Teaching and Learning
Foxborough Regional Charter School (FRCS) is committed to preparing all students for college and career success by delivering a high-quality, standards-aligned educational experience rooted in high expectations. We are proud to have standards-aligned curricula in all key subject areas K-12, and evidence-based English language arts curricula to support student literacy development. In addition, our comprehensive school counseling program supports students’ social and emotional development while also guiding them through the college and career planning process, including access to post-secondary pathways.
Together, our Strategic Plan and the Instructional Vision provide a strong foundation for the future. These concepts serve as the guiding framework for district decision making, ensuring that every initiative, every classroom, and every school is working toward the shared goal of helping all students learn, grow, and thrive.
To ensure consistency in instructional practice, FRCS has fully implemented its collaboratively developed K–12 Instructional Vision, establishing a shared framework for high-quality teaching and learning across the district. Professional learning, coaching, and classroom support center on five essential instructional practices: communicating clear learning objectives, establishing criteria for student success, using ongoing formative assessment, making instructional decisions based on student learning, and providing timely, meaningful feedback. Classroom walkthroughs are intentionally aligned to these instructional practices to identify trends, celebrate effective instruction, and inform districtwide professional learning. District evaluators also participate in Research for Better Teaching training to strengthen calibration and ensure consistency in classroom observations and instructional feedback.
Recognizing that sustainable instructional improvement is strengthened through shared leadership, FRCS has established a districtwide Teacher Leader Program while continuing to strengthen school-level Instructional Leadership Teams (ILTs). Teacher Leaders represent grade levels and content areas, elevating teacher voice and expertise while partnering with administrators to analyze student learning, support implementation of the Instructional Vision, and inform professional learning. Through common planning, coaching, collaborative inquiry, and ongoing calibration, these leadership structures help ensure that instructional improvement is collaborative, consistent, and responsive to student needs.
Supporting every learner sits at the center of our work. We continue to strengthen our Multi Tiered System of Supports (MTSS) to ensure students received the right support at the right time. We also rely on our District Curriculum Accommodation Plan (DCAP) to provide educators with clearer guidance for supporting diverse learning needs within the general education classroom. Student progress is monitored using a balanced assessment system that included MCAS, NWEA MAP Growth, Amplify mCLASS DIBELS, i-Ready Mathematics, classroom formative assessments, and teacher-developed measures. These multiple sources of information allow teachers to work collaboratively, monitor student progress, identify learning needs early, and adjust instruction to help every student succeed.
Creating positive and supportive learning environments is also a priority. At the elementary school, our Positive Behavioral Interventions and Supports (PBIS) framework continues to strengthen school culture by explicitly teaching behavioral expectations, celebrating positive choices, and creating a safe, welcoming environment where students can thrive. At the secondary level, PBIS continues to evolve to better meet the needs of older students through differentiated supports and meaningful leadership opportunities. Older students also participate in service learning projects that allowed them to apply their learning beyond the classroom while making a positive impact in their communities and living our mission of developing service minded leaders.