School profile

8. ENROLLMENT

9. CAREER PROGRAM PLACEMENT

Grade 10 and 11 students who wish to transfer from one shop to another during the school year may apply for transfer through their guidance counselor. The counselor will work with the student, parents, and the Career and Technical Education Director at Madison Park Technical High School. Transfer requests will be considered subject to the availability of openings in the requested shops. Each transfer applicant will be interviewed and counseled individually to determine the suitability of the transfer.

Students who enroll at Madison Park Technical High School after grade nine may explore career and technical programs that have openings before making a program selection. Students are evaluated and graded by each shop teacher during the period of exploration. If the number of enrollees seeking a particular shop exceeds the number of openings, the evaluative grades received by the students are rank ordered and will determine which enrollee are placed in the particular shop.

10. REVIEW and APPEALS

Students Not Accepted into Selected Program (Shop) Area/ Placed on Program

The applicant’s parent/guardian, upon receipt of a letter from Madison Park Technical High School indicating that the applicant was not accepted or placed on a waiting list for a particular program (shop) list, may also request a review of the decision by sending a letter requesting a review to the city wide Director of Career and Technical Education within ten days of the receipt of the letter. The Director of Career and Technical Education will respond in writing to the letter with the findings of the review within thirty days.

THE BOSTON PUBLIC SCHOOLS are committed to ensuring that every graduate is a lifelong learner, productive worker, responsible citizen, and thoughtful participant in our diverse communities. Every teacher, administrator, parent/guardian and other adult involved in the lives of our students shares in the responsibility to ensure that all students meet these expectations.

This promotion policy has been developed to complement the expectations and responsibilities we have set forth in the Citywide Learning Standards and above. The policy:

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  Further defines the expectations we hold for all students and the support strategies we
  

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  Ensures promotions are earned and based on academic achievement;
  
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  Diminishes grade retentions to the greatest extent possible;
  
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  Ensures students will enter classrooms with the skill and knowledge necessary to do
  

for higher education, adult life and employment;

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  Ensures students are prepared to pass the Massachusetts Comprehensive
  

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  Establishes a process that supports students and demands hard work from them;
  
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  Recognizes that students’ learn at different rates and calls for organizational
  

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  Defines those inputs and outcomes for which teachers, administrators, parents and
  

Students must fulfill several requirements to be promoted to the next grade. All students must:

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  Earn passing grades in certain courses; and
  
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  Maintain good attendance.
  

Teachers base the grades on several factors, including:

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  Scores on classroom tests;
  
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  Completion of required products—for example, a book report or science project. The
  

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  Homework assignments;
  
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  Participation in class discussions and activities; and
  
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  Citywide mid-term and end-of-year tests in English, Math, Science and History.
  

English Language Learners (ELL) or Limited English Proficient (LEP) students are expected to meet promotion and graduation requirements. Under Question 2, An Act Relative to the Teaching of English in Public School courses and programs in which ELL/LEP students are enrolled must be designed to accelerate English proficiency and content knowledge. The approach to achieve this dual goal is called Sheltered English Immersion. ELL/LEP students in all programs, including regular education, will take the MCAS as well as state-mandated annual English language proficiency tests in listening, speaking, reading and writing.

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  English 9/ESL
  
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  Algebra I or Geometry
  
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  Biology I
  
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  U.S. History I
  
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  Physical Education
  
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  Exploratory Program
  

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  English 10/ESL
  
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  Advanced Algebra or Geometry
  
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  Biology II
  
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  U.S. History II
  
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  Career Program
  

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  English 11/ESL
  
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  Advanced Algebra or Pre-Calculus
  
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  Chemistry
  
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  U. S. Government
  
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  Career Program
  

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  English 12/ESL
  
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  Pre-Calculus or Calculus
  
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  World History
  
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  Elective
  
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  Career Program
  

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  Pass the English, Math and Science MCAS;
  
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  Complete a senior project or portfolio; and
  
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  Pass 11^th and 12^th grade in the same career program (soon to be changed to 10^th, 11^th and 12^th).
  

The Boston Public Schools are committed to building strong partnerships between home, school, and community. Providing students' families with opportunities to become involved in their child's education and the life of the school is essential to improving student achievement and providing opportunities after graduation. Here are some examples of activities that schools offer to engage families in student learning:

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  Individual parent-teacher conferences
  
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  Workshops on the subjects your child will learn and how to help your child prepare for tests
  
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  Home reading programs
  
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  Home visits by school staff or other parents
  
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  Special events, such as Math and Literacy Nights, policy making and school governance
  
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  Volunteering in classrooms, the school Family Center, fundraising activities, and fun
  

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  Set aside space for parents
  
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  Respond promptly to requests from parents (including requests for information regarding the professional qualifications of their child's teacher)
  
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  Communicate regularly with parents in the language spoken in the home
  
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  Inform parents in a "parent-friendly" format of strategies to improve student achievement
  
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  Help parents to support their child's learning at home
  

Every school must develop a School-Family Compact, which is an agreement that defines the responsibilities that administrators, students, teachers, and parents will undertake in order to improve student achievement. After the School Site Council approves the Compact, copies should be sent to all parents for signature.

Members of the School Site Council (SSC) make many decisions affecting the education of BPS students in schools. For example, SSCs participate in interviews for the hiring of new teachers, approve school-based rules, and decide if students will wear uniforms. The SSC also may request waivers from some BPS policies. Each SSC includes the principal or headmaster, teachers, parents, students (in high schools), and sometimes others (such as a community member or other member of the school staff). The number of parents on the SSC must equal the number of professional educators. Elections to all SSCs should be held by October 15.

Almost every school has a School Parent Council (SPC). All parents of currently enrolled students are members. The SPC works closely with the SSC to review the school's budget, recommend programs, sponsor events, and do fund-raising. The BPS also has groups for parents whose first language is not English, whose children have disabilities, and whose children are in Title I programs.

State law Question 2: An Act Relative to the Teaching of English in Public Schools, the Boston Public Schools Policy for English Language Learners, Title VI of the Civil Rights Act of 1964, and No Child Left Behind Act of 2001 - Title III: Language Instruction of Limited English Proficient and Immigrant Students inform and guide the implementation of programs and services for English Language Learners in the Boston Public Schools.

Your child has a right to quality education regardless of his/her level of proficiency in English. The BPS offers programs specifically designed for English Language Learners:

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  Centers for English Language Learners Transitional Bilingual Learning & Native Language Literacy
  
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  Sheltered English Instruction
  
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  Two-Way Bilingual Education
  

For more information, call the Office of English Language Learners at 617-635-­9435 or visit the Family Resource Center in your neighborhood. Bilingual personnel should be available to assist you.

Federal law guarantees every student the right to a free and appropriate public education regardless of handicap or disability. State law (CMR 28) further guarantees the right to an education in the "least restrictive environment," in typical settings with students without disabilities.

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  Every Boston Public School offers Resource/Learning Center services. These programs provide specialized instruction for up to ten (10) students in an instructional period.
  
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  Many Boston Public Schools offer services in a substantially separate setting. These programs provide specialized instruction to between eight (8) and twelve (12) students in an instructional setting.
  
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  A number of Boston Public Schools offer services to students with significant disabilities. These programs range in enrollment from six (6) to ten (10) students.
  
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  There are three (3) special schools for students with disabilities: The Horace Mann School for the Deaf, the Carter School for students with significant cognitive delays, and the McKinley School for students with severe emotional and behavioral disabilities.
  

If you believe that your child is having difficulty making progress in a regular classroom due to a disability, you have the right to seek, through the school principal or headmaster, an evaluation of your child to determine if he or she does have a disability and is eligible for special education services. For more information, call Unified Student Services at 617-635-8599. For a copy of the Massachusetts Department of Education brochure on Special Education Parent' Rights, available in many languages, visit www.doe.mass.edu/sped/parents on the Web, or call 1-508-823-5100 x 283.

The Boston Public Schools offer a variety of Alternative Education programs designed to meet the needs of middle and high school students experiencing difficulty in a regular school setting. These programs offer intensive support services and different approaches to learning. They also work with community agencies to better serve middle and high school students. We offer programs for students who are at risk of dropping out, have violated the BPS Code of Discipline, are over-age for their grade, or are pregnant or parenting. We cannot guarantee that every student who requests placement in an alternative program will get one. For more information, call: BPS Alternative Education – 617 635-8035.

Career and technical education at Madison Park Technical High School is competency based with an instructional focus on writing across the curriculum in both academic and career programs. The Quality School Plan (QSP) focuses on problems of instructional practice so that all teachers, after analyzing data, formulate instructional practices that address students’ strengths and weaknesses based on available data from formative and summative assessments. We have professional development for all staff to support rigorous instruction: teachers use Key Questions to activate prior knowledge, support using higher order thinking skills and real life problem solving, generate thoughtful discussion, and perform collaborative problem solving. Students are expected to undertake a wide range of research projects and must access the technical tools, print journals and technical manuals to ensure their education addresses industry needs. As a graduation requirement, the senior project portfolio showcases students’ mastery of their career areas in three parts: a research paper, a presentation to a group and a product(s) determined by the student and the teacher.

Students and staff have opportunities to explore current industry trends in collaboration with our business partners, advisory committees and general advisory board. Through this collaboration, our task lists, competencies and technical teaching areas are guaranteed to be industry specific and to meet the standards.

Finally, our programs are industry certified, have strong business partnerships and many have entered into articulation agreements with post secondary programs. While continuing to strengthen our parent participation and encourage our students to take an active role in their own education, it is our wish to send our students to the world of work and post-secondary education with skills for success.

Progress steps for each task:

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   In Progress
   
2. 
   Progressing
   
3. 
   Proficient
   
4. 
   Exemplary
   

To obtain a certificate, a student must spend a minimum of two (2) consecutive years, one being the senior year, in their technical vocational program.

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  Earn college credit for technical courses they take in high school;
  
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  Take field trips to area colleges;
  
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  Participate in career and college fairs and workshops;
  
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  Enjoy special events sponsored by area colleges such as science lab projects and guest speakers.
  

There are three departments at Madison Park Technical High School. Each department has a Director who supervises the programs in their department and supports the academic, career and technical education director, and guidance staff. In addition, the Director of Career & Technical Education and the content area directors support teaching and learning and guide the work of improving instruction. While each department functions with limited autonomy, the Headmaster is ultimately responsible for the improvement of teaching and learning at Madison Park.

Students in the Freshman Department take a full academic program while participating in the Ninth Grade Exploratory Program. At the end of the ninth grade, students select a program in one of the two clusters.

Automotive Technology, Automotive Collision Repair & Refinishing, Carpentry, Design and Visual Communications, Electrical Technology & Telecommunications, Facilities Management, Graphic Communications (Printing), Plumbing, Sheet Metal, and Telecommunications.

Business Technology and Marketing, Culinary Arts: Baking, Cooking, Food, and Beverage Management, Cosmetology, Dental Assisting, Health Assisting (Nursing), Medical Assisting, Hospitality, Travel and Tourism Management, Information Support Services & Networking (ISSN), and Television Production/Broadcasting.

Instruction focuses on the instructional practices that support the Common Core State Standards including reading, shared reading, independent reading, modeled and guided writing, vocabulary study, collaborative and competitive group work, accountable talk, using textual evidence, and independent writing. All students develop as readers equipped with a variety of strategies that enhance their understanding, exploration, enjoyment, and appreciation of literature in a variety of genres and prepare them for the Massachusetts Comprehensive Assessment System (MCAS).

In the context of the Massachusetts frameworks, students learn and apply their knowledge of the basic elements of different literary genres, including fiction, nonfiction, poetry, drama, myths, and informational texts. They make textual connections, and use the elements to interpret, analyze and evaluate the structure, language and ideas in the literature and exposition they read.

Using the writing cycle, students develop as independent writers equipped with a variety of strategies that allow them to compose effective pieces of writing for different purposes and audiences. In addition, all students are provided with support and opportunities to develop as critical and reflective thinkers. They develop their ability to acquire and use oral and written language effectively to express what they have learned and to share their ideas and perspectives on important issues in both formal and informal situations.