Point Webster SIP 2025

Point Webster Middle School Improvement Plan 2025-2026

Quincy Public Schools

Point Webster Middle School

School Improvement Plan

2025 - 2026

Christine Barrett, Principal

Michael V. Lorenzano, Assistant Principal

TABLE OF CONTENTS

I. Principal’s Path p. 3

Data Reflection p. 5
Goals Reflection p. 7
VOCAL Reflection p. 11

II. School Improvement Plan

A. Goal Statements and Action Steps p. 14

B. Professional Development Plan p. 28

C. Extended Day p. 30

D. Family Engagement and Communication p. 32

III. School Demographics p. 34

IV. Facilities p. 37

V. School Needs p. 38

VI. Budget p. 39

VII. Appendix p. 40

Spring 2025 MCAS Data
MAP RIT Scores 2024-2025
2025 Accountability
Spring 2025 VOCAL
Staffing: Support Services
School Council Members

Principal’s Path

Dear Members of the Quincy School Committee,

It is my pleasure to present the 2025–2026 Point Webster Middle School Improvement Plan. Each year, we dedicate ourselves, as educators, to inspiring students to become lifelong learners who develop the skills necessary to be successful, engaged citizens—both in school and in the surrounding community. We encourage our students to be “On Point” by demonstrating respectful, responsible, ready, and safe behaviors in all aspects of their school experience.

Our vision is to provide a positive, safe, and nurturing environment where all students can thrive. We are dedicated to fostering a climate of inclusion and implementing practices that are responsive to the diverse needs of our students, faculty, and staff. Our school community takes great pride in its rich cultural diversity, which serves as a source of strength and learning for all. We pride ourselves on the fact that we have students from 31 countries, speaking over 30 languages and celebrate this through our annual cultural fair.

The faculty and staff at Point Webster work tirelessly to ensure students acquire the academic skills and knowledge necessary to be College and Career Ready. Equally important, we are committed to cultivating an environment that values and respects cultural differences. While we celebrate our past successes, we remain focused on preparing our students to collaborate, think critically, and communicate effectively—skills essential for success in the 21st century.

A key component of our ongoing school improvement efforts is providing our staff with regular opportunities to collaborate both vertically and by team through our Principal’s Path Initiative. Supported by our Faculty Forum design group, this initiative strengthens communication, fosters shared leadership and supports continuous professional growth. During common planning time, our staff analyzes student data, engages in meaningful dialogue to refine instructional practices and design strategies that best support all learners.

In addition to this work, we continuously analyze Fall, Winter and Spring NWEA MAP and yearly MCAS data to inform our goals and guide instruction. This data-driven approach helps us identify learning gaps, adjust instruction and provide targeted interventions to support every student’s growth.

We are proud to share the goals and action steps outlined in this plan—each designed to benefit the entire Quincy Point community. Point Webster Middle School remains steadfast in its commitment to upholding the high standards set by the Massachusetts Department of Elementary and Secondary Education and to ensuring that every student receives a high-quality education that prepares them for future success.

Sincerely,

Christine Barrett

Principal

Data Reflection

Upon careful review of our 2024-2025 School Improvement Plan goals, I am pleased to share that we continue to make strides in our MAP RIT scores. In particular, the average Math RIT scores increased by 11.1 in grade 5, 10.3 in grade 6, 8.9 in grade 7 and 4.9 from Fall to Winter in grade 8. Although MAP RIT scores in Reading did not grow as significantly as Math, positive growth was seen in grade 5 (+2), grade 6 (+.6), grade 7 (+1.8) and grade 8 (Fall to Winter +3.9). Our Math RIT scores in grades 7 and 8 were both above the national norm. In Science, MAP data show that all grades improved their RIT scores throughout the school year. Grades 6, 7 and 8 scored above the national norm last year.

On a very positive note, our English Language Proficiency Accountability Data shows that our EL students exceeded their targeted goal, moving from 38.1 to 50.8 percent, which exceeded our targeted improvement by 12.7 percent!

As a result, we received 4-out-of-4 points in our MCAS Growth toward attaining English Language Proficiency.

A review of current MCAS achievement data indicates a decline and a need

for focus and improvement. MCAS data also shows that we continue to

struggle in grade 6 and have found our grade 5 scores dipped last Spring. Based on the 2025 Accountability Data Point Webster has been identified as a school in need of interventions and support due to subgroup performance (White Subgroup). As a result, we have included an MCAS component in our upcoming goals for the 2025-2026 school year.

ELA:

Our MCAS Growth toward our improvement targets showed a slight dip as we received 2-out-of-4 points. Data also indicated that our student growth percentile shows typical growth-low in almost all sub-groups. We are working on providing additional interventions and supports to increase student achievement. We were, however, pleased to note that our grade 8 results by standard are equal to the state in all items.

Although we did not meet our goal in ELA we did decide to shift focus based on data analysis. This data led us to goals this year that include both MAP and MCAS. Our MAP goal identified the area of comprehension of informational text which relates to some of our deficits in MCAS as well. We also added a second part to our goal that included two MCAS domains and clusters related to school results by standards. The first was in the domain of Language and the cluster of Conventions of English, as well as the domain of Writing and cluster that included the Production and Distribution of Writing.

Math:

Our MCAS Growth toward our improvement targets remained the same as we received 2-out-of-4 possible points. Our student growth percentile shows typical growth-low in most sub-groups.

As a result of our Math MAP and MCAS data, we decided to create a goal related to MCAS testing. We formulated a goal that concentrated on MCAS results by standards. In doing so, we created a goal specific to both grade level and specific domains/clusters in need based on the CU306 MCAS 2026 Grade Level Math School % Possible Points Report.

STE:

MCAS Data show that we are scoring below the district and state in all domains and clusters in grade 5. However, grade 8 MCAS Data show that we are scoring above the state in many domains and clusters. We are also equal to the state in all items for grade 8.

We decided to stay with an STE goal related to MAP testing until the MCAS test design and development are completed.

Our goals this year included the need to review the various types of interventions and supports provided to our students and adjust them to meet the current needs of Point Webster students. In addition, we aim to incorporate more MCAS question types into our assessments throughout the school year to help familiarize students with rigorous question types and the multi-step questions found on MCAS tests.

We will also continue to identify and provide these interventions and supports daily, as well as throughout our identified Student Support Block periods, adjusted Early Release Day schedules and through our Extended Day opportunities for Point Webster students during the 2025-2026 school year.

Goals Reflection

SMART Goal # 1/ELA: During the 2024-2025 school year, students will show evidence of growth and achievement in the MAP Reading Literary Text Instructional Performance Area by an increase of 3 RIT points above the fall average in grades 5-8 as indicated by the Spring 2025 MAP Grade Level Reading Report and the Winter 2025 MAP Grade Level Reading Report for 8th Grade.

Grade

RIT score – ELA

(increase by 3 in grades 5-8 in Reading Literary Text)

Fall RIT:204

Spring RIT: 205

Met goal: No

Fall RIT: 209

Spring RIT 209

Met goal: No

Fall RIT: 217

Spring RIT: 217

Met goal: No

Fall RIT: 214

WinterRIT: 219

Met goal: Yes

The data above showed that we increased our Reading Literary Text strand in grades 5 and 8, as well as met our goal of increasing the RIT scores by three points in grade 8, moving from a 214 RIT score in the Fall to a 219 RIT score in the Winter.

SMART Goal # 2/Mathematics: During the 2024- 2025 school year, students in grades 5-8 will show evidence of growth and achievement from Fall to Spring as measured by an increase of 5 RIT points from the mean RIT score for the grade level instructional area (Grades 5 Numbers and operations, grade 6 operations and algebraic thinking and Grades 7 and 8 Geometry) as indicated by the Grade 5-7 Spring 2025 and Grade 8 Winter 2025 MAP Grade Level Math Report.

Grade

RIT score – Math

(increase by 5 in grade 5 and 5 in grades 6-8)

Numbers and Operations

Fall RIT:205

Spring RIT: 218

Met goal: Yes

Operations and Algebraic Thinking

Fall RIT: 209

Spring RIT 219

Met goal: Yes

Geometry

Fall RIT: 219

Spring RIT: 227

Met goal: Yes

Geometry

Fall RIT: 220

Winter RIT: 231

Met goal: Yes

The data above shows that we exceeded our Math goal for the 2024-2025 school year! Our RIT scores in the concentrated areas showed significant growth across all grades, with gains of 10 or more RIT points!

SMART Goal # 3/Science: During the 2024-2025 school year, students in Grades 5, 6, and 7 will show evidence of growth and achievement in Science as measured by an increase of 6 RIT points above the Fall average as indicated by the Spring 2025 MAP Student Growth Summary Report. During the 2024-2025 school year, students in Grade 8 will show evidence of growth and achievement in Science as measured by an increase of 3 RIT points above the Fall average indicated by the Winter 2025 MAP Student Growth Summary Report.

Grade

RIT score-STE Goals

(5 in grades 5-7 and 3 in grade 8)

Fall RIT: 199

Spring RIT: 206.2

Met goal: Yes

Fall RIT: 204.4

Spring RIT 210.2

Met goal: Yes

Fall RIT: 207.4

Spring RIT: 214.2

Met goal: Yes

Fall RIT: 212.1

Winter RIT: 214.7

Met goal: No

We were able to increase our RIT score at every grade level and met our goal in grades 5, 6 and 7, while falling just short in grade 8.

SMART Goal # 4/Social Emotional Learning: During the 2024-2025 school year, Point Webster Middle School will continue to promote the Social Emotional Learning of our students through school-wide initiatives that support the understanding of self-awareness and self-management skills in order to achieve both school and life success. Specifically, to implement at least three new opportunities to recognize attendance in a positive way. We will continue to promote Open Parachute lessons per grade. This will be measured by the number of students recognized at the monthly grade level community meetings and from our student exit responses from at least five Open Parachute lessons.

We met our social emotional learning goal of implementing at least five open parachute lessons (three lessons in Health class per grade and two done by each grade level team), as well as by implementing at least three new opportunities to recognize attendance in a positive way. Our students were recognized for their attendance at monthly grade level meetings, average daily attendance shout-outs for the school by grade level and attendance prizes for those who improved their attendance.

VOCAL Reflection

Each year students in grades 5 and 8 participate in the Vocal Survey upon completion of their last session of the STE MCAS test. The questions are broken up into three categories: Engagement, Environment, and Safety. Point Webster faculty and staff work to build strong relationships with our students and their families. This is evidenced through the following Vocal Survey questions.

Grade 5 Overall Vocal Survey Reflection: In the category of engagement, we strongly believe that building relationships is vital. Please see the chart below that shows that students in grade 5 feel accepted for who they are and are treated with respect at Point Webster.

Grade	Dimension	Description	Always/ Mostly True	Mostly Untrue/ Never True
5	ENG	Teachers at this school accept me for who I am.	88.2%	11.8%

ENG

Adults working at this school treat all students with respect.

84.7%

15.3%

In the category of environment, it is also a pleasure to see that students have a chance to explain their behavior when they do something wrong, as this is also a result of the relationships staff build with their students.

ENV

Teachers give students a chance to explain their behavior when they do something wrong.

80.0%

20.0%

In the category of safety, 80% always/mostly believe that if they tell an adult or teacher that someone is being bullied, they will do something to help. Also, 83. 5% of students feel safe at our school.

SAF

If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help.

87.1%

12.9%

SAF

I feel safe at our school.

83.5%

16.5%

An area of need found in our grade 5 survey results was related to school rules. Only 26.2% feel that students have a voice in deciding school rules. As a result, staff and administration will be working with our students to discuss and include them in classroom and school wide rules and expectations.

Grade 8 Overall Vocal Survey Reflection: As stated above, the importance of building relationships with our students is vital to our school culture, climate and overall well-being of our school and its students.

In the category of engagement, students strongly believed that Adults working at the school treat students respectfully, regardless of their race, culture, family income, religion, sex, or sexual orientation and respect their ideas even if they differ from their own. In addition, they believe that their parents and guardians also feel that way when they participate in school activities.

Grade	Dimension	Description	Always/ Mostly True	Mostly Untrue/ Never True
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.	94.0%	6.0%

ENG

My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses).

92.9%

7.1%

ENG

Adults at our school are respectful of student ideas even if the ideas expressed are different from their own.

86.0%

14.0%

In the category of environment, students feel supported by their teachers 91% always/mostly.

ENV

My teachers support me even when my work is not my best.

91.0%

9.0%

In the category of safety, students feel that teachers and adults will do something to help and that teachers, students and the principal work together to prevent bullying at Point Webster.

SAF

If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help.

92.0%

8.0%

SAF

Teachers, students, and the principal work together to prevent (stop) bullying.

86.0%

14.0%

Overall Vocal Reflection: As a result of this survey in both grades 5 and 8, it is evident that staff positively build relationships with students. This is evident by the questions shared above.

After reviewing the vocal survey, we plan to work with students on the following question, which is reflected in both grade 5 and grade 8.

Students have a voice in deciding school rules. Students in grade 5 reported that 26.2% believe this is always/mostly true, while grade 8 students voiced that 23%. As a result, we will be working with students on classroom rules as well as school-wide rules by giving them a voice in both moving forward. This will be done at our monthly grade level meetings, as well as administration working with our Student Council members on appropriate school-wide rules.

ENV

Students have a voice in deciding school rules.

26.2%

73.8%

ENV

Students have a voice in deciding school rules.

23.0%

77.0%

School Improvement Plan

Goal Statements and Action Steps

SMART Goal # 1A/ELA: During the 2025-2026 school year, students will improve written responses on 2026 ELA MCAS Testing in the following two domains. This improvement will be measured by increases in the percent possible points based on the chart below.

MCAS CU306 Spring 2026 MCAS District and School Results by Standards

Grade Level	Domain/Cluster	2025 % Possible Points	2026 % Possible Points Goal
5	Language/Conventions of Standard English	41%	46%
6	Language/Conventions of Standard English	39%	44%
7	Language/Conventions of Standard English	55%	58%
8	Language/Conventions of Standard English	63%	66%

Grade Level	Domain/Cluster	2025 % Possible Points	2026 % Possible Points Goal
5	Writing/Production and Distribution of Writing	34%	42%
6	Writing/Production and Distribution of Writing	22%	30%
7	Writing/Production and Distribution of Writing	35%	43%
8	Writing/Production and Distribution of Writing	40%	45%

SMART Goal # 1B/ELA: During the 2025-2026 school year, students will improve comprehension of informational text as measured by the following RIT point increases in the NWEA MAP Growth Reading Grade Report. Each grade will increase by 3 RIT points in Grade 5 and Grade 6 and 2 RIT points in Grades 7 and Grade 8 in the Informational Text strand of the end-of-year MAP.

Grade 5: 208

Grade 6: 207

Grade 7: 211

Grade 8: 219

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Utilize MAP data to inform instruction and provide strategic support for MCAS success. Specifically, analyze the projected MCAS outcomes under the “Projected Spring 2025-2026 category.”	September 2025-June 2026	MAP Data	Grades 5-8 ELA, ELE, Reading and SS	Continued/Revised
2	Writing lessons that demonstrate application of grammar skills.	September 2025 - June 2026	Student writing Samples, Grammar Lessons, On-line resources such sd Quill, No Red Ink and Wayground	ELA, Special Education and ELE Teachers	New
3	Utilize LexiaCore5 and PowerUp for students who qualify for reading interventions.	September 2025 - June 2026	Lexia Core 5 and PowerUp, Leveled Builders	Grades 5-8 ELA, Special Education and ELE Teachers	Revised
4	Use RACE in ELA, Reading and SS and CER in Science to improve student writing.	September 2025 - June 2026	Writing Checklists and Sentence Starters, student work samples	ELA, Special Education, ELE, Reading, SS and Science Teachers	Revised
5	Increase exposure to Informational text in all content areas.	September 2025 - June 2026	Scholastic Magazines-Scope, Scholastic News, Storyworks, Current Events, Time for Kids, Readworks	All Staff	New
6	Increase text complexity and strengthen reading comprehension and fluency through the usage of online platforms, varying Lexile levels for differentiation, and providing access and equity to grade-level content.	September 2025 - June 2026	CommonLit, Collections, Novels, ReadWorks, Raz Kids, Investigating History, Google Classroom, National Geographic, Time for Kids, NEWSELA (current events), Reading Vine (Primary Source), Scholastic News, and Virtual Escape rooms, Sora, Epic	ELA, Special Education Reading, ELE and Social Studies Teachers	Continued
7	Utilize high-interest topics for creative writing and reading to build stamina.	September 2025 - June 2026	ReadWorks.org, SORA, Epic, journal writing, timed free-writes, teacher-assigned writing prompts, choice boards, student-choice independent reading books, and class novels	ELA, Reading, ELE, Special Education and SS Teachers	Continued
8	Provide explicit principles for effective vocabulary instruction through emphasis on rich meanings, connections among words, daily usage, application and root words.	September 2025 - June 2026	Word walls, vocab previews, Kahoot, vocabulary quiz, shared vocabulary slides, and RazKids, Wordly Wise, Study Island and VersaTiles	ELA, Special Education,ELE, Reading and SS Teachers	Continued
9	Serve as a member of the Grade 7 MCAS Assessment Development Committee and collaborate with educators to create and review MCAS test questions, scoring materials, and reading passages to ensure that MCAS assessments align with state standards and reflect current educational best practices.	September 2025 - June 2026	Facilitate ELA team, create lessons and assessments with MCAS question types	ELA Team	Continued
10	Teach Comprehension Strategies: Practice summarizing and identifying main ideas using graphic organizers and reading comprehension questions.	September 2025-June 2026	Teacher created resources, released MCAS questions, Readworks, afterschool MCAS prep and National Geographic	All Staff	Revised
11	Teachers will simultaneously build content knowledge through writing by using tools and customizing lessons and direct instruction/modeling from The Hochman Method/Writing Revolution and Writing Pathway.	November-2025-June 2026	Professional Development, notes, TWP Lesson plans	ELA and SS Teachers	New
12	Incorporate Grade Level Intervention Blocks.	November 2025-June 2026	Small group rosters, SSB blocks, Early Release adjusted schedule, Differentiated lessons	All Staff	New
13	Support computer-based testing through the use of on-line test sites.	December 2025-June 2026	Teacher Reports Peardeck “Edulastic” MCAS Practice Tests	All Staff	New
14	8th Graders will participate in the state-mandated Civics Action Project.	February 2026- June 2026	Grade 8 projects - student work, materials developed by Grade 8 SS teachers through system-wide professional development	8th-grade SS Teacher	Continued

SMART Goal # 2/Mathematics: During the 2025-2026 school year, students in grades 5-8 will increase by 3 percentage points in a specific domain/cluster, (Grade 5 Numbers and Operations in Base Ten, Grade 6 Geometry, Grade 7 Expressions and Equations, Grade 8 Expressions and Equations) as indicated by the Grade 5-8 MCAS 2026 Grade Level Math School % Possible Points (CU306).

Grade Level	Domain/Cluster	2025 % Possible Points	2026 % Possible Points Goal
5	Numbers and Operations in Base Ten	43%	46%
6	Geometry	29%	32%
7	Expressions and Equations	32%	35%
8	Expressions and Equations	39%	42%

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Analyze MAP data to identify strengths and areas of need.	September 2025- June 2026	MAP and MCAS data analysis, lesson plans, guided math groups, team meetings/professional development	Math and Special Education Teachers	Continued
2	Utilize MCAS selected released questions, online and print-based standardized practice test questions, weekly in lessons in order to review test-taking strategies to prepare all students for online testing.	September 2025- June 2026	Formative and Summative Assessments	Math and Special Education Teachers	Continued
3	Continue to implement number talks regarding the specific instructional area on a weekly basis in order to foster student discourse and engagement.	September 2025-June 2026	IM/Desmos warm ups	Math and Special Education Teachers	Revised
4	Teachers will implement the Amplify Desmos Math core curriculum daily.	September 2025-June 2026	Amplify/Desmos lessons	Math and Special Education Teachers	New
5	Teachers will incorporate supplemental digital math resources to enhance student learning.	September 2025-June 2026	Study Island, Illustrative Math, parcc.pearson.com, IXL (PASS), Xtramath, ST MATH, Math Fact Lab	Math and Special Education Teachers	Revised
6	In an effort to minimize learning loss, online diagnostic tools will be utilized to monitor student progress and provide targeted support for identified students.	September 2025-June 2026	MAP Testing, MAP Data tracker, IXL, XtraMath, ST Math, Math Fact Lab	Math and Special Education Teachers	Revised
7	Student Support Team Meetings and Principal Path Meetings will be utilized to identify and offer at-risk students academic support through extended day programs with specific skills targeting individual learning.	September 2025-June 2026	Student Rosters for Homework Help, Academic Support Saturday School, MCAS Prep	Administration, Guidance and Extended Day Teachers	Revised
8	Staff will participate in math focused Desmos system-wide PD.	September 2025-June 2026	Lesson planning sessions, Lesson plans and debrief sessions, post PD evaluation forms, Amplify DESMOS Training	Math and Special Education Teachers	New
9	Utilize common unit assessments in grade 5-8 math classes.	September 2025-June 2026	Shared standard assessments from Illustrative Math and Amplify DESMOS	Grade 5-8 Math Teachers	Revised
10	Incorporate MCAS “like” questions into math assessments.	September 2025-June 2026	Math Assessments containing MCAS Released/MCAS related questions	Grade 5-8 Math Teachers	New
11	Implement targeted instruction using in class lessons and on-line math programs to better strengthen overall student performance on the selected grade domain/cluster, as a result of data analysis of MCAS results.	September 2025-June 2026	Lesson plans, math assessments and assignments, worksheets, MCAS data, Illustrative Math centers, Study Island and STMath	Math and Special Education Teachers	Revised
12	Implement 90 minutes of ST Math on a weekly basis during Student Support Block for all 5th, 6th, and 7th grade classes.	September 2025-June 2026	ST Math Reports	Grades 5-7 SSB Teachers	Revised
13	Analyze data (MAP, grade-level assessments, classroom performance) to identify student’s weakness and provide Tier 2 and 3 support in grade 5 and 6 math classes.	September 2025-June 2026	MAP, grade-level assessments, assignments, classroom performance	Math Interventionist	Continued
14	Implement incentivized programs throughout the school-year to increase ST Math completion and engagement.	September 2025-June 2026	Pumpkin Patch March Mathness Snowball Challenge STMath scavenger hunt Turkey Challenge Monthly grade level rewards	Math Interventionist, 5th-7th Grade Teams	New
15	Implement Daily fluency assignment completed in homeroom to focus on conceptual understanding and reasoning strategies.	September 2025-June 2026	Math Fact lab	Grade 5 Math and Special Education Staff	New
16	Incorporate MAP Data feedback with students to assist them in understanding how to track their progress.	October 2025-June 2026	Google slide shared on Google Classroom	Grades 5-7 Math and Special Education Teachers	New
17	Implement Skills Days to prepare students for MCAS. Schedule: Grade 5 - Select half-day MCAS days starting in January Grade 6 - First Thursday of each month Grade 7 - Select half-day MCAS days starting in January Grade 8 - Select SSBs	November 2025- June 2026	MCAS practice Questions, Schedule, student work samples	All Staff	New

SMART Goal # 3/Science: During the 2025–2026 school year, students in Grades 5, 6, and 7 will demonstrate measurable growth and achievement in Science, as evidenced by an average increase of 6 RIT points from the Fall to Spring assessment, according to the Spring 2026 MAP Student Growth Summary Report. Similarly, students in Grade 8 will demonstrate growth and achievement in Science, as evidenced by an average increase of 3 RIT points from the Fall to Winter assessment, as indicated by the Winter 2026 MAP Student Growth Summary Report.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Design and implement science lessons aligned with the Massachusetts Science and Technology/Engineering (STE) Standards that engage students in explaining real-world phenomena by applying Disciplinary Core Ideas (DCIs) and utilizing Science and Engineering Practices (SEPs).	September 2025 - June 2026	Curriculum maps, lesson plans, lab activities, lesson artifacts	All Science and STE Teachers	Continued
2	Work collaboratively with school and district vertical teams to plan, develop, and deliver engaging and purposeful instruction that aligns with and promotes school and district priorities.	September 2025 - June 2026	Meeting agendas and notes, lesson artifacts	All Science and STE Teachers	Continued
3	Collaborate with district grade-level teams to update the Grades 6–8 Science Curriculum Pacing Guide for the 2025–2026 school year by identifying, aligning, and incorporating high-quality, standards-based lessons and vetted resources, including OpenSciEd, Gizmos, and other approved instructional materials.	September 2025 - June 2026	Grade 6-8 Science Curriculum Guide	Grade 6 - 8 Science Teachers	New
4	Examine MAP and STE MCAS data to identify strengths and areas for growth, using the results to guide instructional decisions and enhance teaching and learning practices.	September 2025 - June 2026	MAP RIT and Student Profile Reports and Spring MCAS data	All Science and STE Teachers	Continued
5	Prepare students for the 2026 STE MCAS and school year MAP assessment by integrating former assessment questions and best practices such as developing and analyzing models, engaging in science and engineering challenges, and using interactive computer simulations to conduct investigations and deepen understanding.	September 2025 - June 2026	Lesson plans, lab and simulation activities, lesson artifacts	All Science and STE Teachers Grades 5 - 8	Continued
6	Implement the Project Lead the Way (PLTW) curriculum for students in Grades 6–8 as part of the technology and engineering academic support rotation. This program promotes STEM career awareness and engages students in hands-on, collaborative problem solving through exploration of real-world challenges that foster creativity, critical thinking, and teamwork.	September 2025-June 2026	Student project displays, lesson plans, notebooks, small group and class presentations	STE Teacher	Continued
7	Support all students in Grades 5–8 in preparing for the new STE MCAS test design by implementing high-quality curricular resources such as PHET, Gizmos, and Mystery Science, Discovery Ed along with the exploration and partial implementation of the OpenSciEd curriculum. Instruction will emphasize hands-on learning, scientific discourse, writing, problem solving, and simulation-based activities to build deeper understanding and readiness.	September 2025-May 2026	Communication with families, attendance list, lesson plans, and formative assessments	All Science and STE Teachers	Revised
8	Facilitate a STEM Fair that provides Grade 8 students with an opportunity to deepen their understanding of science and engineering concepts while developing essential skills such as critical thinking, problem-solving, time management, and communication. The event will align with the Massachusetts NGSS Science and Engineering Practices (SEPs) by engaging students in asking questions, designing and conducting investigations, analyzing data, constructing explanations, and communicating their findings through evidence-based presentations.	October 2025 - March 5, 2026	Communication with families, informational packets, logbooks,rubrics, presentation boards, and promotional material	Grade 8 Science Teacher	Continued
9	Provide a thorough and targeted review to help students prepare for the 2026 STE MCAS and the Winter/Spring MAP assessments.	December 2025 - May 2026	Assessment data, MCAS and MAP best practices, formative assessments	Grade 5 & Grade 8 Science Teachers	Continued
10	Facilitate a STEM Fair Club for students in Grades 6 and 7 to promote interest in scientific inquiry and prepare members to present and compete in the annual Grade 8 STEM Fair. Participants will select a STEM topic and engage in the key stages of the engineering design process or the scientific method to plan, test, and communicate their projects.	January 2026 - March 5, 2026	Communication with families, informational packets, logbooks, rubrics, presentation boards, and promotional material	Grade 8 Science Teacher	Continued
11	Grade 8 Science Teacher to participate in Grade 8/9 Vertical Team Meetings.	Winter 2025/Spring 2026	Meeting agenda	Grade 8 Science Teacher	New

SMART Goal # 4/Culture and Climate: During the 2025-2026 school year, Point Webster Middle School Faculty and Staff will provide at least 10 initiatives to promote positive school culture, climate and social-emotional learning.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Implement the “Girls on the Run” extended day activity for students in grades 6-8.	September -November 2025	Pictures, announcements, lesson plans	Staff Facilitators	New
2	Recognize The Arbella Foundation Students of the Month with awards and presentations.	September 2025- June 2026	Certificates, pictures, prizes	Administration and Guidance	Continued
3	Recognize Weekly Perfect Attendance Winner and Trimester Perfect Attendance Winners	September 2025- June 2026	Aspen Reports, Weekly Newsletter and Daily Announcements	Administration	New
4	Host monthly grade-level community meetings to discuss grade-level expectations, interventions, and supports. Attendance prizes will be given to those who have improved their attendance as well as 2 students each month will receive perfect attendance gift cards.	September 2025- June 2026	Schedule of Community Meetings and pictures	Team Leaders, Guidance and Administration	Continued
5	Massachusetts Aggression Reduction Center (MARC) assembly on Bullying and Cyberbullying for each grade.	October 23, 2025	Pictures, student attendance	Administration and Guidance	Continued
6	Implement at least 3 Open Parachute Chapter Lessons through Health Classes and additional Lessons as needed by grade level classes.	October 2025 - June 2026	Student Exit Ticket Surveys	All grade level staff and Health Teacher	Continued
7	Continue to provide grade 5 students with the DEAEF Youth Dance Program sponsored by the DEA Educational Foundation.	October 2025 -April 2026	Flyer, registration, final performance	DEAEF Youth Dance Teacher	Continued
8	Host Sandy Hook Promise Program School-wide Assemblies.	November 14, 2025	Pictures	Sandy Hook Promise Program, Administration, Guidance and Health Teacher	Revised
9	Implement Kernels SEL Lessons in grade 5.	November 2025- June 2026	Kernels Lesson Plans	Grade 5 Staff	New
10	Build school culture and climate through providing Healthy Choices/Spirit Days.	Various Dates	Flyers, schedule, pictures and results	DEI/Wellness Team	Continued
11	Host DOVE Workshops in all Gr. 6-8 Health Classes.	January - April 2026	Gr. 6-8 Health Lessons/Workshops	Health Teacher and DOVE Representative	Continued
12	Celebrate diversity through our Annual Cultural Fair.	January 23, 2026	Flyers, pictures, projects	DEI/Wellness and All Staff	Continued
13	Implement Girls Rising Project in Grade 7.	March 2026-May 2026	Lesson plans and student work	Grade 7 ELA Teacher	Continued
14	Implement the “I Love Me Program” as part of our extended day activities.	Spring 2026	Flyer, attendance, pictures	Program Facilitator	New
15	Students in grade 8 will participate in the NAN Project which includes a suicide prevention program that increases understanding, support and treatment of mental health.	May 2026	Bulletin Board, Classroom Lessons and NAN presentations	Health Teacher	New
16	Bring the community together through the annual Point Webster to Clifford Marshall “Fun Run.”	TBD	Flyers, pictures, meeting agendas, sign-ups	All Staff	Continued

B. Professional Development Plan

Date	Time	Location	Participants (Team/Grade Level)	Topic	Presenters	Goal #
9/10/25	12:30-2 pm Gr. 5/ 12:30-2:30 Gr. 6-8	Library	5-8	Securly Hall Pass Training/ Open House Preparation	Olivia Caperello Administration
10/8/25	12:30-2 pm	Library	6-8	MAP Data Analysis Staff will review and analyze Fall MAP Testing results to assist inform instruction and identify students strengths and weaknesses	Administration	All
10/22/25	12:30-4	Auditorium	6-8	Assessment Day #1 Staff will review and analyze test results to find strengths and weaknesses, to guide in the planning and creation of goals and action steps and improvements for the 2025-2026 school year	Administration and Assessment Team	All
11/19/25	12:30-2 pm	Room 105	5	Kernels Training Staff will be provided information on SEL Lessons relative to emotion skills, social skills, cognitive skills and mindset/identity that include trauma- informed games, activities and routines	Alliance for Inclusion and Prevention and Harvard School of Education EASEL Lab	4
1/7/26	12:30-2pm Gr. 5/ 12:30-2:30 pm Gr. 6-8	Library	5-8	Plan MCAS review and test taking tips for upcoming MCAS Testing	Administration and Assessment Team	1-3
2/25/26	12:30-2 pm	Library	5-8	Lexia Workshop	Rebecca Hyde-Lexia Consultant	1
3/11/26	12:30-2:30 pm	Library	5-8	Assessment Day #2 Staff will work in vertical and grade-level teams to discuss and reflect upon the status of SIP actions steps and mid-year MAP scores. Each group will assess progress and determine if further action is required. MCAS Required Staff Training	Administration and Assessment Team	All
4/29/26	12:30-2 pm	Library	6-8	Educator Evaluation Evidence Review and Meetings	Administration
5/27/26	12:30-2 pm	Library	5-8	Assessment Day #3 Staff will work in vertical and grade-level teams to assess the student evidence and end-of-the-year progress to determine if action steps were effective. Initial planning begins for the new school year	Administration and Assessment Team	All
6/10/26	12:30-2 pm Gr. 5/ 12:30-2:30 pm Gr. 6-8	Library	5-8	Vertical Meetings Preparation for 2025-2026 Schedule and Class Lists	Guidance and Administration

C. Extended Day Offerings

Dates	Club or Activity	Target Audience	Location
Sessions 1 and 2	Art Club	All Students	Room 219
Sessions 1 and 2	Basketball	All Students	Gymnasium
Sessions 1 and 2	Board Game Club	All Students	Library
Sessions 1 and 2	DEAEF Dance	Grade 5	Auditorium
Sessions 1 and 2	Drama Club	All Students	Auditorium
Session 1	Girls on the Run	Grades 6-8	Various
Sessions 1 and 2	Homework Help	All Students	Room 126/Room 222
Sessions 1 and 2	Leadership Lab	Grade 6	Various
Sessions 1 and 2	Lego Club	All Students	Room 204
Sessions 1 and 2	Gr. 6-8 Robotics	Grades 6-8	Room 008
Sessions 1 and 2	Boys Soccer	Grades 5-8	Turf Field
Sessions 1 and 2	Girls Soccer	Grades 5-8	Turf Field
Sessions 1 and 2	Student Council	Grades 5-8	Room 226
Session 1	Volleyball	Grades 5-8	Gymnasium
Sessions 1 and 2	Yearbook	Grade 5	Room 217
Sessions 1 and 2	Academic Support Saturday School	All Grades	Various
Session 2	Gardening Club	All Students	Various
Session 2	I Love Me Program	Grades 5-7	Classroom
Session 2	MCAS Prep	Various	Various
Session 2	Gr. 5 Robotics	Grade 5	Room 008
Session 2	Sports Talk Club	All Students	Room 131
Session 2	Grade 8 STE MCAS Prep	Grade 8	Room 220
Session 2	STEM Fair Club	Grades 6-8	Room 220
Session 2	Good Vibes Only	TBD	TBD

(Please note that Session 1 runs September - December and Session 2 runs January - June)

D. Family Engagement and Communication

Date	Topic	Target Audience	Location
August/September 2025	Provide Student and Parent Tours	New students, parents and guardians	Point Webster
August 2025	Welcome Back Email	All Point Webster Families	Email
August 2025-June 2026	Update School Website	All Point Webster Families	Website
September 2, 2025	Grade 5 Orientation	Grade 5 Students, Parents and Guardians	Point Webster
Monthly Meetings August 2025-June 2026	PTO Meetings	All Point Webster Families	Point Webster
September 16, 2025	Open House/PTO Ice Cream Social	All Point Webster Families	Point Webster
October 2025-June 2026	Point’s Grab and Go Food Pantry	Point Webster and Clifford Marshall Families	Point Webster
December 10 , 2025 December 17, 2025 April 1, 2026 and April 8, 2026	Parent/Teacher Conferences	All Point Webster Families	Point Webster
December 2025 and March 2026	Curriculum Newsletters	All Point Webster Families	Aspen Email Website
January 15, 2026	Winter Concert	All Point Webster Families	QHS
January 23, 2026	Cultural Fair	All Point Webster Families	Point Webster
February 12, 2026	Candy Bingo Night	All Point Webster Families	Point Webster
March 5, 2026	STEM Fair	All Point Webster Families	Point Webster
April 10, 2026	Movie Night	All Point Webster Families	Point Webster
May 2, 2026	Cleaner Greener Quincy	All Point Webster Families	Point Webster
May 28, 2025	Spring Concert	All Point Webster Families	QHS
TBD	Point Webster/Marshall Fun Run	All Point Webster Families	Point Webster and Clifford Marshall

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)

402

(+25 from previous year)

(21.6%)

262

(65.2%)

(16.4%)

(22.4%)

Race	Subgroup Populations	Percentage of Enrollment
Asian	138	34.3%
Black/African American	85	21.1%
Hispanic or Latino	61	15.2%
Multiracial, non-Hispanic	18	4.5%
Native American	1	0.2%
Pacific Island	0	0%
White	99	24.6%

Advanced Class Enrollment (Grades 6-8)	# of Students in Advanced out of # in Subgroup	% of Population
All Students Enrolled	89 of 296	30.1%
Low Income	48 of 201	23.9%
Asian	47 of 94	50%
Black/African American	11 of 80	15.7%
Hispanic/Latino	8 of 41	19.5%
Multiracial	0 of 10	0%
Native American	0 of 0	0%
Pacific Island	0 of 0	0%
White	23 of 79	29.1%

Reach (Grade 5)	# of Students in Advanced out of # in Subgroup	% of Population
All Students Enrolled	23 of 106	21.7%
Low Income	6 of 61	9.8%
Asian	19 of 44	43.2%
Black/African American	0 of 15	0%
Hispanic/Latino	0 of 20	0%
Multiracial	0 of 6	0%
Native American	0 of 1	0%
Pacific Island	0 of 0	0%
White	4 of 20	20%

Core Academic Class Sizes (General Education) (As of 11/18/2025)

20 or

fewer

21-23

Gr. 5

5 homerooms

(21 & 22)

Gr. 6-8

64 sections

(63.1%)

(24.6%)

(6.2%)

(3.1%)

(1.5%)

(0%)

98.5% of Grades 6-8 core academic class sections have 25 or fewer students, same as the 2024-25 school year.
The 1 class section with 26 students is Grade 7 Science.
Point Webster is also home to the citywide Special Education PASS program with 15 students in two classes.

2024-2025 SSDR Incident Data

Total Incidents	# of Incidents Resulting in Suspension	% of Incidents Resulting in Suspension
33	33	100%

IV. Facilities

2024-2025 Improvements

New Boiler System Installed
Library Furniture

2024-2025 Facility Needs

2025-2026 Facility Needs

Security cameras installed outside/inside

Hallways re-tiled

Replace window springs in multiple classrooms

Complete improvement of outside grounds (new front stairs and parking area)

Update Auditorium Sound System and wiring

Update all outside concrete stairs and paint railings around the school

Boiler replacement ✅

Library furniture will be ordered in December ✅

Security cameras installed outside/inside

Hallways re-tiled

Replace window springs in multiple classrooms (MSBA/Replacement of windows & doors Scheduled for Summer 2027)

Complete improvement of outside grounds (new front stairs and parking area)

Update Auditorium Sound System and wiring

Update all outside concrete stairs and paint railings around the school

Painting of stairwells and hallways

Partial Roof Replacement (MSBA/Scheduled for Summer 2027)

V. School Needs (Materials, Supplies, Technology, Etc.)

2024-2025 School Needs

2025-2026 School Needs

Security Cameras installed outside/inside

Mimio bulbs and pens/and or new Mimio projectors/machines

Increase Physical Education Funding

Additional Extended Day Funding

Literacy Interventionist

Security Cameras installed outside/inside

Mimio bulbs and pens/and or new Mimio projectors/machines

Increase Physical Education Funding

Additional Extended Day Funding

Literacy Interventionist

Reading Specialists in Grade 6 and Grade 7

Additional PASS Paraprofessional and/or Teacher

Chrome Books, chargers and charging stations/carts

VI. Budget

	Amount available in 2025-2026
TEXT/LEARNING MATERIALS (textbooks and learning materials/supplies needed to support classroom instruction)	$ 7,790.00
SUPPLIES (pens, pencils, rulers, paper, glue, photocopy paper, etc.)	$ 14,555.00
ACTIVITY STIPEND ACCOUNT	$ 28,428.56
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies	$ 1,350.00
Science Supplies	$ 1,230.00
P.E. Supplies	$ 195.00
Library	$ 2,500.00
SPECIAL FUNDING (gifts, grants, partnerships, PTO, etc.)
P.T.O. (approximate)	$ 23,000.00
Adopt-a-Classroom/Quirk Works Subaru	$ 3,000.00
Stop & Shop Point Food Pantry	$ 15,000.00
TOTAL	$ 97,048.56

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	29%	28%	38%
6	21%	19%	42%
7	37%	37%	42%
8	49%	45%	44%

Mathematics (E/M %)
Grade	School 2024	School 2025	State 2025
5	33%	30%	40%
6	26%	21%	41%
7	31%	27%	39%
8	32%	28%	38%

STE (E/M %)
Grade	School 2024	School 2025	State 2025
5	38%	33%	46%
8	46%	38%	37%

CIVICS (E/M %)
Grade	School 2024	School 2025	State 2025
8	N/A	42%	39%

B. NWEA MAP 2024-2025 Data

MAP Math RIT 2024-2025
Grade	Fall	Winter	Spring
5	205.2	211	216.3
6	209.2	214.8	219.5
7	218.6	223.5	227.5
8	223	227.9	-

MAP Reading RIT 2024-2025
Grade	Fall	Winter	Spring
5	204.1	206	206
6	208.7	211.8	209.3
7	216.4	218.5	218.2
8	215.9	219.8	-

MAP Science RIT 2024-2025
Grade	Fall	Winter	Spring
5	199	203.6	206.2
6	204.4	210.6	210.2
7	207.4	211.8	214.2
8	212.1	214.7	-

C. Spring 2025 Accountability Data

D. Spring 2025 VOCAL Results (Grade 5, 8)

Grade	Dimension	Description	Always/ Mostly True	Mostly Untrue/ Never True
5	ENG	Teachers at this school accept me for who I am.	88.2%	11.8%
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).	87.1%	12.9%
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).	44.7%	55.3%
5	ENG	Adults working at this school treat all students with respect.	84.7%	15.3%
5	ENG	I get the chance to take part in school events (for example, science fairs, art or music shows).	75.3%	24.7%
5	ENG	My teachers use my ideas to help my classmates learn.	47.1%	52.9%
5	ENG	My teachers will explain things in different ways until I understand.	77.6%	22.4%
5	ENG	When I need help, my teachers use my interests to help me learn.	60.0%	40.0%
5	ENG	My teachers ask me to share what I have learned in a lesson.	63.5%	36.5%
5	ENG	When I am stuck, my teachers want me to try again before they help me.	83.5%	16.5%
5	ENG	My classmates behave the way my teachers want them to.	49.4%	50.6%
5	ENG	In my classes, students teach other how they solved a problem.	68.2%	31.8%
5	ENG	Students plan and work on group projects that solve real-world (everyday) problems.	58.8%	41.2%
5	ENG	Students respect each other in my school.	50.6%	49.4%
5	ENG	My teachers care about me as a person.	84.7%	15.3%
5	ENG	Students at my school get along well with each other.	62.4%	37.6%
5	ENG	In my classes, students work well together in groups.	63.5%	36.5%
5	ENV	Students have a voice in deciding school rules.	26.2%	73.8%
5	ENV	School rules are fair for all students.	76.5%	23.5%
5	ENV	Teachers give students a chance to explain their behavior when they do something wrong.	80.0%	20.0%
5	ENV	My teachers will first try to help students who break class rules, instead of punishing them.	65.9%	34.1%
5	ENV	Students help each other learn without having to be asked by the teacher.	70.6%	29.4%
5	ENV	My teachers are proud of me when I work hard in school.	91.8%	8.2%
5	ENV	My teachers help me succeed with my schoolwork when I need help.	83.5%	16.5%
5	ENV	My classwork is hard but not too hard.	71.8%	28.2%
5	ENV	My teachers support me even when my work is not my best.	83.5%	16.5%
5	ENV	When I am home, I like to learn more about the things we are learning in school.	44.7%	55.3%
5	ENV	In this class, other students take the time to listen to my ideas.	54.1%	45.9%
5	ENV	In my classes, it is OK for me to suggest other ways to do my work.	80.0%	20.0%
5	ENV	Teachers go over my work with me so I can improve it before it is graded.	67.1%	32.9%
5	ENV	In school, I learn how to manage (control) my feelings when I am angry or upset.	75.3%	24.7%
5	ENV	At our school, students learn to care about other students' feelings.	63.5%	36.5%
5	SAF	If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help.	87.1%	12.9%
5	SAF	I have been punched or shoved by other students more than once in the school or in the playground.	30.6%	69.4%
5	SAF	Students at school try to stop bullying when they see it happening.	47.1%	52.9%
5	SAF	Teachers don't let students tease each other.	77.6%	22.4%
5	SAF	Teachers, students, and the principal work together to prevent (stop) bullying.	80.0%	20.0%
5	SAF	In my school, older students scare or pick on younger students.	43.5%	56.5%
5	SAF	In my school, groups of students tease or pick on one student.	49.4%	50.6%
5	SAF	Teachers support (help) students who come to class upset.	81.2%	18.8%
5	SAF	I am happy to be at our school.	70.6%	29.4%
5	SAF	I feel comfortable talking to my teacher(s) about something that is bothering me.	63.5%	36.5%
5	SAF	Students will help other students if they are upset, even if they are not close friends.	58.8%	41.2%
5	SAF	I feel safe sharing my feelings in class.	40.0%	60.0%
5	SAF	I feel safe at our school.	83.5%	16.5%
5	SAF	I have seen more than one fight at my school in the last month.	54.1%	45.9%
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.	94.0%	6.0%
8	ENG	My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity.	54.0%	46.0%
8	ENG	Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation.	77.0%	23.0%
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).	98.0%	2.0%
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).	96.0%	4.0%
8	ENG	My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses).	92.9%	7.1%
8	ENG	My teachers use my ideas to help my classmates learn.	52.0%	48.0%
8	ENG	I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video).	77.0%	23.0%
8	ENG	In my classes, my teachers use students' interests to plan class activities.	67.0%	33.0%
8	ENG	My classmates behave the way my teachers want them to.	49.0%	51.0%
8	ENG	In at least two of my academic classes, students are asked to teach a lesson or part of a lesson.	33.0%	67.0%
8	ENG	In at least two of my academic classes, students plan and work on projects that solve real-world problems.	67.0%	33.0%
8	ENG	In my academic classes, students review each other's work and provided advice on how to improve it.	72.0%	28.0%
8	ENG	In my classes, teachers use open-ended questions that make students think of many possible answers.	90.0%	10.0%
8	ENG	I can connect what I learn in on class to what I learn in other classes.	74.0%	26.0%
8	ENG	In my academic classes, students wrestle with problems that don't have an obvious answer.	64.0%	36.0%
8	ENG	Students respect one another.	52.0%	48.0%
8	ENG	Teachers are available when I need to talk with them.	88.0%	12.0%
8	ENG	Adults at our school are respectful of student ideas even if the ideas expressed are different from their own.	86.0%	14.0%
8	ENG	My teachers promote respect among students.	95.0%	5.0%
8	ENV	Students have a voice in deciding school rules.	23.0%	77.0%
8	ENV	School staff are consistent when enforcing rules in school.	84.0%	16.0%
8	ENV	Teachers give students a chance to explain their behavior when they do something wrong.	74.0%	26.0%
8	ENV	My teachers will first try to help (guide) students who break class rules, instead of punishing them.	69.0%	31.0%
8	ENV	Students help each other learn without having to be asked by the teacher.	84.0%	16.0%
8	ENV	My teachers are proud of me when I work hard in school.	92.0%	8.0%
8	ENV	My teachers set high expectations for my work.	85.0%	15.0%
8	ENV	My teachers believe that all students can do well in their learning.	92.0%	8.0%
8	ENV	My school work is challenging (hard) but not too difficult.	88.0%	12.0%
8	ENV	My teachers support me even when my work is not my best.	91.0%	9.0%
8	ENV	The things I am learning in school are relevant (important) to me.	73.0%	27.0%
8	ENV	Students are given multiple opportunities to show that they have mastered their classwork.	91.0%	9.0%
8	ENV	Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves.	78.0%	22.0%
8	ENV	If I need help with my emotions (feelings), effective help is available at my school.	81.0%	19.0%
8	SAF	If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help.	92.0%	8.0%
8	SAF	Teachers don't let students pick on other students in class or in the hallways.	84.0%	16.0%
8	SAF	Students at school try to stop bullying when they see it happening.	40.0%	60.0%
8	SAF	Students have spread rumors or lies about me more than once on social media.	27.3%	72.7%
8	SAF	Teachers, students, and the principal work together to prevent (stop) bullying.	86.0%	14.0%
8	SAF	In my school, groups of students tease or pick on one student.	57.0%	43.0%
8	SAF	I have been called names or made fun of by other students more than once in school.	53.0%	47.0%
8	SAF	In my school, bigger students taunt or pick on smaller students.	26.3%	73.7%
8	SAF	Teachers support (help) students who come to class upset.	88.0%	12.0%
8	SAF	I feel comfortable reaching out to teachers/counselors for emotional support if I need it.	57.0%	43.0%
8	SAF	Students will help other students if they are upset, even if they are not close friends.	57.0%	43.0%
8	SAF	Because I worry about my grades, it is hard for me to enjoy school.	61.0%	39.0%
8	SAF	Students at school damage and/or steal other students' property.	44.0%	56.0%
8	SAF	I have seen students with weapons at our school.	16.2%	83.8%

E. Staffing: Support Services

1	Nurse
3	Special Education Teachers (Resource Room/Inclusion)
2	Special Education Teachers (Substantially Separate)
3	Guidance Counselors/Chairperson
1	Math Interventionist
0.2	REACH Teacher
2	ELL Teachers
0.4	Speech and Language Instructor
0.5	School Psychologist
0.2	Occupational Therapist
1	Librarian

F. 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: Christine Barrett /s/ Christine Barrett

Co-Chair: Gail Sanchez /s/ Gail Sanchez

Teachers: Michelle Cunniff /s/ Michelle Cunniff

Kimberly DeLisle /s/ Kimberly DeLisle

Dominique Lucier /s/ Dominique Lucier

Meaghan Quigley /s/ Meaghan Quigley

Parent: Manny Alves /s/ Manny Alves

Nancy DeLisle /s/ Nancy DeLisle

Maryellen Lopez /s/ Maryellen Lopez

Community

Representative: Kerry Nelson /s/ Kerry Nelson

Provide explicit principles for effective vocabulary instruction through emphasis on rich meanings, connections among words, daily usage, application and root words.

Serve as a member of the Grade 7 MCAS Assessment Development Committee and collaborate with educators to create and review MCAS test questions, scoring materials, and reading passages to ensure that MCAS assessments align with state standards and reflect current educational best practices.

8th Graders will participate in the state-mandated Civics Action Project.