Broad Meadows Middle School Improvement Plan 2024-2025
Quincy Public Schools
Broad Meadows Middle School
School Improvement Plan
2024 - 2025
Nicholas J. Ahearn , Principal
Stacey Bucci, Assistant Principal
TABLE OF CONTENTS
I. Principal’s Path p. 3
- Data Reflection p. 5
- Goals Reflection p. 7
- VOCAL Reflection p. 9
II. School Improvement Plan
A. Goal Statements and Action Steps p. 11
B. Professional Development Plan p. 24
C. Extended Day p. 26
D. Family Engagement and Communication p. 28
III. School Demographics p. 30
IV. Facilities p. 32
V. School Needs p. 33
VI. Budget p. 34
VII. Appendix p. 35
- Spring 2024 MCAS Data
- MAP RIT Scores 2023-2024
- 2024 Accountability
- Spring 2024 VOCAL
- Completed Action Steps
- Staffing: Support Services
- School Council Members
- Principal’s Path
Dear Members of the Quincy School Committee,
As the educational leader of the Broad Meadows Middle School, it is truly my pleasure to submit this document to you, our School Improvement Plan for the 2024/2025 academic school year.
At Broad Meadows Middle School, we will strive for growth in all subject areas in and out of our classrooms as we focus not only on the academic achievement of our students but also on their social and emotional development. Our staff, our students, and our school community continue to work together in the goal of seeing each student reach their full potential in our school. This work will be completed with simple goal statements and specific actionable steps, which you will find written into our plan.
Beginning in the fall, staff met both in grade level and vertical team meetings to begin to identify areas of focus for our upcoming school year. Using both MAP and MCAS data along with observational assessments from the prior year, staff identified idea development related specifically to essay writing as an area of focus. They will be working to instruct students on keeping a clear central idea in writing and how they can build and expand on that main idea through the use of text-based evidence to bolster their writing with supporting details. As students write in response to various texts, we look to see their work reflect a deeper understanding of characters, themes, and events.
In mathematics, we have placed a direct focus on standards related to ratios and proportional relationship standards in grades 6 and 7 while focusing on expression and equation standards in grade 8. In science, the focus this year will continue to focus on bolstering understanding and connections in the physical science world from grade 6 to grade 8 as we continue to learn about assessment changes to the STE MCAS assessment. Through the continued use of formative, summative, and benchmark assessment data we will monitor growth specifically in these areas throughout the year as we plan for equitable access to the curriculum for all students.
This year, to continue our DEI work, we will place a focus on creating a culture of care that comes from building inclusive relationships across the school to continue to foster a sense of belonging. Initiatives such as community building circles and the use of our Open Parachute program work to support social-emotional learning in our classrooms. We will also be working to continue to diversify classroom literature selections related to monthly EDI topics.
Student engagement and belonging at Broad Meadows is also a cornerstone of our success as a school. We encourage everyone to be involved in before or after school activities and at the current time, over 215 students are engaged in learning beyond the bell with 20 members of our teaching staff. These activities are designed to build community and also serve to enrich the physical and academic development of our students. On a given day at Broad Meadows you may witness students in our drama program, playing for our volleyball teams, in Lego Robotics club or participating in our ODW (Operation Days Work) program hard at work after school hours. It cannot be overstated how important these connections to the school community are to allow students to chase their passions and experience new opportunities. This feeling of engagement and belonging was evidenced in an increase in the average index score on the VOCAL survey as well as a significant decrease in the number of students who were chronically absent from the 2023 school year.
As we look beyond the school walls, we hope to continue to involve the whole Broad Meadows community in the educational process. Now more than ever, we value and encourage families to be active, involved and well-informed partners in the learning process. The support of parents, community leaders and local businesses will supplement the important work done by the teachers and support staff every day and will allow us to leverage the tremendous strength and diversity of the neighborhood to achieve greater academic success for our student population. I respectfully submit our 2024/2025 School Improvement Plan and welcome your suggestions and comments as we work together to fulfill the mission of the Quincy Public Schools.
Sincerely,
Nicholas Ahearn
- Data Reflection
From an achievement view for ELA MCAS, we observed an increase of 2% of our student population meeting or exceeding expectations in grades 6 to 8 from 2023 to 2024. We did note specifically an 8% decline against the state average in the number of students meeting or exceeding expectations from 2023 to 2024 in the 7th-grade cohort but noted a 4% increase in the grade 8 cohort between the same years. Specifically, we attribute the decrease to a change in writing scores, which we will look to bolster this year through specific, actionable steps. From a growth standpoint, we noted typical high growth in 8 of 10 subgroups from 2023 to 2024, with typical low growth in the remaining 2 subgroups. The overall student growth percentile for students in grades 6 to 8 was 55%.
From an achievement view for Math MCAS, we observed a decrease of 2% of our student population meeting or exceeding expectations in grades 6 to 8 from 2023 to 2024. We did note specifically a 6% decline against the state average in the number of students meeting or exceeding expectations from 2023 to 2024 in the 7th-grade cohort and noted no change in the number meeting or exceeding expectations in the grade 8 cohort between the same years. From a growth standpoint, we noted typical low growth in 7 of 10 subgroups with typical high growth in 2 subgroups. The overall student growth percentile for students in grades 6 to 8 was 45%.
Our MAP assessment data reflected strong growth in several grade-level bands with more modest or stagnant growth in other areas. Specifically, on the Reading MAP assessment, students made modest growth in grades 6 (4.5 RIT points) and 8 ( 3.1 RIT points) while just missing projected growth targets. In grade 7, students exceeded their growth projection by 2 RIT points with a total of 6.6 RIT point growth for the year.
On our Mathematics MAP assessment, students in grades 6 to 8 all met and far exceeded growth targets for the year. Growth in grade 6 (12 RIT points), grade 7 (10.7 RIT points), and grade 8 ( 8.6 RIT points) almost doubled projected grade growth at each grade level.
Overall, the Science MAP assessment saw growth at all three levels meeting and exceeding projected growth in grade 6 (5.7 RIT points) and grade 7 (4.8 RIT points) while falling just short of projected grade growth in grade 8 (2.5 RIT points).
Using the ACCESS test as a measure, we are pleased to report that we have met our goal of students meeting their proficiency targets with a 5.6% increase from 13.6% to 19.2% from the 22-23 school year to the 23-24 school year.
We were also pleased to exceed Chronic Absenteeism targets in all but one subgroup, reducing the overall number of students who were reported as missing more than 18 days of school by almost 10%.
- Goals Reflection
SMART GOAL #1/English Language Arts: During the 2023-2024 school year, students in Grades 6-8 will show evidence of growth on the Reading MAP Assessment, specifically in the instructional area of Informational Texts as measured by an increase of 4.4 RIT points in grade 6, 4.0 RIT points in grade 7 and 3.5 RIT points in grade 8 as indicated by the Spring 2024 MAP District Summary Report from a baseline of a 209 RIT in grade 6, a 213 RIT in grade 7 and a 217 RIT in grade 8.
Broad Meadows made 5 RIT point growth in grade 6, 7 RIT point growth in grade 7, and 3 RIT point growth on MAP for grade 8. Both grades 6 and 7 met their target and grade 8 just missed our target by .5 of a point.
SMART Goal # 2: Mathematics During the 2023-2024 school year, students in Grades 6-8 will show evidence of growth on the Mathematics MAP Assessment, specifically in the instructional area of Statistics and Probability in grades 6-8 and geometry in grade 7 as measured by an increase of 6 RIT points in grade 6, 5.5 RIT points in Grade 7 and 3.5 RIT points in grade 8 as indicated by the Spring 2024 MAP District Summary Report from a baseline of a 207 RIT in grade 6, a 217 RIT in grade 7 and a 220 RIT in grade 8.
Broad Meadows made 15 RIT point growth in grade 6, 14 RIT point growth in grade 7, and 10 RIT points in grade 8. The goal was met in grades 6-8.
SMART Goal # 3: Science During the 2023-2024 school year, students in Grades 6-8 will show evidence of growth on the Science MAP Assessment, specifically in the instructional area of Physical Science as measured by an increase of 3.8 RIT points in grade 6, 3.6 RIT points in Grade 7 and 3.3 RIT points in grade 8 as indicated by the Spring 2024 MAP District Summary Report from a baseline of a 205 RIT in grade 6, a 209 RIT in grade 7 and a 212 RIT in grade 8.
Broad Meadows made 5 RIT point growth in grade 6, 6 RIT point growth in grade 7, and 1 RIT point growth in grade 8. Both grades 6 and 7 met their target, and grade 8 did not meet the target missing by 2 points.
SMART Goal # 4: Social-Emotional Learning: During the 2023-2024 school year, Broad Meadows Middle School will focus on supporting students’ social and emotional learning through our current PBIS model, community circles, ongoing Open Parachute lessons, and implementation of the Boston Celtics Shamrock Foundation All-Star Program. The impact of this work will be evidenced by an increase in the number of students rating the school Somewhat Favorable, Favorable or Most Favorable on the VOCAL Survey by 5 % from 79% (2023 baseline) to 84% (2024 target).
Through multiple initiatives at Broad Meadows Middle School, we were proud to see a 4.6% increase in the number of students reporting a Somewhat Favorable, Favorable or Most Favorable rating on the 2023-2024 VOCAL survey. We also noted an increase of 5% in students rating the school Most Favorable. Although we did not meet our target, we just missed our set mark by .4% of a point.
Although not a specific goal, one of our action steps was to work to improve attendance by reducing Chronic Absenteeism rates. We were incredibly pleased with our results last year reducing Chronic Absenteeism across all subgroups and far exceeding state targets.
- VOCAL Reflection
With four years of comparative VOCAL survey data, it has become an increasingly useful tool for the Broad Meadows Middle School Staff to use to gauge our overall school environment, safety, and student engagement. Feedback from the survey is used yearly in planning for the upcoming school year, but also specifically by individual staff and clubs to plan for specific outcomes. Data from the prior year led us to invite in staff from MARC (Massachusetts Aggression Reduction Center) for an opening year assembly as well as in planning for our SAVE Club through the Sandy Hook Promise.
The overarching theme reflects a generally positive feeling from Broad Meadows students, with approximately 83% of students holding a Most Favorable, Favorable, or Somewhat Favorable rating of our school, with the number of students holding a Most Favorable or Favorable opinion of our school increasing almost 5% from the 2022-2023 school year. That said, our focus is always to improve to ensure that every student feels valued, seen, heard, and supported in our school.
From an engagement standpoint, we were pleased to see that, generally students feel like they have good relationships with staff and that they feel staff work to promote positive relationships between students. Students also acknowledged that they are friendly with students who have different backgrounds from them and are excited to learn from those differences. That said, as reflected in the data, elevating student voice within the classroom through guided choices or peer tutoring continues to be an area that we will work on.
From a safety standpoint, students expressed that they generally feel physically safe at school, although emotional safety continued to be an area where students expressed mixed feelings. As with bullying, students expressed that they are aware of support staff and structures that are in place to support them when they are feeling anxious, overwhelmed, or targeted but that these feelings are still there and can impact overall learning. Programs such as the MARC Assembly, SAVE Club, or Sandy Hook Promise Assembly will aim to further empower students to speak up if they see a problem, and as we say, “ if they see something, say something.” We also hope these programs will reinforce the message of normalizing discussions around feelings and emotions, which further help staff support our students.
From an environmental standpoint, students generally feel supported in the classroom both by their peers and their teachers, and that staff set high but attainable academic goals. In this area, students also expressed generally that they understand school rules and feel they are enforced appropriately by their teachers, but as with last year, they asked for a greater voice in planning and implementing school rules and guidelines.
- School Improvement Plan
- Goal Statements and Action Steps
SMART Goal # 1: ELA During the 2024-2025 school year, students in Grades 6-8 will show growth in the Reading MAP Assessment and ELA grades 6-8 MCAS Assessment specifically in the instructional area of essay writing with a focus on idea development and character analysis.
This will be evidenced through an increase of 4% points in essay-style questions from a baseline of 52% on the CU 306 Standards Report. We will utilize MAP benchmark assessments along with formative assessments in winter and spring as a progress monitoring tool with projected RIT growth in grade 6 of 4.5 points and projected RIT growth in grade 7 of 4 points.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1. | Implement common academic language across all grade levels for reading and writing skills
| Sept. - June. | Classroom Observations Student sample work Classroom Lessons and Assessments | All grades ELA Staff EL Staff Reading Staff Special Ed Staff | Revised | ||
2. | Streamline Close Reading strategies between reading and ELA to improve comprehension skills, especially in the areas of:
| Sept.- Jan. Blend strategies into one cohesive template Jan.-June Implement in classroom | Classroom Close Reading student visuals Staff-created model for students | ELA Staff EL Staff Reading Staff Special Ed Staff | New | ||
3. | Provide opportunities for choice based on students’ diverse interests and Lexile levels, when applicable. This action step aims to:
| Sept. - June | Diverse news media articles Classroom libraries Anthologies Media Center book selection process | ELA Staff EL Staff Reading Staff Special Ed Staff Media center Staff | Revised | ||
4. | Employ common graphic organizers and rubrics (MCAS writing rubric) as well as common best writing strategies based on the type or genre of writing, including CER (Claim, Evidence Reasoning) or RACES (Restate, Answer, Cite, Explain, Summarize) while Reading and ELA staff model strategies in the classroom | Sept. - June | Student work samples Classroom observations | ELA Staff EL Staff Reading Staff Special Ed Staff | Revised | ||
5. | Implement various “mentor texts” related to narrative and expository/argumentative writing as a guide for students. Analysis of MCAS prompts shows primarily narratives and or expository/argumentative. Mentor texts will include:
| Sept. - June | Student work based on the use of: Informative Articles Famous Speeches Short Stories Short Poems | ELA Staff EL Staff Reading Staff Special Ed Staff | New | ||
6. | Model and practice purposeful text summarization to identify central ideas. | Sept. - June | Classroom Observations Student work samples | ELA Staff EL Staff Reading Staff Special Ed Staff | Continued | ||
7. | Common scoring and adoption of anchor papers to norm writing expectations at each grade level using the 2023 MCAS essay writing prompt | February - May 2025 | Common Scoring Standards Collection of Anchor Papers | ELA Staff EL Staff Reading Staff Special Ed Staff | New | ||
Social Studies Goal: In support of the English/ Language Arts goal, the Social Studies Vertical Team will focus on the instructional area of essay writing with a focus on comparing and contrasting various themes such as political structures and cultural, religious and economic development.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1. | Consistently use strategies to improve comprehension:
in paragraph form as well as charts/graphic organizers Apply vocabulary strategies to enhance comprehension in social studies using Keys to Vocabulary | October - June | Student Work Samples | All Social Studies Teachers | Continued | ||
2. | Using a multitude of information texts from a variety of sources, students will identify the Key Ideas and Details of passage via Close Reading strategies as well as being able to summarize or form opinion on the author's main idea. Students will model this through bi-weekly check-ins. | October - June | Classroom Lessons/ Observations | All Social Studies Teachers | Revised | ||
3. | Consistently use instructional strategies to increase comprehension and understanding
| October - June | Classroom Lessons/ Observations | All Social Studies Teachers | Revised | ||
4. | Unit assessments will include constructed response questions and informational text requiring students to cite textual evidence and the analysis of a primary/secondary source. Also included in these constructed responses will be a requirement of analysis of multiple sources. Staff will also use varied forms of informational texts i.e cartoons, pictures, newspaper articles | October - June | Student Formative and Summative Assessments | All Social Studies Teachers | Continued | ||
5. | Vertical Team time will be spent during the 2024-2025 school year exploring released materials from the 2024 Grade 8 Civics Pilot MCAS | Meetings in October, January, February, March and May | Incorporation of assessment style into current formative assessments | All Social Studies Teachers | New | ||
SMART Goal # 2: Math During the 2024-2025 school year, students in Grades 6-8 will show growth in the Math MAP Assessment and Math grades 6-8 MCAS Assessment specifically in the instructional area of ratios and proportional relationships (grades 6-7) and expressions and equations (gr.8) in order to improve performance on short answer response questions.
This will be evidenced through an increase of 3% points in constructed response style questions from a baseline of 34% on the CU 306 Standards Report. We will utilize MAP benchmark assessments in winter and spring as a progress monitoring tool with projected RIT growth in grade 6 of 6 points and projected RIT growth in grade 7 of 5.5 points.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Teachers analyzed 2024-2025 MAP/MCAS data to understand specific grade-level areas of need and selected ratios and proportional relationships in grades 6 and 7 and expressions and equations in grade 8 as areas of focus. | September, January, June | MAP Assessment Data | Math Staff Special Education Staff | Revised | ||
2 | Additional emphasis throughout lessons on understanding if numerical answers make sense in relation to the problem and understanding that values can be represented in different ways (i.e. fractions, percentages and decimals). | October - June Strategy used daily in classroom | Student work samples | Math Staff Special Education Staff | Continued | ||
3 | Use of ST Math Program in grades 6 and 7 to bolster problem solving skills and increase number sense. Use SGTI (Small Group Targeted Instruction) in grade 8 to provide a differentiated level of support to students. | October - June | Student usage data and embedded assessments | Math Staff Special Education Staff | New | ||
4 | Using assessment data as a guide, Grade 6 will emphasize using ratio and rate reasoning to solve real world problems during math lessons and on classroom assessments. | January - April | Classroom Observations/ Student Work | Grade 6 Math Staff Special Education Staff | Revised | ||
5 | Using assessment data as a guide, Grade 7 will emphasize recognizing and representing proportional relationships between quantities during math lessons and on classroom assessments. | January - April | Classroom Observations/ Student Work | Grade 7 Math Staff Special Education Staff | Revised | ||
6 | Using assessment data as a guide, Grade 8 will emphasize understanding the connections between proportional relationships, lines and linear equations during math lessons and on classroom assessments. | January - April | Classroom Observations/ Student Work | Grade 8 Math Staff Special Education Staff | Revised | ||
7 | Utilizing SSB Block for targeted math support based on assessment outcomes with a specific focus on constructed response question strategies. | January - April | Student Work/ Assessment Data | Math Staff Special Education Staff | Revised | ||
SMART Goal # 3: Science During the 2024-2025 school year, students in Grades 6-8 will show growth in the Science MAP Assessment and Science grade 8 MCAS Assessment, specifically in the instructional area of Physical Science with a focus on the use of scientific evidence to synthesize and communicate information in order to improve performance on constructed response questions.
This will be evidenced through an increase of 5% points in constructed response style questions from a baseline of 35% on the CU 306 Standards Report. We will utilize MAP benchmark assessments in winter and spring as a progress monitoring tool with projected RIT growth in grade 6 of 4 points and projected RIT growth in grade 7 of 3.5 points.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/ Person Responsible | Status New/ Revised/ Continued |
1. | Teachers will analyze 2024 MAP/MCAS data to understand specific grade-level areas of need and continue physical science as a specific area of weakness. | September, January, June | MAP Assessment Data | Grade 6,7 and 8 Science and Technology/ Engineering Staff | Continued |
2. | Teachers will provide multiple opportunities for students to engage in science practices:
| September 2024 - June 2025 | Student work samples (physical and virtual): interactive notebooks, student-created models, assessments, science and engineering activities, teacher lesson plans and rubrics, displays, student presentations, STEM fair, administrative walkthroughs | Grade 6,7 and 8 Science and Technology/ Engineering Staff | Revised |
3. | Students will utilize Interactive Notebooks and lessons to positively portray student learning of science concepts aligned with grade level Science and Technology/Engineering Learning Standards | September 2024 - June 2025 | Student Interactive Notebooks and student-designed products. | Grade 7 and 8 Science and Technology/ Engineering Staff | Continued |
4. | Support growth in mathematics and data by familiarizing students with scientific tools and measurement, and collecting and analyzing data with a focus on the use of scientific evidence to construct an argument or come to a conclusion. This will occur through multiple interactive hands-on labs which will be conducted each trimester. | October - 2024 - June 2025 | Student work samples (physical and virtual): interactive notebooks, assessments, science and engineering activities, teacher lesson plans and rubrics, displays, student presentations, STEM fair, administrative walkthroughs | Grade 6,7 and 8 Science and technology/ Engineering Staff | Revised |
5. | Implement Pilot OpenSciEd and virtual models such as PhET, Gizmos and practice questions to prepare for new MCAS. | October - 2024 - June 2025 | Gr. 6: OpenSciEd Light and Matter Curriculum lesson Gr. 6 & 7 8: PhET Simulation packets/worksheets Grades 6,7,8 Gizmo Digital Simulations Gr. 7 & 8 OpenSciEd Training on PD day (PD certificate) Gr. 8 OpenSciEd Chemical Reactions Unit Wade Institute Professional Development on January 30, 2024. | Grades 6, 7, 8 | New |
6. | Research, build and pilot multi-step/ complex, MCAS-style questions across the disciplines (physical, earth, life) to assist students in articulating science processes and to support in answering storyline based inquiry constructed response questions. This will include the use of digital simulation resources as they become available. | January 2025 - April 2025 | Assessments (work samples, 2-4 per grade) | Grades 6, 7, 8 | New |
7. | Implement Project Lead the Way (Engineering curriculum) for all students in grades 6-8 with a focus in grade 8 on storyline based inquiry as it applies to analysis of classroom projects. | October 2024 - June 2025 | Student work samples (physical and virtual), notebooks, teacher lesson plans and rubrics, administrative walkthroughs | Technology Engineering Teacher | Revised |
8. | STEM Fair with a focus on Physical Science Topics | March 13, 2024 | Student projects | Science Staff Grades 6, 7 & 8 | Continued |
SMART Goal # 4: Social-Emotional Learning: During the 2024-2025 school year, Broad Meadows Middle School will focus on supporting students’ social and emotional learning through our current PBIS model, community circles, ongoing Open Parachute lessons, and with the partnership of outside agencies like MARC and The Sandy Hook Promise. The impact of this work will be evidenced by an increase in the average overall school index score of 3 points from a 43 (2024 baseline) to 46 (2025 target) on the VOCAL survey.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1. | Review Open Parachute resources and identify topics for the 2024-2025 school year. Each grade level will identify a day of the week to implement Open Parachute lessons during SSB block. Implementation begins in October Grade 6 and LDC Program - Fridays Grades 7 and 8 - Wednesdays | September - with implementation in October | Classroom Lessons | All School Teaching Staff | Continued | ||
2. | Continue with the implementation of restorative practices to support problem solving and issue resolution with students for disciplinary offenses. | September 2024 and ongoing through school year | Student Meetings | All School Teaching Staff led by Guidance and Administrative Team | Continued | ||
3. | Teachers will analyze 2023-2024 VOCAL Survey data to understand overall student opinions about Broad Meadows Middle School | Professional Development on 10/19/2024 and 2/26/2025 | VOCAL Survey | All School Teaching Staff | Revised | ||
4. | Create and adopt monthly DEI focus topics to be supported by academic program staff during the year with specific activities and projects related to the monthly theme. This will include monthly themed bulletin boards to highlight the topic. | September - June | Monthly themed bulletin boards, newsletters | All School Teaching Staff led by Academic Program Staff | Revised | ||
5. | In conjunction with DOVE, work with students on building healthy relationships | October- November | Health Classes | Health Education Teacher | Continued | ||
6. | Students will attend a presentation from the staff of MARC (Massachusetts Aggression Reduction Center) related to bullying, cyberbullying and resolution strategies. | October | Assembly | All School Teaching Staff | New | ||
7. | Incorporate Community Circles into SSB blocks and academic classes as needed in conjunction with Open Parachute Lessons | October - June | Classroom Lessons | All School Teaching Staff | Continued | ||
8. | Offer a large number of varying before and after school activities to encourage students' involvement at Broad Meadows | October - December (Session 1) February - May (Session 2) | Extended Day programming | Broad Meadows Middle School Staff working extended day programming | Revised | ||
9. | Hold monthly attendance celebrations to support positive school attendance and hold trimester-based assemblies to celebrate positive student achievement and progress. Use weekly SST meetings to chart student chronic absenteeism to make necessary recommendations as needed to attendance officers for additional support. | Attendance Celebrations - Monthly October - June Student Achievement Assemblies - December, April, June | School Assemblies and Celebrations | All School Teaching Staff led by Guidance and Administrative Staff at lunches | Revised | ||
10. | Sandy Hook Promise Program Assembly beginning with a message of “Start With Hello” training for students and staff. Will be followed next year with the “Say Something” assembly. Implementation of the SAVE ( Students Against Violence Everywhere) chapter at Broad Meadows | December 18, 2024 ( Training) and SAVE BMMS Chapter running December 2024 - May 2025 | Assembly, Programming and club meetings | Whole Staff and Health Teacher | New | ||
11. | Saturday School options for alternative discipline and academic support | 5 Sessions March - May | Attendance | BMMS Staff | Revised | ||
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters |
September 3, 2024 | 8:30 AM - 2:30 PM | Broad Meadows Middle School | All BMMS Staff | Principal Professional Development: Grade Level Team Meetings, Review of Safety Protocols, Health Guidelines, Civil Rights Training | Administrative Team/ School Nurse/ Guidance Staff |
September 11, 2024 | 1:00 - 3:00 PM | Southwest Middle School | All BMMS Staff | Principal Professional Development: Mental Health and Trauma Informed Practices with Walker | Administrative Team/ Teacher Facilitators |
October 9, 2024 | 1:00 - 4:30 PM | Broad Meadows Middle School | All BMMS Staff | Assessment Day #1 Review of Current MCAS/MAP Data Planning for 2024-2025 Action Steps and SMART Goals | Administrative Team/ Teacher Facilitators |
October 23, 2024 | 1:00 - 2:30 PM | Broad Meadows Middle School | All BMMS Staff | Principal Professional Development: Grade Level Team Meetings, Vertical Teams for data analysis and to finalize 2024-2025 Goals and Action Steps | Administrative Team/ Teacher Facilitators |
November 5, 2024 | 8:30 AM - 2:30 PM | Quincy High School | All BMMS Staff | System-wide Professional Development | District Facilitators |
January 8, 2025 | 1:00 - 3:00 PM | Southwest Middle School | All BMMS Staff | Principal Professional Development: Mental Health and Trauma Informed Practices with Walker | Administrative Team/ Teacher Facilitators |
February 12, 2025 | 1:00 - 4:30 PM | Various locations in the district | All BMMS Staff | System-wide Professional Development | District Facilitators |
February 26, 2025 | 1:00 - 2:30 PM | Broad Meadows Middle School | All BMMS Staff | Principal Professional Development: Grade Level Team Meetings MCAS Training | Administrative Team/ Teacher Facilitators |
March 12, 2025 | 1:00 - 3:00 PM | Broad Meadows Middle School | All BMMS Staff | Assessment Day #2 Analysis of mid year MAP Data/MCAS Update | Administrative Team/ Teacher Facilitators |
April 9, 2025 | 1:00 - 3:00 PM | Various locations in the district | All BMMS Staff | System-wide Professional Development | District Facilitators |
April 30, 2025 | 1:00 - 2:30 PM | Broad Meadows Middle School | All BMMS Staff | Principal Professional Development: Grade Level Team Meetings/ Vertical Team Meetings | Administrative Team/ Teacher Facilitators |
May 28, 2025 | 1:00 - 2:30 PM | Broad Meadows Middle School | All BMMS Staff | Assessment Day #3 Vertical Team Meetings Reflection on 2024-2025 SIP Goals & Action Steps | Administrative Team/ Teacher Facilitators |
June 11, 2025 | 1:00 - 3:00 PM | Broad Meadows Middle School | All BMMS Staff | Principal Professional Development: Grade Level Team Meetings, Advanced Course List Planning for 2024-2025 School Year | Administrative Team/ Teacher Facilitators |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Location |
September/ October 2024 | Boys and Girls Cross Country | Broad Meadows Students Grades 6-8 | Broad Meadows Middle School/ Pageant Field |
September 2024- October 2024 | Extramural Tennis | Broad Meadows Students Grades 6-8 | BMMS Tennis Courts |
October 2024 - March 2025 (Mondays, Tuesdays and Thursdays) | BMMS Drama Club and Set Design/Tech Crew | Broad Meadows Students Grades 6-8 | Performing Arts Room/ Auditorium |
October 2024- May 2025 (2 sessions) Tuesdays | Lego Robotics Team 1 | Broad Meadows Students Grade 6 | Technology and Engineering Classroom |
October 2024 - May 2025 (2 sessions) Thursdays | Lego Robotics Team 2 | Broad Meadows Students Grades 7-8 | Technology and Engineering Classroom |
October 2024 - November 2024 | Flag Football | Broad Meadows Students Grades 6-8 | Field behind BMMS |
October 2024 - January 2025 | Fantasy Football | Broad Meadows Students Grades 6-8 | BMMS Media Center |
October 2024 - June 2025 (Mondays and Thursdays) | Afterschool Homework Club | Broad Meadows Students Grades 6-8 | BMMS Media Center |
October 2024- June 2025 | Student Council | Broad Meadows Students Grades 6-8 | Rm. 217 |
October 2024 - May 2025 | ODW (Operation Days Work) | Broad Meadows Students Grades 6-8 | BMMS Media Center |
October 2024 - December 2024 | BOKS Morning Games | Broad Meadows Students Grades 6-8 | BMMS Gym |
November 2024 - December 2024 | Extramural Volleyball | Broad Meadows Students Grades 6-8 | BMMS Gym |
December 2024- May 2025 | BMMS SAVE Chapter | Broad Meadows Students Grades 6-8 | Rm. 211 |
January 2025 - May 2025 | Art Club | Broad Meadows Students Grades 6-8 | BMMS Art Room |
January 2025 - May 2025 | Yearbook Design Club | Broad Meadows Students Grades 6-8 | BMMS Art Room |
January 2025- February 2025 | Extramural Wrestling | Broad Meadows Students Grades 6-8 | Quincy High School |
January 2025- February 2025 | Intramural Basketball | Broad Meadows Students Grades 6-8 | BMMS Gym |
February 2025 - March 2025 | Extramural Swimming | Broad Meadows Students Grades 6-8 | Lincoln Hancock Pool |
March 2025 - April 2025 | Intramural Floor Hockey | Broad Meadows Students Grades 6-8 | BMMS Gym |
April 2025 - May 2025 | Boys and Girls Track & Field | Broad Meadows Students Grades 6-8 | Broad Meadows Middle School |
D. Family Engagement and Communication
Date | Topic | Target Audience | Location |
Late August 2024 | School Tours | Broad Meadows Middle School New Students | School Building |
September - June (Weekly) | Family Communication Newsletter through S’more | Broad Meadows Middle School Families | Distributed through ASPEN |
September 16, 2024 | Open House | Broad Meadows Middle School Families | School Building |
Sept. 5, Oct. 28, Dec. 2, Jan. 6, Feb. 3, March 3, April 7, May 6, June 3 | Monthly PTO Meetings | Broad Meadows Middle School Families | School Building |
November 5, 2024 | Election Day Bake Sale | Broad Meadows Middle School Families and Community | School Building |
November 20, 2024 & December 21, 2024 | Holiday Assistance | Broad Meadows Middle School Families | School Building |
December 5, 2024 | ‘Tis The Season Band Field Trip | Broad Meadows Middle School Band Students | Quincy High School |
December 2024 | Curriculum Newsletter | Broad Meadows Middle School Families | Distributed through ASPEN |
December 9, 2024 / May 2025 | Chorus and Band Concerts | Broad Meadows Middle School Families | School Building |
December 11, 2024 & December 18, 2024 | Report Card Conferences
| Broad Meadows Middle School Families | School Building |
February 6-8, 2025 | Drama Presentation of Something Rotten Jr. | BMMS Drama Club | School Building |
March 13, 2025 | STEM Fair | Broad Meadows Students | School Building |
May 3, 2025 | Celebrate Quincy 400 Historic Walk | Broad Meadows students and families led by ODW and Student Council | TBD |
May 2025 | Spring Dance | Broad Meadows Students | School Building |
June 2025 | Honor’s Banquet | Broad Meadows Students | School Building |
June 2025 | Promotional Ceremony | Broad Meadows Students | School Building |
June 2025 | 5th Grade Fly-Up | Broad Meadows Incoming Grade 5 Students | School Building |
III. School Demographics as of 11/19/2024
Total Enrollment | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
320 (+2 from 23-24) | 108 (33.8%) | 174 (54.4%) | 26 (8.1%) | 40 (12.5%) |
Race | Subgroup Populations | Percentage of Enrollment |
Asian | 70 | 21.9% |
Black/African American | 40 | 12.5% |
Hispanic or Latino | 31 | 9.7% |
Multiracial, non-Hispanic | 14 | 4.4% |
Native American | 0 | 0% |
Pacific Island | 0 | 0% |
White | 165 | 51.6% |
Advanced Class Enrollment (Grades 6-8) | # of Students in Advanced out of # in Subgroup | % of Population |
All Students Enrolled | 84 of 320 | 26.3% |
Low Income | 24 of 174 | 13.8% |
Asian | 26 of 70 | 37.1% |
Black/African American | 2 of 40 | 5% |
Hispanic/Latino | 2 of 31 | 6.5% |
Multiracial | 2 of 14 | 14.3% |
Native American | 0 of 0 | 0% |
Pacific Island | 0 of 0 | 0% |
White | 52 of 165 | 31.5% |
Core Academic Class Sizes (General Education) (As of 11/19/2024)
20 or fewer | 21-23 | 24 | 25 | 26 | 27 | 28 | |
Gr. 6 - 8 75 sections | 70 (92.0%) | 5 (8%) |
- 100% of core academic class sections have 23 or fewer students, no change from the 2023-24 school year.
- Broad Meadows is also home to the citywide Special Education Language Development program with 56 students across Grades 6-8 in class sections of 8-13 students.
2023-2024 SSDR Incident Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
13 | 10 | 76.9% |
IV. Facilities
2023-2024 Improvements
- Completion of retaining wall by outside transformer, including fencing for dumpster
- Transition (ramp) into the building by the gym door
- The addition of 4 bulletin Boards
- Installation of 3 small raised garden beds
- Flashing and rubber membrane on roof fixed in various locations
- Removal of ceiling tiles in Rm. 102/111 and installation of drop ceiling
- Battery-powered clocks installed in various classrooms
- Spot fixes in awning by main door
2023-2024 Facility Needs | 2024-2025 Facility Needs |
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V. School Needs (Materials, Supplies, Technology, Etc.)
2023-2024 School Needs | 2024-2025 School Needs |
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VI. Budget
Amount available in 2023-2024 | |
TEXT/LEARNING MATERIALS (textbooks and learning materials/supplies needed to support classroom instruction) | $ 6,080.00 |
SUPPLIES (pens, pencils, rulers, paper,glue, photocopy paper, etc.) | $11,360.00 |
ACTIVITY STIPEND ACCOUNT | $17,120.00 |
OTHER: (art supplies, science supplies, library, etc.) | |
Art Supplies | $ 1,188.00 |
Science Supplies | $ 960.00 |
Library | $ 2,500.00 |
SPECIAL FUNDING (gifts, grants, partnerships, PTO, etc.) | |
P.T.O. (approximate) | $10,000.00 |
TOTAL | $49,208.00 |
VII. Appendix
- Spring 2024 MCAS Data
(Spring 2024 MCAS Edwin PE303 Report)
English Language Arts (E/M %) | |||
Grade | School 2023 | School 2024 | State 2024 |
6 | 50% | 55% | 40% |
7 | 33% | 35% | 36% |
8 | 50% | 39% | 43% |
Mathematics (E/M %) | |||
Grade | School 2023 | School 2024 | State 2024 |
6 | 39% | 27% | 40% |
7 | 26% | 29% | 38% |
8 | 27% | 25% | 39% |
STE (E/M %) | |||
Grade | School 2023 | School 2024 | State 2024 |
8 | 37% | 26% | 40% |
B. NWEA MAP 2023-2024 Data
MAP Math RIT 2023-2024 | |||
Math | Fall | Winter | Spring |
6 | 209.4 | 215.6 | 221.6 |
7 | 218.9 | 222.1 | 229.6 |
8 | 222.8 | 225.8 | 231.4 |
MAP Reading RIT 2023-2024 | |||
Reading | Fall | Winter | Spring |
6 | 210.1 | 213 | 214.6 |
7 | 213.5 | 216.2 | 220.1 |
8 | 217.2 | 218.9 | 220.3 |
MAP Science RIT 2023-2024 | |||
Science | Fall | Winter | Spring |
6 | 204.9 | 207.7 | 210.6 |
7 | 208.8 | 211.1 | 213.6 |
8 | 212.1 | 213.6 | 214.6 |
C. Spring 2024 Accountability Data
D. Spring 2024 VOCAL Results (Grade 8)
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. | 92% | 8% |
8 | ENG | My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity. | 56% | 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. | 84% | 16% |
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). | 97% | 3% |
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). | 94% | 6% |
8 | ENG | My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses). | 83% | 17% |
8 | ENG | My teachers use my ideas to help my classmates learn. | 38% | 62% |
8 | ENG | I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video). | 81% | 19% |
8 | ENG | In my classes, my teachers use students' interests to plan class activities. | 46% | 54% |
8 | ENG | My classmates behave the way my teachers want them to. | 58% | 42% |
8 | ENG | In at least two of my academic classes, students are asked to teach a lesson or part of a lesson. | 39% | 61% |
8 | ENG | In at least two of my academic classes, students plan and work on projects that solve real-world problems. | 79% | 21% |
8 | ENG | In my academic classes, students review each other's work and provided advice on how to improve it. | 71% | 29% |
8 | ENG | In my classes, teachers use open-ended questions that make students think of many possible answers. | 82% | 18% |
8 | ENG | I can connect what I learn in one class to what I learn in other classes. | 73% | 27% |
8 | ENG | In my academic classes, students wrestle with problems that don't have an obvious answer. | 54% | 46% |
8 | ENG | Students respect one another. | 68% | 32% |
8 | ENG | Teachers are available when I need to talk with them. | 83% | 17% |
8 | ENG | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 84% | 16% |
8 | ENG | My teachers promote respect among students. | 93% | 7% |
8 | ENV | Students have a voice in deciding school rules. | 26% | 74% |
8 | ENV | School staff are consistent when enforcing rules in school. | 84% | 16% |
8 | ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 58% | 42% |
8 | ENV | My teachers will first try to help (guide) students who break class rules, instead of punishing them. | 61% | 39% |
8 | ENV | Students help each other learn without having to be asked by the teacher. | 81% | 19% |
8 | ENV | My teachers are proud of me when I work hard in school. | 86% | 14% |
8 | ENV | My teachers set high expectations for my work. | 86% | 14% |
8 | ENV | My teachers believe that all students can do well in their learning. | 90% | 10% |
8 | ENV | My school work is challenging (hard) but not too difficult. | 68% | 32% |
8 | ENV | My teachers support me even when my work is not my best. | 71% | 29% |
8 | ENV | The things I am learning in school are relevant (important) to me. | 62% | 38% |
8 | ENV | Students are given multiple opportunities to show that they have mastered their classwork. | 87% | 13% |
8 | ENV | Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves. | 75% | 25% |
8 | ENV | If I need help with my emotions (feelings), effective help is available at my school. | 71% | 29% |
8 | SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 86% | 14% |
8 | SAF | Teachers don't let students pick on other students in class or in the hallways. | 80% | 20% |
8 | SAF | Students at school try to stop bullying when they see it happening. | 50% | 50% |
8 | SAF | Students have spread rumors or lies about me more than once on social media. | 24% | 76% |
8 | SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 76% | 24% |
8 | SAF | In my school, groups of students tease or pick on one student. | 35% | 65% |
8 | SAF | I have been called names or made fun of by other students more than once in school. | 32% | 68% |
8 | SAF | In my school, bigger students taunt or pick on smaller students. | 22% | 78% |
8 | SAF | Teachers support (help) students who come to class upset. | 66% | 34% |
8 | SAF | I feel comfortable reaching out to teachers/counselors for emotional support if I need it. | 46% | 54% |
8 | SAF | Students will help other students if they are upset, even if they are not close friends. | 49% | 51% |
8 | SAF | Because I worry about my grades, it is hard for me to enjoy school. | 59% | 41% |
8 | SAF | Students at school damage and/or steal other students' property. | 33% | 67% |
8 | SAF | I have seen students with weapons at our school. | 7% | 93% |
F. Staffing: Support Services
1 | Nurse |
3 | Special Education Teachers (Resource Room/Inclusion) |
5 | Special Education Teachers (Substantially Separate) |
2 | Guidance Counselors/Chairpersons |
1 | ELL Teacher |
0.1 | Speech and Language Instructor |
0.6 | School Psychologist |
0.1 | Occupational Therapist |
1.0 | Librarian |
G. School Council Members
A school council is a representative, school building-based committee composed of the principal, parents, teachers, community members and, at the secondary level, students, required to be established by each school pursuant to Massachusetts General Laws Chapter 71, Section 59C. https://www.doe.mass.edu/lawsregs/advisory/schoolcouncils/
Chair/Principal: Nicholas Ahearn /s/ Nicholas Ahearn
Co-Chair: Amy Herlihy /s/ Amy Herlihy
Teachers: Alicia Kane /s/ Alicia Kane
James Phelan /s/ James Phelan
Stacey Bucci /s/ Stacey Bucci
Parent: Kerry Monaco /s/ Kerry Monaco
Community
Representative: George Meegan /s/ George Meegan