Snug Harbor Community School Improvement Plan 2023-2024
Quincy Public Schools
Snug Harbor Community School Improvement Plan
2023 - 2024
Scott Perfetuo, Principal
Diane Babcock, 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. 16
B. Professional Development Plan p. 26
C. Extended Day Offerings p. 28
D. Family Engagement and Communication p. 29
III. School Demographics p. 31
IV. Facilities p. 33
V. Budget p. 34
VI. Appendix p. 35
- Spring 2023 MCAS Data
- MAP RIT Scores 2022-2023
- 2023 Accountability
- Spring 2023 VOCAL
- Completed Action Steps
- Staffing: Support Services
- School Council Members
- Principal’s Path
Dear Members of the Quincy School Committee,
It is with great pleasure and pride that we present to you the Snug Harbor Community School Improvement Plan for the 2023-2024 school year. Working collaboratively, our teachers, administrators, and parents have developed a plan that we believe meets the needs of our students and celebrates their strengths. Our focus remains on meeting the academic and emotional needs of our diverse school community.
Having begun my second year as the principal of Snug Harbor Community School, I am proud to represent this amazing school and community. Each day our students join us filled with enthusiasm and joy, this is evident in their smiles and laughter as they move down the hallways in the morning and throughout the day. They come to school each day prepared to do the hard work of learning with joy and determination. Their energy and enthusiasm is a direct result of the staff, who care deeply about their students and work tirelessly to ensure that these kids are given the support, education, and caring that they deserve. Furthermore, these students are supported by their families who reinforce the importance of their child’s education as we see with their high attendance at school events throughout the year.
Academically, we are utilizing the Illustrative Mathematics and CKLA Reading programs at all of our grade levels, including in our LDC and several CARES classrooms. These programs are invaluable tools for our teachers as we seek to address the areas in which our students need additional support while strengthening the areas in which our students have done well. In order to support the continued implementation of these programs, we continue to provide common planning time for grade level teams and use PD time for vertical team meetings to enable collaboration between staff. This year we have implemented monthly grade level meetings to review the data generated by progress monitoring and classroom assessments so that we can adjust instruction and instructional groups to meet the needs of our students. This is in addition to our Integrated Learning Team (ILT) meetings that occur in the Fall, Winter and Spring, where we review MAP and mClass data so that we can best understand and meet the needs of our students. Along with these opportunities for professional growth, through the GLEAM grant, we have multiple coaching sessions established with CKLA coaches for our staff to continue to enhance their understanding of the CKLA curriculum. We also have multiple coaching sessions set up for our mathematics teachers with IM coaches to enhance their knowledge of the IM program and related instructional practices.
In order to address the social and emotional needs of our students, so that they can learn to the fullest extent of their abilities, we continue to use restorative and community circles to solidify and when necessary to repair relationships between our students. Furthermore, we are continuing to utilize the Open Parachute program in all classrooms to provide our students with the skills to enhance their own social and emotional wellbeing. In addition to these programs, we continue to have weekly Student Support Team (SST) meetings that allow us to monitor and create plans for students who are in need of academic or emotional support. Our SST meetings are held on Monday, which enables us to check in with any student who was identified as needing support throughout the week. This social and emotional support is critical to students' academic success.
The commitment of Snug Harbor to developing and strengthening the school-family connection is an important part of our philosophy among all staff at Snug Harbor. We know that family engagement is a critical piece of students’ success in school. Together we held our ‘2nd Annual Trunk or Treat,’ which continued the success of the first with over 200 hundred attendees attending along with multiple staff members. As the school year began we welcomed our students back to school with ‘Popsicles in the Park’. Future events include a Bingo and Movie night, and a 2nd annual ‘Touch a Truck’ event in the spring, where we plan to build on the success of our first one from last year. In conjunction with the PTO events, we held our first ‘Cozy Up With a Good Book’ night where families were able to join us for a night of crafts, games, raffles, and every student got to leave with several new books. This event was organized by our school staff and supported by the SLT, several community organizations, such as our school partner, Granite Telecommunications. Along with this, our guidance team organizes parent/child day three times per year for our K-2 students. At these events families are invited to join their children to complete a seasonal craft together which they take home at the end. A game night is being planned in January in conjunction with the math interventionists, where families will be invited to play board games and participate in other activities with a mathematical connection. Also, we hold our two concerts during the year where we showcase our students' musical talents to their families and friends.
Communication is an important part of the home-school connection. Using the Smores platform, I send home regular Family Newsletters that contain important information and share updates about events occurring in school. Recognizing that our students in the CARES and LDC classrooms may not be able to inform their parents/guardians about the day's events, those teachers send home a daily two-way communication log that provides an overview of their child’s day. Pre-Kindergarten and general education teachers send home regular updates/newsletters, utilizing the Smores platform, email, and paper, among a variety of means of communicating with families.
At the end of the day when the school bell rings, many students do not leave with the bell. Last year over 200 students participated in a variety of activities that were offered by the Snug staff. Examples of some of these activities are Snug Soccer, Snug Basketball, Student Council, Lego Robotics, Snuggies Stagecraft, chess, STEM Club, and a variety of academic support and enrichment activities.
Snug Harbor staff work collaboratively with families to provide the best educational experience for the children of the Snug Harbor Community School. The goal of the Snug Harbor Community School is to work together to provide an exceptional academic experience coupled with social and emotional support to provide the best possible school experience for our students. I am privileged to work with an incredible staff, supportive families, and wonderful students.
The overriding goal in all we do at Snug Harbor Community School is to have students who embody and showcase to others Snuggies Code: Be Kind, Be Respectful, Be Safe, and Work Hard. Thank you for your time and consideration of Snug Harbor Community School’s 2023-2024 School Improvement Plan.
Sincerely,
Scott F. Perfetuo
- Data Reflection
After careful analysis of our data, using MCAS results from Spring 2023, and MAP Data from the 2022/2023 school year and Fall 2023, we have identified several areas for us to focus on as well as a number of successes.
We have much to celebrate when looking at our student growth for the past year. In ELA, our students showed ‘Typical Growth’ with a Mean SGP of 45.7. Looking at the School Growth Distribution chart, we see that 56% (44 out of 79 students) of our students had moderate to very high growth.
This growth is also seen on our students' MAP results from the 2022-2023 school year. Students in:
- Grade 2 increased their RIT scores by 12 points
- Grade 3 increased their RIT scores by 11 points
- Grade 4 increased their RIT scores by 5 points
- Grade 5 increased their RIT scores by 4 points
Based on these results we can see that our students are making good progress in the area of ELA.
In ELA, areas that we need to focus on for this school year include the ELA Domain in Reading and within that domain the Cluster of Integration of Knowledge and Ideas.
- Grade 3 - A specific area of concern within this Cluster is “Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story”
- Grade 4 - A specific area of concern within this Cluster is “Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events”
- Grade 5 - A specific area of concern within this Cluster is “Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text”
Based on analysis of MAP ELA results for the Fall 2023 session, students in grades 3, 4, & 5 demonstrated that they need additional support in the domain of Informational Text.
In mathematics, we also had much to celebrate with our students showing high growth in this area. In Mathematics, our students showed ‘Typical Growth-High or exceeded Typical Growth’ on MCAS with a Mean SGP of 58.7. Looking at the School Growth Distribution chart, we see that 72% (57 out of 79 students) of our students had moderate to very high growth.
This growth is also seen in our students' MAP results from the 2022-2023 school year. The students had a significant increase in their RIT scores from Fall 2022 to Spring 2023. Not only did their scores increase, but our students exceeded the Projected Growth for their Grade Level Norms by a significant margin in most grades. Students in:
- Grade 2 increased their RIT scores by 17 points
- Grade 3 increased their RIT scores by 17 points
- Grade 4 increased their RIT scores by 11 points
- Grade 5 increased their RIT scores by 10 points
As with ELA, our students are showing fantastic growth in the area of mathematics. We are very proud of our students for their hard work and determination to improve in both ELA and Mathematics as evidenced by their great growth scores.
Areas that we need to focus on for this school year within Mathematics differ between each grade level.
- Grade 3 - the Operations and Algebraic Thinking Strand is an area of focus
- Grade 4 - the Number and Operations - Fractions Domain is an area of focus, specifically in the area of understanding decimal notation for fractions
- Grade 5 - the Number and Operations - Fractions Domain is an area of focus, specifically in the area of applying and extending previous understandings of multiplication and division to multiply and divide fractions
Based on analysis of MAP Mathematics results for the Fall 2023 session, students in grades 3, 4, & 5 demonstrated that they need additional support in the domain of Operations and Algebraic Thinking.
Another area that I would like to highlight is the progress that our students in our CARES classes are making. For the 2022-2023 school year, we had 19 students in grades 3, 4, and 5 who participated in the Alternate MCAS assessment. Out of this group 74% (14 students) scored in the Progressing level on the ELA section. This compares to the state average in which 48% of students scored in the Progressing level. This is 26 percentage points higher than the state average.
In Mathematics, our students had an even higher rate of success with 79% (15 students) of our students achieving the Progressing level. This compares to the state with a 69% scoring in the Progressing level. This is 20 percentage points higher than the state average. Our students in the CARES classes under the guidance of their teachers and paraprofessionals continue to make significant progress toward their goals.
As we look to address these areas where our students need additional support while building on the growth that they continue to show, we are utilizing a variety of strategies to help our students continue their growth. Our teachers are continuing the implementation of both Illustrative Mathematics and CKLA across all grade levels, this includes our LDC classes and several of our CARES classes.
In addition to the district provided Professional Development in these programs, we have been working to provide additional resources and support to staff in these areas. This includes additional coaching sessions for Snug Harbor teachers in both IM and CKLA, progress monitoring in grades 3 and 4, adoption of the online ST Math program at all grade levels, and the implementation and use of CKLA Connect. Additional resources for Snug are being provided, such as support staff who work with small groups in conjunction with the Math Interventionists and Literacy Specialist, added support for targeted after school interventions, and support for in school initiatives. Some of the in-school initiatives that we are implementing to support our students includes the following: use of Heggerty in grade 3, Orton Gillingham instruction for identified students before/after school, regular data meetings by grade level where we focus on identifying student needs and sharing best instructional practices, targeted intervention in classrooms, classroom observations by teachers of colleagues and sharing of best practices, and additional classroom observations by administration.
- Goals Reflection
Goal # 1/English Language Arts: During the 2022-2023 school year, students in grades 2-5 will show evidence of achievement in Reading on the MAP assessment as measured by an increase of 8 RIT points above the fall average for grade 2, an increase of 6 RIT points above the fall average for grades 3 and 4, and an increase of 4 RIT points for grade 5 as indicated by the MAP growth summary report.
Based on our MAP data from the 2022-2023 school year, we met our goal in several grades and came close in the other grade. In grade 2, the goal was to see an increase of 8 RIT points above the fall average. Not only did our second grade students meet this goal they exceeded it. In grade 2, our students increased their mean RIT scores from 164.2 RIT points in the Fall of 2022 to a score of 176.6 RIT points . This indicates that our students had an increase of 12 points in their overall RIT score exceeding the goal by 4 points.
In Grade 3, the goal was to see an increase of 6 RIT points above the fall average. As with our second graders, the third grade students exceeded this goal. These students increased their RIT scores from 182.7 RIT points in the Fall of 2022 to 193.9 RIT points in the spring of 2023. The third grade saw an increase of 11 points in their overall RIT score exceeding the goal by 5 points.
Grade four’s goal was to increase the RIT score by 6 RIT points above the fall average. While we did not make our goal in fourth grade, our students did show growth with an average of 197.4 RIT points in the Fall of 2022 to 202.4 RIT points in the Spring of 2023. This shows that Snug Harbor fourth graders saw an increase of 5.4 points in their overall RIT score, missing the goal by 0.6 of a point.
Fifth grade's goal was to increase the RIT score by 4 RIT points from Fall 2022 to Spring 2023 on the NWEA MAP assessment. In fifth grade, our students increased their RIT scores from 201.3 RIT points in the Fall of 2022 to 205.4 in the Spring of 2023. Fifth grade students saw an increase of 4.1 points in their overall RIT score from the fall to the spring, meeting the stated goal.
Goal # 2/Mathematics: During the 2022-2023 school year, students in grades 2-5 will show evidence of growth in mathematics as measured by an increase of 8 RIT points above the fall average for grade 2, an increase of 7 RIT points above the fall average for grades 3-4, and an increase of 6 RIT points for grade 5 indicated by the class MAP report.
Based on our MAP data from the 2022-2023 school year, we met our goal in all grades. In grade two, the goal was to see an increase of 8 RIT points above the Fall average. In the Fall of 2022, Grade two students had an average of 167.6 RIT points. In the Spring of 2023, our students had increased this to 185 RIT points. Our students had an increase of 17 points in their overall RIT score, exceeding the goal by 9 points.
The third grade goal was to see an increase of 7 RIT points above the fall average. Our third graders showed significant growth from the Fall of 2022 to the Spring of 2023. Grade three students had a Fall 2022 RIT score of 185.1, which increased to a RIT score of 202 in Spring 2023. These students experienced an increase of 17 points in their overall RIT score exceeding the goal by 10 points.
Grade Four’s goal was to also increase the RIT score by 7 RIT points from Fall 2022 to Spring 2023. As with the other grades, these students saw significant growth from fall to spring. In Fall 2022, the average RIT score for fourth graders was 196.7 RIT points, which increased to 207.8 RIT points in Spring 2023. Fourth Graders saw an increase of 11 points in their overall RIT score, exceeding the goal by 4 points.
Fifth Grade’s goal was to increase the RIT score by 6 RIT points from Fall 2022 to Spring 2023. These students also experienced significant growth throughout the course of the year. In the Fall of 2022, the average RIT score for fifth grade was 204.6, this increased to 214.9 in the Spring of 2023, Grade five students saw an increase of 10 points in their overall RIT score exceeding the goal by 4 points.
Goal # 3/Science: During the 2022-2023 school year, students in grades 4-5 will show evidence of achievement in Science as measured by an increase of 3 RIT points above the fall average for grade 4 and an increase of 5 RIT points above the fall average for grade 5 as indicated by the MAP Student Growth Summary Report.
In grade 4, the goal was to increase the RIT score on MAP by 3 RIT points from Fall 2022 to Spring 2023 as measured on the NWEA MAP Assessment. Grade 4 met and exceeded this goal with an increase of 5 RIT points. This was 2 RIT points above the stated goal.
For Fifth grade, the goal was to increase the RIT score on MAP by 5 RIT points from Fall 2022 to Spring 2023 as measured on the NWEA MAP Assessment. Fifth grade met and exceeded this goal with an increase of 7 RIT points. This was 2 RIT points above the stated goal.
Goal # 4/Social-Emotional Learning: During the 2022-2023 school year, with support from guidance and administration, Snug Harbor Teachers will do at least one SEL lesson in each classroom once per month. This will be monitored using a SEL Documenting System.
Snug Harbor’s Social and Emotional goal was met. This goal has proven to be a successful tool as staff continue to implement social and emotional learning into the parameters of the school day. As indicated on our SEL documenting system: guidance, classroom teachers and Administrators implemented at least one SEL lesson each month in all classrooms. Staff utilized a variety of programs throughout the school year in their classrooms: Open Parachute lessons were regularly used by staff as were Community and Restorative Circles. These lessons have proven to be a valuable tool to promote positive social and emotional well being and personal growth among our students.
- VOCAL REFLECTION
When examining the three dimensions of our school climate (engagement, safety, and environment), there were many areas of positive growth in our school climate. For example, students in both grades 4 and 5 endorsed responses on the VOCAL Survey that indicate that they feel valued, cared for, and supported by school staff. This is shown by 100% of grade 4 students indicating that their teachers care about them as a person, and 100% of grade 5 students stating that their teachers support students who come to class upset. Moreover, it was confirmed that students in our school feel they can be successful in their environment. More specifically, 100% of grade 4 students stated that “My teachers help me succeed with my schoolwork when I need help.” Similarly, 100% of grade 5 students have stated that their teachers are proud of them when they work hard. These examples are indicative of the commitment that our Snug Harbor staff have to their students.
Through continued analysis of the VOCAL data, there were also dimensions of our school climate that we would like to strengthen. Within the data only 47% of grade 4 students and 48% of grade 5 students feel that students try to stop bullying when they see it happening. Our hope is through explicit social and emotional instruction, we can empower our students to recognize and help resolve perceived bullying incidents in our school. In addition, 28% of grade 4 students revealed they help decide the rules, which leaves a large majority of students who feel unheard when creating school rules. To counter this perception, our student council assembly will begin earlier in the school year and go through June. This change will allow students to feel better represented so that their ideas involving school culture and climate along with matters of concern to them are addressed and included in our school culture.
- School Improvement Plan
- Goal Statements and Action Steps
SMART Goal # 1: English Language Arts During the 2023-2024 school year, students in Kindergarten and Grade 1 will show evidence of achievement in NWF/CLS on the DIBELS Benchmark Testing as measured by an increase in 10 points (75% of students tested) in this category by the End of Year benchmark testing as compared to the Beginning of Year benchmark testing.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Administer mClass assessments (DIBELS); Beginning of Year, Middle of Year and End of Year | Sept. 2023 - June 2024 | mClass data reports | Classroom teachers, literacy support, resource room support | Revised | ||
2 | Progress monitoring (mClass) for all students based on level of need. (Every 2-3 weeks) | Oct. 2023 - June 2024 | mClass data reports | Classroom teachers, literacy support, resource room support | New | ||
3 | Lexia (30 min./week) | Sept. 2023 - June 2024 | Lexia Data Report | Classroom teachers, resource room, media support | Continued | ||
4 | Heggarty Phonemic Awareness Curriculum (3x week) | Sept. 2023 - June 2024 | Lesson Plans and Administration observations | Classroom teachers | Continued | ||
5 | CKLA Skills Lessons : Foundational Skills Daily Warmup | Sept. 2023 - June 2024 | Lesson Plans and Administration observations | Classroom teachers | Continued | ||
6 | ILT Meetings 3 times / year | Sept. 2023 - June 2024 | Data Meeting/ILT Notes | Classroom teachers, literacy support, resource room support, EL, administration, guidance | Continued | ||
SMART Goal # 2: English Language Arts During the 2023-2024 school year, students in grades 2-5 will show evidence of achievement in Reading on the MAP assessment as measured by an increase in the instructional area of “Informational text” of 8 RIT points above the fall average for grade 2, an increase of 5 RIT points for grade 3, and an increase of 3 RIT points for grade 4 and grade 5 above the fall average on the MAP assessment.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1. | While students are practicing reading skills on Lexia Core 5, pull small groups of students to utilize “Lexia Skill Builders” for Grade 3 RI.3, Grade 4 RI.3, and Grade 5 RI.5 related informational text standards. | Oct. 2023 - June 2024 | Lexia Data reports | Grade 3-5 ELA / Literacy | Revised | ||
2. | Utilize Heggerty phonemic awareness curriculum for daily practice. | Oct. 2023 - June 2024 | Lesson Plans and Administration observations | Grade 3 ELA/ Literacy | Revised | ||
3. | Administer mCLASS DIBELS for grade K-3 | Oct. 2023 - June 2024 | DIBELS Data report | Grades K-3 LDC | Continued | ||
4. | Complete CKLA formative and summative assessments to help drive instruction and form intervention groups. | Sept. 2023 - June 2024 At least once per unit | Formative and summative assessments | Grades 3-5 | Continued | ||
5. | Create flexible instructional groups based on literacy assessments and progress monitoring results | ILT’s and monthly data meetings | Progress monitoring results | Grade 2-5 teachers and literacy staff | Revised | ||
6. | Organize and participate in Snug Harbor Literacy Night to strengthen home-school connection and encourage family engagement | November 2023 | Family and Staff Newsletter | Literacy teachers, guidance staff K-5 Staff | New | ||
7. | Continue to attend Amplify CKLA district training to move towards routine, strategic use of the Tier 1 core curriculum to maximize student learning. | Oct. 2023 - June 2024 | Professional Development Evaluation Forms | K-5 Teachers | Continued | ||
8. | Monthly Academic Support Meetings with Literacy Coordinator and classroom teachers and Administration | Oct. 2023 - June 2024 | ELA Log ` | K-5 Teachers and Administration | New | ||
9. | Monthly Professional Learning Communities (PLC) to analyze data and observe classrooms | Oct. 2023 - June 2024 | PLC notes | K-5 teachers, Administration | New | ||
10. | Utilize Unique Learning System for ELA | Sept. 2023 - June 2024 | Observations, student work samples | CARES K-5 Team | Continued | ||
11. | Attend MCAS-Alt Trainings | October 2023 and March 2024 | Registration Forms and complete MCAS- Alt. portfolios | CARES 3-5 Team | Continued | ||
12 | Attend training on the ACE platform | Oct. 2023 - June 2024 | Attendance sheet, PD Feedback form | CARES Team, Sped Admin | Continued | ||
SMART Goal # 3: English Language Arts (Language Development Program) At least 50% of students will increase their overall score on the Quick Phonics Screener by 5 or more points by Spring of 2024 compared to their score in Fall of 2023.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Administer mClass assessments (DIBELS); Beginning of Year, Middle of Year and End of Year | Sept 2023 - June 2024 | mClass data reports | Classroom teachers, literacy support, resource room support | New | ||
2 | Progress monitoring (mClass) for all students based on level of need. (Every 2-3 weeks) | Sept. 2023 - June 2024 | mClass data reports | Classroom teachers, literacy support, resource room support | New | ||
3 | Lexia (30 min/week) | Sept. 2023 - June 2024 | Lexia data report | Classroom teachers, resource room support | Continued | ||
4 | Embedded Orton Gillingham lessons | Weekly: 2/3 times per week | Lesson Plans and Administration observations | Classroom teachers | Continued | ||
5 | Utilize Heggerty phonemic awareness curriculum for daily practice. | Sept. 2023 - June 2024 | Lesson Plans and Administration observations | Grade 3 ELA/ Literacy | Revised | ||
6 | ILT Meetings: 3x’s year | Oct. 2023 - June 2024 | Data Meeting /ILT meeting notes | Classroom teachers, literacy support, resource room support, EL, administration, guidance | Continued | ||
7 | Implement the Landmark Writing approach across K-2. | Sept. 2023 - June 2024 | Landmark Writing material | LDC grades K-2 | Continued | ||
SMART Goal # 4: Mathematics During the 2023-2024 school year, students in grades 2-5 will show evidence of growth in mathematics as measured by an increase of 7 RIT points above the fall average for grades 2-5 in the instructional area of operations and algebraic thinking indicated by the class MAP report.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | 4th grade will do ST Math for 90 minutes a week | November- June | ST Math data Reports | Grade 5, Media Specialist | New | ||
2 | Happy Numbers at least 2x a week ST Math 1x a week | Sept. 2023 - June 2024 Dec. 2023 - June 2024 | Happy Number data reports | Grades 3 & 5, Media Specialist | New | ||
3 | Teachers will implement the IM curriculum for math instruction | Sept. 2023 - June 2024 | Lesson Plans and Administration observations | K-5, Math Interventionists | Continued | ||
4 | Before or after school programs in grades 3-5 will be offered for individual and/or small group MCAS preparation instruction with an emphasis on Lowest Performing Students (LPS) participation | Winter 2024 | ASA Plans | Grades 3-5 | Continued | ||
5 | Based on student data, math specialists will work in a push-in and/or pull out model to offer mathematical small group support | Oct. 2023 - June 2024, 2-4 days per week | Lesson Plans and Administration observations | K-5 Teachers, Math- Interventionist Administration | Revised | ||
6 | Classroom teachers will work in conjunction with Media Teacher and/or Digital Literacy Specialist to implement online math platforms, IM Testing, and MCAS Prep | Nov. 2023 - June 2024, | Lesson Plans and Administration observations | 3-5 Math Teachers, Media Specialist, Digital Literacy Specialist | Continued | ||
7 | Classroom teachers and support staff will attend data meetings to review various sources of data Based on data driven discussion, small groups within classrooms will be determined. | October 2023, February 2024, and June 2024 | Data Meeting notes | K- 5 Teachers, LDC, CARES, Math Interventionist, Administration | Continued | ||
8 | Teachers will participate in professional development that focuses on Illustrative Mathematics (IM) | Sept. 2023 - June 2024 | Lesson Plans, Administration observations, PD Calendar | K-5 Vertical Teams, LDC, Administration | Continued | ||
9 | Teachers will emphasize sense making by using a common set of verbal requests to help facilitate effective student articulation. Terms/strategies are as follows: Prove/Explain it and Wait Time (creating time for silent processing after a statement is made) | Sept. 2023 - June 2024 | Lesson Plans, Administration observations | K-5 Teachers, LDC | New | ||
10 | Teachers will incorporate Math Talks such as “Number Talks” and “I Notice, I Wonder” or similar activities into daily math lessons to demonstrate conceptual understanding of key mathematical concepts. | Sept. 2023 - June 2024 | Lesson Plans, Administration observations | K-5 Teachers, LDC | New | ||
SMART Goal # 5: Science During the 2023-2024 school year, students in grades 4-5 will show evidence of achievement in the instructional area of Earth and Space Science as measured by an increase of 3 RIT points above the fall average for grade 4 and grade 5 as indicated by the MAP Class Report.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1. | Teachers will implement Pearson Elevate Science text, equipment kits, and Realize Science on-line curriculum in all science courses grades 3-5 | Sept. 2023 - June 2024 | Web based resources as determined by teacher | 3-5 Vertical Team | Continued | ||
2. | Teachers will continue to work on aligning the elementary science curriculum maps with Elevate Science materials. | Sept. 2023 - June 2024 | Completed Curriculum Maps | 3-5 Science Focus Teachers | Continued | ||
3. | Teachers will collaborate with Elementary Digital Literacy Teachers to assist in the development of grade 3-5 student’s digital literacy skills, integrated with ELA/Literacy, Mathematics, Science and Technology/ Engineering, and Social Studies standards, as outlined in the 2016 digital literacy and computer science standards | Oct. 2023 - June 2024 | Digital Literacy Centers | 3-5 Vertical Team, DigitalLiteracy Teacher | Continued | ||
4. | Grades 4 and 5 will use the IXL online platform to supplement science standards | Nov. 2023 - June 2024 | IXL data reports | Grades 4 and5 | New | ||
5. | Implement the Scholastic magazine series. | Fall- spring 2023 - 2024 | Whole group | Grade 1 and 2 Teachers | Continued | ||
6. | Implement the Pearson Phenomena & STEM Engineering Reader Lesson plans as they align with the CKLA curriculum. | Oct. 2023 - June 2024 | Observations and conduct experiments | Grade 2 Teachers | Continued | ||
Implement the EiE program from the Museum of Science in conjunction with the Digital Literacy Teacher | Jan. 2024 - June 2024 | Observations and conduct experiments | Grade 3, 4, & 5 Science Teachers | Revised | |||
7. | ELA teachers will integrate science curriculum with ELA by putting an emphasis on science topics within the anchor CKLA’s texts. | Dec. 2023 - June 2024 | Formative assessment in ELA | Grade 4 ELA Focus Teacher | Continued | ||
8. | Teachers will create Science/Social Studies projects. Including solar systems and earth science fairs | Spring 2024 | Research questions and final project | Grade 4 and 5 Teachers | Revised | ||
9. | Implement Generation Genius platform. Video and real life applications | Oct. 2023 - June 2024 | Lesson Plans and Administration observations | Grades 4 and 5 | New | ||
10. | Determine a science review topic of interest and locate three related articles. Students will read and the teachers will model how to synthesize information for a writing task. | February - March 2024 | Three Articles and Teacher Notes | Grade 5 Teachers | Continued | ||
11. | Science centered after school programs will be offered. | Nov. 2023 - June 2024 | ASA Plan | Grades 2,4 5 | New | ||
SMART Goal # 6: Social and Emotional
- During the 2023-2024 school year, with support from guidance and Administration, Snug Harbor Teachers will do at least one SEL lesson in each classroom once per month. In order to increase student engagement ,social emotional well being, and personal growth. This will be monitored using a SEL Documenting System.
- During the 2023-2024 school year, we will decrease the number of students who fall into the category of chronically absent by decreasing our target by 4 points.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1(A) | Implement the Open Parachute Platform in all grades. | Oct. 2023 - June 2024 | SEL Documenting System | Guidance/Psych Staff/Assistant Principal, Teachers | Continuing | ||
2 (A) | With support, staff will implement both community and restorative circles within their classrooms to address conflicts and enhance problem solving. | Sept. 2023 - June 2024 | SEL Documenting System | Guidance/Psych Staff/Assistant Principal, Teachers | Continuing | ||
3 (A) | As part of Snug Harbor’s PBIS program, monthly assemblies will be held to recognize students who have demonstrated the qualities in Snuggies Code - “Be Respectful, Be Safe, Be Kind and Work Hard” for that month. | Oct. 2023 - June 2024 | Snuggie All-Stars Sheet | K-5 Staff PBIS Team | Continuing | ||
4 (B) | Monthly Attendance Meetings with Attendance Officer to monitor student attendance and establish action plans accordingly | First Thursday of each month, Sept. 2023 - June 2024 | Documenting ASPEN journal entries, Attendance At-Risk Alerts document | Administration, Attendance Officer, Guidance | Revised | ||
5 (B) | Consult with BCBA to provide supportive approach for CARES student attendance | Oct. 2023 - June 2024 | Documenting ASPEN journal entries, Attendance At-Risk Alerts document | BCBA,CARES Staff, Guidance and Administration | New | ||
6 (B) | Tier 1 and 2 Assemblies for promoting attendance, rewards for marked improvements (i.e extra gym, lunch with teacher ) | Oct. 2023 - June 2024 | Monthly assemblies, | K-5 Staff PBIS Team | New | ||
7 (A & B) | Hold weekly Student Support Team (SST ) meetings | Every Monday | SST referral form | Student Support Team Members | New | ||
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters | Goal # |
September 14, 2023 | 1:00-2:30 | Media Center | All Grade Levels (K-5) | Educator Evaluation Preliminary Data Analysis | Building Administration | 1, 2, & 3 |
September 19, 2023 | 8:30 - 2:30 | Snug Harbor | All Grade levels (K-5) | Math IM Coaching | Maureen O’Connell | 4 |
October 6, 2023 | 8:30 - 2:30 | Snug Harbor | All Grade levels (K-5) | CKLA Coaching | Caitlin Weller | 1, 2, & 3 |
October 11, 2023 | 12:45 - 3:45 | Systemwide - Multiple | All Grade Levels (K-5) | IM K-2, 3-5 Math Focus Teachers CKLA 3-5 ELA Focus Teachers | District Administration | 1, 2, & 3 |
October 25, 2023 | 1:00 - 4:30 | Media Center | All Grade Levels (K-5) | Assessment Day #1 Data Analysis | Building Administration | 1-4 |
November 7, 2023 | 8:30-2:30 | Quincy High School | All Grade Levels (K-5 | Various Topics | District Administration/ Keynote speakers | 1-4 |
November 28, 2023 | 8:30 - 2:30 | Snug Harbor | All Grade levels (K-5) | Math IM Coaching | Maureen O’Connell | 4 |
November 30, 2023 | 8:30 - 2:30 | Snug Harbor | All Grade levels (K-5) | CKLA Coaching | Caitlin Weller | 1, 2, & 3 |
January 5, 2024 | 8:30 - 2:30 | Snug Harbor | All Grade levels (K-5) | CKLA Coaching | Caitlin Weller | 3, 4, & 5 |
January 10, 2024 | 1:00-2:30 | Media Center | All Grade Levels (K-5) | Vertical Team Meetings CKLA & IM, Educator Evaluation | Building Administration | 1-4 |
January 18, 2024 | 8:30 - 2:30 | Snug Harbor | All Grade levels (K-5) | Math IM Coaching | Maureen O’Connell | 3, 4, & 5 |
January 24, 2024 | 12:45 - 3:45 | Systemwide - Multiple | All Grade Levels (K-5) | IM 3-5 Math Focus Teachers CKLA K-2, 3-5 ELA Focus Teachers | District Administration | 1, 2, & 3 |
February 14, 2024 | 1:00-2:30PM | Media Center | All Grade Levels (K-5) | Vertical Team Meetings CKLA & IM, Educator Evaluation | Building Administration | 1-4 |
March 2024 | 8:30 - 2:30 | Snug Harbor | All Grade levels (K-5) | CKLA Coaching | Caitlin Weller | K-5 |
March 2024 | 8:30 - 2:30 | Snug Harbor | All Grade levels (K-5) | Math IM Coaching | Maureen O’Connell | K-5 |
March 13, 2024 | 1:00 p.m. -2:30 p.m. | Snug Harbor | All Grade Levels (K-5) | Assessment Day #2 | Building Administration | 1-4 |
March 27, 2024 | 1:00 p.m. -2:30 p.m. | Systemwide - Multiple | All Grade Levels (K-5) | IM 3-5 Math Focus Teachers CKLA K-2, 3-5 ELA Focus Teachers | District Administration | 1, 2, & 3 |
May 8, 2024 | 1:00 p.m. -2:30 p.m. | Systemwide - Multiple | All Grade Levels (K-5) | IM 3-5 Math Focus Teachers CKLA K-2, 3-5 ELA Focus Teachers | District Administration | 1, 2, & 3 |
May 22, 2024 | 1:00 p.m. -4:30 p.m. | Media Center | All Grade Levels (K-5) | Assessment Day #3 | Building Administration | 1-4 |
June 12, 2024 | 1:00pm- 2:30pm | Media Center | All Grade Levels (K-5) | Vertical teams, Goal reflections | Building Administration | 1-4 |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Location |
September - October | Snug Soccer | Grades 3-5 | Snug Harbor Community School’s back field |
September - June | Orton Gillingham 1:1 and small groups | Multi Grades and CARES | Snug Harbor Community School classroom |
November to December | Pragmatic Social Skills Groups | Grades 2 & 3 | Snug Harbor Community School Media Center |
November-June | Smile Bunch | Multi Grades | Snug Harbor Community School library |
November - June | Student Council | Grade 5 | Snug Harbor Community School classroom |
November to June | Small Group Math | Multi Grades | Snug Harbor Community School classroom |
November to June | Small Group Reading | Multi Grades | Snug Harbor Community School |
January - March | Snuggies Stagecraft | Grades 1 & 2 | Snug Harbor Community School |
April-May | Chess Club | Grades 4 and 5 | Snug Harbor Community School classroom |
March - May | Robotics | Grade 5 | Media Center |
April -May | Book Club | Grades 1-2 | Media Center |
May -June | Snug Basketball | Grades 3-5 | Snug Harbor Community School classroom |
May to June | STEM Science | Grade 2 | Snug Harbor Community School classroom |
D. Family Engagement and Communication
Date | Topic | Target Audience | Location |
Monthly | Family Newsletter | Snug Harbor Families Pre-K-5 | Snug Harbor CS |
September 5, 2023 | Popsicles in the Park | Snug Harbor Families Pre-K-5 | Snug Harbor Playground |
September 8, 2023 | Orientation Pre-Kindergarten & Kindergarten | Pre-K & K | Snug Harbor CS |
September 19, 2023 | Open House | Snug Harbor Families Pre-K-5 | Snug Harbor CS |
Monthly Meetings Sept-June | PTO Meetings | Snug Harbor Parents/Guardians | Virtual |
October 27, 2023 | Trunk or Treat | Snug Harbor Families Pre-K-5 | Snug Harbor CS |
October 27, 2023 | Winter Coat Distribution- Donated by Cradles to Crayons | Snug Harbor Families Pre-K-5 | Snug Harbor CS |
November 16, 2023 | Literacy Night (Cozy Up with a Good Book) | Snug Harbor Families Pre-K-5 | Snug Harbor CS |
November -December 2023 | Holiday Assistance Program | Snug Harbor Families Pre-K-5 | Snug Harbor CS |
December 2023 | Report Card Conferences | Snug Harbor Families Pre-K-5 | Snug Harbor CS |
December 21, 2023 | Holiday Concert | Snug Harbor Families | Snug Harbor CS |
January 25, 2024 | SH Game Night | Snug Harbor Families Pre-K-5 | Snug Harbor CS |
January/ February 2023 | Parent/Child Day | Snug Harbor Families K, 1, 2 | Snug Harbor CS |
February 2024 | Movie Night | Snug Harbor Families Pre-K-5 | Snug Harbor CS |
March 2024 | Bingo Night | Snug Harbor Families Pre-K-5 | Snug Harbor CS |
April 2023 | Report Card Conferences | Snug Harbor Families Pre-K-5 | Snug Harbor CS |
April 2023 | Parent/Child Day | Snug Harbor Families K, 1, 2 | Snug Harbor CS |
April 2023 | Touch A Truck | Snug Harbor Families K, 1, 2 | Snug Harbor CS |
May 2024 | Memorial Day Program | Snug Harbor Families, community members including Gold Star Families | Snug Harbor CS |
June 2024 | Spring Concerts | Snug Harbor Families | Snug Harbor CS |
June 2024 | Country Projects | Grade 4 Families | Snug Harbor CS |
June 2024 | End of the Year Promotion Celebration | Grade 5 Families | Snug Harbor CS |
III. School Demographics
Total Enrollment | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
421 (+8 from 2022-2023) | 211 (50.1%) | 297 (70.5%) | 67 (15.9%) | 11 (2.7%) |
Race | Total Subgroup Population |
Asian | 118 (29.4%) |
Black/African American | 62 (15.5%) |
Hispanic or Latino | 68 (17%) |
Multiracial, non-Hispanic | 32 (8%) |
Native American | 2 (0.5%) |
Pacific Island | 0 (0%) |
White | 119 (29.7%) |
REACH (Grades 4 - 5) | Total | % of Population |
Students Enrolled | 13 of 71 | 18.3% |
Low Income | 12 of 62 | 19.4% |
Asian | 9 of 24 | 37.5% |
Black/African American | 2 of 13 | 15.4% |
Hispanic/Latino | 0 of 12 | 0% |
Multiracial | 0 of 3 | 0% |
Native American | 0 of 0 | 0% |
Pacific Island | 0 of 0 | 0% |
White | 2 of 19 | 10.5% |
Class Sizes As of 12/8/2023
20 or fewer | 21 | 22 | 23 | 24 | |
Gr. K-5 General Education 12 homerooms | 10 (83%) | 1 (8.5%) Grade 4 | 1 (8.5%) Grade 4 |
Gr. K-5 Special Education 11 homerooms | 11 (100%) |
- The number of classes in the 20 or fewer students range is an 8% increase from the 2022-23 school year.
- Snug Harbor is home to citywide Special Education classes: CARES and Language development with a range of 7 to 12 students in each class.
- In addition, Snug Harbor has 1 Pre-Kindergarten CARES class and 8 half-day Integrated Pre-Kindergarten classes
2022-2023 SSDR Incident Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
3 | 3 | 100% |
IV. Facilities
2022-2023 Improvements
- Boiler replaced
- Water Heater Replaced
- Tank in PreK basement abated
- Media center asbestos abated
- Pre-Kindergarten hallway tiles (10ft) abated
2022-2023 SIP Areas of Need | 2023-2024 SIP Areas of Need |
|
|
V. Budget
Amount available
in 2023-2024
TEXT/LEARNING MATERIALS
(textbooks and learning materials/supplies needed
to support classroom instruction) $ 6,400.00
SUPPLIES
(pens, pencils, rulers, paper,glue, photocopy paper, etc.) $ 14,200.00
ACTIVITY STIPEND ACCOUNT $ 13,204.00
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies $ 1,145.00
Science Supplies $ 1,200.00
Library $ 1,000.00
SPECIAL FUNDING
(gifts, grants, partnerships, PTO, etc.) $ 2,000.00
P.T.O. (approximate) $ 3,000.00
QCSP Mini-Grants (18) $ 6,000.00
TOTAL $ 48,149.00
VI. Appendix
A. Spring 2023 MCAS Data
English Language Arts (EE/ME %) | |||
Grade | Snug 2022 | Snug 2023 | State 2023 |
3 | 19.5% | 15.0% | 43.9% |
4 | 18.5% | 24.3% | 39.7% |
5 | 27.3% | 37.7% | 43.8% |
Mathematics (EE/ME %) | |||
Grade | Snug 2022 | Snug 2023 | State 2023 |
3 | 17.1% | 20.0% | 41.0% |
4 | 25.9% | 32.4% | 45.0% |
5 | 18.2% | 32.1% | 40.8% |
STE (EE/ME %) | |||
Grade | Snug 2022 | Snug 2023 | State 2023 |
5 | 28.6% | 26.9% | 41.6% |
B. NWEA MAP 2022-2023 Data
MAP Math RIT 2022-2023 | |||
Math | Fall | Winter | Spring |
Grade 2 | 171.3 | 176.2 | 186.9 |
Grade 2 National | 175.04 | 184.07 | 189.42 |
Grade 3 | 185.1 | 190.7 | 196.9 |
Grade 3 National | 188.48 | 196.23 | 201.08 |
Grade 4 | 195.5 | 199.2 | 205.7 |
Grade 4 National | 199.55 | 206.05 | 210.51 |
Grade 5 | 204.8 | 208.2 | 214.3 |
Grade 5 National | 209.13 | 214.7 | 218.75 |
MAP Reading RIT 2022-2023 | |||
Reading | Fall | Winter | Spring |
Grade 2 | 167.3 | 172.4 | 179.5 |
Grade 2 National | 172.35 | 181.2 | 185.57 |
Grade 3 | 182.7 | 187.2 | 194.5 |
Grade 3 National | 186.62 | 193.9 | 197.12 |
Grade 4 | 196.3 | 201.2 | 201.9 |
Grade 4 National | 196.67 | 202.5 | 204.83 |
Grade 5 | 200.9 | 203.7 | 204.8 |
Grade 5 National | 204.48 | 209.12 | 210.98 |
MAP Science RIT 2022-2023 | |||
Science | Fall | Winter | Spring |
Grade 4 | 195.8 | 195.5 | 199 |
Grade 4 National | 194.65 | 199.15 | 201.22 |
Grade 5 | 201.7 | 204.6 | 204.6 |
Grade 5 National | 200.23 | 204.3 | 206.17 |
C. Spring 2023 Accountability Data
D. Spring 2023 VOCAL Results (Grades 4 & 5)
Dimension | Grade | Description | Always/ Mostly True % | Mostly Untrue/ Never True % |
ENG | 4 | Teachers at this school accept me for who I am. | 94% | 6% |
ENG | 4 | Students like to have friends who are different from themselves (for example, boys and girls, rich and poor, or classmates of different color). | 85% | 16% |
ENG | 4 | 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). | 57% | 43% |
ENG | 4 | Adults working at this school treat all students with respect. | 97% | 3% |
ENG | 4 | I get the chance to take part in school events (for example, science fairs, art or music shows). | 94% | 6% |
ENG | 4 | My teachers use my ideas to help my classmates learn. | 59% | 41% |
ENG | 4 | My teachers will explain things in different ways until I understand. | 97% | 3% |
ENG | 4 | When I need help, my teachers use my interests to help me learn. | 82% | 18% |
ENG | 4 | My teachers ask me to share what I have learned in a lesson. | 78% | 22% |
ENG | 4 | When I am stuck, my teachers want me to try again before they help me. | 94% | 6% |
ENG | 4 | My classmates behave the way my teachers want them to. | 57% | 44% |
ENG | 4 | In my classes, students teach each other how they solved a problem. | 75% | 25% |
ENG | 4 | Students plan and work on group projects that solve real problems. | 78% | 22% |
ENG | 4 | Students respect each other in my school. | 72% | 28% |
ENG | 4 | My teachers care about me as a person. | 100% | 0% |
ENG | 4 | Students at my school get along well with each other. | 60% | 41% |
ENG | 4 | In my classes, students work well together in groups. | 84% | 16% |
ENV | 4 | School rules are fair for all students. | 88% | 12% |
ENV | 4 | Students help decide school rules. | 28% | 72% |
ENV | 4 | Teachers give students a chance to explain when they do something wrong. | 97% | 3% |
ENV | 4 | My teachers will first try to help students who break class rules, instead of punishing them. | 91% | 9% |
ENV | 4 | My teachers are proud of me when I work hard in school. | 100% | 0% |
ENV | 4 | My teachers help me succeed with my schoolwork when I need help. | 100% | 0% |
ENV | 4 | In class, students help each other learn. | 72% | 28% |
ENV | 4 | My classwork is hard but not too hard. | 82% | 19% |
ENV | 4 | My teachers support me even when my work is not my best. | 101% | 0% |
ENV | 4 | When I am home, I like to learn more about the things we are learning in school. | 47% | 53% |
ENV | 4 | In my classes, it is OK for me to suggest other ways to do my work. | 78% | 22% |
ENV | 4 | Teachers go over my work with me so I can improve it. | 97% | 3% |
ENV | 4 | In school, I learn how to manage (control) my feelings when I am upset. | 88% | 12% |
ENV | 4 | At our school, students learn to care about other students' feelings. | 63% | 37% |
SAF | 4 | Students at school try to stop bullying when they see it happening. | 47% | 53% |
SAF | 4 | If I tell my teacher my classmate is being bullied, my teacher will help that person. | 97% | 3% |
SAF | 4 | I have been hit by other students more than once in school. | 41% | 59% |
SAF | 4 | Teachers don't let students tease each other. | 91% | 9% |
SAF | 4 | Teachers, students, and the principal work together to stop bullying. | 82% | 19% |
SAF | 4 | In my school, older students scare or pick on younger students. | 44% | 56% |
SAF | 4 | In my school, groups of students tease or pick on one student. | 69% | 31% |
SAF | 4 | My teachers have taught me about what to do if I am bullied. | 81% | 19% |
SAF | 4 | Teachers support (help) students who come to class upset. | 101% | 0% |
SAF | 4 | I am happy to be at our school. | 87% | 12% |
SAF | 4 | I feel comfortable talking to my teacher(s) about something that is bothering me. | 79% | 22% |
SAF | 4 | Students will help other students if they are upset. | 81% | 19% |
SAF | 4 | I feel safe sharing my feelings in class. | 44% | 56% |
SAF | 4 | I feel safe at our school. | 97% | 3% |
SAF | 4 | I have seen more than one fight at my school in the last month. | 63% | 37% |
ENG | 5 | Teachers at this school accept me for who I am. | 94% | 6% |
ENG | 5 | Students like to have friends who are different from themselves (for example, boys and girls, rich and poor, or classmates of different color). | 89% | 11% |
ENG | 5 | 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). | 65% | 35% |
ENG | 5 | Adults working at this school treat all students with respect. | 87% | 13% |
ENG | 5 | I get the chance to take part in school events (for example, science fairs, art or music shows). | 87% | 13% |
ENG | 5 | My teachers use my ideas to help my classmates learn. | 70% | 29% |
ENG | 5 | My teachers will explain things in different ways until I understand. | 91% | 10% |
ENG | 5 | When I need help, my teachers use my interests to help me learn. | 78% | 22% |
ENG | 5 | My teachers ask me to share what I have learned in a lesson. | 89% | 12% |
ENG | 5 | When I am stuck, my teachers want me to try again before they help me. | 87% | 13% |
ENG | 5 | My classmates behave the way my teachers want them to. | 53% | 47% |
ENG | 5 | In my classes, students teach other how they solved a problem. | 65% | 35% |
ENG | 5 | Students plan and work on group projects that solve real-world (everyday) problems. | 70% | 30% |
ENG | 5 | Students respect each other in my school. | 56% | 45% |
ENG | 5 | My teachers care about me as a person. | 92% | 8% |
ENG | 5 | Students at my school get along well with each other. | 63% | 37% |
ENG | 5 | In my classes, students work well together in groups. | 80% | 20% |
ENV | 5 | Students have a voice in deciding school rules. | 66% | 34% |
ENV | 5 | School rules are fair for all students. | 87% | 13% |
ENV | 5 | Teachers give students a chance to explain their behavior when they do something wrong. | 87% | 13% |
ENV | 5 | My teachers will first try to help students who break class rules, instead of punishing them. | 86% | 15% |
ENV | 5 | Students help each other learn without having to be asked by the teacher. | 76% | 24% |
ENV | 5 | My teachers are proud of me when I work hard in school. | 100% | 0% |
ENV | 5 | My teachers help me succeed with my schoolwork when I need help. | 93% | 7% |
ENV | 5 | My classwork is hard but not too hard. | 80% | 21% |
ENV | 5 | My teachers support me even when my work is not my best. | 90% | 9% |
ENV | 5 | When I am home, I like to learn more about the things we are learning in school. | 44% | 55% |
ENV | 5 | In this class, other students take the time to listen to my ideas. | 65% | 35% |
ENV | 5 | In my classes, it is OK for me to suggest other ways to do my work. | 96% | 4% |
ENV | 5 | Teachers go over my work with me so I can improve it before it is graded. | 87% | 13% |
ENV | 5 | In school, I learn how to manage (control) my feelings when I am angry or upset. | 72% | 28% |
ENV | 5 | At our school, students learn to care about other students' feelings. | 74% | 26% |
SAF | 5 | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 95% | 6% |
SAF | 5 | I have been punched or shoved by other students more than once in the school or in the playground. | 52% | 48% |
SAF | 5 | Students at school try to stop bullying when they see it happening. | 48% | 52% |
SAF | 5 | Teachers don't let students tease each other. | 85% | 15% |
SAF | 5 | Teachers, students, and the principal work together to prevent (stop) bullying. | 85% | 15% |
SAF | 5 | In my school, older students scare or pick on younger students. | 26% | 74% |
SAF | 5 | In my school, groups of students tease or pick on one student. | 52% | 48% |
SAF | 5 | Teachers support (help) students who come to class upset. | 89% | 11% |
SAF | 5 | I am happy to be at our school. | 81% | 18% |
SAF | 5 | I feel comfortable talking to my teacher(s) about something that is bothering me. | 76% | 25% |
SAF | 5 | Students will help other students if they are upset, even if they are not close friends. | 61% | 39% |
SAF | 5 | I feel safe sharing my feelings in class. | 50% | 50% |
SAF | 5 | I feel safe at our school. | 90% | 9% |
SAF | 5 | I have seen more than one fight at my school in the last month. | 42% | 59% |
E. Completed Action Steps/Monitoring Plan from Previous School Year
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Goal # | ||
1. | Continued implementation of Close Reading. CRCU materials, strategies | October - June | Close Reading materials, teacher observation, work samples | Grades K – 5, Special Education, EL, and Literacy | 2022-23 Smart Goal ELA 1 | ||
2. | Implement revised approach to Journeys, focusing on grammar, spelling, vocabulary and selected readings that prepare students for MCAS 2.0 writing tasks. | Intermittently between October and April. | Team meeting notes, observation and student work samples | Grade K-5 ELA Vertical Team & Writing Focus Teachers | 2022-23 Smart Goal ELA 1 | ||
3. | Implement an ELA “Word of the Week” related to Informational text structure or words that frequently appeared on the ELA MCAS 2.0. | October – March | Student work, genre pre and posttests, and school bulletin boards. | Grade 3-5 ELA Vertical Team, LDC II | 2022-23 Smart Goal ELA 1 | ||
4. | Implement three benchmark text-based essay writing assessments. | Fall, Winter, and Spring assessments | Student samples | Grade 3-5 ELA Vertical Team | 2022-23 Smart Goal ELA 1 | ||
5. | Continue a technology based math center within the classroom. (Prodigy, TouchMath, 99 Math, Khan Academy, and/or Google Classroom) | September - June | Platform generated data reports | Grade 2-5 Teachers LDC | 2022-23 Smart Goal Math 2 | ||
6 | Online Measures of Academic Progress benchmark assessments (3) | September, January/ February, May/June | MAP testing data | Grade 2-5 Teachers LDC | 2022-23 Smart Goal Math 2 | ||
7. | Weighing and graphing data related to science standard 5.PS1.2 [measure and graph the weights (masses) of substances before and after a reaction or phase change…] within math instructional time. | October through November | Graphs | Grade 5 Math Focus Teacher | 2022-23 Smart Goal 3 | ||
8. | Determine a science review topic of interest and locate three related articles. Students will read and the teachers will model how to synthesize information for a writing task. | February through March | Three Articles and Teacher Notes | Grade 5 Teachers | 2022-23 Smart Goal 3 Math | ||
9. | DARE Education in Grade 5 | Wednesdays, Sept-January | Scheduled lessons and Principal walk-through | Quincy DARE Officer; Grade 5 teachers | 2022-23 Smart Goal SEL | ||
10 | Guidance staff will provide an introduction to Open Parachute to staff during PD. | October 12, 2022 | Agenda Google Slides | Guidance/Psych Staff | 2022-23 Smart Goal SEL | ||
E. Staffing: Support Services
1 Nurse
2 Special Education Teachers (Resource Room/Inclusion)
12 Special Education Teachers (Substantially Separate)
2.8 Guidance Counselors/Chairpersons
1 Literacy Specialist
2 ELL Teacher/ELL Tutor
0.3 Adaptive Physical Education Instructor
5 Speech and Language Instructors
0.5 School Psychologist
2.4 Occupational Therapists
1.5 Math Interventionists
1 Library Support Staff
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: Scott F. Perfetuo
Co-Chair: Diane Babcock
Teachers: David Armstrong
Parent: Christine Deltufo
Community
Representative: George Meegan /S/ George Meegan