School Improvement Plans 2024-2025 |
Table of Contents
School Council Membership by School 7
Swampscott High School - Goal #1 9
Swampscott High School - Goal #2 10
Swampscott High School - Goal #3 11
Swampscott High School - Goal #4 12
Swampscott Middle School - Goal #1 13
Swampscott Middle School - Goal #2 14
Swampscott Middle School - Goal #3 16
Swampscott Elementary School - Goal #1 18
Swampscott Elementary School - Goal # 2 20
Swampscott Elementary School - Goal # 3 21
District Strategy
Community, Opportunity, Respect, Equity (CORE) Plan
2021-2025
This plan aims to guide our work specifically focused on increasing community, opportunity, respect, and equity in the Swampscott Public Schools to nurture a school culture where students, families, and staff all feel like they belong.
Priority #1 Curriculum & Instruction A culturally responsive, sustaining curriculum fosters engagement, achievement, rigor, and critical consciousness for students. An environment that promotes community, opportunity, respect, and equity for all students, families, and staff starts with curriculum and pedagogy centered on increased awareness and evidence-based practices. | Priority #2 Professional Development Professional development on diversity, empathy, and equity addresses the knowledge, skills, attitudes, and mindsets of participants about identity, bias, and social structures. Professional development that reaches all staff ensures that classrooms, non-academic spaces, and whole school communities are safe working and learning environments for all staff and students. |
Priority #3 Policies, Procedures, and Structures Policies, practices, and structures are the foundation for institutional culture. Beliefs and values are reflected in how business is conducted, and these aspects can determine the inclusiveness of the institution. With consideration of the evidence of outcomes such as retention of diverse staff, achievement of all student groups, and sense of belonging of adults and youth, the need to improve policies, practices, and structures has become clear. | Priority #4 District and School Culture Building culture requires a steady commitment to activities that examine and address our values and beliefs about CORE. We will have an intentional focus on making our decisions through a CORE lens and carefully track the evolution of everyone’s sense of belonging. |
Priorities | 2025-2026 Goals | 2021-22 Action Areas |
Goal:
| Focus A: Prepare for and establish standards and processes to ensure culturally responsive, sustaining curriculum materials and content. Focus B: Conduct a review of any proposed new curriculum materials for alignment with our culturally responsive and sustaining materials rubric. | |
Goals:
| Focus A: Build the capacity of leadership to lead CORE work. Focus B: Develop and implement a plan to provide differentiated and foundational PD to all staff. Focus C Develop and implement a plan to provide ongoing support for CORE learning and staff growth. | |
Goals:
| Focus A: Review and revise recruitment, hiring, and retention procedures to increase staff diversity. Focus B: Review disaggregated student data to identify systemic inequities and disproportionalities and develop and implement necessary improvement plans. Focus C: Develop and implement a plan to improve family engagement. | |
Goals:
| Focus A: Cultivate practices to support a culture that promotes CORE. Focus B: Expand access to and diversity of voices contributing to CORE work in the Swampscott Public Schools. |
Swampscott Public Schools
Vision Statement
Swampscott Public Schools is committed to a Community of belonging with an intentional celebration of individual differences that puts Opportunity, Respect, and Equity at our core.
C - Community (of belonging)
O - Opportunity (for all)
R - Respect (for diversity)
E - Equity (for everyone)
We envision a school Community in which all feel welcomed and represented. The Swampscott Public Schools embrace and celebrate diversity and ensure that students, families, and staff work together in inclusive settings to promote equitable access to Opportunities and equitable student outcomes. We envision a school community built on Respect for ourselves, each other, our schools, and our environment. Swampscott Public Schools explicitly and intentionally commit to Equity, anti-bias, and anti-racist education that is meaningful and visible in decision-making.
Updated: October 12, 2023
Superintendent Goals School Year 2023-2025 Based on The Massachusetts Model System for Educator Evaluation | ||||
GOAL 1 Professional Practice Communication Year 1: Achieve comprehensive utilization of Parent Square as the sole communication platform for all relevant stakeholders, ensuring 100% adoption and integration of its features and functionalities, with complete implementation across all departments and user groups, by June 2024. Year 2: Establish and maintain a comprehensive communication strategy that fosters meaningful, transparent, and collaborative interactions between the school district and families, ultimately promoting student success and family engagement. | GOAL 2 Student Improvement Classroom Instruction The proportion of students who meet state academic standards in ELA, Math, and science will increase by 10%, and achievement gaps for high-needs students will close by 50% as measured by MCAS and/or other standardized assessments by 2025. | GOAL 3 District Improvement Curriculum & Instruction Year 1: Collaborate and comprehensively review the Teacher Evaluation Tool, ensuring that it reflects fair, meaningful, and supportive assessments of educator performance. Year 2: By June 2025, 85% of students, families, and teachers will report that the curriculum and pedagogy of the Swampscott Public Schools meet our definition of culturally responsive and sustaining education. | GOAL 4 District Improvement C.O.R.E. Plan By June 2025, through changes to course recommendation and enrollment procedures, the development of additional support structures, and effective student recruitment, we will improve the representation of underrepresented subgroups (students of color, students with disabilities, and former English language learners) in advanced coursework at the middle and high school levels by 10% over the 2022 baseline. | GOAL 5 District Improvement Management & Operations Over the next two years, we will strategically plan, execute, and oversee the successful transition of our three elementary schools into a single unified elementary school by achieving at least an 80% approval rating from parents, teachers, and community stakeholders in post-transition satisfaction surveys. |
School Council Membership by School | ||
SWAMPSCOTT HIGH SCHOOL | ||
NAME | ROLE/POSITION | SCHOOL COUNCIL TERM |
Gargi Cooper | Parent Representative | 2020-2024 |
Maura Lau | Parent Representative | 2022-2024 |
Joseph Ford | Parent Representative | 2020-2024 |
Lisa Inoue | Parent Representative | 2023-2025 |
Sam Snitkovsky | Student Representative | 2023-2024 |
Noelle Diehl | Student Representative | 2023-2025 |
Sam Oubala | Teacher Representative | 2023-2025 |
Karen Clements | Teacher Representative | 2019-2024 |
Jenny Donahue | Teacher Representative | 2019-2024 |
Dennis Kohut | Principal | 2018-ongoing |
SWAMPSCOTT MIDDLE SCHOOL | ||
NAME | ROLE/POSITION | SCHOOL COUNCIL TERM |
Dylan Randall | Teacher Representative | 2019-current |
Monica Murphy | Teacher Representative | 2022-current |
Heather Averett | Staff Representative | 2023-current |
Anne Quagrello | Parent Representative | 2017-current |
Marina Brochado | Parent Representative | 2022-current |
Michael Contreras | Parent Representative | 2022-current |
Kacy Jauron | Parent Representative | 2022-current |
Craig Averett | Parent Representative | 2023-current |
Jason Calichman | Principal | |
Emily Zotto | Vice Principal | |
SWAMPSCOTT ELEMENTARY SCHOOL | ||
NAME | ROLE/POSITION | SCHOOL COUNCIL TERM |
Lori Sanborn | Principal | 2023 -current |
Jason Knowles | Vice Principal | 2023 - current |
Mary Powers | Dean of Students | 2023-current |
Allison Norton | Teacher Representative | 2023 -current |
Meredith Bailey | Teacher Representative | 2023 -current |
Rebecca Bucklin | Community Representative | 2023 -current |
Jenna Deiulis | Teacher Representative | 2023 -current |
Cynthia Donnelly | Parent Representative | 2023 -current |
Joanne Wheeler | Teacher Representative | 2023 -current |
Natalie Mediouni | Teacher Representative | 2023 -current |
Rosemary Kelly | Community Representative | 2023 -current |
Sierra Munoz | Parent Representative | 2023 -current |
Kayla LeClerc | Parent Representative | 2023 -current |
Danielle Leonard | Parent Representative | 2023 -current |
Allison Norton | Teacher Representative | 2023 -current |
Matthew Weinberg | Parent Representative | 2023 -current |
Swampscott High School - Goal #1 | |
Goal: By the conclusion of the 2024-25 school year, Swampscott High School will reduce our Chronic Absenteeism rate to pre-pandemic levels (18.1%). Description of Goal: Chronic absenteeism, the percentage of students missing 10% or more of the school year, is a key metric in measuring student success. Since the pandemic, chronic absenteeism has nearly doubled nationwide. In our case, our rate is 21.3% Research suggests that students with a strong “sense of belonging” are less likely to be chronically absent. District Strategy Alignment: This goal aligns with District Priority One in that an increase in student attendance will improve academic outcomes. The goal also addresses Priority Three by working to develop student sense of belonging. By addressing chronic absenteeism, we also work toward our goals in Priority Three. | |
Action Items | Timeline |
Freshman Academy: Voluntary transition open for all rising ninth graders. | August 16-18, 2024 |
Attendance campaign: A strategic campaign focused on the importance of attendance and the impact of chronic absenteeism on student performance. | Fall 2024 |
Targeted interventions following MTSS framework: A strategy for working with chronically absent students and their families. This strategy follows an early intervention approach. | Ongoing |
Poll students on sense of belonging. We will continue to use our “connections survey” (see below) for assessment purposes. | Fall 2024 and Spring 25 |
Work to increase student sense of belonging through various interventions including 2X10 strategy. | Ongoing |
Outputs:
MTSS Framework for Attendance: Framework Link
Sense of Belonging Poll: 23-24 Data Presentation Here
Stakeholders:
Faculty/staff, students, families
Student Opportunity Act (SOA) Plan: SOA 24-27
Attendance data via Aspen
Attendance Team Meeting Notes
Swampscott High School - Goal #2 | |
Goal: By the end of the 2024-25 school year, Swampscott High School will strengthen family engagement by increasing direct communication with families and hosting family engagement events. Description of the goal: We will continue to develop our use of Parent Square messaging and posting. We will also develop our entire staff’s communication skills via Professional Development and Faculty meetings. District Strategy Alignment: This goal corresponds with all four priorities, but most closely corresponds with priority 4 (District and School Culture). Logically, if we are strengthening family engagement, we should see an improvement in student learning as well (Priority 1). | |
Action Items | Timeline |
Staff training regarding communication and family engagement. Specifically: using Parent Square, cultural competency, and having difficult conversations. | Fall 2024 |
Meet and Greet with METCO families at METCO Inc. Headquarters | Fall 2024 |
Community Event with Author and Speaker Matt Bocchi | March 2025 |
Principal Coffees | Quarterly, beginning Fall 2024 |
Outputs:
Staff Training Map
Stakeholders:
Faculty/staff, students, families, METCO Inc. Staff, Swampscott Opioid Task Force.
Swampscott High School - Goal #3 | |
Goal: Provide Multi-Tiered Systems of Support; incorporate student social-emotional learning, and develop faculty, staff, and students’ cultural competency in order to improve student learning. Description of Goal: We will continue to pursue our long-standing goal of developing an MTSS system while also incorporating SEL and cultural competency into our teaching. While we have a current MTSS system in place, we will adjust this system based on student need. District Strategy Alignment: This goal most closely aligns with District Priority 1 (Curriculum and Instruction). This goal also addresses Priorities Three and Four in that it necessitates examining our practices and structures of our MTSS model and it also addresses school climate. | |
Action Items | Timeline |
Assessment of current MTSS structure and Executive Functioning Study Hall Pilot. | Summer 24 |
Hire Math Interventionist | Spring/Summer 24 |
Based on assessment data and staff feedback, further develop Executive Functioning Study Halls. We have piloted this program this year and will make adjustments based on results. | Spring-Fall 24 |
Continue to assess and tailor Learning Community to meet student needs. | Ongoing 24-25 |
Given recent staffing changes, assess the effectiveness of MTSS model within counseling department. | Ongoing 24-25 |
Look for opportunities to develop MTSS model in our schedule development. | February/March 25 |
Outputs
MTSS Executive Functioning
Study Hall Model
Counseling Caseload
Assessment of student performance (grades/teacher feedback)
Learning Community Survey
Enriching Students Data
Stakeholders:
Faculty, staff, students, families
Swampscott High School - Goal #4 | |
Goal: Create a definition of proficiency for each of the competencies of the Swampscott Public Schools Vision of the Graduate. Description of Goal: We have established six Vision of the Graduate competencies: Communication, Literacy, Problem-Solving, Critical Thinking, Community, and Growth Mindset. The next phase of the process requires us to explicitly describe what meeting a competency looks like. District Strategy Alignment: This goal furthers District Goals One and Four. The Vision of the Graduate competencies address curriculum and instruction and clearly defined competencies also help to build a unified culture, as all staff will have a common understanding of competency. | |
Action Items | Timeline |
Assess progress toward goal by examining previous work done in focus groups, professional development, and by the Building Leadership Team | Summer 2024 |
Develop a VOG Competency committee. | September 2024 |
Meet quarterly to write competency proficiency descriptors. | October 2024, January 2025, March 2025, May 2025 |
Present final draft to faculty for final thoughts and feedback. | June 2025 |
Outputs
V.O.G. Competency Definitions:
Stakeholders
Faculty, staff, students, families
Example from Wareham High School
V.O.G. Competency Rubric:
Example from Catherine Smith School
Swampscott Middle School - Goal #1 | |
Goal: MATH AND ELA PERFORMANCE DEVELOPMENT Description of Goal: * Considering additional grade-level blocks District Strategy Alignment: SMS is committed to student success and achievement throughout their entire educational journey in Swampscott Public Schools. As such, SMS will continue to offer and enroll students in two different Content Classes in math- Grade 8 Math (aligned with Math MCAS) and Algebra I (which does not align w Grade 8 math requirements). When students are able to take Algebra before their high school math classes, they are able to reach the math course- Calculus- by their senior year, which extends additional career and college opportunities to our SHS graduates. Students will also be provided some opportunities to practice math skills linked to the Math MCAS. Note: In recent MCAS score reports, the majority of Grade 8 student scores for those who took Algebra I in Grade 8 have scores that are “Meeting or Exceeding” expectations. | |
Action Items | Timeline |
Review enrollment requests and family override decisions- determine section numbers Identify opportunities for all students to practice math skills linked to the Grade 8 Math MCAS content/skills assessed. | June 2024-August 2024 |
MCAS PODS - each Math Class at SMS begins with a Problem of the Day (POD). 8th Grade Algebra will implement PODS that have to do with the MCAS standards | Fall 2024- ongoing |
Leverage math technology programs/platforms in school (Waggle, i-ready) to establish personalized student practice opportunities in enrichment blocks, advisory block, math enrichment classes, and additional at-home practice for all students if they would like. | Begin August 2024- ongoing |
Extended Math (and ELA) blocks for 5th-grade - 3x per week double blocks (104 mins) | Sept-ongoing |
Continue MTSS consultations and collaboration with our leadership team to explore different schedule scenarios that meet needs- student needs, staff CBA, IEPs, and teacher planning time (admin, curriculum specialists, special education team chair, Grade 4 team, ELL Coordinator, schedule matrix developers, union rep) | May-August 2024 |
Review I-ready scores from EOY for all students- establish targeted groups based on needs; determine how to group students considering above considerations with the schedule | Summer 2024-Jan 2025 |
Outputs Stakeholders: Enrollment numbers Students, Staff Math platform growth scores Students, SMS MCAS assessments Students, families, teachers SMS Daily Schedule Students, Staff Grades 5 and 6, Support Services, District Leadership |
Swampscott Middle School - Goal #2 | |
Goal: STUDENT BELONGING/ATTENDANCE Description of Goal: Further develop a community in which a sense of belonging on behalf of all students continues to increase, thereby leading to decreased absenteeism rates. We believe strongly that cultivating a sense of community among our student population, both from the macro level (school-wide and community) to the micro level (individual classrooms and 1:1 relationships), provides a sense of belonging and social-emotional support that students require in order to engage and learn at optimal levels. Target areas will include our 9% “chronic” absenteeism rate in addition to the higher risk, niche portion of students with 25+ absences.
| |
Action Items | Timeline |
Community events; honoring different backgrounds and experiences, student organizations and groups, Heritage Months, Activities Board, Student Announcements | August- ongoing |
Restorative justice approach to peer conflict, discipline, and classroom experiences based in conversation, sharing perspective, perspective taking/empathy (and other SEL competencies). | August- ongoing |
Leveraging SST and other internal systems, standing meetings with counselors, METCO Coordinators, | |
Counselor Driven Academic Intervention (CDAI); modify academic schedule, build in daily support block for students in academic need | August - ongoing |
Attendance Review Sessions - conducted by SMS support staff and administration; flag, consult, and respond to maladaptive student attendance patterns | August - ongoing |
Yearly Onboarding - Admin/counseling staff brief new teaching teams regarding all at-risk student histories to foster successful grade level transitions | August - September |
Stakeholders: Administrators, students, families | |
Outputs: Using SMS Anti Discrimination Tool as a resource (option for discussions with students), restorative practices for discipline and classroom management | |
Swampscott Middle School - Goal #3 | |
Goal: FAMILY ENGAGEMENT Description of the Goal: Continue to implement student and family engagement practices and expand with 2-4 new initiatives/activities across grade levels. SMS will continue to develop family engagement strategies that have been effective as well as pilot new tactics for 24-25 SY. Initiatives/activities may include but are not limited to include:
District Strategy Alignment: (adapted from our SPS Core Plan) Specifically, this goal's work supports the development of a culture in the Swampscott school community that celebrates and supports the social and cultural backgrounds of all community members—students, families, and staff. However, we can also directly address and reinforce the values and beliefs that will help sustain a diverse, equitable, and inclusive environment. Consistent with the District Strategic Vision for developing school communities where all feel seen, heard, welcomed, and valued. School Climate and Culture is a district priority (Priority IV) that includes improved family engagement. | |
Action Items | Timeline |
SMS Administrators conduct personal outreach to all incoming Grade 5 students AND all new students to SMS. "Welcome to SMS; tell me about your child(ren), concerns, thoughts, things you want us to know.What gets them excited- what makes them “tick?””
| Summer 2024- ongoing |
Grade level Welcome Meetings: 5th, 6th, 7th, and 8th Establish Dates/Times to invite each grade level family for a “Welcome Back to School Meeting” unique to each grade level
| Spring/Summer/Fall 2024 |
- Set dates for any/all Family Engagement Opportunities, add to SMS calendar - Share via Scoop, continue to include Fam Engagement Opportunities. Consider different languages spoken, translate docs, and consider interpreters and babysitting/organized childcare for events. | Summer 2024- Fall 2024 |
Host 4-6 events “ Coffee With the Principals” events and add to SMS calendar, included in a new family engagement opportunities events handout. The theme of each meeting can be established and communicated at a later date. In 23-24 student leaders and SMS staff were invited to participate in various ways. Continue with this practice in 24-25. | Establish dates/times Summer 2024 Ongoing during School Year |
Outputs:
Calendar: New and established events
New “live documents” and calendars
Parent Square Communication Enhanced
SMS Students and Staff involvement (new and improved relationships)
Stakeholders:
Families across grade levels- (new and previously enrolled.)
Administrators, SMS staff, students
Students, families, staff
Swampscott Elementary School - Goal #1 | |
Goal: 90% of SES students, staff, and families will feel valued, respected, and supported by June 2025. Description of Goal: Our leadership team is committed to creating an environment where every student and staff member feels a sense of belonging and inclusivity. We believe that when students and staff feel valued, respected, and supported, they are better able to thrive and experience growth. District Strategy Alignment: District & School Culture - CORE Lense - Priority 4 | |
Action Items | Timeline |
Targeted School Wide “Temperature Checks”
| Monthly with all groups except Support Staff, which will occur triannually and/or as needed basis |
Morning Practices
| Daily |
SES Code of Conduct & Mascot | September 2024 |
Splash Awards | Monthly |
Thematic Community Meetings | Monthly |
Student led initiatives that promote inclusivity
| October 2024 through June 2025 |
PTO Enrichment Assemblies/Cultural Arts | October 2024 through May 2025 |
Family Outreach
| Summer 2024 Ongoing Regularly |
Coffee with the Administration & Mental Health Staff | Triannually |
Sunshine Fund for staff milestones & community building | Ongoing |
Outputs
| Stakeholders:
|
Swampscott Elementary School - Goal # 2 | |
Goal: Implement whole and small group elements of the new literacy program in 100% of K-4 classrooms by June 2025. Description of Goal: Our team is committed to introducing and implementing our new literacy curriculum, Into Reading, across all grade levels. Our approach will align with the evolving needs and priorities of our organization and stakeholders. District Strategy Alignment: Curriculum and Instruction, Priority #1 | |
Action Items | Timeline |
| July & August 2024 |
| September 2024 |
| October 2024-thru June 2025 Ongoing |
| Fall, Winter and Spring |
| Ongoing |
| Ongoing |
Outputs:
| Stakeholders:
|
Swampscott Elementary School - Goal # 3 | |
Goal: Create and implement three systems that will support our students and staff relating to attendance, social and emotional needs and behavioral and academic expectations. Description of the goal: Our administrative team is committed to supporting the students and staff, across three schools, to have a successful transition to SES by developing clear and consistent policies, practices, and structures relating to student expectations. District Strategy Alignment: Policies, Practices, & Structures - Priority #3 | |
Action Items | Timeline |
Building Administration offers tours of SES for targeted students/groups | August 2024 |
Transitions Meetings with Grade Level Teams on student profiles | September & October |
Meet the Teachers & View Classroom
| August 2024 |
Convene an SES Attendance Team and implement the new attendance MTSS system with fidelity | Ongoing during school year |
Behavior Management System created and communicated out to staff and families | August 2024 - ongoing |
SES Counseling Plan
| Ongoing |
Community Meetings - Code of Conduct Reflections | Monthly |
Lunch Bunch and Social Skills Groups | Weekly |
Peer Mediation, Restorative Practices and Movement Management | As needed |
Expanding the SEL Curriculum in all K-4 classrooms | Weekly |
Outputs:
- Parent Square
- Monitor Attendance Policy using ASPEN
- Behavior Management Flow Chart
- SES Counseling Plan - Communication
Stakeholders:
- Administrative Team & Staff
- Attendance Team & SRO
- Curriculum/Team Leaders
- Students & Staff