• MAPS
    2017-18 WIG 
    “To promote and encourage civic responsibility and personal leadership through service learning opportunities”
    June 2018 Update
    During the 2017-18 school year, the M.A.P.S. students successfully demonstrated their ability to organize and lead community based experiences through personal outreach.  MAPS students worked tirelessly to obtain personal and program goals of 300 hours of community minded service with over half of our students assuming a leadership role in one or more of the opportunities.  Through the experiences, our students achieved both personal goals and program goals that were established.   As the year closed, we were proud to see 16 students identify and lead civically minded experiences that nearly reached 350 hours of service for our cohort of students.
    March 2018 Update
    M.A.P.S. students continue to pursue opportunities to demonstrate their ability to organize and lead community based experiences that serve as artifacts of personal responsibility and growth through our community.  MAPS students have worked tirelessly attempting to obtain the program goal of 300 hours by involving all of our students to make a difference during the 2017-18 school year.  With continued dedication and commitment to our program and personal goals we are confident that we will succeed in developing civically minded students that understand their responsibility to our community.                       
    MAPS WIG 2018_2

    December 2017 Update
    M.A.P.S. students will demonstrate  leadership and personal responsibility through community service initiatives.  Students will collectively accrue at least 300 hours of community service and at least 50% of MAPS students will assume a leadership role in organizing these experiences throughout the 2017-18 school year. 
    MAPS WIG 2017-18

  •  Somerville MAPS
    2016-17 WIG 


    April 2017 Update

    M.A.P.S. students continue to be civically minded citizens as they remain active members throughout the community.  Our students have immersed themselves in service learning and volunteerism at S.H.I.P. and at local residences through an outreach program to assist those in need.  Currently, our students have provided over 200 hours of community activity in an effort to meet their personal responsibility within the community and to reach our program goal for the 2016-17 school year.  Continued involvement in the community and character education programming in the coming months will further support our goal and ensure that we develop the whole child through comprehensive programming.       

    November 2016 Update 
    To promote individual growth, the M.A.P.S. program has developed a 2016-17 goal that serves to foster student investment within the classroom and community at large.    During the year, students will be charged with being civically responsible and to demonstrate their role through service learning opportunities.  Service learning opportunities will be made available to students in various forms such as: residential outreach, volunteerism,  character education programming, and through district partnerships.  Students will work in concert with one another to achieve a minimum of 350 hours of service in the community.   Together, the students and staff aim to make a difference through a commitment to our fellow community members. 
                                                                                               MAPS Nov16 Update   

                                                                    MAPS NOV2016


    The M.A.P.S. program's Wildly Important Goal is focused on developing our students as responsible learners within the school setting and within the community as a whole. To measure each individual student's success in meeting the goal of becoming responsible and accountable learners, each student's quarterly attainment of credit is evaluated and progression towards meeting the minimum targeted number of credits each year is calculated.  Data to determine each student's progress is gathered with specific regard to the individuals academic performance, regular attendance in school, and adherence to behavioral expectations.  These factors, coupled with ongoing character development strategies are then analyzed to quantitate student performance.  As the first semester concludes, a comparison of data between the 2014/2015 school year and the 2015/2016 school year suggests that significant gains in all aforementioned targeted areas has been accomplished.  Ultimately, an overall increase in credit attainment has improved by a rate of 225% with a rise in regular daily attendance in the amount of 17%.  Both indicators are directly correlated the student's success in meeting their goal.     

    M.A.P.S. WIG 2015-2016
     MAPS Data FEB