2025 Exemplary Practice School: Mylan Park Elementary
About the School
"Be the best version of you." These six words are more than a motto. They characterize a school mindset of high expectations for both students and staff. Mylan Park educators and staff constantly move forward by building positive relationships, embracing challenges, celebrating successes, and learning from mistakes. Practices are implemented that highlight an "all hands on deck" approach to learning, creating a learning environment that encourages all students to be their best. The school states that its welcoming atmosphere, consistent attendance, accountability, and belief that “poverty is not a disability” contribute to its success.
Educators at Mylan Park utilize assessment and observation data in collaborative settings to effectively identify needs and inform instruction. Their Professional Learning Community (PLC) meetings offer opportunities for rich conversations. PLCs have three major components: team collaboration, data-driven common assessments, and instructional planning. Teachers analyze assessments, identify students who have mastered or not mastered standards, and plan immediate interventions and enrichment. Interventionists and special educators provide key information and actively communicate concerns, areas for growth, or potential adjustments to intervention plans.
Exemplary Practice Standard Alignment
Standard 3: High Expectations for Success
Schools implementing this standard purposefully provide a climate in which all students can learn and succeed. Key concepts include:
Staff demonstrating and believing in their ability to successfully teach all students
Staff believing all students can and will obtain mastery
Proactive staff response and adjustment to ensure mastery when some students do not learn, or have already mastered the concept
Standard 6: Frequent Monitoring of Student Progress
Schools implementing this standard use a variety of data as the basis for adjusting the instructional approach. Key concepts include:
Utilizing formative assessment processes to measure student performance
Using student performance to guide instructional decisions
Monitoring student progress toward established instructional goals