South West Middle School Improvement Plan 2025-2026
Quincy Public Schools
South~West Middle School
School Improvement Plan
2025 - 2026
Courtney A. Mitchell, Principal
Susan Foley, Assistant Principal
TABLE OF CONTENTS
I. Principal’s Path p. 3
- Data Reflection
- Goals Reflection
- VOCAL Reflection
II. School Improvement Plan
A. Goal Statements and Action Steps p. 20
B. Professional Development Plan p. 40
C. Extended Day p. 42
D. Family Engagement and Communication p. 44
III. School Demographics p. 46
IV. Facilities p. 49
V. School Needs p. 49
VI. Budget p. 50
VII. Appendix p. 51
- Spring 2025 MCAS Data
- MAP RIT Scores 2024-2025
- 2025 Accountability
- Spring 2025 VOCAL
- Completed Action Steps
- Staffing: Support Services
- School Council Members
- Principal’s Path
Dear Members of the Quincy School Committee,
As the principal of South~West Middle School, it is with great excitement and pride that I present our 2025-2026 School Improvement Plan to you. Each year I am delighted for this opportunity to highlight our students and staff, as they are the heart and soul of South~West Middle School. This year, however, it is with even greater enthusiasm that I do this as there is so much to celebrate from the past year. Additionally, I am excited with the plan we have put forth as it is a plan that is comprehensive, student focused, and sure to continue the positive momentum we are experiencing. I am so proud to present our plan to you.
The mascot of South~West Middle School is the eagle. We feel this is a fitting choice due to the unique characteristics of the eagle which encapsulate the spirit we strive for at South~West. First and foremost, eagles are known for their courage and their fearlessness. Our South~West Eagles are a true embodiment of that. Our Eagles show up for school each day, ready to take on the many tasks and responsibilities of a middle school student and do so without hesitation. From the moment our doors open at 7:45, our Eagles are in flight, with over 250 participating in the 20+ before and after school activities offered to them. South~West Eagles can be found participating in athletics such as Early Bird Basketball, Tennis, Soccer, Volleyball, Track, Wrestling and Swimming, or excelling on the stage in South~West Singers, Band and through our partnership with Mel-O-Drama. Our Eagles show their artistic side in Future Artists, Creative Comics and Crafts, Crocheting Club and “Craft it Off.” Not to leave academics behind, our Eagles also soar into book clubs, homework help, ST Math club, Lexia club and Crazy 8’s Math club.
Eagles are also known for their powerful vision. This is true of our students who, as middle schoolers, are shaping their vision for their future. Our Eagles are developing important leadership skills through participation in activities such as Student Council, South~West Ambassadors, and Culture Club. They have an eye on making the world a better place, training as Peer Leaders with the Massachusetts Aggression Reduction Center and learning to make a positive impact through programs such as “I Love Me,” “Leadership Lab” and work with the Norfolk County Sheriff’s Office. Already, the vision of our Eagles is coming to fruition as this year, South~West has implemented the “House Challenge,” which is a student created and driven initiative designed to increase school spirit and engagement. As part of this challenge, all students are placed into “houses” (each of which is named after a species of eagle) and compete with their house in a wide variety of academic and school spirit activities to earn points for their house. Monthly rallies give our eagles a chance to come together and show their spirit as they participate in student designed competitions against the other houses. To say the House Challenge has reignited school spirit at South~West is an understatement, with teachers and students getting in on the action. At our most recent rally, students competed against each other in human “Hungry Hungry Hippos” while teachers channeled their inner zombie into a Thriller Flashmob.
Eagles in the wild are tenacious, high-flying problem solvers. This could not be more true of our South~West Eagles and the attitude they bring into their classrooms. Travel throughout South~West and you are sure to be met with students working tenaciously as they strive to learn. Whether it is wrestling with the problems set to them in math class, honing their reading and writing skills in ELA and Social Studies or engaging in inquiry based learning in Science, our Eagles show themselves daily to be inquisitive, deep thinkers who are engaged in authentic, meaningful learning experiences.
Eagles have been observed demonstrating great loyalty and creating bonds that last a lifetime. This can also be said about the relationships forged between the teachers at South~West and their students. Our teachers show up everyday for our Eagles ready to inspire, challenge and engage. The million kindnesses they show and the dedication they have to each and every student demonstrates that South~West is not just a school, it is a family. Academically, this translates to teachers that impress daily with instruction that is engaging, innovative and purposeful. From hands-on activities, to Socratic seminars. Our teachers are reflective, hard working and dedicated to ensuring our students receive an education that is second to none. This is evident not only in the work they do in their classrooms but also the effort with which they undertake our many building wide initiatives. This year new initiatives include the use of the Writing Pathway tool in all content areas, the
rollout of new curriculums such as Desmos in math and OpenSciEd in Science and the creation of common assessments in Social Studies. Building upon last year’s initiatives, teachers will continue curriculum meetings in all content areas, during which our teachers are given the time they need to collaborate, reflect, plan, and share their experiences and best practices. The conversations held at these meetings continue to be productive, inspiring and put the needs of students at the forefront. As we reflect on our progress from the past year, it is clear that these initiatives are having a positive impact and that our teachers are giving our Eagles the wings they need to soar in their academics.
As we reflect on the positive impact our staff has on our students, we must also mention our Student Support Team and the work they do to recognize and care for the social emotional well being of our school. This year, our three guidance counselors have taken on the role of “Heads of House” as part of our house challenge and have also reinvigorated our monthly community meetings. These community meetings bring our students together to complete activities connected to district wide themes such as Engagement and Gratitude. Additionally, over the past year, we have had incredible supports added to this team. Carolina Ribeiro Sareyed-Dim, Behavioral Health Navigator is one example. Her role at South~West is valuable beyond measure. “Ms. Carolina” is a consistent ally for our families, assisting our students in finding mental health and medical clinicians, serving as a liaison between our families and the school and supporting our students in countless other ways. Our partnership with Walker Therapeutics has also been extremely beneficial as it gives students access to counseling throughout the school day, creating a very convenient and consistent routine to support the mental health of our students. Recognizing and supporting the whole child is another way we ensure that all our Eagles reach great heights.
Eagle families are known for their long term commitment to each other, their sense of shared responsibility, and the dedication of their caregivers. These words encapsulate the extended South~West family. While our students are our heart, there are so many other integral parts to our community. Our South~West Eagles are continually supported by a strong PTO. Parents and staff meet together monthly to discuss school wide issues and plan meaningful activities for the school and
community. Through fundraising, parent outreach and community building activities, our PTO enhances the culture and climate of our school. Already this year, they have assisted in the planning and running of our Halloween Dance, held a very successful movie night showing K-Pop Demon Hunters and conducted our annual Penny Wars fundraiser. They are a constant presence at our school, always willing to help us with the many initiatives we undertake. Additionally, the support provided to us as a school by the Superintendent’s Leadership Team is consistent and unwavering. Superintendent Mulvey and Assistant Superintendent Perkins continually provide strong examples of what good leadership looks like and never fail to provide us with assistance and direction. Directors Jill Kyranis, Julie Graham and Michael Marani are consistently available to us for collaboration on matters related to curriculum, special education and student support as are the many district level coordinators we rely on so frequently.
In recognizing the commitment and positive impact of so many members of our community, we cannot forget the parents that entrust us with their students every day. South~West families are connected, committed and supportive. At no time was this more evident than at our first annual Open House Block Party. More than 800 students and their families braved a rainy night to visit the school, meet our staff and have a lot of fun. This event was a highlight for our South~West community and truly demonstrates the commitment our families have to the success of their young Eagles.
Eagles are known for being the only bird that faces a storm, instead of hiding from it. They are also known for resiliency. Again, we see our students in their mascot. Our South~West community has weathered a storm as it relates to our academic data, faced that storm head on and I am happy to report, come out the other side stronger. As a School of Recognition, we could not be more proud of our students and their academic accomplishments. The goals we set for ourselves were met and in some cases exceeded, our MCAS and MAP scores showed consistent growth and our accountability rating increased significantly. While we are so happy for this, we know it is not the time to ease off. We cannot rest, but instead need to continue to push ourselves and our students. Like the eagle who represents us, we must continue to seek greater heights. Our students deserve nothing less.
Thank you for the continued trust you place in me as principal of South~West Middle School. The students in my care consistently exceed my expectations and it is an honor to work as part of such an amazing community. I respectfully submit the 2025-2026 School Improvement Plan for your consideration.
Sincerely,
Courtney A. Mitchell
Principal, South~West Middle School
- Data Reflection
- MCAS DATA
Accountability:
- South~West Accountability data showed significant improvement in the 2024-2025 school year, earning 82% of possible points for the group “all students.” This is a significant increase over the 2023-2024 school year in which “all students” earned 22% of possible points.
- In the 2024-2025 school year, South~West’s accountability ranking rose from 26% in 2023-2024 and a classification of “requiring assistance or intervention” to 35% and a classification of “school of recognition.”
Achievement:
- As it relates to ELA, schoolwide, the average scaled score increased by 4.3 points in 2024-2025 exceeding the target set.
- This increase held true for almost all subgroups, with most showing achievement growth that exceeded their targets.
- Students identifying as Hispanic or Latino were the only subgroup to experience a decline in achievement, showing students in this group need to be a priority area of focus.
- Item analysis in the area of ELA continues to show steady progress in the area of writing. This was true at all grade levels.
- Item analysis in this area also demonstrates a need to focus on the domain of Reading, as all grade levels are below the state average in %points possible, particularly as it relates to the clusters Integration of Knowledge and Ideas and Key Ideas and Details. Item analysis also shows the importance of providing students with ample opportunities to work with paired texts.
- In the area of math, growth in achievement exceeded the target set. The average scaled score for all students increased from 484.8 in 2023-2024 to 487.9 in 2024-2025.
- Similar to ELA, this increase held true for almost all subgroups, with most showing achievement growth that met or exceeded their targets.
- Also similar to ELA, students who identify as Hispanic or Latino were the only subgroup to show a decrease in average scaled score.
- Consistent with the data from 2023-2024, item analysis in math shows Geometry to be an area of concern in all grades.
- Areas of strength determined from item analysis include working with fractions in grade 5, statistical questions in grade 6, solving multi-step, real world problems in grade 7 and linear functions in grade 8.
- Item analysis in math shows growth in students ability to answer constructed response, however short answer questions continue to be an area of concern.
- Consistent with ELA and Math, the average scaled score for all students increased in STE in the 2024-2025 school year.
- Also consistent with ELA and Math, students that identify as Hispanic or Latino were the only subgroup to show a decline in achievement. Identifying these students and providing targeted support and interventions will be a priority in this school year.
- Item analysis in STE shows that students in grade 8 did well answering questions on grade 8 standards that were included in the OpenSciEd curriculum.
- Item analysis also shows a priority area of focus to be in the Earth Science standards, particularly those including the Earth and Human Activities cluster, with a focus on fossil fuels in grade 8. In grade 5, those priority areas include Life Sciences, with an emphasis on heredity and climate data.
Growth:
English language arts growth - Non-high schoolAbout the Data | |||||
Group | 2024 Mean SGP | 2025 Mean SGP | N | Points | Reason |
All Students | 55.2 | 58.5 | 370 | 3 | Typical Growth- High |
High needs | 53.4 | 57.5 | 285 | 3 | Typical Growth- High |
EL and Former EL | 55.8 | 56.7 | 152 | 3 | Typical Growth- High |
Students with disabilities | 46.3 | 46.2 | 78 | 2 | Typical Growth- Low |
Group | 2024 Mean SGP | 2025 Mean SGP | N | Points | Reason |
All Students | 43.9 | 55.1 | 371 | 3 | Typical Growth- High |
High needs | 43.9 | 54.4 | 287 | 3 | Typical Growth- High |
EL and Former EL | 46.5 | 54.4 | 151 | 3 | Typical Growth- High |
Students with disabilities | 37 | 46.5 | 81 | 2 | Typical Growth-Low |
- In the content area of ELA, there was a significant growth in mean SGP, with the average of all students increasing from 51.7 to 55.2, which is indicative of “typical growth- high.” This trend held true for all subgroups, with the exception of students with disabilities, who exhibited “typical growth- low.”
- Consistent with ELA, in the content area of math there was a significant growth in mean SGP, with the average of all students increasing from 43.9 to 55.1, which is indicative of “typical growth-high.” This trend held true for all subgroups, with the exception of students with disabilities, who exhibited “typical growth- low.”
- Data for this indicator indicates the subgroup students with disabilities continues to be an area of focus as the achievement and the growth they are showing lags behind other groups. This discrepancy continues to show the need for differentiated instruction and targeted support to ensure the needs of these students are being met.
- MAP DATA
MAP Reading RIT 2024-2025 | |||
Grade | Fall | Winter | Spring |
5 | 203.6 | 207 | 210.2 |
6 | 206.9 | 208.2 | 211.3 |
7 | 211.1 | 211.3 | 213.9 |
8 | 213.8 | 218.2 | - |
MAP Math RIT 2024-2025 | |||
Grade | Fall | Winter | Spring |
5 | 208.4 | 212.7 | 219.4 |
6 | 208.7 | 211.5 | 220.3 |
7 | 214.9 | 218 | 219.9 |
8 | 217.3 | 222.8 | - |
MAP Science RIT 2024-2025 | |||
Grade | Fall | Winter | Spring |
5 | 202.8 | 204.7 | 207.9 |
6 | 203.8 | 208 | 212.9 |
7 | 206.6 | 208.5 | 212 |
8 | 210.5 | 212.7 | - |
- An examination of MAP data shows that all content areas and all grade levels showed growth over the course of the 2024-2025 school year. Average RIT scores schoolwide increased by 4.5 points in reading, 8.5 points in math and 5.45 points in science.
- In addition to showing steady growth, South~West students are scoring at or above the median score in all grade levels and all content areas.
- As we look at the data provided to us from both MCAS and MAP, the progress we made towards our goals, the instruction and support we are providing our students, we must continue to adjust our practices to ensure we continue to promote student growth and learning in all we do. It is with this intention that we set down the goals and action steps outlined below.
- Goals Reflection
This year, South~West held its first Assessment Day of the year on October 8, 2025 and continued the work started on that day on October 22, 2025. During those sessions, all South~West educators met together to reflect on the data provided by the MCAS and MAP assessments, review the goals set down in the 2024-2025 School Improvement Plan, evaluate progress towards those goals, and plan for the 2025-2026 school year. In doing such, South~West administration and staff had much to celebrate. 2024-2025 school year data demonstrates substantial progress made towards meeting our learning targets. Additionally, that data shows many instances in which South~West students met or exceeded the goals we set for them in the 2024-2025 SIP.
SMART Goal # 1: English Language Arts: For the 2024-2025 school, South~West ELA educators set the goal that our students would continue to develop their ability to write text based responses and narratives at or above grade level. Specifically, an emphasis was placed on improving student reading comprehension as it is imperative that students can effectively read, comprehend and interact with a variety of complex texts to be able to write about those texts. Students worked throughout the year to improve their ability to identify key ideas and details and integrate the knowledge and ideas from texts into their own writing. Progress towards this goal was set to be measured by a 4% increase in School % Possible Points for Domain/ Cluster Reading on the Spring 2025 MCAS District and School Results by Standards Report (CU306)over the 2024 schoolwide baseline of 55% in Spring 2025 and a 4% increase in School % Possible Points for Question Type: Essay on the Spring 2025 MCAS District and School Results by Standards Report (CU306), from a baseline of: 37% in Spring 2025.
In the 2024/2025 school year, South~West students saw a 3% increase in School % Possible Points for Domain/ Cluster Reading on the Spring 2025 MCAS District and School Results by Standards Report (CU306)over the 2024 schoolwide baseline of 55% in Spring 2025. In the 2024/2025 school year, South~West students saw an 11% increase in School % Possible Points for Domain/ Cluster Reading on the Spring 2025 MCAS District and School Results by Standards Report (CU306)over the 2024 schoolwide baseline of 37% in Spring 2025.
This data tells us several things about our progress in the area of ELA. South~West students are making progress in both reading and writing. Specifically, as it relates to writing, school wide initiatives such as the adoption of the Writing Revolution in all disciplines as well as the work done in vertical team meetings to build consensus on writing in all content areas seems to be having a positive impact on student achievement. As it relates to our goals for this year, the domain of reading continues to be a high priority focus, particularly in regards to analyzing and synthesizing paired texts as well as analyzing author’s craft, determining the structure of texts and identifying key ideas and details. As such, this will form the basis of the 2025-2026 ELA goal.
SMART Goal # 2: Mathematics For the 2024-2025 school year, South~West math educators set the goal that students in math classes show evidence of growth and achievement in their ability to answer constructed response questions. Throughout the school year, students were provided with ample opportunities to analyze, evaluate and solve complex math problems as well as to show their thinking through the writing of constructed responses that are at or above grade level with particular emphasis placed on familiarizing students with the academic language included in writing tasks and the explicit instruction in and modeling of constructed responses. Progress towards this goal was set to be measured by a 4% increase in School % Possible Points in Question Type: Constructed Response on the Spring 2025 MCAS District and School Results by Standards Report (CU306) over the 2024 schoolwide baseline of 32% in Spring 2025.
In the 2024/2025 school year, South~West students saw a 7% increase in School % Possible Points in Question Type: Constructed Response on the Spring 2025 MCAS District and School Results by Standards Report (CU306) over the 2024 schoolwide baseline of 32% in Spring 2025. This data shows us the steady progress our students are making in their ability to answer constructed response questions in math. Students in all grades levels met or exceeded the target set for them, moving the schoolwide baseline to 39%.
SMART Goal # 3: Science and Technology Engineering For the 2024-2025 school year, South~West educators set the goal that students would show improvement in their ability to perform higher level thinking skills in the STE classrooms, including inferring, reasoning, applying, and analyzing. Additionally, particular focus was paid to writing in the content area of science. By improving students’ higher level thinking skills, while also focusing on writing, students’ performance in the science classroom would grow as well as their ability to answer constructed response questions at or above grade level. Progress towards this goal would be determined by a schoolwide increase of 5% in School % Possible Points in Question Type: Constructed Response on the Spring 2025 MCAS District and School Results by Standards Report (CU306) over the 2024 schoolwide baseline of 35% in Spring 2025.
In the 2024/2025 school year, South~West students saw a 5% decrease in School % Possible Points in Question Type: Constructed Response on the Spring 2025 MCAS District and School Results by Standards Report (CU306) over the 2024 schoolwide baseline of 35% in Spring 2025. This decrease shows the importance of continuing to provide students with ample opportunity to write in the science classroom. STE educators are already at work determining best practices for teaching, modeling and supporting student writing which is encapsulated in both the 2025-2026 STE goal and the 2025-2026 action steps designed by that team.
SMART Goal # 4: English Language Learners: During the 2024-2025 school year, all English Language Learners will be provided with high quality, targeted instruction to increase their English fluency in all WIDA domains (listening, reading, speaking and writing) with the intention of all students meeting the targets set down for them by the ACCESS exam. Specifically, those learners on Student Success Plans will be a focus with the goal of reducing the number of students on SSP’s by 33% (from a total of 61 in the 24-25 school year to 43 in the 25-26 school year).
In the 2024/2025 school year, we saw a reduction in the number of students on SSP’s from 61 in 24-25 to 41 in 25-26 (appx 33%). This progress was mirrored by ACCESS testing data which demonstrated that South~West English Language Learners exceeded their progress towards attaining English proficiency target.
SMART Goal # 5: Social Emotional Learning
Smart Goal A: During the 2024-2025 school year, South~West Middle School Student Support Staff set the goal to implement Social Emotional Learning supports to foster a more positive school environment. This included the promotion of initiatives that promote self-awareness and self-management skills and enhance the overall school climate. Progress towards this goal was set to be evidenced by a 10% decrease in incidents resulting in suspensions. As it relates to this goal, the 2024-2025 school year saw a 7% decrease in incidents resulting in suspensions.
Smart Goal B: During the 2024-2025 school year, South~West Middle also set the goal to prioritize initiatives that address school connectedness so as to reduce the 2023-2024 chronic absenteeism rate of 16.2% to a rate of 13% in the 2024-2025 school year. As it relates to this goal, the 2024-2025 school year saw a 3.4% decrease in the chronic absenteeism rate.
- VOCAL Reflection
Grade 5 | |||
Always True | Almost Never True | ||
ENG | Teachers at this school accept me for who I am. | 93.8% | 6.2% |
ENG | Adults working at this school treat all students with respect. | 90.7% | 9.3% |
ENG | My teachers care about me as a person. | 88.7% | 11.3% |
ENV | My teachers are proud of me when I work hard in school. | 92.8% | 7.2% |
ENV | My teachers help me succeed with my schoolwork when I need help. | 90.7% | 9.3% |
SAF | Teachers support (help) students who come to class upset. | 90.7% | 9.3% |
ENG | My teachers care about me as a person. | 88.7% | 11.3% |
SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 84.5% | 15.5% |
SAF | Teachers don't let students tease each other. | 82.5% | 17.5% |
SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 78.4% | 21.6% |
ENG | I read books in class that include people who are similar to me (for example, we look the same, speak the same, or live in similar neighborhoods). | 41.2% | 58.8% |
ENG | My classmates behave the way my teachers want them to. | 47.4% | 52.6% |
ENG | Students respect each other in my school. | 45.4% | 54.6% |
ENV | Students have a voice in deciding school rules. | 29.9% | 70.1% |
Grade 8 | |||
Always True | Almost Never True | ||
ENG | Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation. | 94.6% | 5.4% |
ENG | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 89.2% | 10.8% |
ENG | My teachers promote respect among students. | 91.0% | 9.0% |
ENV | My teachers are proud of me when I work hard in school. | 91.9% | 8.1% |
SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 91.0% | 9.0% |
SAF | Teachers don't let students pick on other students in class or in the hallways. | 84.7% | 15.3% |
SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 83.8% | 16.2% |
ENG | Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation. | 83.8% | 16.2% |
ENG | Students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation). | 92.8% | 7.2% |
ENG | In my academic classes, I work with groups of students who are from different backgrounds (for example, students from different races, cultures, family incomes, or religions, or students of a different sex or sexual orientation). | 96.4% | 3.6% |
ENG | My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity. | 60.4% | 39.6% |
ENV | Students have a voice in deciding school rules. | 27.0% | 73.0% |
- Data from the 2024-2025 VOCAL survey continues to highlight trends identified in 2023-2024, particularly the strength of the diversity at South~West. This is especially evident in grade 8 in which 94.6% of students feel that adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation and 92.8% of students feel that students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation).
- VOCAL data also continues to show the strength of the relationships between South~West students and their teachers with 88.7% of grade 5 students feeling that their teachers care about them as a person and 91.9% of students stating their teachers are proud of them when they work hard.
- VOCAL data also indicates that students in both grades 5 and 8 feel that teachers at South~West work hard to promote respect within the building, with 90.7% of grade 5 students feeling their teachers treat them with respect and 91% of grade 8 students feeling that teachers promote respect amongst students.
- VOCAL data for 2024-2025 shows that our response to allegations of bullying within the building is working as 84% of grade 5 students and 91% of grade 8 students feel that if they tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help.
- VOCAL data also indicates several areas of needed focus, particularly in regards to they ways students perceive the behavior of other students. In grade 5, only 47% of students feeling that their classmates behave the way teachers want them to and only 45% feeling that students respect each other.
- Another priority area of focus for this year indicated by this data is in areas related to student engagement. Data for this indicator highlighted concerns with students seeing themselves in the curriculum and students feeling they have a say in school decision making. Plans are already underway to address this, with the formation of the schoolwide Culture Club as well as a revamping of student government.
- School Improvement Plan
- Goal Statements and Action Steps
SMART Goal # 1: English Language Arts: The 2024-2025 school year saw South~West students making great strides schoolwide in writing. For the 2025-2026 school year, our students will build upon this progress and will continue to grow in their ability to read, interact with and write about a variety of complex texts. To achieve this, our goal for the 2025-2026 school year is for all students to show growth in the domain of reading, particularly as it relates to craft and structure, author’s integration of knowledge and ideas and the identification of key ideas and details.
Progress towards this goal will be measured by:
- a 4% increase in School % Possible Points for Domain/ Cluster Reading on the Spring 2026 MCAS District and School Results by Standards Report (CU306)over the 2025 schoolwide baseline of 58% in Spring 2026.
- a 4% increase in School % Possible Points for Question Type: Essay on the Spring 2026 MCAS District and School Results by Standards Report (CU306), from the 2025 schoolwide baseline of: 48% in Spring 2025.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Utilize common ELA and Reading language across all grade levels , so that all students Grades 5-8 are exposed to the same syntax. Explicit instruction of this vocabulary to ensure all students are familiar. | September 2025-June 2026 | Examples of common vocabulary Sample lesson plans that include explicit instruction in common vocabulary | All Reading, ELA, Social Studies Staff | New | ||
2 | Implementation of the Writing Pathway in all content areas in all grades. Writing Pathway leadership team to meet with Writing Pathway staff monthly and share strategies, information and best practices with their teams. | September 2025-June 2026 | Student work samples Notes from monthly meetings with Writing Pathway staff and Leadership Team Sample lesson plans including Writing Pathway tool | All ELA, Reading, Social Studies, Science and EL teachers | New | ||
3 | Utilize consistent best practices for the teaching of writing across all content areas, including common graphic organizers, rubrics, acronyms (RACES and CER), strategies (ie teacher and student think out louds, teacher modeling, gradual release, etc.) and language. Provide explicit instruction in academic language included in writing performance tasks (ie describe, analyze, infer) in all ELA, Reading and Social Studies classes. | September 2025-June 2026 | Visual aids in the classroom with R.A.C.E.S. and C.E.R. to write about readings. Sample Graphic Organizers including RACES, Writing Pathway created organizers and MCAS approved organizers Student Work Samples | All ELA, Reading, and Social Studies teachers | Revised | ||
4 | Evaluate and utilize data (including but not limited to MAP, MCAS and classroom level data) to adjust practice and create opportunities for targeted interventions/ extensions. Particular emphasis will be placed on informal, formative assessments given frequently in the classroom and the data those assessments provide when making decisions on instruction, groupings, and interventions and in particular in ensuring that instruction is varied for all tiers- core, strategic and intensive– and is differentiated for all learners. Utilize SSB and time during release day Wednesdays to carry out interventions. | September 2025- June 2026 | Group lists identified for remediation using data from formal and informal assessments. MAP, MCAS and classroom level data Sample informal assessments Examples of adjustments made to instruction based on classroom level data SSB Intervention lesson plans and groupings at each grade level. Notes from grade level and curriculum team meetings | All Staff | Revised | ||
5 | Utilize consistent strategies for the teaching of vocabulary across all content areas, including explicit vocabulary instruction by introducing and discussing key terms before reading as well as modeling for students how to use context clues, word parts (prefixes, suffixes, roots) to infer and confirm meanings of unfamiliar words as well as incorporating regular vocabulary practice through activities like word maps, sentence writing, scaling words, Frayer model, and vocabulary quizzes to reinforce understanding. | September 2025- June 2026 | Close reading assignments involving different text complexities. Examples of Word Walls, graphic organizers, etc. Vocabulary Quizzes Sample lesson Plans include explicit vocabulary instruction, including the modeling of context clues. | All ELA, Reading, Social Studies and EL teachers | Revised | ||
6 | Create and implement lessons that incorporate questions, activities, and skills that target a variety of Depth of Knowledge with particularly emphasis on those questions, activities and skills that promote higher level DOK. Included in this is the explicit instruction in test taking skills including vocabulary to help decode prompts, and choose the best multiple choice answer. | September 2025- June 2026 | Sample lesson plans and activities with DOK highlighted. Student work samples Sample lesson plans incorporating the explicit instruction of test taking skills. | All ELA, Reading, Social Studies and EL teachers | New | ||
7 | Explicit instruction in paired texts. Implement lessons that allow students ample opportunity to analyze paired texts and respond to prompts comparing/ contrasting how the authors presented information on the same subject but in different ways. Include in these lesson plans opportunities for modeling of the skills required to analyze paired texts. | September 2025- June 2026 | Sample lessons plans including both fiction and non-fiction texts on similar topics to analyze author POV. Student Work Samples. | All ELA, Reading, Social Studies and EL teachers | New | ||
8 | Provide explicit instruction, using a strategy of gradual release of responsibility (e.g., modeling, guided practice) to teach text structures, with a focus on identifying an author’s purpose for writing: whether to entertain, persuade, or inform. Students will be provided opportunities to read and identify the author's purpose in texts, as well as create their own text written for a variety of different purposes. In doing so, create and carry out lesson plans that expose students to a variety of texts. | September 2025- June 2026 | Sample unit and lesson plans Student work samples | All ELA and Reading Teachers | Continued | ||
9 | Utilize a variety of best practices, including RETELL strategies, to support EL students in the classroom. Collaborate and co-plan with EL teachers to ensure those best practices are being utilized including opportunities for small group instruction reteach, etc. Particular emphasis will be placed on collaborating with EL teachers and tutor to provide support for student on Success Plans. | September 2025-June 2026 | Vocabulary reinforcers, visual correlations, and opportunities for discourse. Notes from team meetings that demonstrate collaboration between EL and content area teacher | All Teachers | Continued | ||
SMART Goal # 2: MATH: In the 2024-2025 school year, students at South~West Middle School showed strong growth in the area of math as demonstrated by an improvement in their ability to answer constructed response questions. Students’ ability to show their thinking in math through writing continues to be an area of priority. Therefore, answering constructed response and short answer questions remain the focus in the 2025-2026 school year. As such, during the 2025-2026 school year, students will be provided with ample opportunities to analyze, evaluate and solve complex math problems as well as to show their thinking through the writing of constructed responses and short answers that are at or above grade level. Particular emphasis will be paid to familiarizing students with the academic language included in writing tasks and the explicit instruction in and modeling of constructed responses and short answers. Progress towards this goal will be measured by:
- A 4% increase in School % Possible Points in Question Type: Constructed Response on the Spring 2026 MCAS District and School Results by Standards Report (CU306) over the 2025 schoolwide baseline of 39% in Spring 2025.
- A 4% increase in School % Possible Points in Question Type: Short Answer on the Spring 2026 MCAS District and School Results by Standards Report (CU306) over the 2025 schoolwide baseline of 36% in Spring 2026.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Implement MathFactLab as a structured, data-informed component of mathematics instruction for a minimum of 50 minutes per week. Utilize the program’s detailed performance analytics to monitor student progress in real time, identify areas of strength and need, and inform targeted interventions and extensions. | September 2025 - June 2026 | Weekly MathFactLab logs showing minutes completed and student progress. Reports from MathFactLab highlighting areas of mastery and concepts needing reinforcement. Instructional notes showing small-group support or interventions based on MathFactLab data. | Grade 6 Math Teachers | New | ||
2 | Incorporate “My Favorite No” and find-the-mistake activities to promote error analysis, critical thinking, and discussion of common misconceptions. Use these strategies to inform instruction, guide small-group support, and strengthen students’ conceptual understanding. | September 2025 - June 2026 | Copies of student work used in “My Favorite No” discussions. Classroom discussion notes highlighting common misconceptions. | Grades 5-8 Math Teachers, Math Interventionist | New | ||
3 | Implement ST Math for a minimum of 90 minutes per week to build conceptual understanding through visual, problem-based learning. Use program data to monitor progress, inform instruction, and provide targeted support or enrichment based on student needs. | September 2025 - June 2026 | ST Math progress reports and visual data on student learning trajectories. Documentation of differentiated instruction based on ST Math performance. Student goal sheets and conferencing notes tracking fluency and problem-solving growth. | Grades 5 & 6 Math Teachers, Math Interventionist | Revised | ||
4 | Provide math-focused interventions during SSB to deliver targeted support based on student data. Use this time to reinforce foundational skills, address learning gaps, and offer enrichment opportunities aligned with individual student needs. | September 2025 - June 2026 | Small-group rosters and targeted lesson plans for SSB intervention sessions. Pre- and post-assessments demonstrating skill growth. Anecdotal notes or checklists tracking student participation and improvement. | Grades 7 & 8 Math Teachers | Revised | ||
5 | Evaluate and utilize data (including but not limited to MAP, MCAS and classroom level data) to adjust practice and create opportunities for targeted interventions/ extensions. Particular emphasis will be placed on informal, formative assessments given frequently in the classroom. The data those assessments provide will be utilized when making decisions on instruction, groupings, and interventions. Emphasis will be placed on ensuring that instruction is varied for all tiers- core, strategic and intensive– and is differentiated for all learners. Additionally, opportunities for conferencing with students about setting goals related to data. | September 2025 - June 2026 | MAP, MCAS and classroom level data Sample informal assessments Examples of adjustments made to instruction based on classroom level data SSB Intervention lesson plans and groupings at each grade level. | Grades 5-8 Math Teachers, Math Interventionist | Continued | ||
6 | Facilitate the Crazy 8s Math Club to engage students in hands-on, problem-solving activities that build mathematical reasoning, creativity, and collaboration. Use club experiences to extend learning beyond the classroom and foster a positive, growth-oriented math culture. | September 2025 - June 2026 | Attendance sheet Completed math projects | Grade 5 Math Teachers | New | ||
7 | Teach and model effective test-taking strategies by having students practice reading each question carefully, analyzing all visuals, and using active reading techniques such as highlighting and underlining key information before selecting an answer. | September 2025 - June 2026 | Student work samples showing highlighted or underlined key information on practice assessments. Observational notes documenting students practicing strategies during class or review sessions. Small-group or one-on-one conferencing notes discussing strategy use and comprehension of visuals. | Grades 5-8 Math Teachers | New | ||
8 | Implement assessment tasks that require students to solve multi-step problems and apply backward reasoning to justify their solutions. As a result, after solving each problem, students will explicitly explain the steps in reverse, demonstrating conceptual understanding and verifying their answers using inverse operations. | September 2025 - June 2026 | Student work samples showing both solutions and backward reasoning explanations. Exit tickets or formative assessments explicitly asking for verification via inverse operations. Observation notes documenting students explaining their reverse steps in small groups or conferences. | Grades 5-8 Math Teachers | New | ||
9 | Continue to plan, implement and model lessons based on “Building Thinking Classrooms”, including strategies learned randomized groupings, vertical white spaces, informal assessments and small group instruction. | September 2025- June 2026 | Sample lesson plans using strategies found in “Building Thinking Classrooms.” | Grades 5-8 Math Teachers | Revised | ||
10. | Collaborate vertically in grades 6-8 to implement Desmos curriculum. Meet in curriculum teams in grades 6-8 to discuss best practices, strategies and pitfalls of implementing this new curriculum. Participate in system wide trainings and utilize district level supports in this implementation. | September 2025-June 2026 | Note from Curriculum Team meetings Sample lesson plans and activities Student work samples | Grades 6-8 Math Teachers | New | ||
11. | Utilize a variety of best practices, including RETELL strategies, to support EL students in the classroom. Collaborate and co-plan with EL teachers to ensure those best practices are being utilized including opportunities for small group instruction reteach, etc. Particular emphasis will be placed on collaborating with EL teachers and tutor to provide support for students on Success Plans. | September2025- June 2026 | Examples of differentiated or modified curriculum providing language supports. Sample strategies such as vocabulary reinforcers, visual correlations, and opportunities for discourse. Notes from team meetings that demonstrate collaboration between EL and content area teachers. | All Teachers | Continued | ||
SMART Goal # 3: STE: During the 2025-2026 school year, South~West students will continue to be exposed to the newly piloted OpenSciEd science curriculum. As part of the delivery of this curriculum, students will continue to be challenged to improve in their higher level thinking skills of inferring, reasoning, applying and analyzing. Specifically, students will demonstrate those higher level skills through the use of the CER writing format and the science and engineering practice of engaging in an argument from evidence. Particular emphasis will be paid to familiarizing students with the academic language included in writing tasks and the explicit instruction in and modeling of CER writing with the goals of improving student writing in the science classroom as well as their ability to answer constructed response questions at or above grade level. Progress towards this goal will be shown by:
- Students will show a schoolwide increase of 6% in School % Possible Points in Question Type: Constructed Response on the Spring 2025 MCAS District and School Results by Standards Report (CU306) over the 2024 schoolwide baseline of 30% in Spring 2025.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued |
1 | As a vertical team, work to identify gaps/overlap in curriculum alignment between grade levels. Promote collaboration between STE teacher and science team to review STE standards appearing on grade 8 MCAS and ensure all standards are being covered/ reinforced in both areas. Included in this is the successful completion of a long-term, inquiry based STE project for all students in grade 8 | September 2025-June 2026 | OpenSciEd and MA Standards Curriculum Guide; Sample summative and formative assessments MAP data and released MCAS items. Notes from curriculum team meetings Sample lesson plans from both STE and science classes Sample student STE projects | Grades 5-8 Science Teachers, Technology Teacher | Revised |
2 | Evaluate and utilize data (including but not limited to MAP, MCAS and classroom level data) to adjust practice and create opportunities for targeted interventions/ extensions. Particular emphasis will be placed on informal, formative assessments given frequently in the classroom and the data those assessments provide when making decisions on instruction, groupings, and interventions and in particular in ensuring that instruction is varied for all tiers- core, strategic and intensive– and is differentiated for all learners. Provide opportunities for conferencing with students about and setting goals related to data. | September 2025-June 2026 | Fall / Winter / Spring MAP test results and previous year MCAS analysis Sample goal-setting activities for students Sample informal assessments Examples of adjustments made to instruction based on classroom level data SSB Intervention lesson plans and groupings at each grade level. | Grades 5-8 Science teachers | Continued |
3 | Provide supplementary vocabulary for mastery over exposure. | September 2025-June 2026 | Sample independent practice assignments, study guides, and short formative assessments catered directly to vocabulary content use of online apps for exposure/mastery: Wayground, Gimkit, Quizlet, etc. | Grade 5-8 Science Teachers | New |
4 | Incorporate into both summative and formative assessments opportunities to answer constructed responses. Explicitly instruct and model how to answer constructive response questions, with particular emphasis on the use of evidence to support reasoning. Utilize common grading rubrics across all science classrooms to ensure students clearly understand expectations for their writing and how to reach those expectations. Additionally, utilize the CER approach to writing through multiple sources (data analysis, articles, labs, videos). Additionally, as it relates to writing, utilize leveled writing samples to teach students how to apply MCAS rubric. | September 2025-June 2026 | CER student samples/exemplars CER graphic organizer and rubric Gizmos CER exemplars MCAS rubric with student samples | Grades 5-8 Science Teachers, Technology Teacher | Revised |
5 | Create opportunities for students to make inferences about scientific data presented through graphs, charts, tables, diagrams, and models. | September 2025-June 2026 | Released MCAS items Turner’s Graph of the Week website; Science World/Scholastic graphs /SuperSTEM magazine graphs | Grade 5-8 Science Teachers | Revised |
6 | Increase opportunities for students to engage in academic discussion through means of small groups, partners, and whole class discourse coupled with guided notes/graphic organizers. | September 2025-June 2026 | Massachusetts state standards Sample lesson plans Science based phenomena Student notebooks and other student created artifacts | Grade 5-8 Science Teachers | New |
7 | Increase exposure and stamina in science by actively engaging with readings, discussions, and hands-on activities, while improving the ability to summarize key ideas and information clearly and accurately. | September 2025-June 2026 | Examples of Grade level readings, discussions, hands-on activities; Use of digital/tangible Science interactive notebook use of graphic organizers/models | Grade 5-8 Science Teachers | Revised |
8 | Utilize a variety of best practices, including RETELL strategies, to support EL students in the classroom. Collaborate and co-plan with EL teachers to ensure those best practices are being utilized including opportunities for small group instruction reteach, etc. Particular emphasis will be placed on collaborating with EL teachers and tutor to provide support for student on Success Plans. | September 2025-June 2026 | Vocabulary reinforcers, visual correlations, and opportunities for discourse. Notes from team meetings that demonstrate collaboration between EL and content area teachers. | All teachers | Revised |
SMART Goal # 4: ELL: During the 2025-2026 school year, all English Language Learners will be provided with high quality, targeted instruction to increase their English fluency in all WIDA domains (listening, reading, speaking and writing) with the intention of all students meeting the targets set down for them by the ACCESS exam. As the schoolwide focus in all content areas is improving student reading and writing skills, particular emphasis will be paid towards the reading and writing domains. Progress towards this goal will be measured by:
- The percentage of students achieving a score in the Expanding, Bridging and Reaching proficiency levels in the Literacy domain on the 2025-2026 ACCESS test will increase by 4% from a 2024-2025 baseline of 15% in 2025-2026.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued |
1 | Utilize Writing Pathway to differentiate and support ELA related skills in the EL classroom | September 2025- June 2026 | Student work | All EL Teachers | New |
2 | Provide explicit instruction in reading and decoding with emphasis on targeted phonics review. Additionally, provide consistent reading comprehension practice beginning with low level high interest readings and increasing rigor to approach grade level. Utilize resources such as Readworks and Razkids for targeted practice. | September 2025- June 2026 | Lexia reports Sample lesson plans including explicit reading instruction Evidence of phonics based strategies | All EL Teachers | Revised |
3 | Provide students with opportunities to maximize success on various standardized assessments through exposure to structure and content of MCAS tests as well as ample opportunities to review grade level practice tests. Additionally, reconfigure ACCESS Testing schedule to reduce test fatigue and promote best effort in each domain (spread out speaking, reading, writing each week) | January 2026- April 2026 | Previous MCAS test reviews (start at gr 3 and increase rigor as school year goes) Access planning documents and notes from planning meetings | All EL Teachers | Continued |
4 | Incorporate into lesson plans ample opportunity for students to practice WIDA-aligned writing tasks. Utilize common frameworks (RACES, graphic organizers, etc). Practice computer skills for writing composition and communication. Include in these lessons the use of mentor texts and explicit modeling of how to complete these tasks. | September 2025- June 2026 | MCAS results Sample writing assignments Student work samples | All EL teachers | New |
5 | Evaluate and utilize data (including but not limited to MAP, MCAS and classroom level data) to adjust practice and create opportunities for targeted interventions/ extensions. Particular emphasis will be placed on informal, formative assessments given frequently in the classroom and the data those assessments provide when making decisions on instruction, groupings, and interventions and in particular in ensuring that instruction is varied for all tiers- core, strategic and intensive– and is differentiated for all learners. Provide opportunities for conferencing with students about and setting goals related to data. | September 2025- June 2026 | MAP, MCAS and classroom level data Sample informal assessments Examples of adjustments made to instruction based on classroom level data SSB Intervention lesson plans and groupings at each grade level. | All Teachers | Continued |
6 | Provide consistent oral language support through recorded read aloud practice | September 2025- June 2026 | Sample lesson plans that show evidence of oral language support strategies Sample lessons using Lingkt or RazKids recordings | All EL teachers | Continued |
7 | Provide explicit instruction in reading and decoding with emphasis on targeted phonics review. Additionally, provide consistent reading comprehension practice beginning with low level high interest readings and increasing rigor to approach grade level | September 2025- June 2026 | Lexia reports Sample lesson plans including explicit reading instruction Evidence of phonics based strategies | All EL teachers | Continued |
8 | Explicit instruction in and ample opportunities to practice and reinforce reading and writing conventions/grammar. | September 2025- June 2026 | Sample lesson plans Sample Worksheets, powerpoints, etc. Student work samples | All EL Teachers | Continued |
SMART Goal # 5: Social Emotional Learning : For the 2025-2026 school year, the goal of the South~West Student Support Team is to increase overall student engagement, with a focus on such elements of engagement as student participation in class and school activities, student conduct, student voice, student sense of belonging and student attendance at school. Over the course of this school year, the Student Support Team will be planning and implementing initiatives and activities designed to increase student engagement. This includes such things as community meetings, PBIS activities, schoolwide attendance initiatives and our newly implemented “House Challenges.” Progress towards this goal will be measured by:
- a 2% decrease in chronic absenteeism in the 2025-2026 school year from the baseline of 14% set in 2024-2025.
- A 1.5% increase in average daily attendance for all students in the 2025-2026 school year over the baseline of 95.1% set in 2024-2025.
- a 5% decrease in the number of incidents leading to suspension, from a baseline of 66 incidents in 2024-2025.
Social Emotional Learning Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Utilize bi-weekly school wide extended homeroom to reinforce school wide behavioral expectations and promote positive school culture. Included in these extended homerooms will be the One School, One Book initiative to promote unity across all grade levels and address common themes, various “House Challenges” and activities that promote and celebrate the diversity of our students. | Bi Weekly, Sept-June | Samples of extended homeroom activities. One School, One Book initiative | All Staff | Revised | ||
2 | Continue to utilize Saturday School as an alternative to suspensions. Additionally, promote attendance at Saturday School for students in need of extra academic support in completing their classwork | Weekly, Sept-June | Saturday School Attendance | Administration, Saturday School Staff | Revised | ||
5 | Continue School wide implementation of PBIS program, including use of raffle tickets at all grade levels to promote positive behavior. This year, PBIS has expanded to incorporate our “house challenge” designed to increase student engagement and school spirit, while celebrating positive behavior | Daily, Sept-June | Sample House Challenge Activities Slideshows from House Rallies Sample incentives used to celebrate positive behavior. | PBIS Team Student Support Team | Revised | ||
6 | Continue to meet as a Student Support Team weekly to discuss concerns related to student conduct, social emotional well being and attendance | Weekly, Sept-June | SST meeting agendas | Administration, Student Support Team, Attendance Officer | Continued | ||
7 | Work congruently with outside agencies (Walker Therapeutic and Aspire) to provide IHT referrals. Work with Walker Clinicians to provide support to students in school. Additionally, work with Behavioral Health Navigator to help all families access needed services | Sept-June | Referrals | Administration, Student Support Team, Walker Clinicians | Revised | ||
8 | Send Attendance Letters monthly and hold attendance hearings/ family meetings with chronically absent students. Work with Attendance Officer to refer students for Family Assist Conferences as needed. | September- June | Sample Attendance Letters Daily attendance reports Notes from Attendance Hearings | Administration, Student Support Team, Attendance Officer | Continued | ||
9 | Creation of schoolwide “Culture Club” with the focus of increasing student voice in school decision making. Club will meet biweekly to plan initiatives and activities for the school with the aim of creating a positive climate within the building. Focus of the club will include building school spirit, increasing student engagement in school wide activities and celebrating the diversity of our community. | September-June | Notes from Culture Club meetings Sample activities planned and carried out by club members | Club facilitators and members | New | ||
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters | Goal # |
9/10/25 | 1:00-3:00 | Cafeteria | Grades 5-8 Staff | Principal PD | Courtney Mitchell | |
10/8/25 | 1:00-2:30 | Cafeteria | Grades 6-8 Staff | Assessment Day Part I Data Review Creation of SIP Goals and Action Steps | Courtney Mitchell/ Susan Foley | 1-4 |
10/8/25 | 12:45-3:45 | Varied | Grade 5 Staff | System Wide | Varied | 1-4 |
10/22/25 | 12:45-4:15 | Cafeteria | Grades 6-9 Staff | Assessment Day Part 2 The Writing Pathway Data Review Creation of SIP Goals and Action Steps | Courtney Mitchell/ Susan Foley | 1-4 |
11/4/25 | 8:30-2:30 | Quincy High School | All QPS Staff | Professional Day of Learning | Varied | 1-5 |
12/10/25 | 1:00-3:00 p.m. | South~West | Grades 5-8 Staff | Report Card Conferences | South~West Staff | 1-5 |
12/17/25 | 5:00-7:00 p.m. | South~West | Grades 5-8 Staff | Report Card Conferences | South~West Staff | 1-5 |
2/11/26 | 1:00-4:30 | Varied | Grades 6-8 Staff | System Wide | Varied | 1-5 |
2/25/25 | 1:00-2:30 | Cafeteria | Grades 5-8 Staff | Principal PD Writing Pathway | Courtney Mitchell/ Susan Foley/ Phil Weinberg | 1-4 |
3/11/26 | 1:00-3:00 | Cafeteria | Grades 5-8 Staff | Assessment Day II Review of progress towards action steps Curriculum Team Meetings | Courtney Mitchell/ Susan Foley | 1-4 |
4/8/26 | 1:00-3:00 | Varied | Grades 6-8 Staff | System-Wide PD | Varied | 1-5 |
4/8/26 | 1:00-3:00 | South~West | Grade 5 Staff | Report Card Conferences | South~West Staff | 1-5 |
4/29/26 | 1:00-2:30 | Cafeteria | Grades 6-8 Staff | Principal Day Writing Pathway | Courtney Mitchell/ Susan Foley/ Phil Weinberg | 1-4 |
5/27/26 | 1:00-2:30 | Cafeteria | Grades 5-8 Staff | Assessment Day III Review of progress towards action steps Curriculum Team Meetings | Courtney Mitchell/ Susan Foley | 1-5 |
6/10/25 | 1:00-3:00 | Cafeteria | Grades 5-8 Staff | Principal Day Planning for 2026-2027 | Courtney Mitchell/ Susan Foley | 1-5 |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Location |
Session 1 September-December | Cursive Writing Club | Students, Grades 5-8 | Room 233 |
Session 1 September-December | Badminton | Students, Grades 5-8 | Gymnasium |
Session 1 September-December | Fashion Club | Students, Grades 5-8 | Room 250 |
Session 1 September-December | Crocheting Club | Students, Grades 5-8 | Room 242 |
Session 1 September-December | Craft It Off | Students, Grades 5-8 | Room 230 |
Session 1 September-December | Switch Club | Students, Grades 5-8 | 7th Grade Maker Space |
Session 1 September-December | Fearless Focus Club | Students, Grades 5-8 | Room 230 |
Session 1 and 2 September-June | South~West Singers | Students, Grades 5-8 | Music Room |
Session 1 and 2 September-June | Student Council | Students, Grades 5-8 | Room 249 |
Session 1 and 2 September-June | Yearbook Club | Students, Grade 8 | Room 237 |
Session 1 and 2 September-June | Dungeons and Dragons Club | Students, Grades 5-8 | Room 241 |
Session 1 and 2 September-June | Early Bird Basketball | Students, Grades 5-8 | Gymnasium |
Session 1 and 2 September-June | Creative Comics and Crafts | Students, Grades 5-8 | 6th Grade Maker Space |
Session 1 and 2 September-June | Future Artists | Students, Grades 5-8 | 5th Grade Maker Space |
Session 1 and 2 September-June | Gym Games | Students, Grades 5-8 | Gymnasium |
Session 1 and 2 September-June | SW Jazz Band | Band Students, Grades 6-8 | Band Room |
Session 1 and 2 September-June | Reading and Quiet Homework Club | Students, Grades 5-8 | Room 250 |
Session 1 and 2 September-June | Culture Club | Students, Grades 5-8 | Student Support Center |
Session 1 and 2 September-June | Mel-O-Drama | Students, Grades 5-8 | Auditorium |
Session 2 January-April | Returning Volleyball | Students, Grades 6-8 | Gymnasium |
Session 2 January-April | Beginners Volleyball | Students, Grades 5-8 | Gymnasium |
Session 3 April-June | World Cup Soccer | Students, Grades 5-8 | Soccer Field |
Athletic Fall Season | Cross Country Tennis Volleyball | Students Grades 5-8 | Varied |
Athletic Spring Season | Wrestling Swimming Track and Field | Students, Grades 5-8 | Varied |
D. Family Engagement and Communication
Date | Topic | Target Audience | Location |
2024-2025 | Weekly Family Newsletters | South~West Staff and Families | Smore Weekly Newsletter Newsletter |
2024-2025 | Daily/Weekly Reminders | South~West Families and Students | School Messenger |
Monthly | Monthly PTO Meetings | South~West Parents/Guardians and Staff | Remotely or at South~West |
Monthly | Open Eagle Exchange | South~West Families | South~West Eagle Exchange |
SWMS Open House and Block Party | Sout~West Families | South~West Middle School | |
10/18/25 | Nine and Dine Golf Tournament | South~West Staff and Families | Furnace Brook Golf Course |
10/30/25 | Halloween Hangout | All South~West students and staff | South~West Cafeteria |
11/7/25 | Movie Night | All South~West students | South~West DiPauolo Auditorium |
11/9/25 | Spartan Race | South~West Students | Fenway Park |
11/14/25 | South~West and Mel-O-Drama presents: How to Escape the Zombie Apocalypse | South~West Students | South~West DePaulo Auditorium |
11/21/25 | 5th Grade Turkey Trot | Fifth Grade Students and families | Kincaide Track |
12/4/25 | Tis the Season | 25 South~West Families and Students | Quincy High School, Lloyd Hill Auditorium |
12/16/25 | Winter Concert | South~West Families | South~West DePaulo Auditorium |
12/10/25 12/7/25 | Report Card Conferences | South~West Teachers, Parents/Guardians and Students | South~West Middle School |
12/13/25 | Holiday Bazaar | South~West Families | South~West Middle School |
TBD | 5th Grade Coffee, Conversations and Crafts | 5th Grade Families | 5th Grade Maker Space |
January, 2026 | 2nd Annual CARES Silent Disco | SWMS Students and Staff | South~West Cafeteria |
April, 2026 | Color Run | South~West Students | Kincaid Track |
3/12/26 | STEM Fair | Grade 8 students | South~West Gymnasium or Cafeteria |
TBD | Spring Concert | Band and Chorus students and families | South~West Cafeteria |
TBD | South~West and Mel-O-Drama presents: Spring Musical | South~West Drama Students | South~West DePaulo Auditorium |
June, 2206 | 8th Grade Awards Ceremony and Promotion | Grade 8 students and families | South~West DePaulo Auditorium |
TBD | Multicultural Day: South~West World Cup | South~West students | South~West Middle School |
III. School Demographics as of 11/1/25
Total Enrollment | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
449 (-2 from previous year) | 112 (24.9%) | 300 (66.8%) | 86 (19.2%) | 80 (17.8%) |
Race | Subgroup Populations | Percentage of Enrollment |
Asian | 135 | 30.1% |
Black/African American | 76 | 16.9% |
Hispanic or Latino | 60 | 13.4% |
Multiracial, non-Hispanic | 34 | 7.6% |
Native American | 3 | 0.7% |
Pacific Island | 1 | 0.2% |
White | 140 | 31.2% |
Advanced Class Enrollment (Grades 6-8) | # of Students in Advanced out of # in Subgroup | % of Population |
All Students Enrolled | 85 of 332 | 25.6% |
Low Income | 50 of 227 | 22% |
Asian | 44 of 103 | 42.7% |
Black/African American | 10 of 53 | 18.9% |
Hispanic/Latino | 3 of 47 | 6.4% |
Multiracial | 4 of 26 | 15.4% |
Native American | 0 of 2 | 0% |
Pacific Island | 1 of 1 | 100% |
White | 23 of 100 | 23% |
Reach (Grade 5) | # of Students in Advanced out of # in Subgroup | % of Population |
All Students Enrolled | 20 of 117 | 17.1% |
Low Income | 9 of 73 | 12.3% |
Asian | 13 of 32 | 40.6% |
Black/African American | 1 of 23 | 4.3% |
Hispanic/Latino | 1 of 13 | 7.1% |
Multiracial | 1 of 8 | 12.5% |
Native American | 0 of 1 | 0% |
Pacific Island | 0 of 0 | 0% |
White | 4 of 40 | 10% |
Core Academic Class Sizes (General Education) (As of 11/19/25)
20 or fewer | 21-23 | 24 | 25 | 26 | 27 | 28 | |
Gr. 5 6 homerooms | 5 | 1 (22) | |||||
Gr. 6-8 75 sections | 50 (66.7%) | 20 (26.7%) | 2 (2.7%) | 3 (4.0%) | 0 (0%) | 0 (0%) | 0 (0%) |
- 100% of Grades 6-8 core academic class sections have 25 or fewer students, a 2.7% increase over the 2024-25 school year.
- South~West is also home to several citywide Special Education programs: 39 CARES and Learning Center students in 3 class sections
2024-2025 SSDR Incident Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
76 | 66 | 87% |
IV. Facilities
2024-2025 Improvements
- New lockers for increased enrollment
- Updated paint in several areas of the building
2024-2025 Facility Needs | 2025-2026 Facility Needs |
|
|
V. School Needs (Materials, Supplies, Technology, Etc.)
2024-2025 School Needs | 2025-2026 School Needs |
|
|
VI. Budget
Amount available in 2025-2026 | |
TEXT/LEARNING MATERIALS (textbooks and learning materials/supplies needed to support classroom instruction) | $ 7,350.00 |
SUPPLIES (pens, pencils, rulers, paper,glue, photocopy paper, etc.) | $11,987.00 |
ACTIVITY STIPEND ACCOUNT | $24,610.00 |
OTHER: (art supplies, science supplies, library, etc.) | |
Art Supplies | $ 1,620.00 |
Science Supplies | $ 1,470.00 |
P.E. Supplies | $ 150.00 |
Library | $ 2,500.00 |
SPECIAL FUNDING (gifts, grants, partnerships, PTO, etc.) | |
P.T.O. (approximate) | $11,179.46 |
TOTAL | $60,866.46 |
VII. Appendix
- Spring 2025 MCAS Data
(Spring 2025 MCAS Edwin PE303 Report)
English Language Arts (E/M %) | |||
Grade | School 2024 | School 2025 | State 2025 |
5 | 31% | 40% | 38% |
6 | 38% | 40% | 42% |
7 | 20% | 36% | 42% |
8 | 35% | 46% | 44% |
Mathematics (E/M %) | |||
Grade | School 2024 | School 2025 | State 2025 |
5 | 21% | 33% | 40% |
6 | 28% | 32% | 41% |
7 | 15% | 27% | 39% |
8 | 30% | 29% | 38% |
Science (E/M %) | |||
Grade | School 2024 | School 2025 | State 2025 |
5 | 30% | 42% | 46% |
8 | 37% | 26% | 37% |
CIVICS (E/M %) | |||
Grade | School 2024 | School 2025 | State 2025 |
8 | N/A | 33% | 39% |
B. NWEA MAP 2024-2025 Data
MAP Math RIT 2024-2025 | |||
Grade | Fall | Winter | Spring |
5 | 208.4 | 212.7 | 219.4 |
6 | 208.7 | 211.5 | 220.3 |
7 | 214.9 | 218 | 219.9 |
8 | 217.3 | 222.8 | - |
MAP Reading RIT 2024-2025 | |||
Grade | Fall | Winter | Spring |
5 | 203.6 | 207 | 210.2 |
6 | 206.9 | 208.2 | 211.3 |
7 | 211.1 | 211.3 | 213.9 |
8 | 213.8 | 218.2 | - |
MAP Science RIT 2024-2025 | |||
Grade | Fall | Winter | Spring |
5 | 202.8 | 204.7 | 207.9 |
6 | 203.8 | 208 | 212.9 |
7 | 206.6 | 208.5 | 212 |
8 | 210.5 | 212.7 | - |
C. Spring 2025 Accountability Data
D. Spring 2025 VOCAL Results (Grades 5, 8)
Grade | Dimension | Description | Always/ Mostly True | Mostly Untrue/ Never True |
5 | ENG | Teachers at this school accept me for who I am. | 93.8% | 6.2% |
5 | ENG | Students like to have friends who are different from themselves (for example, boys and girls, rich and poor, or classmates of different color). | 87.6% | 12.4% |
5 | ENG | I read books in class that include people who are similar to me (for example, we look the same, speak the same, or live in similar neighborhoods). | 41.2% | 58.8% |
5 | ENG | Adults working at this school treat all students with respect. | 90.7% | 9.3% |
5 | ENG | I get the chance to take part in school events (for example, science fairs, art or music shows). | 86.6% | 13.4% |
5 | ENG | My teachers use my ideas to help my classmates learn. | 64.9% | 35.1% |
5 | ENG | My teachers will explain things in different ways until I understand. | 86.6% | 13.4% |
5 | ENG | When I need help, my teachers use my interests to help me learn. | 60.8% | 39.2% |
5 | ENG | My teachers ask me to share what I have learned in a lesson. | 79.4% | 20.6% |
5 | ENG | When I am stuck, my teachers want me to try again before they help me. | 91.8% | 8.2% |
5 | ENG | My classmates behave the way my teachers want them to. | 47.4% | 52.6% |
5 | ENG | In my classes, students teach other how they solved a problem. | 70.1% | 29.9% |
5 | ENG | Students plan and work on group projects that solve real-world (everyday) problems. | 68.0% | 32.0% |
5 | ENG | Students respect each other in my school. | 45.4% | 54.6% |
5 | ENG | My teachers care about me as a person. | 88.7% | 11.3% |
5 | ENG | Students at my school get along well with each other. | 67.0% | 33.0% |
5 | ENG | In my classes, students work well together in groups. | 64.9% | 35.1% |
5 | ENV | Students have a voice in deciding school rules. | 29.9% | 70.1% |
5 | ENV | School rules are fair for all students. | 73.2% | 26.8% |
5 | ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 78.4% | 21.6% |
5 | ENV | My teachers will first try to help students who break class rules, instead of punishing them. | 78.4% | 21.6% |
5 | ENV | Students help each other learn without having to be asked by the teacher. | 73.2% | 26.8% |
5 | ENV | My teachers are proud of me when I work hard in school. | 92.8% | 7.2% |
5 | ENV | My teachers help me succeed with my schoolwork when I need help. | 90.7% | 9.3% |
5 | ENV | My classwork is hard but not too hard. | 82.5% | 17.5% |
5 | ENV | My teachers support me even when my work is not my best. | 82.5% | 17.5% |
5 | ENV | When I am home, I like to learn more about the things we are learning in school. | 42.3% | 57.7% |
5 | ENV | In this class, other students take the time to listen to my ideas. | 50.5% | 49.5% |
5 | ENV | In my classes, it is OK for me to suggest other ways to do my work. | 83.5% | 16.5% |
5 | ENV | Teachers go over my work with me so I can improve it before it is graded. | 79.4% | 20.6% |
5 | ENV | In school, I learn how to manage (control) my feelings when I am angry or upset. | 74.2% | 25.8% |
5 | ENV | At our school, students learn to care about other students' feelings. | 72.2% | 27.8% |
5 | SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 84.5% | 15.5% |
5 | SAF | I have been punched or shoved by other students more than once in the school or in the playground. | 34.4% | 65.6% |
5 | SAF | Students at school try to stop bullying when they see it happening. | 55.7% | 44.3% |
5 | SAF | Teachers don't let students tease each other. | 82.5% | 17.5% |
5 | SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 78.4% | 21.6% |
5 | SAF | In my school, older students scare or pick on younger students. | 32.0% | 68.0% |
5 | SAF | In my school, groups of students tease or pick on one student. | 44.3% | 55.7% |
5 | SAF | Teachers support (help) students who come to class upset. | 90.7% | 9.3% |
5 | SAF | I am happy to be at our school. | 80.4% | 19.6% |
5 | SAF | I feel comfortable talking to my teacher(s) about something that is bothering me. | 53.6% | 46.4% |
5 | SAF | Students will help other students if they are upset, even if they are not close friends. | 66.0% | 34.0% |
5 | SAF | I feel safe sharing my feelings in class. | 40.2% | 59.8% |
5 | SAF | I feel safe at our school. | 78.4% | 21.6% |
5 | SAF | I have seen more than one fight at my school in the last month. | 50.5% | 49.5% |
8 | ENG | Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation. | 94.6% | 5.4% |
8 | ENG | My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity. | 60.4% | 39.6% |
8 | ENG | Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation. | 83.8% | 16.2% |
8 | ENG | Students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation). | 92.8% | 7.2% |
8 | ENG | In my academic classes, I work with groups of students who are from different backgrounds (for example, students from different races, cultures, family incomes, or religions, or students of a different sex or sexual orientation). | 96.4% | 3.6% |
8 | ENG | My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses). | 95.5% | 4.5% |
8 | ENG | My teachers use my ideas to help my classmates learn. | 53.2% | 46.8% |
8 | ENG | I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video). | 64.0% | 36.0% |
8 | ENG | In my classes, my teachers use students' interests to plan class activities. | 56.8% | 43.2% |
8 | ENG | My classmates behave the way my teachers want them to. | 48.6% | 51.4% |
8 | ENG | In at least two of my academic classes, students are asked to teach a lesson or part of a lesson. | 35.1% | 64.9% |
8 | ENG | In at least two of my academic classes, students plan and work on projects that solve real-world problems. | 68.5% | 31.5% |
8 | ENG | In my academic classes, students review each other's work and provided advice on how to improve it. | 68.2% | 31.8% |
8 | ENG | In my classes, teachers use open-ended questions that make students think of many possible answers. | 84.7% | 15.3% |
8 | ENG | I can connect what I learn in on class to what I learn in other classes. | 73.0% | 27.0% |
8 | ENG | In my academic classes, students wrestle with problems that don't have an obvious answer. | 60.4% | 39.6% |
8 | ENG | Students respect one another. | 68.5% | 31.5% |
8 | ENG | Teachers are available when I need to talk with them. | 88.3% | 11.7% |
8 | ENG | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 89.2% | 10.8% |
8 | ENG | My teachers promote respect among students. | 91.0% | 9.0% |
8 | ENV | Students have a voice in deciding school rules. | 27.0% | 73.0% |
8 | ENV | School staff are consistent when enforcing rules in school. | 87.4% | 12.6% |
8 | ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 60.4% | 39.6% |
8 | ENV | My teachers will first try to help (guide) students who break class rules, instead of punishing them. | 69.4% | 30.6% |
8 | ENV | Students help each other learn without having to be asked by the teacher. | 84.7% | 15.3% |
8 | ENV | My teachers are proud of me when I work hard in school. | 91.9% | 8.1% |
8 | ENV | My teachers set high expectations for my work. | 88.2% | 11.8% |
8 | ENV | My teachers believe that all students can do well in their learning. | 88.3% | 11.7% |
8 | ENV | My school work is challenging (hard) but not too difficult. | 80.2% | 19.8% |
8 | ENV | My teachers support me even when my work is not my best. | 82.9% | 17.1% |
8 | ENV | The things I am learning in school are relevant (important) to me. | 73.9% | 26.1% |
8 | ENV | Students are given multiple opportunities to show that they have mastered their classwork. | 84.7% | 15.3% |
8 | ENV | Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves. | 86.5% | 13.5% |
8 | ENV | If I need help with my emotions (feelings), effective help is available at my school. | 80.2% | 19.8% |
8 | SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 91.0% | 9.0% |
8 | SAF | Teachers don't let students pick on other students in class or in the hallways. | 84.7% | 15.3% |
8 | SAF | Students at school try to stop bullying when they see it happening. | 57.7% | 42.3% |
8 | SAF | Students have spread rumors or lies about me more than once on social media. | 31.5% | 68.5% |
8 | SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 83.8% | 16.2% |
8 | SAF | In my school, groups of students tease or pick on one student. | 31.5% | 68.5% |
8 | SAF | I have been called names or made fun of by other students more than once in school. | 41.4% | 58.6% |
8 | SAF | In my school, bigger students taunt or pick on smaller students. | 24.3% | 75.7% |
8 | SAF | Teachers support (help) students who come to class upset. | 76.6% | 23.4% |
8 | SAF | I feel comfortable reaching out to teachers/counselors for emotional support if I need it. | 63.1% | 36.9% |
8 | SAF | Students will help other students if they are upset, even if they are not close friends. | 64.0% | 36.0% |
8 | SAF | Because I worry about my grades, it is hard for me to enjoy school. | 57.7% | 42.3% |
8 | SAF | Students at school damage and/or steal other students' property. | 46.8% | 53.2% |
8 | SAF | I have seen students with weapons at our school. | 18.9% | 81.1% |
E. Completed Action Steps from 2024-2025
** Indicates action steps embedded in typical day to day school operations. The following completed action steps are consistently implemented and have become a part of the school’s classroom expectations.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Goal # | ||
1 | Utilize consistent best practices for the teaching of writing across all content areas, including common graphic organizers, rubrics, acronyms (RACES and CER), strategies (ie teacher and student think alouds, teacher modeling, gradual release, etc.) and language. Provide explicit instruction in academic language included in writing performance tasks (ie describe, analyze, infer) in all content areas. | Daily, Sept.-June | Visual aids in the classroom with R.A.C.E.S. and C.E.R. to write about readings. Graphic Organizers Student Work Samples | ELA, Reading, Science, and Social Studies teachers | 1 | ||
2 | Utilize SSB to provide both targeted instruction and extensions based on data provided by formal and informal assessments. | Daily, Sept-June | Data collection/ tracking sheets Sample lesson plans featuring targeted instruction based on data Examples of interventions/ extensions | All teachers | 1 | ||
3 | Embed frequent opportunities into lessons to practice constructed response questions. | Weekly, Sept-June | Sample lesson plans Student work samples Sample graphic organizers Sample Rubrics | All math teachers | 2 | ||
4 | Continue to implement additional supports into the math curriculum. In grades 5-7, this will involve an implementation of ST math at a minimum of 90 minutes per week. In grade 8, this includes High Dosage math tutoring provided by Imagine Learning and DESE. These supports will be embedded in math classes as well as during SSB | Weekly, Sept- June | ST Math usage data Feedback from Math Interventionist Imagine Learning groupings Sample lesson plans Student work samples | All math teachers | 2 | ||
5 | With the support of math consultant Molly Vokey, teachers will plan, implement and model lessons based on “Building Thinking Classrooms”, continuing the focus from 23-24 on randomized groupings and vertical white spaces, and adding an additional focus in 24-25 on informal assessments and small group instruction. | Monthly, Sept- June | Monthly Math Curriculum Team meetings Sample lesson plans created during these co-planning times and using strategies found in “Building Thinking Classrooms.” Feedback from Math Consultant | All math teachers, Kim Quinn, Molly Vokey | 2 | ||
6 | Continue to provide students with high quality instruction that places an emphasis on learning activities that promote higher level thinking, increase student stamina, and incorporate high levels of rigor. | Daily, Sept-June | Sample lesson plans Student work samples | All science and technology teachers | 3 | ||
7 | Plan and implement Inquiry-based learning opportunities, such as phenomenon based simulations and/or labs. Explicit instruction in the language related to these simulations/ labs as well as the skills needed to complete them. | Monthly, Sept-June | Sample well-structured differentiated lesson plans, which may include: study guides, lab activities, simulations, and demonstrations Sample student projects and assessments. | All science teachers | 3 | ||
8 | Promote collaboration between STE teacher and science team to review STE standards appearing on grade 8 MCAS and ensure all standards are being covered/ reinforced in both areas. Included in this is the successful completion of a long-term, inquiry based STE project for all students in grade 8 | Monthly, Sept-June | MCAS released items. Notes from curriculum team meetings Sample lesson plans from both STE and science classes Sample student STE projects | All science teachers and STE teacher | 3 | ||
9 | Provide students with opportunities to maximize success on various standardized assessments through exposure to structure and content of MCAS tests as well as ample opportunities to review grade level practice tests. Additionally, reconfigure ACCESS Testing schedule to reduce test fatigue and promote best effort in each domain (spread out speaking, reading, writing each week) | January- April | Previous MCAS test reviews (start at gr 3 and increase rigor as school year goes) Access planning documents and notes from planning meetings | All teachers | 4 | ||
10 | Utilize a variety of best practices, including RETELL strategies, to support EL students in the classroom. Collaborate and co-plan with EL teachers to ensure those best practices are being utilized including opportunities for small group instruction reteach, etc. | Daily, Sept-June | Vocabulary reinforcers, visual correlations, and opportunities for discourse. Notes from team meetings that demonstrate collaboration between EL and content area teachers. | All teachers | 1-4 | ||
F. Staffing: Support Services
1 | Nurse |
4 | Special Education Teachers (Resource Room/Inclusion) |
3 | Special Education Teachers (Substantially Separate) |
3 | Guidance Counselors/Chairperson |
1 | Math Interventionist |
0.4 | REACH Teachers |
4 | ELL Teachers |
1 | Speech and Language Instructor |
1 | School Psychologist |
1 | Occupational Therapist |
1 | Librarian |
G. School Council Members
A school council is a representative, school building-based committee composed of the principal, parents, teachers, community members and, at the secondary level, students, required to be established by each school pursuant to Massachusetts General Laws Chapter 71, Section 59C. https://www.doe.mass.edu/lawsregs/advisory/schoolcouncils/
Chair/Principal: Courtney A. Mitchell /s/Courtney Mitchell
Co-Chair: Susan Foley /s/Susan Foley
Teachers: Meghann Sweet /s/Meaghann Sweet
Elise Regan /s/Elise Regan
Joanne Elder /s/Joanne Elder
Parent: Christine DiPaolo /s/Christine DiPaolo
Nicole Pitre /s/Nicole Pitre
Community
Representative: Christine LeClaire /s/ Christine LeClaire