Atlantic SIP 2025

Atlantic Middle School Improvement Plan 2025-2026

Quincy Public Schools

Atlantic Middle School Improvement Plan

2025 - 2026

Aliza A. Schneller, Principal

Elizabeth Laroussi, 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. 5

B. Professional Development Plan p. 15

C. Extended Day p. 17

D. Family Engagement and Communication p. 18

III. School Demographics p. 19

IV. Facilities p. 21

V. School Needs p. 21

VI. Budget p. 22

VII. Appendix p. 23

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

Principal’s Path

Dear Members of the Quincy School Committee,

It is with great enthusiasm that we present Atlantic Middle School’s School Improvement Plan for the 2025–2026 school year. We are proud to be leading a school community that focuses not only on the academic growth of each and every student but also on their social and personal growth. We have been thrilled with the school year thus far, with promising indicators in academics, school culture, and student expectations. As always, we will continue to make thoughtful adjustments throughout the year to support ongoing improvement.

While we made meaningful progress during the 2024–2025 school year and outperformed state and district averages in most areas, we did not fully meet all of our academic goals. As a result, we are continuing with similar goals this year, having refined and strengthened our action steps to better support student growth.

Our primary academic focus this year remains enhancing students’ writing proficiency across all content areas. Last year’s MCAS results showed continued improvement in writing-related areas, while also indicating that this is still an area for growth. This work is especially important for our English Learners, for whom strong gains are both possible and essential. Our updated SMART goals and action steps are designed to build students’ skills in writing mechanics, structure, clarity, and endurance. These strategies are integrated schoolwide—including in math—to ensure that all students develop confidence and competence in their writing.

Last year’s math goal focused on improving performance on constructed response questions. Grade 6 met the goal, while grades 7 and 8 did not fully reach the target, indicating that additional support in critical thinking and explanatory reasoning remains necessary. Our science goal centered on raising overall MAP science scores. Grades 6 and 7 met the goal, and grade 8 fell just one point short. These results reflect meaningful progress across content areas while also highlighting specific grade-level needs that we will continue to address through refined action steps this year.

As in past years, our VOCAL data shows several clear strengths, including strong adult–student relationships, high levels of respect and inclusivity, and consistent academic expectations. Students report that teachers treat all students respectfully, promote positive interactions, and support them academically and emotionally. They also note frequent opportunities to work with peers from diverse backgrounds and experience appropriately challenging coursework. At the same time, the data highlights areas for continued focus, particularly around student voice, representation in learning materials and peer-to-peer interactions. Indicators related to bullying and social media dynamics suggest that we need to continue our SEL initiatives, community-building practices, and consistent opportunities for students to feel seen, included, and empowered in their learning.

This school year has begun with strong participation in Extended Day programs, athletic offerings, and family engagement events. We have also looked at how to maximize student engagement throughout the school day and have made some changes that we look forward to sharing with you. With a strong foundation and positive early momentum, we are well-prepared for a successful year as we continue working together to support students.

Thank you for your time, your partnership, and your continued commitment to the success of Atlantic Middle School’s students.

Sincerely,

Aliza A. Schneller
Principal, Atlantic Middle School

School Improvement Plan

Goal Statements and Action Steps

SMART Goal # 1/ELA: During the 2025-2026 school year, students in Grades 6-8 will improve their ability to respond to reading and writing prompts thoroughly and accurately. This will be measured by a 3% increase at each grade level in their MCAS scores in the area of writing, as published in the spring 2026 CU306 report.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1.	Create a universal strategy for paragraph writing (RACES).	September 2025-June 2026	Common expository writing graphic organizer for essays/ paragraphs	ELA/Reading Teachers	New
2.	Collect and review data regarding the RACES graphic organizer (ease of use, student success, teacher feedback).	March- June 2026	Essays/ paragraphs	ELA/Reading Teachers	New
3.	Create and implement checklists for students to use while writing expository responses.	September 2025-June 2026	Checklist, lesson plans	Special Education, ELA, and Reading teachers	New
4.	Improve students’ accuracy and fluency in punctuation and spelling in the target language through consistent, focused instruction and practice.	September 2025-June 2026	Student notebooks and classroom assessments	World Language Teacher	New
5.	Create opportunities for students to revise ‘weak’ writing samples to improve their skills in analysis and general writing conventions.	September 2025-June 2026	Writing samples, lesson plans	Special Education, ELA, and Reading teachers	New
6.	Implement elements of the Writing Revolution in ELA and reading classes, including sentence structure.	September 2025-June 2026	Writing samples, lesson plans	ELA/Reading Teachers	Continued
7.	Create and assign consistent quick writes in class, in which students will need to turn the question around, use complete sentences, and proper punctuation.	September 2025-June 2026	Writing samples, lesson plans	Special Education, ELA, and Reading teachers	Continued
8.	Continue to create writing contests in classes and at all grade levels to increase student interest and create additional opportunities for students to practice writing.	October 2025-June 2026	Writing samples, contest announcements	ELA / EL / Reading / Social Studies / Health / Media / World language teachers	Continued
9.	Continue to create lessons and assignments that include the writing process to prepare students for writing argumentative, informational text and narrative essays.	September 2025-June 2026	Writing assignments, graphic organizers, and graded rubrics	Grade 6-8 ELA teachers	Continued

English Learner Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1.	Use unified visual graphic organizers/sentences, and paragraph frames.	September 2025-June 2026	Student work & Google Drive Shared Folder	EL Team	Revised
2.	Use Readers’ Theater Assessments, Decodable Readers, online phonics reinforcement (i.e. RAZ Plus & Foundations).	September 2025-June2026	Unit lesson plans	EL Team	Revised
3.	Continue to incorporate TimeZones & Impact EL curriculum to further engage learners in classes.	November 2025-June 2026	Lesson plans, student work	EL Team	Continued
4.	Model live samples of assignments/projects step-by-step on poster-sized writing paper and Daily Language Reviews.	September 2025-June2026	Teacher displays of posters on the bulletin boards and student work	EL Team	Continued
5.	Assign consistent journal entries, providing sentence frames, word boxes/walls.	September 2025-June2026	Student work	EL Team	Continued

Social Studies Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised, or Continued
1.	Develop a structured approach for analyzing and answering constructed response questions Civics: student rights & responsibilities Ancient History: making a claim and supporting an argument	September 2025-June 2026	Lesson plans, explicit classroom instruction, modeling, self-assessment, and graphic organizers	Grade 6-8 Social Studies teachers	Revised
2.	Plan interdisciplinary activities that celebrate diversity through various media.	September 2025-June 2026	In-class lessons/activities that tie into students’ backgrounds and experiences.	Grade 6-8 Social Studies teachers	Continued
3.	Focus assignments/activities on chronological thinking and analyzing charts, graphs, maps, etc.	September 2025-June 2026	Student-created timelines, regular use of timelines in class, and class discussions around maps, charts, and graphs	Grade 6-8 Social Studies teachers	Continued
4.	Focus on using higher-tier academic language in writing & discussions	September 2025-June 2026	Writing assignments, vocab activities & quizzes, in-class discussions	Grade 6-8 Social Studies teachers	Continued

SMART Goal # 2/Mathematics: During the 2025-2026 school year, students in Grades 6-8 will improve their ability to solve mathematical problems and respond in writing thoroughly and accurately. This will be measured by a 2% increase at each grade level in their MCAS scores in the area of constructed response, as published in the spring 2026 CU306 report.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1.	Implement new math curriculum units through Amplify Desmos.	September 2025-2026	Lesson Plans, number of lessons completed	Grade 6-8 Math teachers	New
2.	Blend strategies from Building Thinking Classroom by Peter Liljedahl with Amplify Desmos.	September 2025-June 2026	Lesson plans, teacher reflections, vertical white board activities, randomized groupings	Grades 6-8 Math Teachers	New
3.	Identify and practice key strategies for answering constructed response questions.	September 2025-June 2026	Create ‘Show What You Know’ opportunities throughout lessons/practices. Focus on students being able to explain thinking or show their thinking. Snapshots from lessons to provide evidence.	Grade 6-8 Math teachers	Revised
4.	Create and execute lessons with real world examples and manipulatives to promote understanding and to develop background knowledge.	September 2025-June 2026	Amplify curriculum and Amplify resources, lesson plans with manipulatives	Grade 6-8 Math teachers	Continued
5.	Develop and execute additional strategies for helping ESL students acquire math vocabulary.	September 2025-June 2026	Lesson plans including visuals, graphic organizers, modified questions, assignments, anchor charts, references, and models, flashcards	Grade 6-8 Math teachers	Continued

SMART Goal # 3/Science: During the 2025-2026 school year, students in Grades 6-8 will improve their knowledge of science. This will be measured by an increase of 4 RIT points for grades 6-7, as indicated by the Spring 2026 MAP Grade Report, and an increase of 2 RIT points for grade 8, as indicated by the Winter 2026 MAP Grade Report.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1.	Implement additional science curriculum units through OpenSciEd and evaluate their effectiveness.	September 2025-June 2026	Lesson plans and OSE Kits, Reflections	Science teachers	New
2.	Revamp the STEM Fair research paper assignment and corresponding rubric to align with best practices in expository writing.	Fall-winter 2025	Research paper outline and rubric	Science teachers, Media specialists	New
3.	Use Academic Language in the Science content for writing.	September 2025-June 2026	Notebooks (digital/paper), homework assignments OSE World Wall	All STE	Continued
4.	Continue to review and remediate science practices and prior knowledge: asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations, communicating information, and engaging in argument from evidence.	September 2025-June 2026	Hands-on activities, STEM challenges, listening to experts, inquiry labs, small group discussions, and implementation of the OSE progress trackers.	All STE	Continued
5.	Incorporate real-world phenomenon applications in all content areas to increase student engagement and understanding.	Sept 2025-June 2026	OpenSciEd curriculum	All STE	Continued
6.	Review MAP data and continue to make adjustments with curriculum and instruction.	Winter 2025	MAP data, lesson plans	STE team	Continued

SMART Goal # 4: During the 2025-2026 school year, Atlantic staff and students will participate in community-building activities that will enhance their understanding of diversity, equity, inclusion and belonging issues and will improve their cultural competency and understanding of mental health challenges that they or their peers could face. This will be evident through each grade level participating in monthly DEI and SEL lessons as well as achieving our chronic absenteeism target, as determined by the 2026 accountability report.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1.	Create student groups during AMP to build community, help students belong and encourage student leadership.	October 2025-June 2026	Student lists	Principal, Assistant Principal, Guidance, Specialist teachers	New
2.	Create and implement one trauma-informed initiative to be used schoolwide.	January 2026-June 2026	Initiative communication with staff, SST notes	Principal, Assistant Principal, Guidance, School Psychologist	New
2.	Encourage excellent attendance and positive behavior through consistent school-wide and individual incentives.	September 2025-June 2026	Student attendance data, parent outreach	All staff	Continued
3.	Implement the SAVE Promise Club and execute kindness and belonging initiatives.	September 2025-June 2026	Presentation photos, written plan and activities	Principal, Assistant Principal, Guidance, Specialist teachers	Revised
4.	Execute SEL lessons for all students - through Open Parachute and staff-created - during AMP and health classes. Reevaluate lesson topics and timing on an ongoing basis.	First full Wednesday AMP September 2025-June 2026; health lessons September 2025-June 2026	Lesson plans	Principal, Assistant Principal, Guidance, Health teacher, AMP teachers	Revised
5.	Execute cultural and/or community-focused lessons for all students during AMP class.	Second full Wednesday AMP September 2025-June 2026	Lesson plans	Principal, Assistant Principal, Guidance, Health teacher, AMP teachers	Revised
6.	In conjunction with the NAN Project, work with students on mental health and ways for students to help themselves, seek help and help others.	January 2026	Lesson plans	Health teacher, NAN community partner, Social Studies teachers, Guidance	Continued
7.	Organize students to attend Out of the Darkness Walk to promote mental health awareness and suicide prevention.	October 2025	Event photos	Health teacher	Continued
8.	Execute Healthy Choices Day, a community event.	November 26, 2025	Event photos	All staff	Continued
9	Create weekly videos that include DEI information and highlight student accomplishments.	Weekly, September 2025-June 2026	Admiral Update videos	Video Production Club and Advisors	Continued

B. Professional Development Plan

Date	Time	Location	Participants (Team/Grade Level)	Topic	Presenters	Goal #
September 10, 2025	9:00 am	Atlantic MS cafeteria	All staff	Principal PD: Review teacher handbook Review safety, security and lockdown procedures Review mandated Reporting (51A), physical restraint, civil rights, harassment policies, Internet and technology policies, educator evaluation Review updated health guidelines for students	Administration, Guidance, Nurse	4
October 8, 2025	1:00-3:00 pm	AMS Media Center	All staff	Principal PD: Team meetings, Educator evaluation	Administration and teaching staff	1-4
October 22, 2025	1:00-4:30 pm	AMS Media Center	All staff	Assessment Day 1 Review and analyze MCAS and MAP test results to find strengths and weaknesses, to guide in the planning and creation of action steps and improvements for the 2025-2026 school year.	Administration	1-4
November 5, 2025	8:30 am- 2:30 pm	Quincy High School	All staff	System-wide PD: Collaborate and plan with vertical content and program teams	Various	1-4
January 7, 2026	1:00-3:00 pm	AMS Media Center	All staff	Principal PD: Team meetings, Goals update	Administration and teaching staff	1-4
February 11, 2026	1:00-4:30 pm	Various locations	All staff	System-wide PD: Collaborate and plan with vertical content and program teams	Directors, Coordinators, and Team Administrators	1-4
February 25, 2026	1:00-2:30 pm	AMS Media Center	All staff	Principal PD: Team meetings, Trauma-informed practices	Administration	4
March 11, 2026	1:00-3:00 pm	AMS Media Center	All staff	Assessment Day #2 Work in vertical and grade-level teams to discuss and reflect upon the status of SIP action steps. Assess progress and make recommendations for further action.	Administration	1-4
April 8, 2026	1:00-3:00 pm	Various locations	All staff	System-wide PD: Collaborate and plan with vertical content and program teams	Directors, Coordinators, and Team Administrators	1-4
April 29, 2026	1:00-2:30 pm	Central MS	All staff	Principal PD: Team meetings, Trauma-informed practices	Administration	4
May 27, 2026	1:00-2:30 pm	AMS Media Center	All staff	Assessment Day #3 Work in vertical and grade-level teams to discuss and reflect upon the SIP goals. Assess progress and make recommendations for the 2025-2026 school year	Administration	1-4
June 10, 2026	1:00-3:00 pm	AMS Media Center	All staff	Principal PD: Goals set / Goals met, team meetings, review school supply lists, advanced course lists for the 2026-2027 school year	Administration and teaching staff	1-4

C. Extended Day Offerings

Dates	Club or Activity	Target Audience	Location
2025-2026 school year	AM Homework Help	All students	Atlantic cafeteria
Fall 2025	Badminton Club	All students	Atlantic gymnasium
Fall 2025	Basketball Club	All students	Cavanaugh field/Atlantic gymnasium
Fall-Winter 2025	Board Game Club	All students	Atlantic room 209
2025-2026 school year	Chess Club	All students	Atlantic room 205
Fall 2025	Eco Crafts	All students	Atlantic room 109
2025-2026 school year	Homework Help	All students	Atlantic room 209
2025-2026 school year	Korean Club	All students	Atlantic room 211
2025-2026 school year	LEGO Masters	All students	Atlantic room 205
Fall 2025	LEGO Robotics	Grade 7-8 students	Atlantic room 114
Spring 2026	LEGO Robotics	Grade 6 students	Atlantic room 114
2025-2026 school year	Jazz Band	Band students	Atlantic room 115
2025-2026 school year	Relax and Create	All students	Atlantic room 217
2025-2026 school year	Video Production Club	All students	Atlantic room 110
2025-2026 school year	Working with Weights	All students	Atlantic gymnasium/fitness center
2025-2026 school year	Yearbook Club	All students	Atlantic room 211
Winter 2025-2026	School Musical	All students	Atlantic auditorium

D. Family Engagement and Communication

Date	Topic	Target Audience	Location
September 15, 2025 October 20, 2025 November 17, 2025 December 15, 2025 January-June 2026 dates TBD	PAC Meetings	All parents - Communicated to families through hard copy flier, email reminders from Principal and PAC, PAC Facebook page	In person at Atlantic Middle School
September 18, 2025	Back to School Night	All families	Atlantic Middle School
October 29, 2025	Tea with Teachers	English Learner families	Atlantic Middle School cafeteria
December 10, 17, 2025	Report Card Conferences	All families	Atlantic Middle School
January 14, 2026	Winter Concert	All families	Atlantic Middle School auditorium
February 5, 2026	Cultural Fair	All families	Atlantic Middle School cafeteria and auditorium
March 26, 2026	STEM Fair	Grade 8 families	Atlantic Middle School
April 10-11, 2026	School Musical	All families	Atlantic Middle School
May 27, 2026	Spring Concert	All families	Atlantic Middle School
June TBD	Grade 8 Promotion Ceremony	Grade 8 students and parents	Quincy High School
Weekly Parent Communication	Comprehensive emails through Smore from the Principal with school information, important dates, health updates, etc.	All families	School Messenger, Aspen

III. School Demographics as of 11/1/2025

Total

Enrollment

Special Education

Low Income

(Eligible for Free & Reduced Meals)

ELE

(English Learners)

FEL

(Former English Learners)

581

(-20 from previous year)

(15.8%)

299

(51.5%)

103

(17.7%)

133

(22.9%)

Race	Subgroup Populations	Percentage of Enrollment
Asian	344	59.2%
Black/African American	31	5.3%
Hispanic or Latino	27	4.6%
Multiracial, non-Hispanic	21	3.6%
Native American	0	0%
Pacific Island	0	0%
White	158	27.2%

Advanced Class Enrollment (Grades 6-8)	# of Students in Advanced out of # in Subgroup	% of Population
All Students Enrolled	164	28.2%
Low Income	72 of 299	24.1%
Asian	123 of 344	35.8%
Black/African American	3 of 31	9.7%
Hispanic/Latino	1 of 27	3.7%
Multiracial	4 of 21	19.0%
Native American	0 of 0	0%
Pacific Island	0 of 0	0%
White	33 of 158	20.9%

Core Academic Class Sizes (General Education) (As of 11/17/2025 )

20 or

fewer

21-23

Gr. 6 - 8

117 sections

(20.5%)

(47.9%)

(15.4%)

(8.5%)

(6.0%)

(1.7%)

(0%)

92.3% of core academic class sections have 25 or fewer students, an 14.5% increase over the 2024-25 school year.
The 9 class sections with 26 or more students are:

1 ELA: Honors Grade 8
3 Math: Honors Grades 6 & 7; Grade 7
3 Science: Grades 7 (2 sections); Honors Grade 8
2 Social Studies: Grades 7 & 8

2024-2025 SSDR Incident Data

Total Incidents	# of Incidents Resulting in Suspension	% of Incidents Resulting in Suspension
56	34	61%

IV. Facilities

2024-2025 Improvements

Asbestos remediation in several hallways and rooms 112, 113, 114a/b/c and Media Center, including new flooring
Painting in gymnasium

2024-2025 Facility Needs

2025-2026 Facility Needs

New lockers for all grades

New carpet in media center COMPLETED

Broken seals on some windows

Auditorium seating and lighting needs to be repaired and/or replaced

Complete locker room ceiling

Installation of projector in auditorium
Paint in gymnasium COMPLETED
Ramp for front door

New lockers for all grades

Broken seals on some windows

Auditorium seating and lighting needs to be repaired and/or replaced

Complete locker room ceiling

Installation of projector in auditorium

Ramp and sidewalk repair near front door
Leaks in the roof in various places in the building (MSBA Project/Summer 2027)

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

2024-2025 School Needs

2025-2026 School Needs

Additional Grade 6 teacher (completed)
Replacement projectors for ones that are not working
Updated PA system to include classroom phones
Additional English Language (EL) support

Replacement projectors for ones that are not working
Updated PA system to include classroom phones

Additional English Language (EL) support
Projector in new classroom 110B

VI. Budget

	Amount available in 2025-2026
TEXT/LEARNING MATERIALS (textbooks and learning materials/supplies needed to support classroom instruction)	$ 9,000.00
SUPPLIES (pens, pencils, rulers, paper,glue, photocopy paper, etc.)	$15,216.00
ACTIVITY STIPEND ACCOUNT	$31,200.00
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies	$ 2,160.00
Science Supplies	$ 1,800.00
Library	$ 2,500.00
Physical Education	$ 245.00
SPECIAL FUNDING (gifts, grants, partnerships, PTO, etc.)
P.T.O. (approximate)	$ 10,000.00
TOTAL	$72,121.00

VII. Appendix

Spring 2025 MCAS Data

(Spring 2025 MCAS Edwin PE303 Report)

English Language Arts (E/M %)
Grade	School 2024	School 2025	State 2025
6	51%	58%	42%
7	36%	55%	42%
8	53%	57%	44%

Mathematics (E/M %)
Grade	School 2024	School 2025	State 2025
6	49%	39%	41%
7	43%	42%	39%
8	48%	46%	38%

STE (E/M %)
Grade	School 2024	School 2025	State 2025
8	44%	44%	37%

CIVICS (E/M %)
Grade	School 2024	School 2025	State 2025
8	N/A	37%	39%

B. NWEA MAP 2024-2025 Data

MAP Math RIT 2024-2025
Math	Fall	Winter	Spring
6	214.8	219.7	228.1
7	224.5	229.8	233.5
8	230.7	235.2	-

MAP Reading RIT 2024-2025
Reading	Fall	Winter	Spring
6	210.2	213.4	215.2
7	216	217.5	220.3
8	220.7	222.2	-

MAP Science RIT 2024-2025
Science	Fall	Winter	Spring
6	206.5	210.8	214.3
7	211.1	215.6	218.1
8	215.5	217.6	-

C. Spring 2025 Accountability Data

D. Spring 2025 VOCAL Results (Grade 8)

Dimension	Description	Always/ Mostly True	Mostly Untrue/ Never True
ENG	Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation.	91.2%	8.8%
ENG	My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity.	55.2%	44.8%
ENG	Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation.	78.4%	21.6%
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).	89.7%	10.3%
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).	91.8%	8.2%
ENG	My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses).	87.0%	13.0%
ENG	My teachers use my ideas to help my classmates learn.	38.7%	61.3%
ENG	I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video).	67.0%	33.0%
ENG	In my classes, my teachers use students' interests to plan class activities.	60.8%	39.2%
ENG	My classmates behave the way my teachers want them to.	62.9%	37.1%
ENG	In at least two of my academic classes, students are asked to teach a lesson or part of a lesson.	30.9%	69.1%
ENG	In at least two of my academic classes, students plan and work on projects that solve real-world problems.	64.4%	35.6%
ENG	In my academic classes, students review each other's work and provided advice on how to improve it.	61.3%	38.7%
ENG	In my classes, teachers use open-ended questions that make students think of many possible answers.	77.3%	22.7%
ENG	I can connect what I learn in on class to what I learn in other classes.	70.1%	29.9%
ENG	In my academic classes, students wrestle with problems that don't have an obvious answer.	66.5%	33.5%
ENG	Students respect one another.	63.9%	36.1%
ENG	Teachers are available when I need to talk with them.	86.1%	13.9%
ENG	Adults at our school are respectful of student ideas even if the ideas expressed are different from their own.	84.5%	15.5%
ENG	My teachers promote respect among students.	88.7%	11.3%
ENV	Students have a voice in deciding school rules.	22.2%	77.8%
ENV	School staff are consistent when enforcing rules in school.	80.7%	19.3%
ENV	Teachers give students a chance to explain their behavior when they do something wrong.	67.5%	32.5%
ENV	My teachers will first try to help (guide) students who break class rules, instead of punishing them.	65.5%	34.5%
ENV	Students help each other learn without having to be asked by the teacher.	76.3%	23.7%
ENV	My teachers are proud of me when I work hard in school.	86.6%	13.4%
ENV	My teachers set high expectations for my work.	80.4%	19.6%
ENV	My teachers believe that all students can do well in their learning.	90.7%	9.3%
ENV	My school work is challenging (hard) but not too difficult.	78.9%	21.1%
ENV	My teachers support me even when my work is not my best.	77.3%	22.7%
ENV	The things I am learning in school are relevant (important) to me.	68.6%	31.4%
ENV	Students are given multiple opportunities to show that they have mastered their classwork.	80.4%	19.6%
ENV	Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves.	74.6%	25.4%
ENV	If I need help with my emotions (feelings), effective help is available at my school.	60.3%	39.7%
SAF	If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help.	85.6%	14.4%
SAF	Teachers don't let students pick on other students in class or in the hallways.	76.3%	23.7%
SAF	Students at school try to stop bullying when they see it happening.	39.7%	60.3%
SAF	Students have spread rumors or lies about me more than once on social media.	37.3%	62.7%
SAF	Teachers, students, and the principal work together to prevent (stop) bullying.	79.4%	20.6%
SAF	In my school, groups of students tease or pick on one student.	42.3%	57.7%
SAF	I have been called names or made fun of by other students more than once in school.	39.7%	60.3%
SAF	In my school, bigger students taunt or pick on smaller students.	25.8%	74.2%
SAF	Teachers support (help) students who come to class upset.	86.1%	13.9%
SAF	I feel comfortable reaching out to teachers/counselors for emotional support if I need it.	43.3%	56.7%
SAF	Students will help other students if they are upset, even if they are not close friends.	46.9%	53.1%
SAF	Because I worry about my grades, it is hard for me to enjoy school.	63.4%	36.6%
SAF	Students at school damage and/or steal other students' property.	39.7%	60.3%
SAF	I have seen students with weapons at our school.	8.8%	91.2%

E. Completed Action Steps from 2024-2025

** Indicates action steps embedded in typical day to day school operations. The following completed action steps are consistently implemented and have become a part of the school’s classroom expectations.

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Goal #
1.	Create and administer mid-year and year-end student and staff surveys to gauge cultural competency and level of engagement in DEI and Open Parachute initiatives.	January 2025, June 2025	Surveys through GoogleForms	Principal, Assistant Principal, Guidance	4
2.	Incorporate Community Circles into AMP and in academic classes as necessary.	September 2024-June 2025	Lesson plans	Principal, Assistant Principal, Guidance, AMP teachers	4
3.	Fully implement Project Lead the Way (Engineering curriculum) for all students in grades 6-8; including teacher training, professional development, supplies and equipment	September 2024-June 2025	Lesson plans, course completion certificates, student projects	Technology/ Engineering teacher	3
4.	Create a universal method of answering constructed response questions.	October 2024	Constructed response graphic organizer	Grade 6-8 Math teachers	2
5.	Create a universal graphic organizer for expository writing.	September-November 2024	Common expository writing graphic organizer for essays/ paragraphs	ELA/Reading Teachers	1
6.	Create a descriptive language reference to support and enhance student writing in World Language.	September-November 2024 min	Descriptive language reference document	World Language Teacher	1

F. Staffing: Support Services

1	Nurse
4	Special Education Teachers (Resource Room/Inclusion)
0	Special Education Teachers (Substantially Separate)
3	Guidance Counselors/Chairperson
3	ELL Teachers
0.2	Speech and Language Instructor
0.5	School Psychologist
0.2	Occupational Therapist
1	Librarian
0.5	Family Liaison

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: Aliza A. Schneller /s/Aliza A. Schneller

Co-Chair: Elizabeth Laroussi /s/Elizabeth Laroussi

Teachers: Leah Markarian /s/Leah Markarian

Eleanor Ballard /s/Eleanor Ballard

Dylan Gramuglia /s/Dylan Gramuglia

Parent: Jacqueline Conroy /s/Jacqueline Conroy

Community

Representative: Damian Outar /s/Damian Outar