Title I

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**PLEASE NOTE** ALL TITLE I AND LITERACY-RELATED INFORMATION HAS BEEN MOVED TO THE ‘MALDEN LITERACY’ WEBPAGE.

What is Title I?

Title I is a federally funded program that is part of the federal No Child Left Behind legislation. The amount of funding is based upon the number of students who qualify for free and reduced lunch. The major goal of the federal Title I program is to support schools with high numbers of children who are in poverty.

Malden Public Schools primarily uses the funding to support additional teachers for each of the K-8 schools who provide small group instruction to students in need. In addition, Title I funding supports literacy coaches in each of the buildings. The coaches work with classroom teachers and administration to help improve reading and writing for all students.

All of our K-8 schools are school-wide Title I projects. Thus, all students who attend the Beebe, Ferryway, Forestdale, Linden, and Salemwood are Title I students. All families who attend a Malden Public School in grades K-8 can attend any of our Title I events.

Why does Title I outreach to parents?
Title I is required under federal guidelines to have a plan to reach out to parents. Plus, research shows when families are involved in their children’s education, the students do better in school.

How does the Malden Public Schools Title I Program outreach to parents?

  • The Title I program holds monthly parent workshops in the morning on different topics at each of the Title I Schools. We also hold evening workshops each year as part of our Parent Academy for all K-8 parents that are held at the Salemwood School.
  • Title I holds fun family nights at each of the schools a couple of times a year with food and something fun for the whole family to participate in.
  • We use social media such as Facebook and a Smore newsletter to share ideas with parents.
  • Patti Amirault and Lisa Hammersley are our Title I Family Coordinators. They can help parents with any concerns or questions they have about the schools and helping their child. Patti and Lisa can be reached via email at pamirault@maldenps.org or lhammersley@maldenps.org.

How can I learn more about the Malden Public Schools Title I Program?

2021-2022  Resources 

Literacy Resources

Title I Videos

Activities for Families and Children That Won’t Break the Bank

i-Ready Overview for Families January 2021
Title I Fall 2020
Title I on MATV 2017
Title I on MATV 2016

Parent Involvement Policies

MPS Family Engagement Policy 2021-2022

Contact us:

Victoria Mulkern Director of Literacy and Title I vmulkern@maldenps.org
Kerri Surette Administrative Assistant ksurette@maldenps.org
Patti Amirault Title I Parent Coordinator pamirault@maldenps.org
Lisa Hammersley Title I Parent Coordinator lhammersley@maldenps.org

Click Here for Title 1 Summer Reading Lists K-5

Strategic Plan

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The MHS Plan

Strategic Planning is a process for creating an organization’s preferred future.  It is a long-range planning process for organizational renewal and transformation which provides a framework for improving programs and management functions, and for evaluating an organization’s progress.  Strategic planning helps organizations think and act strategically, develop effective strategies, clarify future directions, establish priorities, improve organizational performance, build teamwork and expertise, and deal effectively with a rapidly changing environment.

The strategic planning process involves a series of steps that moves an organization through:

  • analyzing relevant external trends and their implications
  •  assessing organizational capacity
  • developing a core value, mission and vision for the district
  • establishing annual goals and objectives designed to move the organization to where it wants to be
  • communicating the district’s core value, mission, vision, goals and objectives to all members of the community
  • implementing action plans aligned with the core value, mission, vision, goals and objectives; and
  • monitoring progress, identifying successes and needs, and renewing our goals, objectives and action plans on an annual basis.

Organizations implement strategic planning to effectively deal with change in a proactive rather than reactive manner by establishing a common purpose, a sense of direction, priorities for change, and a blueprint for action.  This plan is the product of an analysis of the district’s strengths and needs, as well as emerging trends and conditions.  Based upon this analysis, this document defines the core value, mission and vision that will guide the district during the next five years, and the goals and objectives that will move the district forward in the year to come.

This strategic plan is the culmination of work by the district’s Strategic Plan Committee consisting of teachers, administrators, parents, school committee members, students, government officials, and community partners, in partnership with the district’s Leadership Team.

The Malden Public Schools:

Core Value:

We believe all children can meet challenging expectations through a partnership among home, school, and community.

Mission Statement:

The Malden Public Schools prepare students to be independent thinkers and enthusiastic learners who:

  • Work Hard
  • Respect others
  • Cherish diversity
  • Seek challenges
  • Discover and develop their individual talents
  • Strive for academic excellence
  • Demonstrate personal and social responsibility.

Malden Public School graduates are prepared to be active participants in our economy and democracy.

Vision Statement:

Malden Public Schools and classrooms are places where

Students….

  • Feel safe and respected.
  • Think deeply and critically about important ideas and problems.
  • Communicate effectively, orally and in writing.
  • Exhibit initiative, adaptability and perseverance.
  • Demonstrate curiosity, creativity and confidence.
  • Interact thoughtfully with teachers and one another.
  • Set high expectations and meet or exceed established standards.
  • Hold themselves accountable for their work and actions.
  • Utilize technology to facilitate and enhance their learning.
  • Take advantage of learning opportunities before and after school.

Teachers, Administrators and Other Staff…

  • Encourage, inspire, and have high expectations of all students.
  • Create a safe and respectful environment for everyone.
  • Promote and model best practices
  • Ensure access to high levels of learning for all student
  • Have high expectations of one another
  • Continually develop their professional skills and knowledge
  • Partner with parents on the education of their children.

Parents and Community Members….

  • Feel welcomed, respected and encouraged to participate.
  • Have access to important information about the schools and their children.
  • Advocate for sound policies and practices that impact the schools.
  • Support, have confidence in, and value our schools.
  • Encourage, inspire and have high expectations for their children.

Additionally the Teaching and Learning Goals and Objectives for 2011-2012 were also developed by the Leadership Team in the Spring of 2011; this team consisted of the Superintendent, Assistant Superintendent, Principals, Assistant Principals, Curriculum and Program Directors, Coaches and Teacher Leaders.  It went through a rigorous consensus-building process and will be reviewed annually.

Student Services Office

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Student Services Office

The Student Services Office encompasses Special Education, Nursing, Guidance, and other pupil personnel needs. We strive to provide quality educational and related services to each and every child with a disability in the least restrictive environment, in accordance with state and federal regulations.  We offer a wide range of programs and services to meet the needs of approximately 1,100 Malden students with disabilities ages three to twenty-two years old.  We have an active and enthusiastic Parent Advisory Council who welcomes and supports parents and families at any and all events.  At the building and district level, our special education teachers and support staff seek to work collaboratively with parents in addressing the needs of the children.

MPS Student Services Family Resource Site

Special Education Audit 

Family Resource Toolbox for Families with Children with Disabilities

If you have concerns about your child, ages 3 through 21, whom you believe may be in need of services, please click here.

SEPAC 2020 Flyer

Office Hours: 7:30 am – 3:30 pm
Location: 77 Salem Street, Room H108

Name

Title

Email

Phone
Pamela MacDonald Assistant Superintendent for Student Services/Director of Special Education  pmacdonald@maldenps.org 781-397-7245
Dianne Vargas Administrative Assistant to Assistant Superintendent/ Transportation Coordinator dvargas@maldenps.org 781-397-7245 x 2244
Gail Jay Administrative Assistant of Data/IEPS gjay@maldenps.org 781-397-7245 x 2243
Linda Plaitano Administrative Assistant of Contracts and Tuition lplaitano@maldenps.org 781-397-7245 x 2241
Stephanie Scalese Program Manager of K-8 Schools sscalese@maldenps.org 781-397-7245 x 2247
Tanya McDonald Out of District Team Chairperson tmcdonald@maldenps.org 781-397-7245 x 2237

Special Education Building Contacts

If you have any questions about your child and the special education process, please contact the Team Chairperson at your child’s school.

Early Learning Center 
Program Manager
Shana Goldwyn
781-397-7245 x 2248
sgoldwyn@maldenps.org

Beebe School
Team Chair
Sarah Meyer
781-388-0636
smeyer@maldenps.org

Ferryway School
Team Chair
Tracy Pluchak
781-388-0669
tpluchak@maldenps.org

Forestdale School
Team Chair
Lisa Keene
781-388-1127

lkeene@maldenps.org

Linden S.T.E.A.M Academy

Team Chair

Kymberly Bryson

kbryson@maldenps.org

781-397-7233

Salemwood School
Team Chair
Michelle Farrell
781-388-0650
mfarrell@maldenps.org

Malden High School
Program Manager
Elizabeth Smith
781-397-6048
esmith@maldenps.org

Malden High School
Pathways
Program Manager
Lisa Kingsley
781-397-6044

lkingsley@maldenps.org

Malden High School
Team Chair
Dana Marie Brown
dabrown@maldenps.org

Resources

Informational Resources for Families can be found at https://www.cityofmalden.org/744/Informational-Resources

North Reading Transportation 
NRT, the bus company is 781-851-8400  select option #5 to get to dispatch
Please See NRT Snow Day Policy Link Below:
http://maldenps.org/wp-content/uploads/2019/12/SKM_308e19121710250.pdf

School-Based Medicaid Program Bulletin 32: clarifies that parental consent allowing LEAs to bill MassHealth does not change the MassHealth services that members can receive inside or outside of school.  LEAs are encouraged to share this bulletin with parents and guardians to clarify this policy. The bulletin is available on the MassHealth School-Based Medicaid Program website in the SBMP Program Bulletins section, or can be found directly at the following link: https://www.mass.gov/files/documents/2019/06/11/pb-sbm-32.pdf.

Massachusetts State Agencies

Massachusetts Department of Elementary and Secondary Education: A Parent’s Guide to Special Education in Massachusetts
http://www.doe.mass.edu/sped/videos/parents-guide/index.html#/

Massachusetts Department of Elementary and Secondary Education
http://www.doe.mass.edu/
News plus information on resources, educational technology and programs.

Massachusetts Department of Developmental Services
www.mass.gov/dds/
DDS is dedicated to creating, in partnership with other, innovative and genuine opportunities for individuals with mental retardation to participate fully and meaningfully in, and contribute to, their communities as valued members. DDS provides assistance in job placement, transportation, housing, or intense levels of treatment, monitoring and care.

Massachusetts Department of Mental Health (DMH)
www.mass.gov/dmh/
DMH provides clinical, rehabilitative and supportive services for adults with serious mental illness, and children and adolescents with serious mental illness or serious emotional disturbance.

Massachusetts Rehabilitation Commission (MRC)
www.mass.gov/mrc/
MRC is committed to increasing the independence of disabled citizens of the Commonwealth through services that result in competitive work and/or reduce reliance on benefit programs.

Department of Children and Families
www.mass.gov/dss/
The primary mission of the Department of Social Services is to protect children who have been abused or neglected in a family setting. DSS seeks to insure that each child has a safe, nurturing, permanent home.

Massachusetts Commission for the Blind (MCB)
www.mass.gov/mcb/
MCB provides services such as vocational rehabilitation, independent living and social services, orientation and mobility training, and rehabilitation teaching, to individuals who are blind or visually impaired.

Massachusetts Commission for the Deaf and Hard of Hearing (MCDHH)
www.mass.gov/mcdhh/
MCDHH serves as the principal agency in the state on behalf of deaf and hard of hearing people.

Massachusetts Department of Early Education and Care (EEC)
http://www.eec.state.ma.us/
ECC combines the functions of the Office of Child Care Services (OCCS) and those of the Early Learning Services Division at the Department of Education.

National Sites

U.S. Department of Education: Building the Legacy: IDEA 2004
http://idea.ed.gov/
Resources related to IDEA and its implementing regulations.

IDEA Partnership
http://www.ideapartnership.org/
Administrators, Policy Makers, Parents, and Service Providers under the direction of the Office of Special Education Programs work together to deliver training, information and a common message about the recent amendments to the Individuals with Disabilities Education Act (IDEA).

Council for Exceptional Children (CEC)
www.cec.sped.org
CEC is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

American’s with Disabilities Act (ADA)
www.ada.gov/
Information and technical assistance on the American’s with Disabilities Act

Disability and Advocacy Sites

Parent/Professional Advocacy League (PAL)
http://ppal.net/default/
PAL is the Statewide Organization of the Federation of Families for Children’s Mental Health. PAL is an organization of families and professionals who advocate on behalf of children with emotional, behavioral and mental health needs and their families. PAL advocates for supports, treatments and policies that enable families to live in their communities in an environment of stability and respect.

ARC of Massachusetts (ARC)
www.arcmass.org
Provides advocacy of supports and services based in the community to enhance the lives of individuals with intellectual and developmental disabilities and their families.

Autism Society of America (ASA)
www.autism-society.org
ASA, exists to improve the lives of all affected by autism by increasing public awareness about the day-to-day issues faced by people on the spectrum, advocating for appropriate services for individuals across the lifespan, and providing the latest information regarding treatment, education, research and advocacy.

Cerebral Palsy Group

www.cerebralpalsygroup.com

Cerebral Palsy Group is an online resource for anyone who has been affected by cerebral palsy, brain injuries or birth injuries.

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)

www.chadd.org
A national non-profit organization working to improve the lives of people affected by AD/HD through education, advocacy and support.

Asperger’s Association of New England (AANE)
www.aane.org
The AANE’s mission is to foster awareness, respect, acceptance, and support for individual with AS and related conditions and their families.

LD Online
www.ldonline.org
LD Online seeks to help children and adults reach their full potential by providing accurate and up-to-date information and advice about learning disabilities and ADHD.

 

National Alliance on Mental Illness (Massachusetts)

http://www.namimass.org/

A vital state resource for individuals and families facing the challenges of mental illness, providing free mental health family-based education, family and peer support and grassroots advocacy.

Massachusetts Sibling Support Network

http://www.masiblingsupport.org/
The MSSN is committed to supporting siblings of people with disabilities in the following ways: creating welcoming communities for siblings across the lifespan; improving the range and availability of sibling support services; and providing education about sibling-related issues.

Think Kids

http://www.thinkkids.org/

Think:Kids teaches a revolutionary, evidence-based approach for helping children with behavioral challenges. Through training, support and clinical services, we promote the understanding that challenging kids lack the skill, not the will, to behave well – specifically skills related to problem solving, flexibility and frustration tolerance.

Professional Organizations

American Speech-Language-Hearing Association (ASHA)
www.asha.org/public/
Here you will find resources to help you understand communication and communication disorders.

American Occupational Therapy Association (AOTA)
http://www.aota.org/Consumers/Tips/Youth.aspx
Occupational therapy resources and “Tips for Living” related to children and youth.

National Association of School Psychologists (NASP)
www.nasponline.org/families
Promoting educationally and psychologically healthy environments for all children and youth through research, training, and advocacy.

Additional Resources

Lo Jac SafetyNet™ technology enables public safety agencies to quickly find and rescue clients with cognitive disorders such as autism and Alzheimer’s. We train the authorities in our areas of coverage on how to find lost people using SafetyNet™ equipment and on how to effectively communicate with people who have cognitive conditions.”

For more information, including enrollment forms and financial assistance, please visit the Lo Jack SafetyNet website.

 

 

 

Summer Reading

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Overview of Summer Reading 2023

Happy Summer! It is hard to believe that we are at the end of another school year. We here at the Title I department are so grateful for your partnership over the past year. We witnessed fantastic growth in our students’ literacy development as we implemented a new literacy curriculum and we hope this growth will continue over the summer with literacy-based summer activities!

One way to support your child’s literacy development at home over the next few months is to engage them with summer reading. This year, the Malden Public Schools is going back to grade-level lists for students entering Grades K-5, and a grade-band list for students entering Grades 6-8. Each grade-list or grade-band pamphlet has lists of ‘recommended’ authors and titles from which to start students’ summer literacy journey. Please note that these are not the only books and authors that students can read over the summer; rather, they are jumping off points from which students can begin their exploration into the world of books. We want summer to be a time when students develop their love and joy for reading, and therefore we hope that students read whatever sparks their interest.

This year, students entering Grades K-5 will have numerous options to demonstrate their reading, including traditional Reading Logs, Reading Responses, Reading ‘BINGO’ activity, and ‘Redefining Reading’ Chart! Students only need to complete ONE activity.

Students entering Grades 6-8 all have the same assignment (create a review of one chosen book), but can take liberty with the format in which they present their format (i.e. podcast, poster, Google slideshow, newspaper article, letter to the author, etc.). We hope these options will provide students with more excitement around their summer reading!

All students should return their completed summer reading activity sheet to their homeroom teacher in the Fall in order to win a prize, such as a voucher for a free small pizza to Pisa Pizza.

Happy Reading!!

Please click HERE for details.

Reading

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Grade K-5 Literacy Programs

Mission

The mission of the Malden Public Schools Literacy Program is to develop students who can read and write at high levels of achievement, both to learn and share new information and for their own enjoyment.

Goals

  • Provide all teachers in grades K-5 resources and professional development to build strong literacy classrooms in grades K-5.
  • Provide resources to families to help support literacy in the home.

Malden Public Schools Reading Program

The Reading program consists of a daily literacy block and a writer’s workshop. The literacy block consists of both whole group and small group instruction. Whole group instruction focuses on core lessons in comprehension and vocabulary. The teacher then meets with students in small groups that target students’ individual needs. While the teacher meets with small groups, students work independently and collaboratively on reading and writing tasks that relate to reading skills and strategies. Students might read a text with a partner or write in response to a text they have read.

The core text employed by students is Pearson’s Reading Street program, which is a comprehensive Literacy Program.  The texts are accessible to students and parents online. Some key components of Reading Street include:

  • Student knowledge is built around engaging topics with content-specific vocabulary, building science and social studies content knowledge as students learn.
  • The program nurtures the love of reading through the use of award-winning, authentic literature from many different genres, including biographies, poems, folktales, and technical writing.  
  • The literature features an appropriate balance of 50% fiction and 50% nonfiction in the primary grades.  As students become more familiar with informational text, that ratio shifts to 40% fiction and 60% nonfiction. 
  • Students will be guided through complex texts by using close reading routines in an on-level text, called Sleuth that encourages students to read like detectives.
  • The program also helps to build foundations reading skills from listening to blending to decoding, and then using letter sounds to spell words.  This solid base allows students to attack more complex texts and reading tasks.

In Literacy, students build confidence and learn to read and write in new and challenging ways.  Students learn to write in various forms in response to text and other sources.  Students also write narratives, informational and explanatory text, along with completing written research.

Malden Public Schools Writing Program

In grades K-5, students write every day in all content areas. During writing instruction, the teacher begins with a short lesson where they model an element of good writing. This is called a “mini-lesson”; “mini” because it focuses on just one teaching point.

Students then move to writing independently. The teacher might circulate from student to student providing feedback to help students improve their writing. It is through this individual or group conferencing with students that teachers can meet the varied needs of writers in their classroom.

At the end of the lesson, the teacher asks students to share their writing with partners or asks a few students to share their writing with the class. The sharing at the end of the writing time helps students develop a sense of audience. Students begin to understand that the purpose of writing is for others to hear their ideas and thoughts. Students are also given an opportunity to talk about their writing.

Resources for Families for Grades K-5 Literacy Program

Reading Program Outlines for Parents
The Malden Public Schools uses the Scott Foresman Reading Street program in grades K-5. The program provides opportunities for students to develop their reading across all of the areas of reading including phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing.
The following are outlines by grade levels of the reading program:

Kindergarten Units of Study

First Grade Units of Study

Second Grade Units of Study

Third Grade Units of Study

Fourth Grade Units of Study

Fifth Grade Units of Study

Information on i-Ready
i-Ready is a computer based reading program that provides students with practice in phonemic awareness, phonics, fluency, vocabulary, and comprehension. All students Grades K-8 have a username and password for i-Ready. Students use the program during the school day.

i-Ready can also be used at home. Please see the following directions below to learn more about i-ready as well as how to log you child on at home. For the district code and your child’s username and password, ask your child’s teacher for information.

i-Ready Guide – English

i-Ready Guide – Portuguese

i-Ready Guide – Haitian Creole

i-Ready Guide – Spanish

i-Ready Technical and Troubleshooting Guide

i-Ready ‘How to Log-On Using an i-Pad’ Guide

Our Contact Information

Victoria Mulkern Director of Literacy and Title I vmulkern@maldenps.org
Kerri Surette Administrative Assistant ksurette@maldenps.org
Meredith O’Leary Beebe School Literacy Coach moleary@maldenps.org
Erin Bennett Ferryway School Literacy Coach ebennett@maldenps.org
Meghann McCarthy Forestdale School Literacy Coach mmccarthy@maldenps.org
Heather Provenzano Linden School Literacy Coach hprovenzano@maldenps.org
Kristen Reidy

Pierina Santosmargaritov

 Salemwood School Literacy Coaches kreidy@maldenps.org

psantosmargaritov@maldenps.org

Click here for Summer Reading Lists

Global Languages

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Global Languages

“It is, therefore, very important to teach students about the world beyond their own countries. What are the similarities we share and differences without friends around the world? We must understand what motivates those whose cultures and traditions are not our own. To achieve these goals, we must teach our children international education skills which include the learning of other languages, cultures and traditions.”
Margaret Spellings, U.S. Secretary of Education (2005-2009)

Mission

The mission of the Malden Public School’s Global Languages Program is to offer the opportunity for all students to be educated to communicate in languages other than English. The need for all learners to become competent in their ability to communicate with people of other countries and cultures is increasingly apparent due to instantaneous worldwide communication networks and an economy that is globally interconnected. The MPS GlobalLanguages Program emphasizes the development of 21st Century Skills through which students are actively engaged in listening, speaking, reading and writing for real purposes in culturally authentic contexts.

Goals

The Global Languages Department of the Malden Public Schools holds clearly to the concept that studying a language is a learning adventure with multiple benefits. As stated in the Massachusetts State Frameworks “Language learning is never just about words. Language is the medium in which human beings think and by which they express what they have thought. The study of language – any language – is therefore the study of everything that pertains to human nature, as humans understand it”. Our students will not only the gain acquisition of another language; they will also gain immeasurable insights of the world around them. They will better appreciate and understand themselves and others.

Program Overview

The languages offered in our schools K-12 are French, Italian, Spanish, and Latin.We have aligned our Global Languages Curriculum with state, regional and national standards. Those standards are reflected by communicative, proficiency based performance tasks for our students. The global language educators incorporate all of the latest pedagogical methodologies, keeping in mind the varying learning styles and needs of the students. Our Assessment Program reflects the curriculum and instructional methods and features both formal and informal assessment opportunities, including oral and written portfolios for our students

Over the past years the Malden Public Schools was the recipient of a federal FLAP Grant, (Foreign Languages Assistance Program) for the study of Spanish in the elementary schools and presently we are honored with C.A.S.IT. (Centro Attiviche Scholastiche Italiano) Grant for the study of Italian Language and Culture (“Benvenuti in Italia” program) at the Linden school.

Malden High School:
Spanish
Caroline Lorenz  *  Diane Brookes  *  Sharon Kalagher  *  Mar Marjomaa  *  Raisa Herrera

French
Molly Crellin *  Paul Degenkolb

Italian
Adrienne D’Agostino

Latin
Julie Snyder

Forestdale International School K-8:
Ms. Andrea Markarian (Spanish) – Grades K-8

Beebe School K-8:
Loredana Onofri (Italian and Spanish) – Grade 7 and 8

Salemwood School K-8:
Ligia Centeno – Spanish – Grade 7
Jenna Robey – Grade 8

 

 

English Learner Education

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Birukti Ethiopia 3rd Grade

by: Birukti, Ethiopia

English Learner Education

Welcome to the Malden Public Schools English Learner page.

The Malden Public Schools has a diverse population and currently services students from a variety of countries including Brazil, China, Haiti, India, Korea, Laos, Portugal, Vietnam, several Arabic speaking countries, Africa, and several Spanish-speaking countries.

The Malden Public Schools is committed to offering the highest quality of educational services to all students, including English language learners. The Office of ELL Services administers programs for English language learners with the goal of developing English language proficiency and achieving state content-area standards, while simultaneously valuing their native languages and cultural backgrounds.

For more detailed information please visit our wikispace: www.maldenells.wikispaces.com & http://literacymalden.wikispaces.com/

Mission

The mission of the Malden Public Schools’ programs for English language learners is to enable students of limited English proficiency to develop the linguistic, cognitive, cultural, and self-concept skills necessary for success in the Malden Public Schools and beyond. The students will accomplish this development in an atmosphere of understanding, cooperation, and support.

Educational Philosophy

English language learners required the ability to understand, speak, read, and write English with near native fluency to realize their potential within the English speaking society.

    • The most successful programs are those that develop a positive self-concept in each student, while they continue to develop their English proficiency.
3Andy China Grade 5

by: Andy, China

  • Teachers should have high expectations of all students, regardless of the students’ background or academic preparation.
  • Teachers must help students in adjusting to cultural, language, and attitudinal differences.
  • Students in heterogeneous groupings learn from each other as well as from the teacher.
  • The ability to speak more than one language is a valuable asset, and one that should be recognized as such.

Benefits of Knowing Two Languages

Malden Public Schools’ programs for English language learners promote mastery of the English language in a culturally and linguistically sensitive environment. However, it is important not to neglect a students’ first language. Continuing to develop native language at home does not interfere with English language acquisition. In fact, the research shows that it helps the process of learning English.

There are many benefits of knowing more than one language. Economically, there is an increased demand for bilingual employees throughout the world. Socially, the United States is a diverse society with many languages and cultures represented. In addition, research shows that knowing more than one language increases a person’s thinking abilities. Bilingual students have greater cognitive flexibility, and that flexibility can transfer into academic success.

Structured English Immersion Program K-8

Soune, Haiti Grade 6

by:  Soune, Haiti

Students in grades K-8 who are at the entering and beginning stages of of English language development will be placed in self-contained English immersion classrooms with other newcomer students. This program is located at the Salemwood School. The Ferryway and Beebe Schools also have programs for newcomer students in Kindergarten.  All students in the newcomer classes are English learners. The teachers in the newcomer classrooms hold teaching certificates in general education as well as English as a Second Language.   Materials are specifically selected to accelerate English language learning. Teachers make use of strategies that sheltered the content instruction so that students are learning content but also learning English.

Students who are at the developing and expanding levels in English will be placed in an integrated structured English immersion program. The class composition is a mix of English Learners and native English speakers.  Students will receive English language development support from a licensed ESL teacher.  Additionally, classroom teachers have completed, or will complete, professional training to work with English learners.  Rethinking Equity and Teaching for English Language Learners (RETELL) are classes to support content teachers with differentiating their instruction to meet the needs of all levels of English Learners.

Malden High School Offerings

English Learners at Malden High School receive two periods each day for English as a second language instruction. Newcomer students might also receive a United States history and science class specifically designed to meet the needs of students at the entering and beginning stages of of English language development.

Andrea, Dominican Republic Kindergarten

by:  Andrea, Dominican Republic

The teacher is certified to teach students who are learning English as a second language. Five levels of ESL are provided at the high school.  Additionally, classroom teachers have completed, or will complete, professional training to work with English learners.  Rethinking Equity and Teaching for English Language Learners (RETELL) are classes to support content teachers with differentiating their instruction to meet the needs of all levels of English Learners.

 

 

Student & Family Handbook, Code of Conduct, Program of Studies, Caregiver Resource Guide and Harassment Policy

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Student & Family Handbook, Code of Conduct, Program of Studies, Caregiver Resource Guide and Program of Studies

Our goal is to design and provide the most supportive and safe educational setting that will lead to the best possible outcomes for all students. With this in mind, it is our policy to recognize, preserve, and protect the individual rights of all students through the enforcement of rules and regulations outlined in the Handbook and Code of Conduct below:

Malden Public Schools Student & Family Handbook PreK-12
Malden Public Schools Code of Conduct
Malden Public Schools Program of Studies PreK-12

Open House & Caregivers/Teacher Conferences 2023-2024

Caregiver Resource Guide

Harassment Policy

McKinney-Vento Resources

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McKinney-Vento Homeless Assistance Act

The McKinney-Vento Homeless Assistance Act (McKinney-Vento Act), which has been recently reauthorized under the Every Student Succeeds Act of 2015 (ESSA, Title IX part A), ensures homeless children/youth have equal access to the same free and appropriate public education as provided to other children /youth.

Definition of Homeless Children/Youth 

The term, Homeless Child(ren)/youth refers to individuals who lack a fixed, regular, and adequate night residences.  This includes:

  1. Children/youth who are sharing the housing of others due to loss of housing, economic hardship or similar reasons; are living in motels, hotels, trailer parks or camping ground due to the lack of alternate accommodations; are living in emergency or transitional shelters; or abandoned in hospitals.
  2. Children/youths that have a primary nighttime residence that is a public or private place not designated for or ordinarily used as a regular sleeping accommodation for human beings.
  3. Children/youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
  4. Migratory children (as defined in section 1309 of the Elementary and Secondary Education Act of 1965, as amended) who qualify as homeless because they are living in circumstances described above.

Rights of Homeless Children/youth

  • Homeless students have a right to either remain in their school of origin or to attend school where they are temporarily residing.
  • Students who shoose to remain in their school of origin have the right to remain there until the end of the school year in which they get permanent housing.
  • Students who choose to enroll in a school where they are temporarily residing must be enrolled immediately, even if they do not bring records usually required for enrollment with them.
  • If a homeless student arrives without records, the Malden Public Schools Homeless Education Liaison and the Parent Information Center will assist the family and contact the previously attended school system to obtain the required records.
  • Transportation will be provided to the homeless children/youth at the request of the parent/caretaker for the duration of homelessness and through the end of the academic year the student becomes permanently housed (45 minutes to 1 hour commute).
  • Homeless students have access to all activities including summer school, extracurricular activities, afterschool programs, etc.)
  • Homeless children/youth have the right to receive credit accrual for partially completed work.
  • Homeless children/youth have the right to receive college and career counseling, assistance with the FASFA and verification of homelessness
  • Living arrangements of homeless children/youth are protected under FERPA and McKinney-Vento.
  • Homeless children/youth receive free lunch.

For more information on the McKinney-Vento Homeless Assistance Program, contact the U.S. Department of Education, Student Achievement and School Accountability Programs (SASA), Office of the Elementary and Secondary Education Act (ESEA). Website: www.ed.gov/programs/homeless/index.html .

For more information, please contact, Emily Jodoin, Homeless Liaison at ejodoin@maldenps.org or 781-397-6057.  Transportation companies can email SSTransport@maldenps.org

School and Community Resources for Parents

The goal of the Malden Public Schools’ Title I Family Involvement Program is to provide support to families in becoming involved in their children’s education.  The purpose of the School and Community Guide is to provide information to families on services available in the schools, the city of Malden, and additional social service agencies. Please call or visit their offices to assist you in any concerns your family may be facing.

Please click on the following resource guide for more information:
School and Community Resource Guide – English
School and Community Resource Guide – Portuguese
School and Community Resource Guide – Spanish
School and Community Resource Guide – Arabic
School and Community Resource Guide – Chinese
School and Community Resource Guide – Haitian-Creole
School and Community Resource Guide – Vietnamese

Bullying Prevention

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Malden Public Schools Bullying Prevention and Intervention

 

Priority Statement

The Malden Public Schools expects that all members of the school community will treat each other in a civil manner and with respect for differences. We are committed to providing all students with a safe learning environment that is free from bullying and cyberbullying. This commitment is an integral part of our comprehensive efforts to promote learning, and to prevent and eliminate all forms of bullying and other harmful and disruptive behavior that can impede the learning process.

We recognize that certain students may be more vulnerable to become targets of bullying, harassment, or teasing based on actual or perceived characteristics, including race, color, religion, ancestry, national origin, sex, socioeconomic, status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability, or by association with a person who has or is perceived to have one or more of these characteristics. The school or district will identify specific steps it will take to create a safe, supportive environment for vulnerable populations in the school community, and provide all students with the skills, knowledge, and strategies to prevent or respond to bullying, harassment, or teasing.

We will not tolerate bullying, cyberbullying, or retaliation, in our school buildings, on school grounds, or in school-related activities. We will promptly investigate all reports and complaints of bullying, cyberbullying and retaliation, and take prompt actions to end that behavior and restore the target’s sense of safety. We will support this commitment in all aspects of our school community, including curricula, instructional programs, staff development, extracurricular activities, and parent or guardian involvement. The Plan is a comprehensive approach to addressing bullying and cyberbullying, and the school or district is committed to working with students, staff, families, law enforcement agencies, and the community to prevent issues of violence. In consultation with these constituencies, we have established this Plan for preventing, intervening, and responding to incidents of bullying, cyberbullying, and retaliation. The building principal is responsible for the implementation and oversight of the Plan except when a reported bullying incident involves the principal or the assistant principal as the alleged aggressor. In such cases, the Superintendent or designee shall be responsible for investigating the report, and other steps necessary to implement the Plan, including addressing the safety of the alleged target. If the Superintendent is the alleged aggressor, the School Committee, or its designee shall be responsible for investigating the report, and taking all other steps necessary to implement the Plan, including addressing the safety of the alleged target.

Definitions

Aggressor is a student or a member of school staff who engages in bullying, cyberbullying, or retaliation.

Bullying is the repeated use by one or more students of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: (i) causes physical or emotional harm to the target or damage to the target’s property; (ii) places the target in reasonable fear of harm to himself/herself or of damage to his/her property; (iii) creates a hostile environment at school for the target; (iv) infringes on the rights of the target at school; or (v) materially and substantially disrupts the education process or the orderly operation of a school.   Bullying includes cyberbullying.

Cyberbullying is bullying through the use of technology or any electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings.

Hostile environment is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of the student’s education.

Target is a student against whom bullying, cyberbullying, or retaliation has been perpetrated.

School Staff Members include, but are not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, and/or paraprofessionals.

Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying.

Malden Public Schools Bullying Policy

Bullying and harassment are major distractions from learning. The grades of the victims can suffer. Fear can lead to chronic absenteeism, truancy, or even dropping out of school. Bystanders feel both guilty and helpless for not standing up to the bully.

As a rule bullying behavior starts in elementary school and peaks in the middle school years. However, it attracts more attention from adults when it appears in high school. There the students are older and physically larger and the behavior is recognized as being less tolerable and more inappropriate. Also, sexual harassment is, in fact, often a form of bullying.

Most bullying by students starts out verbally – teasing and put-downs – and may become progressively worse and assume physical dimensions.

Bullying of any type has no place in a school setting. The Malden Public Schools will endeavor to maintain a learning and working environment free of bullying.

Bullying is defined as the act of one or more individuals intimidating one or more persons through verbal, physical, mental, or written interactions. Bullying can take many forms and occur in virtually any setting. It can create unnecessary and unwarranted anxiety that will affect attending school, walking in corridors, eating in cafeterias, playing in the school yard or recreation areas, participating in or attending special and extracurricular activities, or riding on the bus to and from school each day.

Examples of bullying include but are not exclusive to:
1. Intimidation, either physical or psychological
2. Threats of any kind, stated or implied
3. Assaults on students, including those that are verbal, physical, psychological and emotional
4. Attacks on student property

The School Committee expects administrators and supervisors to make clear to students and staff that bullying in the school building, on school grounds, on the bus or school-sanctioned transportation, or at school-sponsored functions will not be tolerated and will be grounds for disciplinary action up to and including suspension and expulsion for students, and termination for employees.

The District will promptly and reasonably investigate allegations of harassment, including bullying. The Principal of each building will be responsible for handling all complaints by students alleging harassment, including bullying.

The Superintendent will develop administrative guidelines and procedures for the implementation of this policy.

Malden Public Schools Bullying Prevention and Intervention Plan

The Malden Public Schools Bullying Prevention and Intervention Plan addresses the prevention of bullying, cyberbullying, and retaliation, as required under M.G.L. c.71, § 370, added to Chapter 92 of the Acts of 2010 entitled An Act Relative to Bullying in Schools as signed by the Governor in May 2010. In addition to the following current efforts, the administration, faculty, and staff of the Malden Public Schools commit to improve, enhance, and update both the plan and its implementation annually in order to best serve the students, parents, and the citizens of Malden.

 

Resources on Cyberbullying for Parents