers and provide students, parents, teachers and policymakers with
the tools they need to help students - from grade three through high school - stay on
track to graduate prepared. The Partnership will also develop formative tools for
grades K-2.
MassCore
The Massachusetts High School Program of Studies (MassCore) is intended to help
our state's high school graduates arrive at college or the workplace well prepared
and reduce the number of students taking remedial courses in college. MassCore
recommends a comprehensive set of subject area courses and units as well as other
learning opportunities to complete before graduating from high school.
The recommended program of studies includes: four years of English, four years of
Math, three years of a lab-based Science, three years of history, two years of the
same foreign language, one year of an arts program and five additional "core"
courses such as business education, health, and/or technology. MassCore also
includes additional learning opportunities including AP classes, dual enrollment, a
senior project, online courses for high school or college credit, and service or workbased learning
Massachusetts Board of Higher Education
New Mathematics Standard
Moving forward with the state’s Vision Project agenda to improve college readiness
and college graduation rates, the Massachusetts Board of Higher Education voted on
March 22, 2011, to set a new standard (.PDF) for approving admissions policies to
the state’s four-year universities, one that will include four years of high school
mathematics beginning in fall 2016. The Board’s plan mandates that admissions
policies proposed by the Commonwealth’s state universities and the University of
Massachusetts include Algebra I and II and Geometry or Trigonometry or
comparable coursework, and that at least one math course be taken during the final
year of high school. Beginning in five years, a Massachusetts high school student
hoping to attend one of the state’s four-year public universities will need to
complete a full four years of mathematics in order to be considered for admission.
Malden High School Graduation Requirements
I would like to formally propose that Malden High School adopt the
recommendation listed above and require 4 years of mathematics for graduation.
This will put our students in a good position to compete regionally and nationally
when exploring college and or career opportunities. This requirement should be
adopted for the Class of 2015.
Our work with outside partners
Malden High School has formed several partnerships over the last several
years. With collaboration we support MHS students and families. A list of
our primary outside partners and collaborators can be found at the end of
the document. Some of the descriptions follow on the next several pages.
NEASC, New England Association for Schools and Colleges
Self-Study, 2011-2012, Visit; Fall of 2012
What do we study? What will the team look for during their visit?
 Adherence to seven Standards established by member schools regarding the
systems, processes, and practices of school personnel
 Adherence to Commission procedures and policies
 Demonstration of school improvement based on steps taken to address
evaluation report findings
Emphasis of the seven Standards
 Accountability for 21st century learning for all students
 A reflective school culture which includes Professional
Learning Communities
 In-depth professional development tied to teaching and
learning
 Strong instructional leadership and resources to support
teaching and learning
 Personalization
 Formative Assessment
 Equity
 Teacher leadership
NEASC has budget implications for the 2011-12 and 2012-2013 school years,
approximately $30,000.
Harvard University School of Education Prevention Science Program
For the past two years, Malden High School as partnered with Harvard to provide
Masters level students with practicum placements in school counseling. The interns
are supervised by the Director of Guidance and assigned an MHS school counselor
who provides direct training and mentorship. The graduate students provide
college access services by staffing the Malden High School College and Career
Center, facilitating groups and seminars on post-secondary planning, and providing
individual case management.
Boston College Lynch School of Education: Immigrant Youth Study
Through a grant written by a BC professor and the Director of Guidance, Boston
College faculty and researchers are conducting a 3-year study on Immigrant Youth.
This project aims to develop, implement, and evaluate the effectiveness of culturally
appropriate preventative interventions that focus on improving the psychological
and social environments of ethnic minority youth through a comprehensive
understanding of adolescents’ concerns about their interactions with adults, peers,
and social context, and barriers to achieving positive emotional adjustment.
Pine Manor College
Pine Manor College is a four year liberal arts college stresses inclusive leadership,
social responsibility, and has a mission of serving historically underserved
populations. MHS works with PMC on their higher education program for ELL
students, facilitates various college access and leadership seminars, and conducts an
on-the spot admissions session. For the past two years, PMC has also offered a major
scholarship to an MHS senior who would not otherwise be able to go to college.
UMASS Boston Dual Enrollment
Malden High School students take college-level courses free of charge at UMASS
Boston and earn credit simultaneously toward high school completion and their
future college degrees. In general, Dual Enrollment programs ease the transition
from high school to college, allow students to get a headstart on their college
careers, and provide meaningful and challenging academic experiences to qualified
students who otherwise may not have access to an early college experience. The
ultimate goal of Dual Enrollment is to increase the population of high school
graduates who are college ready.
Medical Professional Institute (MPI) was founded by professionals with over two
decades of experience in the medical field. Since it was founded, MPI has grown to
become a leading training facility for paramedical sciences. The mission of Medical
Professional Institute (MPI) is to provide quality education for its students seeking
to become members of the health care profession while embracing diversity. Our
mission is facilitated through excellence in teaching and community service. The
objective of our programs is to prepare students for entry-level positions in the
health care field by teaching the theories and practical aspects through didactic
classroom lecture, laboratory practice, and clinical externship. Malden High School
will partner with MPI and sign a MOA similar to the one we have with BHCC.
Bunker Hill Community College
Through a Memorandum of Agreement Bunker Hill Community College uses
classroom space at Malden High School to hold classes three nights per week. In
exchange for the classroom space Bunker Hill Community College enrolls up to 8
Malden High School students per class, at not cost to the student. There is also a
book/loan program to help the Malden High School students.
Malden High School Alumni Association, Inc.
In 2007 the Malden High 150th committee was formed to organize and
administer the activities around the 150th celebration. The great success of this
celebration led the committee to sponsor a Homecoming Weekend for MHS alumni
on Columbus Day weekend for each of the last three years. A natural progression
was for this committee to evolve into an active Malden High School Alumni
Association. To that end a subcommittee has been working for the past year to
carry out such a transformation. The Alumni association is organized as a 501c(3)
corporation with the following purpose as stated in the articles of organization:
To enhance and preserve the image, prestige and traditions of
Malden High School; to reconnect the graduates of Malden High School;
to provide activities and communications and other services to the
alumni including a database of Malden High alumni; to provide financial
assistance for the benefit of the school and scholarships to its students;
to collect, preserve and display the school’s photographs, papers and
artifacts; to support the further development of the alumni association
for a new generation of students; and, to promote awareness of the
accomplishments of alumni and present students.
It is our hope that the establishment of this alumni association will
assist the principal of Malden High School in advancing the mission of
the high school as set out by the Superintendent and the
School Committee.
The MIAA is an organization of public and private high schools. MIAA approves
and sponsors athletic activities in 33 sports, involving more than 200,000 young
men and women who compete in approximately 100,000 competitions annually.
Governance and administration of MIAA is shared among members of the
Massachusetts Association of School Committees, Massachusetts Association of
School Superintendents, high school administrators, athletic directors, coaches,
game officials, and physicians; all of whom serve without compensation on more
than thirty-five MIAA standing committees.
Middlesex Partnerships for Youth, Inc. is a private, non-profit 501.c(3)
organization which closely partners with the Middlesex District Attorney’s Office.
Middlesex District Attorney Gerry Leone serves as the Chairman of the Board of
Directors. Middlesex Partnerships for Youth, Inc., known as MPY, has provided
training, fostered collaboration, and developed programming to increase the health
and safety of students in Middlesex County for more than two decades. The core
mission of MPY is to provide prevention and intervention strategies in matters of
health and safety for youth. MPY is committed to bringing cutting edge information
and high quality trainings to our constituents. Working in collaboration with the
Middlesex District Attorney’s Office, MPY endeavors to provide solution-oriented,
community-based, multi-disciplinary approaches to reducing and ideally
eliminating risky behaviors for youth.
Let’s Get Ready though Boston University
Let's Get Ready envisions a world where students from all socioeconomic
backgrounds have equal access to the support they need to reach higher education.
The mission of Let’s Get Ready is to expand college access for motivated, lowincome high school students by providing FREE SAT preparation and college
admission counseling. Let’s Get Ready accomplishes this mission by mobilizing and
training college student volunteers to be the "Coaches", mentors, and role-models
who provide not only SAT instruction and college admissions guidance, but the
encouragement and inspiration students need to succeed.
Youth Harbors Program, Rediscovery, Inc.
YouthHarbors works with youth who are currently homeless or about to become
homeless and unaccompanied, or without the support of a family. The program
offers a wide variety of assistance to these youth with the aim of allowing them to
stay enrolled in high school, complete their high school diploma, gain independent
living skills and continue toward future success. The program works with homeless
youth to rapidly re-house them and find sustainable housing that they are able to
keep after our financial support finishes. We also work with youth who are in
danger of becoming homeless to prevent them losing their housing. This often
involves working not just with the youth but also their family or guardian to arrange
housing. We also provide a variety of wrap-around support services such as
assistance with job searches, connections to tutoring, Financial Literacy workshops,
life skills coaching, assistance with college applications, and career planning advice.
This blend of services is essential to making sure that youth not only have a home
now, but also in the future. Housing alone is not enough to help youth complete high
school and go on to be successful adults.
VHS
The mission of Virtual High School is to develop and deliver standards-based,
student-centered online courses to expand students' educational opportunities and
21st century skills and to offer professional development to teachers to expand the
scope and depth of their instructional skills. Malden High School students are
eligible for 25 seats per semester. In exchange one Malden High School staff
member teaches 1 section of a VHS class to 25 students from around the country.
Mass Math + Science Initiative (MMSI), the state’s largest high school math and
science program aimed at underserved students, has expanded access to rigorous,
college-level Advanced Placement courses in 46 high schools across the
Commonwealth.
JFYNet Academic Support
Professional development for effective integration of e-learning
JFYNet offers schools a comprehensive approach to math and science instruction
that supports teachers and administrators in their efforts to meet state and federal
student performance standards. The focus of JFYNet is to ensure that students and
teachers take full advantage of available e-learning tools in their pursuit of academic
success. JFYNet is a team of educational professionals experienced in using
instructional technology to reach the goal of improved student performance.
JFYNet's classroom-based coaching, backed up by curriculum and technical support,
enables teachers to use instructional software and other technology resources
without imposing additional burdens on school staff.




JFYNet provides focused, data-driven professional development and in-class
coaching to support teachers in the integration of technology into classroom
instruction.
JFYNet works with teachers to align and adapt e-learning resources to the MCAS,
to classroom curricula and to other needs such as Accuplacer preparation.
JFYNet helps schools benefit fully from instructional technology resources
available to them.
Thirty-one schools and community agencies in 17 districts are participating in
JFYNet in 2010-2011. Malden High School is one of the schools.
Posse Foundation
Since 1989, The Posse Foundation has identified, recruited and trained 3,638
public high school students with extraordinary academic and leadership potential to
become Posse Scholars. These students—many of whom might have been
overlooked by traditional college selection processes—receive four-year, full-tuition
leadership scholarships from Posse’s partner institutions of higher education. Most
important, Posse Scholars graduate at a rate of 90 percent and make a visible
difference on campus and throughout their professional careers.
Summer Search is a high-impact program that gives low-income students the
opportunities and support they need to transform their lives, achieve their own
potential, and create change as role models and everyday leaders.
Colby-Sawyer College's Progressive Scholars Program, which seeks to provide
educational opportunities for mainly first-generation college students, and to bring
more geographic, racial and ethnic diversity to the college. Malden High School and
Cambridge Rindge and Latin are the high school partners in this program.
Education Development Center, Inc. (EDC) is a global nonprofit organization that
designs, delivers and evaluates innovative programs to address some of the world’s
most urgent challenges in education, health, and economic opportunity. Working
with public-sector and private partners, we harness the power of people and
systems to improve education, health promotion and care, workforce preparation,
communications technologies, and civic engagement.
Transition to Algebra: A Habits of Mind Approach
This research and development project provides resources for ninth-grade
mathematics students and teachers in the form of intervention modules designed as
supplementary materials for Algebra 1 classes (e.g., math lab classes). Rather than
developing isolated skills and reviewing particular topics, these materials aim to
foster the development of mathematical habits of mind—in particular, the algebraic
habit of abstracting from calculations, a key unifying idea in the transition from
arithmetic to algebra.
Directors:
June Mark, E. Paul Goldenberg of Educational Development Center Newton, MA
Instructors in Malden:
June Mark, E. Paul Goldenberg, Mary Freies of EDC Paul Marques, Chris Giordano
MHS
Duration: 2009–2013
Funder: National Science Foundation
Transition to Algebra is developed by Education Development Center, Inc. (EDC)
with support from the National Science Foundation. It is:
 a full-year course to be taken concurrently with first-year algebra
 it is designed to raise the competence and confidence of students who have,
historically, not had success in mathematics and are expected to need
support to succeed in algebra.
Many students -- disproportionately many in populations with high poverty and/or
high ELL -- have learned to expect failure. These students are behind but not slow;
they learn well, and quickly, given suitable challenge and methods. But people
(sensibly!) don't invest energy in ventures they believe will fail. Therefore,
intervention for these students must raise expectations rapidly. Transition to
Algebra is designed to help teachers
 very quickly give students enough mathematical knowledge and skill to show
them that they can be good at things they believed they couldn't do; and
 give students mathematical ways of thinking that let them make sense of
what they are learning in their concurrent algebra class, and succeed in that
class and, more generally, in high school mathematics.
Mathematics at the core: Many techniques -- like discussing, small group work,
exploring, learning academic language, taking charge of their learning, writing, using
technology -- can make valuable, even essential contributions to the learning of
mathematics, but they are not the point of the lesson. The goal, always, is to help
these students become mathematically competent and confident thinkers and doers.
Focus on mathematical habits of mind: The familiar topic-oriented approach is
replaced by a small number of key mathematical ideas and ways of thinking.
Conventional algebra topics are part of the curriculum -- one goal is, after all, to help
students succeed in their algebra classes -- but instead of the topics being the point
of the lesson, they become contexts for, or applications/examples of, a much smaller
number of key mathematical ideas and habits of mind.
Mental mathematics: Becoming more facile in mental mathematics lets students
"see" patterns and relationships more easily, and reduces the cognitive load of
approaching problems. Mental mathematics exercises are strategically chosen both
to coordinate with the algebraic lessons (to maximize their quick applicability) and
to build a coherent foundation for both exact and approximate mental computation.
Improvement Matrix:
Strategy or Initiative
Daily lesson objectives
are being placed on
white boards,
blackboards, and/or an
overhead in many
classrooms.
Addresses
Academic
Expectations
Addresses
Civic
Expectations
Addresses
Social
Expectations
Person(s)
responsible for
implementation
Timetable
All teachers
Daily
At weekly and
monthly
content
meetings
throughout
the year
Evaluator,
teacherleaders,
administrators

Progress
Monitoring
Evaluator,
teacherleaders,
administrators
Teachers look at student
work, establishing
rubrics when necessary,
and making appropriate
adjustments in the
curriculum and in
teaching practice when
necessary

All teachers
Classrooms are visited
often by folks within
the district who can
provide feedback to
teachers about their
instruction.

Evaluator, teacherleaders,
administrators
Regularly
Administrators
Teachers have
established course
syllabi with similar
types of assignments and
common assessments for
common courses.

All teachers
Completed
Evaluator,
teacherleaders,
administrators
Created Math Lab and
Reading/Writing Workshop
courses for regular
education 9th graders in
need of remedial help.

All teachers
Completed
Directors and
School
Administrators
Brought in Read 180 for
remediation for low
level special education
readers.
Created double blocks
for AP science classes.
Built in common planning
time for all 9th grade
academy teachers.
Built in common planning
time for ELL department.
Eliminated the standard
(basic) level track at
Malden High school for
all students.
Created a senior
internship program for
over 100 seniors.
Lowered the number of
days a student can be
absent and still pass.
Raised the promotion
criteria for 9th grade
students.
Infused technology to
the curriculum through
the extensive use of 72
laptops on carts and
professional development
for staff.
Created a 30 computer
math lab to run Plato,
MCAS tutorial software.

Special Education
teachers
Completedused daily
Directors and
School
Administrators




Principal
Completed
Director and
School
Administrators
Principal
Completedteachers meet
almost daily
School
Administrators
Principal and ELL
Director
Completedteachers meet
almost daily
District and
school
administrators


Principal
Completed









Michele Magner and
Internship
Committee
Each spring
Internship
Coordinator
and Committee
Principal
Ongoing
House
Principals and
Principal
Principal
Ongoing
Guidance,
House
Principals and
Principal

Municipal Building
Committee
Teachers
Daily
Evaluator,
teacherleaders,
administrators

Math and Science
Teachers
Daily
Evaluator,
teacherleaders,
administrators
and JFY
Liaison
Expanded Advanced
Placement offerings
Added Eno Boards to all
classrooms.
Added online courses
through Virtual High
School.
Created an in-house
intervention program to
reduce out-of-school
suspensions.
Through the generosity
of a local businessman
we have funded 75
students per year for
the past 4 years in the
Kaplan SAT Prep program.

Principal
Ongoing



Municipal Building
Committee
In process
Principal, Guidance
Daily
Guidance
Counselor
liaison to VHS
Principal, House
Principal, In House
Teacher
Daily
House
Principals and
Principal
12 weeks each
winter/spring
for last 6
years
Principal
Guidance
Each year 1220 MHS
students
participate.
Guidance
Liaison to
Summer Search
program



Participated in the
nationally organized
Summer Search program,
allowing dozens of our
students to participate
in this leadership
program and travel
throughout the summer.

Hosted College Goal
Sunday, assisting
students and families
with the FAFSA.

Guidance
Each winter
Director of
Guidance

Guidance
Several times
throughout
Malden High
School staff
We host the national ACT
in addition to the SAT.


AP
Coordinator,
Principal and
AP Grant
Administrator
Created career ladder
position of teacherleader and hired teacher
leaders in Mathematics,
English Language Arts,
Science and Social
Sciences.

Added a guidance
counselor position to
concentrate on 9th
graders.

Created a weekly
newsletter Tornado Times
for staff, students, and
parents. It is posted
weekly to the school
website.



as liaisons to
SAT and ACT
Principal, District
Completed
Principal and
Directors

Principal and
Director of
Guidance
Completed
Principal and
Director of
Guidance

Principal
Every Mondaythe
newsletter is
posted to the
website each
week.
Principal

Principal
4 times per
year
Principal
Established quarterly
“Ask the Principal”
evenings for parents and
students.

Created late-entry
professional development
days.

Principal,
Directors, teacherleaders
8 Mondays per
year
Principal,
Directors and
teacherleaders

Principal and House
Principals
Daily
House
Principals and
Principal
Principal
Average 1-2
general calls
per month,
attendance
daily
Principal
Created a 4th lunch
block, ensuring safety
for students and a
longer teaching block.
We use connect ed for
outreach to parents.


the year on
National test
days


In collaboration with
the Graduate School of
Education at Harvard
teams of 5-6 doctoral
students have studied
key issues facing Malden
High School over the
past 4 years. Their
findings have led to
some of the positive
changes at Malden High
School.
Created new Advanced
Placement study groups
for students.
Applied for and received
new AP grant, totaling
$600,000 over 5 years.
Facilitated completion
of 2-year and 5-year
NEASC reports.
Now beginning NEASC
self-study
Led leadership team to
rewrite mission
statement along with
academic, social, and
personal expectations
Get Ahead Day
Developed new and
exciting collaboration
with Bunker Hill
Community College.

Principal, House
Principals,
Directors, teacherleaders and
teachers
Ongoing
research
Principal


Students
Daily
Students
Principal and
Directors and
teacher-leaders for
Math, ELA and
Science.
In 2nd year
of 5 year
grant
Principal and
AP Grant
Director

Principal
Next NEASC
visit, 2012
Principal

Principal and
members of
leadership team
Completed
Principal and
team


Guidance
Each year on
the national
PSAT day
Director of
Guidance and
staff
Principal and
Guidance
Ongoingnearly 50
current MHS
students
enrolled
Principal and
Guidance
liaison




GED Program



Applied for and received
$300,000 MassGrad grant
to help reduce dropout
rate and reach at-risk
students.



Principal, House
Principals and
Guidance
Daily
Principal and
House
Principal
liaison
Athletics
The renovation of the athletic space was completed in Mid –October which has
allowed the Physical Education staff to offer some new and exciting life-style/fitness
skills to the students of Malden High School. The purchase of new equipment and
the creation of newly renovated spaces provides the PE teachers the opportunity to
have smaller teaching stations within there classes and much higher levels of active
engagement on the students part. A new room was created that is now the
Cardiovascular Room and in this room all of the cardio machines( that include spincycles, recumbent bikes, elliptical walkers, life cycles, treadmills and stairmasters)
which allows for classes to be conducted focusing solely on cardiovascular health.
The other new space that was created for Physical Education classes was the
Aerobics Room. This room provides space for our PE Teachers to conduct a variety
of classes that include yoga, dance, step aerobics, core stability and full range of
movement resistance training. As part of the renovation equipment was included in
this room as well, that includes physio-balls, med-balls, resistance bands, resistance
bars, step platforms and a dance revolution. Two days a week we have a faculty lead
yoga group using this room, offering yoga to staff and students.
Finally the renovation of the Finn Gym and the addition of new equipment here has
generated excitement not only in our student body but also with our staff. We now
have constant use of our athletic facilities by our student body not only during the
school day but also after school. Currently after school now we have our badminton
club coming in with 40 Malden High School students and various student lead teams
coming in to use the Finn Gym do to conditioning routines. All of these activities are
monitored by MHS staff. These renovations to the athletic facilities have not only
benefited the students but also the staff. We now have staff (district wide) coming
into the fitness center at 6am during the school week.
Malden High School is in receipt of a letter dated October 22, 2010 from the
Massachusetts Interscholastic Athletic Association congratulating us as the
2010 District B Sportsmanship Award winner. The presentation of the District
Sportsmanship Awards will take place during the 17th annual MIAA/MSSADA
Sportsmanship Summit at Gillette Stadium on November 19th. I would like to
extend my sincere congratulations and appreciation to Dan Keefe, Barbara
Scibelli, and all of our Malden High School student-athletes and coaches for
representing Malden High School in an exemplary manner and creating an
atmosphere of sportsmanship.
Band
The Malden High School Music Department has seen a tremendous amount of
growth in the 2010-2011 school year. Whether it be our award winning Marching
Band, our top rated Color Guard, or our top ranked percussion ensemble, the
Malden Music Department is on the cutting edge of both innovation and excellence
within the world of music. The music department has become one of the most
technologically advanced programs in the state as we pioneer forward in the worlds
of not only conventional acoustic music but also the cutting edge world of electronic
music. Our students gain solid foundations in a variety of repertoire including music
as conventional as John Williams and David Holsinger or music as cutting edge as
Onerepublic and Lady Gaga. The band program seeks to provide a home to many
numbers of students who want to not only understand, but exist in and perform in
it.
What’s going on in the Business Department?
The Business Dept is keeping its fingers on the pulse of the ever-changing 21st
Century job market by revamping courses to offer MHS students more of a variety of
courses to ensure that every student has the opportunity to gain hands-on computer
experience, explore new avenues of skills and knowledge, and be ready to compete
in the business world.
Hospitality and Tourism is a new semester course offering. International
Business and Integrated Business Applications have been tailored as semester
courses to allow students more variety and flexibility in course selection.
Our AP Economics Virtual High School-on-line course is in its fourth (4) year and
going strong giving students opportunities to work in instructor led virtual
environment to develop time-management, collaboration and problem-solving
skills. Participating in this On-line course allows students to join other on-line
courses for credit that originate around the country giving students a broader
experience in distance learning.
The Entrepreneurship class has formed a partnership with Mr. Paul Murphy of
Murphy Insurance of Malden, and colleagues Eric Dyer and Mike Cherone to
“market” Malden, students develop and master strategies, team-work, and problem
solving and creativity skills in “marketing” a business. They are incorporating 21sth
Century technology via social media such as: Face book, blogging, and websites, to
reach all markets. Students are partnering with MATV to explore and apply TV
production, stage presence and interviewing skills via interviews with local
businesses to hone and develop better marketing skills they can use in the
workplace.
Awards:
Choral Art Society
The 2010-2011 Malden High School Choral Art Society includes approximately 200
very talented and dedicated young musicians. Our ensembles are as larger than
they have been in the past eight years. We are enjoying our recently renovated state
of the art rehearsal space which includes a full equipped MIDI keyboard lab and
interactive whiteboard to enhance our Introductory and Advanced Placement music
theory classes.
Highlights from the first half of the year include:






Concert Choir performance at the rededication of the Jenkins Auditorium on
November 14th.
Madrigals performance at the Remembrance Tree Celebration on Tuesday,
Dec. 7th in Malden Square.
Various Concert Choir members performed at the FOOGI Christmas party on
December 11th.
Madrigals performance at the Movable Feast to celebrate the holidays at the
Department of Education on December 16th.
Concert Choir and Madrigal performance on the grand staircase at the State
House in Boston on December 20th. The group met many high ranking state
officials and was entered in the official record for performing during a
chamber session.
Our annual holiday concert held in the Jenkins Auditorium was standing
room only on December 22nd. A large group of alumni returned to perform
“O, Holy Night” at the end of the concert.
Coming Up….
 Participation in the MICCA (Massachusetts Instrumental and Choral
Conductor Association) choral evaluation festival on April 9th.
 May 4th annual spring concert
 Memorial Day assembly
 June 12th Graduation exercises
 June 14th Flag Day ceremony and Bell Rock Park




English Language Arts
Our Play Production group, under the direction of Sean Walsh performed an
original play titled American Land at this year’s Drama Festival. MHS won at
both the preliminary round and second round and for the first time in 50
plus years the drama team headed to the State Finals. The play was
supported by a grant from the Massachusetts Cultural Council for a
percussion residency.
Blue and Gold Best News writing Award
In our second year of all-school Poetry Out Loud, we continue to have the
largest contest in the state. We had excellent performances, including some
standouts from the ELL department.
Clarissa Henebury represented Malden at the National Shakespeare Contest
and did an excellent job.
Changes in the curriculum:

The new Junior/Senior English class allows students who have experienced
challenges in completing their English coursework to be in an accelerated
environment working with excellent teachers with the goal of graduating on
time. This course alleviates the pressure of having to keep up with two
English courses at the same time, better serving these students.




New for next year: teachers have developed course descriptions and are in
the syllabus creation process for our new Senior Electives. Rather than
choosing Honors or CP, students will select from the following options:
Mystery Literature, Dramatic Literature, The Alienated in Literature, and The
Future in Literature. Teachers are very excited about the possibilities of
these classes.
We are also hoping to add two new electives next year: Communications and
Media Studies and Technical Theater. C & M looks at how the media
constructs its arguments, providing students with an analytical approach to
the media around them. Technical Theater will take advantage of the
opportunities presented by our state-of-the-art auditorium to help students
learn lighting, sound, and set design and construction.
We are well into our third year of the AP Grant; the English department had
70 passing scores on the English Exams last year. We have five teachers
teaching AP courses and at least 12 total teachers have benefited from the
various trainings provided by the AP grant.
I was one of the very few Massachusetts High School teachers selected to
read and score the AP exam last year and I will be returning to that this year.
Fine Arts Department:
Projects and exhibitions:
Annual Community activities:
 Blue and Gallery Exhibition: Spring exhibition showcasing Senior Art Work,
held at 350 Main Street.
 The Mayor’s exhibit: Showcasing student artwork in the City Hall Mayor’s
Conference room and office area.
 Malden Alumni Breakfast; Annual exhibition.
 WAM: participation in yearly city event featuring collaboration between
Malden’s artist communities where artwork is displayed in participating
businesses.
 Boston Globe Scholastic Art Awards; Statewide competition
Up coming Events:
 Switchgear Painting: Spring 2011:
1. Malden Switchgear Boxes…the Ferry Street box will focus on Malden’s
early history as a water front industrial center.
2. Fire station at the Salem Street will focus on the Legend of St. Florien and
the traditions of the Firefighters.
 Fall 2012.exhibition in the new DOE facility.
 Winter 2012: Barnes and Noble “School-Time” exhibition.
Other Events and programs we participate in:











Spring 2011 K-12 Exhibition, Portraiture. “Many faces of Malden”
Malden Reads, Logo Contest
Art All State
Art Institute Boston Summer Program
Mass College of Art Design Summer Program
“Rad” Skate Park, Board Design Contest and Exhibition
Massachusetts Arts Education Association Exhibit
Art institution Chicago Art Exhibit
University of the Arts, Philadelphia, 2” Book Show Exhibit
Mass Art Saturday Studios
AIB Saturday Studios, Art a la Carte
MHS School Counseling Department
Mission Statement
The mission of the Malden High School Counseling Department is to empower ALL
students to reach their full potential through a data-driven, comprehensive school
counseling program addressing academic, career, and personal/social development.
In collaboration with staff, parents, students, and the community:
 Students will develop the skills needed to be heatlthy, responsible, resilient,
empathic and pro-active citizens.
 School counselors will promote self-worth, respect, empathy, resiliency,
citizenship, and the importance of college and career readiness,
Goals and Objectives
2010-2011
Themes: Get R.E.A.L (Resilient, Empathic, Aware Learners)
It’s Our T.I.M.E ( Teamwork, Interventions, Management, Exploration)
Goals and Objectives: Delivery and Data
No Random Acts of Guidance
Big Picture:
MA Model Year 2
College and Career Readiness
Drop-out Prevention, Intervention and Recovery
Bullying Prevention and Intervention
Current Caseload Sizes
Holland House: 291
Boyle House: 344
Jenkins House: 293
Brunelli House: 280
Grade 9: 497
Guidance Curriculum
Every lesson should have:
 pre/post test
 goals and objectives
 lesson plan
 results data
Grade 12: Post-Secondary Planning Seminar
Grade 11: College/Career Planning Seminar w/ Your Plan for College
Implementation
Grade 10: Academic Planning and Future Planning Seminars
 PSAT
 Your Plan for College
Grade 9: How to Be Successful at MHS
 MHS 101: Getting Involved...
 Transcript and GPA Lesson
 Senior Panel: What I Wish I Knew When I was a Freshman
 Career Cruising
 Resume Writing and Interviewing
Individual/Group Meetings
 every student should meet with their guidance counselor at least 2X a
year
 can be an individual or a group meeting
 one meeting is covered through Schedule Olympics
 includes goal-setting and academic advising
Prevention/Intervention
 Academic Intervention Groups: One per quarter
 Social/Emotional Counseling Group: One this year...
Management
 Weekly Guidance Meeting
 Monthly Individual Meeting
 Calendar
 Posted Schedules
Initiatives and Resources
 Get AHEAD Day
 Alumni Day
 Faculty College/Career Panel
 Schedule Olympics
 College Goal Sunday





PASS Program
Your Plan For College
Harvard School of Education College and Career Center Interns
Boston College Immigrant Youth Study
Suffolk University Internship Program
Programs
 POSSE
 Progressive Scholars
 Summer Search
 Dual Enrollment w/ Bunker Hill Community College
 Virtual High School
 Let’s Get Ready SAT Prep
 Pine Manor Leadership Program
 Dual Enrollment w/ UMASS Boston
 NACME w/ BHCC
 On the Spot w/ MCPHS
Guidance Nights
 Grade 9 Parent Night - Grade 9 Counselor
 Secondary School Options: Profile on Malden High School Principal/Director
 Senior Post-Secondary Planning: 10-12 Counselors
 Junior Post-Secondary Planning: 10-12 Counselors
 Career Exploration Night: Principal/Director/Pathways
 Finiancial Aid Night: Principal/Director
 NCAA: Athletics in College Admissions: Director/Athletics
 Curriculum/AP Night: Principal/Director
Mathematics
The Malden High School mathematics department has many exciting things going
on.
We continue to run our Mathematics Summer Enrichment program for students
who want to get a head start in their math courses. Last summer we had
approximately 90 students participating in the program. Students worked in an
accelerated, independent learning environment and built a
strong mathematics foundation allowing many of them to move up to a higher level
in their math courses.
Our Advanced Placement students are attending three Saturday student support
sessions this year with students and teachers from Malden, Revere, Chelsea and
Winthrop. Students and staff have had opportunities to collaborate with their
counterparts from other districts with the goal of improving performance on the AP
mathematics exams.
Students in the 9th grade academies are participating in the first Knowledge Bowl
this year. This is an interdisciplinary event involving teachers from each of the
content areas. Teachers from the mathematics department have been involved with
coordinating this event and designing many of the questions.
Students in our 9th grade math courses who are in need of support are taking an
innovative course called Mathlab, based on the Transition to Algebra (TTA)
curriculum. This course has been designed by the Education Development Center
and is being piloted in Malden.
An additional mathematics support class has been created to assist some of those
students who have not yet demonstrated proficiency in the prerequisite skills for
Algebra I. This support class specifically targets students who are English Language
Learners.
The teachers in the mathematics department have been using the Rule-of-4
approach in their instruction. Through the use of link sheets the math teachers have
been using multiple representations of concepts to improve student understanding
and to meet the needs of students with diverse learning styles.
The math department has created a new placement exam that has been forwarded
to the Parent Information Center. This exam will be used to more accurately place
those students who enter the Malden Public Schools from other school districts.
Most of the students in the 10th grade took the Galileo computer-based diagnostic
test. The test is used to predict success on standardized exams such as the MCAS
and the SAT’s. This data is being used by teachers and administrators to inform
instruction moving forward.
Teachers continue to use the Plato computer-based software as an instructional and
assessment tool. Most of the teachers in the mathematics department bring
students to a computer lab at least once per seven day rotation to use this software.
The data from Plato is also being used to improve instruction.
What’s New in the Science Department?
Chemistry Organized Outreach Partnership (CO-OP) grant.
Through our ongoing partnership with Tufts University, many Malden High School
students and teachers have gained access to laboratory experiments and equipment
which we would otherwise not have available to us. Malden High School has already
benefited greatly from Professor Walt’s commitment to improving science
education. Several of our high school students have been welcomed into the Walt
Lab as interns and on field trips over the past five years. Last summer, two of our
teachers, Diem Ho and Shannon Votaw participated in a teacher workshop where
they reviewed potential experiments and participated in building the curriculum.
The feedback has been tremendous and contagious. The current teachers are very
interested in continuing this partnership and others have also expressed interest.
This preparation led to visits from Meredith Knight, along with both graduate and
undergraduate students from Tufts, where Malden High School students were given
the opportunity to perform cutting edge experiments over the course of several
weeks. The investigations they took part in are as follows:


Diem Ho – Honors Biology students were able to test food substances to
determine if they were genetically modified by looking for a specific gene.
Genetics is one topic “covered” in a first year Biology course, but there are no
lab experiences where students can complete real investigations to connect
the text that they read to the world in which they live. During the week long
lab experiment, students had the chance to work with equipment that was
new to them, and typically not used by students in high school.
Shannon Votaw – AP Biology students were able to collect their own cheek
and saliva samples, extract their DNA, and perform experiments to trace
their maternal heritage. Technology available today allows researchers to
extract, multiply, and analyze DNA samples at a much more rapid rate.
Typically this type of experimentation is only available to students at the
university level. Through this partnership, not only was the equipment made
available to us, but the knowledge and support was provided during two
week-long visits.
Collaboration with Pharmaceutical Companies (Momenta and Vertex
Pharmaceuticals)
For the second year, science teachers from Malden High School were involved in an
outreach program designed to provide professional development as well as
encourage teacher retention. A team of two teachers is chosen where one teacher
has taught for less than three years (Katy Bizier), and the other for more than three
(Shauna Campbell), whom acts as a mentor. Both teachers spent 2 ½ days at Vertex
Pharmaceuticals in collaboration with scientists from both companies. They
discussed current methods used in science classrooms, common difficulties that
arise in their classrooms, and how to implement new biotech activities into their
curriculum. Several weeks ago, Dorota Bulik from Momenta Pharmaceuticals visited
Katy’s classroom and the students performed an experiment where they extracted
DNA from strawberries. By having a "real scientist" in the classroom, the hope was
to allow students to make a more personal connection rather than just thinking of a
person in a lab coat. Another goal was to increase awareness about the work that
goes into making a new medicine. Dorota will visit again in early April where the
students will be doing an enzyme lab using Beano. Dorota lives here in Malden, and
has a son at the Beebe School. She is originally from Poland
Chemistry Online
Meaghann Galdos, Phuong Ho and Martin Berryman have been involved in the
creation of an online nuclear chemistry unit. The unit utilizes several interactive
functions of Moodle, such as lessons with animations, quizzes with immediate
feedback, online forums and chat sessions, etc. This is the first of many and they are
hoping that this website will provide an additional setting for students to interact
thoughtfully with the material. www.maldenchem.com
Science Buddies
Malden High School science students along with the mentoring of Dr. Diane Perito, have
joined forces with the Forestdale School 8th grade students and their science teacher, Ms.
Robin Jorgensen, to tackle the review of material for the upcoming MCAS assessment.
The buddies have been traveling to the Forestdale twice a week, in time for the last
period of the day. The lessons and activities are activity and inquiry based to aid in the
recall and retention of content. As a Fulcrum Fellow, Dr. Perito has facilitated the
collaboration as part of the bridge building between middle and high school students and
staff. In addition to the in-school buddies, an after school science club has been formed
by MHS seniors for students in grades 6 through 12 as well as a rocketry course for
Channel Surfing at the Forestdale.
ITeach Grant with Emmanuel College
MHS is working in collaboration with Emmanuel College in the resubmission of an
ITeach grant. The grant will support the pilot testing of molecular geometry
software and manipulatives for use in high school chemistry and biology
classrooms. Curriculum proposals are now being prepared for grant submission.
Social Sciences
Glogging, Blogging, Wordle, Pirate Pad, Voice Thread, what an amazing learning
experience students have in the Malden Public Schools Social Studies classes.
Students and teachers are utilizing 21stCentury classroom technology skills and in
some cases, even their cell phones to engage and interact with history! Students
have an opportunity to learn in an inquiry-based environment where content,
literacy, and 21st Century skills collide. This design inspires students and sparks
their curiosity to pursue deeper study in areas of interest and in turn become
increasingly active and knowledgeable citizens.
As Director of the History & Social Studies Department, I have the opportunity to
work with an enthusiastic group of talented teachers to create many project-based
learning opportunities for our students. Let’s take a look at a few of these new
programs.
One of our most exciting programs is our 21st Century Classroom Grant. Through
this grant we have put technology into the hands of students and teachers.
Teachers are showing students how to use technology to develop their
understandings of the many complex topics, themes, decisions and events included
in the history curricula. In Year 1, we started by providing professional development
for teachers to develop ourcollective concept of the 21st Century classroom. This
led to the creation of two 21st Century classrooms at Malden High School where
students have access to laptops and the most current technology on a daily basis.
This technology engages students in the history content while helping them develop
21st Century skills.Students are also experimenting with a paperless classroom and
have created virtual notebooks that are used to communicate and collaborate online. Thanks to the availability of this technology, our students are able to follow
their interests and research beyond a single textbook while also experiencing
history through a greater variety of media.
In Year2 of this grant additional history teachers are participating in the first
Malden Public Schools on-line course, Teaching and Learning in the 21st Century
Classroom.This course was written by the teachers from Year 1 and the grant
coordinators. As a result of successfully completing the course and implementing
technology rich lessons, teachers will earn new technology equipment for their
classrooms.
Want to learn more? See student work? Check out our site
http://historymalden.wikispaces.com. The Social Studies department has created
an interactive site as a way for teachers to communicate, collaborate, and promote
the mission, goals, and work of the entire Malden Social Studies department
throughout the district. It has allowed the department to become more cohesive in
the way we work together and enhance student learning and achievement through
the use of technology and Web 2.0 applications. It is one example of how the Social
Studies department is helping to create 21st century classrooms for all students.
In September we began our partnership with Greater Boston Model UN to work
with students in grades 7 & 11 across the district. In Model UN, students stepped
into the shoes of ambassadors from UN member states to debate current issues on
the organization's agenda. This work culminated in a regional Model UN
competition at Northeastern University on the topic of the development of Haiti for
grade 7 students and HIV/Aids in Africa for AP World students. This May, additional
high school students in Modern World History and will have a similar opportunity.
Another exciting program offered to students in U.S. History II and World History
isNational History Day (NHD). This is an innovative curriculum in which students
learn history by selecting topics of interest and read, write, and research their
chosen topic throughout much of the school year. Throughout the year students
learn about their heritage and develop essential life skills by developing criticalthinking and problem-solving skills while fostering academic achievement and
intellectual curiosity. This is a fantastic way for students to follow their interests
and work on long term projects and presentations that include, but are not limited
to; exhibits, performances, documentaries, web sites, papers and more. After
presenting their research, the student, would then see for themselves the progress
of their “own” learning throughout the year. Be sure to check our website for our
NHD exhibit of student projects in the spring.
The theme for 2011 is: DEBATE & DIPLOMACY IN HISTORY: SUCCESSES, FAILURES,
and CONSEQUENCES.
Watch for our Civics Day in early May when students in grades 8-12 will engage the
public in a presentation of their History Day projects and their Generation Citizen
projects.
A program which contributes greatly to the Malden school community is Generation
Citizen.
This year 8th and 9th grade history students are participating in Generation Citizen,
which is a non-profit organization that promotes advocacy and action for urban
students. College mentors, teachers, and outside partners work with students in a
collaborative setting. Students are learning about their community and becoming
skilled in the areas of democracy, governmental process, public policy, advocacy,
and action. Currently students are in the process of planning, troubleshooting, and
implementing a community based project to combat a local social issue that each
class democratically chooses. Once again these projects will be shared with the
community this spring, if spring ever arrives! If you can’t wait till spring, check out
last year’s projects http://historymalden.wikispaces.com/GC+Student+Work.
Check our wikisite for these and other interesting programs, clubs, and projects in
the Social Studies department:



Additional High School Programs:
Discovering Justice, a program that ‘connects classrooms and courtrooms
The Mock Trial program is a statewide competition run by the Massachusetts
State Bar Association. Malden Mock Trial team is in its second year and is
composed of 20 junior and senior students.
http://maldenmocktrial.wikispaces.com/
Student Government day is a program put on by the Commonwealth of
Massachusetts. Every year high school students from across the state are
“elected” by their schools to represent them in Boston at the State House
where the program is held.
Highlight changes to the Program of Studies:
1. Two new AP Classes; AP Psychology & AP U.S. Government & Politics
2. Mock Trial added as a new elective and is a full year course
3. Revised our Justice & Government Course to a more concentrated focus on
law & criminal justice with hands on projects and simulations
4. Added a new law elective for Freshman & Sophomores
5. All history courses in grades 6-12 will be project-based with a focus on
Citizenship and Global Events.
The Malden Public Schools History and Social Studies Department is fully committed
to the development of the next generation of thinkers, leaders, and active, informed
citizens. To sum it all up in 21st Century style…
Technology Education
We are anxiously awaiting the final phase of the renovation which includes
upgrades to the construction/wood space, the automotive space, and new spaces for
pre-engineering and allied health.
This year we have participated in some field trips; the purpose is to raise the
awareness of our students in the employment possibilities in certain fields.



Universal Technical Institute....Learned about (STEM) Projects and
new field trips.
New England Institute of Technology.
New England International Automotive show. Students learned a
great deal about new car technology.
Students from Mr. Bazzinotti’s classes are participating in the 2011 Assistive
Technology Design Fair (ATDF) with UMASS Lowell's engineering department. The
students are engineering an electric bike for an 87 year old man who would like to
ride around Castle Island in Boston. Mr. Bazzinotti will accompany the students
when they present this project at the fair in May.
Mr. Bazzinotti has also organized a small robotics club. He and some members
attended a training sponsored by the UMass Robotics department and won a
scholarship for a complete robotics kit. They have been meeting on Tuesdays and
learning about programming our robot. Malden High Students will be at Botfest on
April 9th at UMASS Lowell.
We have dissected and recycled 3 cars completely. We have repaired many faculty,
student, and citizens automobiles.
Asset Mapping at Malden High School:
What programs, initiatives, and policies are currently in place and are an asset
to increasing high school graduation rates and decreasing high school dropout
rates? What evidence do you have that these programs, initiatives, and
policies are effective?
Malden High School has developed and implemented numerous program, initiatives,
and policies to increase high school graduation rates and decrease high school dropout rates. The items listed and described below outline the formal strategies the
Malden Public Schools has employed to promote student achievement. The
strategies currently employed in the areas of dropout prevention, intervention, and
recovery are based on research-based, data-driven best practice and have rigor,
relevance, and relationships embedded in service-delivery.
Malden High School Pathways Program
Traditional and Non-Traditional Approaches to Earn a Malden High School Diploma
 Goal: To provide within a single organizational unit, an array of educational,
counseling, outreach, transitional programs, and services to students who
require an alternative to the regular day program at Malden High School.
 Philosophy: All Students have a right to an education which meets each
individual needs and unique style of learning.
 Credit Options: Traditional Classroom Setting, Bunker Hill Community
College, Internships, On-Line Courses, Portfolio Study, Independent Study,
Work Study, External Learning
 Program Requirements:
*It is the intent that all students will pass MCAS/ELA, Mathematics, and Science
*Students will meet curriculum based standards for course completion
*Complete courses and internship
*Complete BHCC requirement
Course Descriptions:
Students will receive instruction in academic studies and daily social skills. Skills
are taught not as an end in themselves, but rather in their relation to educational,
technical, and vocational training within the community. Course credit is obtained
with permission from Principal at Malden High School.
School Counseling Program/MA Model
Through design and delivery of the MA Model, MHS School Counselors ensure equity
and access of information by facilitating Guidance Seminars in partnership with
academic departments. Our Grade 9 Guidance Counselor teaches four lessons in our
required Freshmen Business/Tech program on the following topics: GPA and
Transcript Review, Getting Involved, Career Cruising and Resume Building/Writing.
Our Grade 10-12 School Counselors go into English classes and teach a lesson on
Understanding Your PSAT Score, College and Career Post-Secondary Planning, and
The College Admissions Process. Through RTTT funds, the MHS School Counseling
Department will be expanding its MA Model and College and Career Readiness
efforts to ensure equity, access, and academic rigor for all MHS students.
Academic Intervention Groups
At Malden High School, utilizing the structure of the MA Model, we have been able to
initiate academic intervention groups twice each year, as part of our guidance
department responsive services. This service is intended to be delivered to a small
group of high-need, at-risk students, who could use extensive individual academic
planning and support. The immediate goals of this intervention are to provide a
space for academic self-reflection leading to students better self-advocates in the
classroom, and to show overall academic improvement by using the skills learned in
the academic success group. The overarching, systemic goal of running these brief,
focused interventions are to increase graduation rates and decrease drop out rates
of our most at-risk students. We use the students' current report cards, attendance,
teacher input, special education plans, and academic history to carefully select the
members of each group. There are five groups of eight students targeted for this
initiative twice a year. During these sessions, pre and post likert scale surveys are
used, along with worksheets on personal strengths/weaknesses and identifying
what type of student you are. We also work on realistic goal-setting, with the aim of
each student exiting the group with a specific, measurable, achievable, realistic and
timely goal in place for the near future. Through this small group intervention, we
have strengthened positive connections between students of great need and
faculty/staff, forged new connections with parents of high risk students, increased
individual student academic enthusiasm, and decreased individual student
absences.
School Adjustment Counselors (SAC’s)
MHS has three school adjustment counselors who do the following:
 to IMP students both individual and group areas of concern are depression
bi-polar, anxiety, PTSD, autistic spectrum that interfere with students
academic and personal achievement.
 to regular education students with same issues listed above, including stress
management for students in AP and honors track
 Regular Ed and IEP groups/counseling around family issues such as divorce,
substance abuse, loss, mental health issues and family conflict that interfere
with students ability to come to school as well as maintain academic success.
 Individual and group work around long term goals and transition work to
post high school
 Available for crisis intervention and daily support services to students to
help them manage everyday stress and conflicts or questions that have to do
with their lives and academic success.
The Student Intervention Program (SIP)
The Student Intervention Program serves roughly a dozen freshmen students who
Grade 9 Academy teachers have identified as "at-risk." Students meet with a teacher
(administrative intern) and an adjustment counselor twice a cycle to work on
social/emotional development, setting career goals, and to discuss pertinent teen
issues like school and relationships. This group provides a safe haven for students
to openly discuss issues they are facing while having both adult and peer support.
The intern and counselor also serve as additional adult advocates for these students,
checking in with their teachers on behavior and academic performance. By
intervening with these students early in their high school career we lay a foundation
for future success.
P.A.S.S. Program (Providing Academic Student Support)
The PASS Program is a learning resource center that provides tutoring and support
to fulfill a student’s potential. PASS operates its services by using an organic model
of teaching to fit a student’s schedule and unique style of learning. The educational
progress of a student is tracked through a cooperative effort between the teachers
and staff at Malden High School. Students are assisted with daily schoolwork and
taught educational strategies including time management and responsibility. The
goal of PASS is to engage the student’s interest in furthering their education and
encourage them to strive for success both in and out of the classroom.
Transition Coordinator
The Transition Coordinator facilitates appropriate activities that aid in guiding
students in preparation for adult life. Through a partnership with family members,
special education/general education, community partners, outside adult agencies,
and support services individualized transition planning options are evaluated
working toward meeting postsecondary goals.
Bunker Hill Dual Enrollment Program
Started in the spring of 2009, the Bunker Hill Community College (BHCC) Dual
Enrollment Program provides free college or pre-college courses to Malden High
School students. This program allows students of all academic levels to take courses
for college as well as high school credit. We are fortunate to be a satellite site for
BHCC so many of the courses our students take are taught in our own classrooms.
While some students take advantage of the program to expand their academic
record, many students take classes with the goal of completing their high school
graduation requirements or for credit recovery. The Dual Enrollment program
helps students who are in danger of dropping out by providing an alternative to
traditional school day classes. For the spring 2011 semester, we have over 60
students enrolled in BHCC courses. As they complete their courses, these students
are supported by Malden High School staff, their BHCC professors, and the BHCC
Dual Enrollment Coordinator. We have had great success with this program and
look forward to continuing our relationship with BHCC to provide alternative
educational opportunities to students
Virtual High School
Virtual High School provides a wealth of quality online education options for high
school students and teachers. Through VHS, schools expand their educational
offerings and students expand their worldview as they attend class with students
from across the country and around the world. Students gain access to a wide
variety of courses not typically available and have the flexibility to take these
courses anytime and anyplace as best fits their schedule. Typically our students are
11th and 12th graders who elect a Virtual High School course in order to resolve
scheduling conflicts or to access courses not available at Malden High School. In the
past we have offered VHS courses to non-traditional students needing to complete
one or two courses in order to fulfill their graduation requirements. Malden High
School contracts 25 seats per semester, per academic year. Courses are available at
standard, college preparatory, honors and AP levels. Students who are most
successful are those with moderate or better computer skills, the capacity to work
independently, and ability the stay on time with assignments. Over the past three
years the average Malden High School passing rate is 82 percent. (VHS lists theirs
as 80%) Students receive support for their coursework through their VHS teacher,
MHS guidance counselor, and the MHS/VHS Site Coordinator. Credit is awarded on
the Malden High School transcript.
PLATO Learning Credit Recovery
Malden High School has purchased thirty licenses and will begin using Plato
Learning Credit Recovery in the Summer of 2010 through our Alternative Pathways
to a Diploma program. To an at-risk student, regaining the educational ground
they’ve lost over the years can seem an insurmountable task. Without options to
regain lost credits—effective options that keep them from having to retake class
with much younger students—they may see dropping out as their only recourse.
PLATO Learning is the industry’s undisputed expert in proven, effective credit
recovery solutions. Innovative and engaging PLATO® curriculum gives students a
needed alternative and second chance to learn online and be challenged by rigorous,
standards-driven content. Learning is self-paced and put in real-world context and
coupled with offline activities and Internet resources that reinforce learning in areas
of greatest weakness. PLATO® Credit Recovery Solutions allow students to
complete course requirements more rapidly, recover credits, regain self-confidence,
and graduate on time.
In-House Intervention
The In-House Intervention is an alternative to out of school suspension. It allows
students the opportunity to maintain academic standards while receiving
disciplinary consequences. The IHI program limits the amount of educational
damage caused by out of school suspension and expulsion. While in IHI, students
work on their regular class work which is assigned by their classroom teachers. The
program is staffed with certified professionals from the following departments:
English, History and Special Education. The IHI program serves all students grades
9-12 who are assigned to the program by a house principal.
The STARR Center
The Starr Center at Malden High School is staffed by physicians from the Cambridge
Health Alliance one day per week. During this time, students can directly access
health services and health advice, receive referrals to local teen-specific services
and local community health centers. There is no need for insurance to access a
physician at the Starr Center. According to Kisker, et. al, providing direct access to
health care professionals in the school environment reduces barriers to care for
teens, attracts harder to reach teen populations, and increases the opportunities
to refer students to crucial services such as health insurance enrollment, mental
health care, and high-risk behavior screens.
Choice, Not Chance (8th to 9th Grade Transition Program)
For four weeks this summer, with a grant from the Department of Elementary and
Secondary Education (Academic Support-CPSS), Malden High School ran a high
school transition program for over 40 incoming 9 th graders. With seven MHS staff
members and partnerships with various colleges and community organizations, the
Choice, Not Chance program ran from Monday through Thursday for the month of
July. Our goals within the classrooms were thoughtful and specific around
developing relationships between students, relationships between staff and
students, providing students an opportunity to explore postsecondary options and
careers, and offering skills that students will need in their first year of high school.
Students had weekly classes of English, Biology, Mathematics, Social Studies, and
College & Career Exploration. Daily advisory lessons were constructed to develop
reflective and meaningful relationships. Weekly group sessions with a counselor
opened the door for discussion around issues facing teens today. Through our
collaboration with Malden Access Television (MATV), students learned the inner
workings of the video production studio: writing scripts, storyboarding, acting,
recording video and audio, and editing. Each of the three groups produced short
videos which were aired on MATV in the fall of 2010. Students visited three colleges,
Bunker Hill Community College, Wentworth Institute of Technology, and UMass
Lowell, with a focus on STEM majors and careers all of which provided students a
range of options. The last day of the program, students and staff were harnessed and
climbing at Project Adventure -- the ultimate team-work environment -- as well as
hosting a closing celebration where family and friends joined students to look at the
final projects of the summer!
Malden High Teen Parent Program
Goals and Objectives:
The Malden High Teen Parent Program is a working collaboration between Catholic
Charities and the Malden School District to graduate young moms who would
otherwise drop-out of school without tailored services that support pregnant and
parenting moms. The social worker and director of the program work in
conjunction with the HS adjustment counselor and school nurse to identify teens
that are need of pregnant/parenting services. The program is designed to increase
graduation rates of at risk young mothers and fathers of Malden High School. As
students are enrolled in the program, the guidance department provides schedule
changes to allow them access to parenting/life skills class. The class curriculum
focuses on parenting, child growth and development and life skills. There are also
opportunities through guest speakers from the community to help parents plan for
their future goals, beyond high school graduation. Community leaders/advocates
that are involved in the mentoring of teens include the VNA, YWCA, DTA, CHA and
Healthy Families.
Service Plans:
Another component of our program is to increase attendance and participation in
high school through focused interventions by social work staff. All of the students
linked with the teen parent program are targeted at being at high risk for dropout.
These students receive case management and home visits related to an
individualized service plan. These plans allow insight and perspective on the
challenges and struggles that hinder their success in high school. We work within a
context of a strengths based model and build in community resources that allow the
teen to be successful in their abilities not only as a parent but as student. Referrals
are made within the community that includes services from, WIC, Early
Intervention, DCFS, Mass Health, and health care providers. Within this
comprehensive plan, students also work with the greater school community on
graduation mapping. The social worker, along with the guidance department,
assistant principal and when appropriate the teens family, form a team to enhance
the teens ability to be as successful as possible in reaching their goal of graduation.
The YWCA and the Pathways program are additional resources within the high
school that offer services and our linked to help retain and prevent high school
dropout. The YWCA allows students to access career planning and financial literacy
based on youth empowerment. The Pathways program allows students that have
had issues with credit completion, due to pregnancy and challenging family
situation, creative solutions towards graduation.
Outcome Measures:
The program presently has a 98% rate of high school completion when teens access
services within the first year of parenting/pregnancy. The Promise Project, a study
of parenting and pregnant teens that was conducted by the Mass Alliance on Teen
Pregnancy, has found that teens who become pregnant are at a crossroads in their
school career. Having a baby allows them the motivation to continue their
education more than any other time in their life. The collaborative model that is
established allows for teens to feel the greater Malden community is committed to
their success as a student keeps them motivated to graduate. Within the past school
year, six seniors graduated and five of them are presently enrolled and attending
local community colleges.
Youth Harbors Program
Youth Harbors works with youth who are currently homeless or about to
become homeless and unaccompanied, or without the support of a family. The
program offers a wide variety of assistance to these youth with the aim of
allowing them to stay enrolled in high school, complete their high school
diploma, gain independent living skills and continue toward future success.
The program works with homeless youth to rapidly re-house them and find
sustainable housing that they are able to keep after our financial support
finishes. We also work with youth who are in danger of becoming homeless to
prevent them losing their housing. This often involves working not just with
the youth but also their family or guardian to arrange housing. We also
provide a variety of wrap-around support services such as assistance with job
searches, connections to tutoring, Financial Literacy workshops, life skills
coaching, assistance with college applications, and career planning advice.
This blend of services is essential to making sure that youth not only have a
home now, but also in the future. Housing alone is not enough to help youth
complete high school and go on to be successful adults.
YWCA at Malden High School
The YWCA has implemented a number of programs at Malden High School including
an Employment Readiness Program for at-risk youth including teen parents, a
Health and Well-being Program to address behaviors that impede a students’
educational success, as well as a Peer Education Program that promotes leadership,
civic engagement, and preparation for success in the global economy.
Community-Based Justice Program (Middlesex Partnerships for Youth, Inc)
The school-based CBJ programs bring together school personnel, public safety
professionals, and social service providers in each community. CBJ meetings are
convened by a member of the District Attorney's Office and provide a forum to share
information about court-involved students. The purpose of the meetings is to devise
proactive ways to intervene in the lives of those youth and help steer them away
from crime and violence. CBJ has become a national model for violence prevention
in our schools.
While Malden High School has many successful drop-out prevention, intervention
and recovery programs, what is missing is connection. Connection between each of
the programs, the connection of our students to these programs, and the connection
between how everything we are trying to do for our students relates to their futures
when they successfully earn their diploma.
Engaging students: where do we go from here?
Needs:
1. Pre-engineering position to take advantage of the new 200 square foot preengineering room with an almost $300,000 investment in Amatrol systems.
2. Re-instate full-time woodworking position
3. Make the band position full-time to take advantage of a new band space, 6
practice areas and tens of thousands of dollars in new equipment. A new
program of studies in music would include HS Percussion Ensemble, Music
Production and Engineering , Music Synthesis/Introduction to Engineering,
Instrumental Methods and Basics and HS Concert/Marching Band
District Analysis and Review Tool (DART) for
Schools
Instructions:
1. Select your school.
2010 NCLB Accountability Status
School Assistance Level
2. If desired, select a "comparable" school, no school or any other school
3. Select an option from the table of contents and you will be immediately directed to the data.
English Language Arts
Mathematics
Select your school:
Restructuring Year 1 Subgroups
Restructuring Year 2+ Subgroups
Select comparable school:
Comparable Schools Overview
Malden - Malden High
None
*Schools are most similar to your district in terms of grade span, enrollment, and special population.
Orange-shaded row: Your school Blue-shaded row: Highest performing of the other 10 schools in 2009 and 2010 .
2010 MCAS
% Advanced/Proficient
2009-10 October Enrollment
Grade span
-1Brockton - Brockton High*
-2Everett - Everett High*
-3Fitchburg - Fitchburg High*
-4Holyoke - Holyoke High*
-5Lowell - Lowell High*
-6Lynn - Classical High*
-7Lynn - Lynn English High*
-8Malden - Malden High*
-9Quincy - Quincy High*
-10Revere - Revere High*
-11Worcester - Doherty Memorial High*
Level 2
09 - 12
09 - 12
09 - 12
09 - 12
09 - 12
09 - 12
09 - 12
09 - 12
09 - 12
09 - 12
09 - 12
Total
Low Income
Enrollment
4029
1763
1196
1,278
3318
1,299
1729
1,720
1299
1,524
1398
69.4
60.4
59.6
51.7
62.3
72.7
72.2
60.6
51.5
65.9
52.8
2010 MCAS Growth
SPED
LEP
ELA
Math
ELA
Math
9.7
13.6
16.9
12.4
12.1
12.9
10.5
12.8
15.8
10.5
15.5
13.6
7.2
5.9
8.0
25.5
13.0
13.5
8.8
15.5
5.7
12.9
71%
69%
63%
67%
66%
68%
74%
77%
61%
72%
70%
61%
58%
65%
66%
62%
68%
70%
72%
72%
75%
67%
70.0
42.5
35.0
41.0
38.0
54.0
50.0
56.0
45.0
42.5
44.0
43.0
44.0
36.0
56.0
47.0
58.0
50.0
61.0
51.0
42.0
48.0
Name: Dana Brown
Security Portal Log Out
Malden High - 2010 Accountability Data
District:
Malden (01650000)
School:
Malden High (01650505)
Accountability & Assistance Level:
Level 2
School Title I Status:
Non-Title I School (NT)
NCLB School Choice Required:
No
Supplemental Educational Services Required: No
2010 Adequate Yearly Progress (AYP) Data - Summary
Summary Data | Detailed Data
NCLB Accountability Status
Performance Rating
Improvement Rating
ENGLISH LANGUAGE ARTS
Restructuring Year 1 - Subgroups
Very High
On Target
MATHEMATICS
Restructuring Year 2 - Subgroups
High
On Target
To make AYP in 2010, a student group must meet (A) a student participation requirement, either (B) the State's 2010
performance target for that subject or (C) the group's own 2010 improvement target, and (D) an additional attendance or
graduation requirement.
(A) Participation
(B) Performance
(C) Improvement
(D) Grad Rate
Student Group
Did at least 95% of Did student group
students participate meet or exceed state
in MCAS?
performance target?
Did student group meet
Did student group meet
attendance (G1-8) or
or exceed its own
graduation rate target
improvement target?
(G9-12)?
ENGLISH
Met
Met
Actual
Met
Actual
Change from Met
Actual
AYP
LANGUAGE
ARTS
Target
Target
(90.2)
Target
2009
Target
Aggregate
Yes
97
Yes
Lim. English Prof.
-
-
Special Education
-
Low Income
2010
91.8
Yes
1.2
Yes
75.4
Yes
-
75.0
-
-
-
-
-
-
-
61.7
-
-
-
-
-
Yes
96
No
89.0
Yes
0.2
Yes
74.2
Yes
Afr. Amer./Black
Yes
98
No
85.9
No
-2.2
Yes
70.2
No
Asian or Pacif. Isl.
Yes
98
Yes
91.1
No
-0.8
Yes
84.9
Yes
Hispanic
Yes
98
Yes
93.8
Yes
7.2
No
68.6
No
Native American
-
-
-
-
-
-
-
-
-
White
Yes
96
Yes
93.9
Yes
1.5
Yes
77.0
Yes
MATHEMATICS
Met
Target
Actual
Met
Target
(84.3)
Actual
Met
Target
Change from Met
2009
Target
Actual
AYP
2010
Aggregate
Yes
98
Yes
87.9
Yes
3.2
Yes
75.4
Yes
Lim. English Prof.
-
-
-
85.9
-
-
-
-
-
Special Education
-
-
-
50.0
-
-
-
-
-
Low Income
Yes
98
Yes
85.0
No
-1.2
Yes
74.2
Yes
Afr. Amer./Black
Yes
99
No
76.1
No
-1.0
Yes
70.2
No
Asian or Pacif. Isl.
Yes
98
Yes
95.7
No
-2.0
Yes
84.9
Yes
Hispanic
Yes
98
Yes
87.3
Yes
11.8
No
68.6
No
Native American
-
-
-
-
-
-
-
-
-
White
Yes
98
Yes
89.3
Yes
5.4
Yes
77.0
Yes
Adequate Yearly Progress History
2003 2004 2005 2006 2007 2008 2009 2010
ELA
MATH
Aggregate
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
All Subgroups
Yes
Yes
No
No
No
No
Yes
No
Aggregate
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
All Subgroups
No
No
No
Yes
No
No
No
No
NCLB Accountability Status
Restructuring Year 1 - Subgroups
Restructuring Year 2 - Subgroups
2010 Glossary of AYP Reporting Terms (pop-up window)
2010 AYP Explanatory Materials
Search · Site Map · Policies · Site Info · Contact ESE
Primary outside partners and collaborators:
 Department of Elementary and Secondary Education
 The New England Association of Schools and Colleges (NEASC) self-study
(ongoing and through 2011-2012) and site visit (fall 2012)
 Mass Math + Science Initiative (MMSI)
 JFY Networks
 Summer Search
 Posse Foundation
 Bunker Hill Community College
 Medical Professional Institute, Inc.
 Malden High School Alumni Association, Inc.
 Rediscovery, Inc.
 FAME
 Virtual High School
 Colby Sawyer Progressive Scholars Program
 Massachusetts Interscholastic Athletic Association (MIAA)
 Tufts University Department of Education
 Harvard University School of Education
 Let’s Get Ready, Boston University
 Harvard University School of Education Prevention Science Program
 Boston College Lynch School of Education Counseling Program
 Cambridge Health Alliance
 Middlesex Partnerships for Youth, Inc
 Pine Manor College
 UMASS Boston Dual Enrollment
 EDC
Secondary outside partners; these partners provide us with interns, or provide
placement sites for our senior internship program or our Pathways Internship
Program. Our adjustment counselors, guidance counselors, and administrators also
work with these partners to provide support to our students and families:
The history department at MHS works with the following outside partners:
 Teacher's Domain-WGBH
 Verizon-ThinkFinity
 United Nations Association of Greater Boston & National Grid sponsor—
Model UN
 Generation Citizen --Civic Engagement
 Teacher Preparation Programs: Tufts University, Northeastern, Simmons,
Lesley, Boston University
 TriTech & Suffolk Universtiy--Teaching American History Grant
The Mathematics Department works with:
 MMSI- (AP Grant)
 JFY Networks-- (Plato and Galileo)
 EDC-- (math Lab)
 Efficacy Institute -- (Ed Joyce with Algebra teachers)
 Student Teachers/Interns from BU and Tufts
Pathways Program Internship Placement Sites:
 New England Physical Therapy
 Tufts Floating Hospital for Children
 Massachusetts Eye and Ear Infirmary
 Mirasolo Photography
 Medical Professional Institute
 Malden Access Television
 Malden District Court
 Middlesex Superior Court
 Somerville District Court
 Cyber Cafe
 Project Triangle
 Community Work Services
 Year Up
 Dexter House
 YMCA
 Tailored for Success
 The Career Place-Woburn
 Regional Employment Board- Youth Council
 BMR Music
 Massachusetts Rehabilitation Commission
 Department of Mental Health
 Department of Children and Families
Senior Internship Partnerships
 Pine Banks Animal Hospital
 C.O.R.E. Physical Therapy Centers
 Cambridge Health Alliance, Whidden Hosptial
 Catholic Charities Day Care (MHS Daycare)
 City of Malden - Treasurer's Office
 Emmanuel College
 Exchange Street Bistro
 First Place Sport Complex
 Four Points by Sheridan
 YMCA – Malden
 Playful Paws Doggie Daycare
 Somerville Police (Crime Analysis)
 Glen Ridge Nursing Care Center
 Middlesex Sheriff's Office
 Malden Senior Center
 Malden Housing Authority
 Malden Evening News
 Malden Access TV
Annual Placements of Adjustment Counselor, Guidance Counselor interns
from:
 Boston College Graduate School of Social Work
 Harvard
 Cambridge College
 UNH
 Suffolk University School Counseling Program
Collaborations in support of our students and families:
 Massachusetts Rehabilitation Commission
 Arbor Counseling
 The Counseling Center
 Cambridge Health Alliance
 Solutions for Living-through DCF
 CSA's-(Community Service Agency) through Eliot Counseling
 EMARC- Mash Program\
 The Arc-Transition Partnership
 The Regional Employment Board
 MATV
 City Year
 Year-Up
 MEFA