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The Rupert A. Nock Middle School is comprised of three grade levels, 6-8, with approximately 553 students assigned to either the 'Crimson' or 'Gold' teams at each grade.
Students enjoy a full menu of academic and exploratory classes throughout the day which is broken into six equal sixty minute periods.
A critical characteristic of our middle school is its comprehensive curriculum, that is, the program of planned learning opportunities for our students. It is uniquely and effectively designed to provide for the continuous progress of each child enrolled. We educate the 'whole child' and address the intellectual, physical, social, emotional, and artistic needs of each through a variety of inter-disciplinary learning opportunities that are dynamic and meaningful.
Our curriculum, instruction, and assessment relates to the lives of our students, integrates knowledge, focuses on the process of learning, and is delivered in an environment in which exploration is pervasive and students access and process information with real world applications.

Curriculum Development

Curriculum development in Newburyport is a collaborative process. During our nine early release days, teachers are involved in a curriculum and assessment process in which we determine learning benchmarks (what we want the students to know and be able to do) for each subject area, at each grade level. The learning benchmarks are based on the most essential state standards and lead us to the development of common formative and summative assessments. We have started the work of realigning our current curriculum maps to the new Common Core Standards. 

Curriculum Maps
Currently we use curriculum maps as a tool to articulate the curriculum development process and to serve as a guide for curriculum, instruction and assessment. The maps should be working documents that are continuously being refined. 

The Curriculum Advisory Board leaders (CAB) support their Professional Learning Community throughout the school year as their teams work through the curriculum development process.

Continuous Improvement
Once we have reached consensus about what we want our students to know and be able to do, and how we assess their learning,  we delve into the process of examining student work.  Student progress or lack of significant progress, will inform our instruction.   We use the data to make data driven decisions about our curriculum and instructional practices and have the information necessary for continuous improvement. 

Curriculum Frameworks
Click here for Massachusetts Department of Elementary & Secondary Education Curriculum Frameworks

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