Central Middle School Improvement Plan 2023-2024
Quincy Public Schools
Central Middle School
Improvement Plan
2023 - 2024
Rick DeCristofaro, Principal
Kathy Mahoney, 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. 7
B. Professional Development Plan p. 29
C. Extended Day Opportunities p. 32
D. Family Engagement and Communication p. 34
III. School Demographics p. 36
IV. Facilities p. 38
V. Budget p. 41
VI. Appendix p. 42
- Spring 2023 MCAS Data
- MAP RIT Scores 2022-2023
- 2023 Accountability
- Spring 2023 VOCAL
- Staffing: Support Services
- School Council Members
- Principal’s Path
Dear Members of the Quincy School Committee,
Over the course of the 2023-2024 school year, Central Middle School will continue our Principal’s Path Initiative. The Principal’s Path is designed to increase teacher collaboration and build instructional capacity in order to improve the academic learning experience for our students, while engaging our community in a consistent, effective and inclusive manner. This principal and teacher-led initiative strives to meet the needs of all students and their families.
It is imperative that we align our curriculum, assessments and instructional strategies to reflect the skills, rigor and depth of understanding required of students to become College and Career Ready. As we continue to use the Massachusetts Frameworks as a foundation, our efforts to strengthen the curriculum will be demonstrated through collaborative lesson planning and the development of high-quality formative assessments and project-based learning, as outlined in our action steps. Staff will continue to work on developing, exploring and differentiating curriculum for our Neighborhood, Advanced and Advanced Placement classes, in order to meet the diverse needs of our student population. Staff will continue to meet with their grade level, content area and teaching teams on a monthly and biweekly basis. Staff will continue to participate in peer observations to see and hear how colleagues, in and out of their content areas, are implementing best practices throughout the curriculum. The idea is to collect and share evidence of best practice and then adjust or improve their own classroom instructional practice.
We will continue to support students’ needs with academic assistance, study skills and organization and assessment strategies through our early release Wednesday RAMPING it Up for MCAS. RAMping it up days gives staff the opportunity to review and reinforce instruction needed especially with the previous year’s pandemic.
In analyzing our 2022-2023 MCAS Data, we found that our scores were superior to the state’s scores in all subject areas and grade levels. In English Language Arts Exceeding/Meeting Expectation scores were similar to 2022-2023 scores with increases in grade 6 & 7 and a slight decrease in grade 8, but as a grade level cohort they increased by 2% in Exceeding/Meeting Expectation scores. On the 2022-2023 MCAS in Mathematics a school wide analysis documented an increase in Exceeding/Meeting Expectation scores in grades 6 & 7 and stayed even in grade 8 when compared to our 2022 scores. On the 2022-2023 MCAS in Science and Technology there was a slight decrease in students Exceeding/Meeting Expectation from the 2022 scores.
As we reflected on and analyzed our 2022-2023 goals and NWEA MAP data, we made progress toward our goals and showed growth. Specifically in mathematics, where each grade exceeded the goal of an increase of 3 RIT points on their own and all grades increased by at least 7 RIT points. In Science, grade 8 exceeded the goal of 4 RIT points and in grades 6 & 7 were tenths of a point away from meeting the goal. In Reading, we exceeded the whole school goal of increasing 3 RIT points. Grades 7 & 8 increased more than 4 RIT points on their own with grade 6 increasing by 1.9, while staying well above the National Norm.
Additionally, staff will receive their own support from program directors, coordinators and team administrators through their participation in math coaching/co-teaching, site-based support, and vertical alignment, as well as working in teams to focus on support for students that have suffered learning loss from COVID, students who scored partially meeting or not meeting expectations on MCAS and students that show need based on MAP scores.
This school year, Central will continue the initiative called Positive Behavior Interventions and Supports (PBIS). PBIS is a program to create and maintain a positive school culture through common expectations. Central chose the acronym RAMS to help in raising awareness to these common expectations: Respect, Attitude, Motivation and Safety.
When reviewing the VOCAL survey results, our PBIS focus with the acronym of RAMS is seen with:
- R standing for Respect and is shown by
- 95% of grade 8 felt that staff respects all students no matter of race, culture, family income, religion, sex or sexual orientation.
- 93% felt that their parents felt respected when they participated at our school.
- 95% felt teachers promote respect among students
- 94% felt that adults at our school are respectful of student ideas even if the ideas expressed are different from their own.
- A is Attitude and that is shown by
- 90% of students felt that their peers help each other learn without having to be asked by the teacher.
- 95% of 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).
- 91% felt that teachers are available when they need to talk with them.
- 83% felt in at least two of their academic classes, students plan and work on projects that solve real-world problems.
- M is for Motivation and is shown by
- 90% felt that teachers are proud of them when they work hard in school.
- 87% felt that the teachers support them even when their work is not their best.
- 96% felt that teachers believe that all students can do well in their learning.
- 87% felt that teachers use open-ended questions that make students think of many possible answers.
- When it comes to the S it is for Safety it is evident in the results because
- 91% felt if they inform an adult at the school that the bullying issue will be addressed.
- 86% felt that teachers, students and principal work together to address bullying issues.
- 89% felt that teachers support (help) students who come to class upset.
- 82% felt that the school offers guidance on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves.
Our grade level SADD (Students Against Destructive Decisions) groups have created presentations and activities to promote Kindness, Health & Inclusivity & Diversity for both the students and staff at Central. All students are invited to participate in initiating awareness months or days for specific groups, cultures or causes to help raise awareness and understanding.
Students’ ideas for clubs and school activities have been implemented with the support from staff. Student input has led to the creation of clubs like Coding, Dungeon and Dragons, Debate Club, Club Disney, Chess Club, and Fashion Club. We will continue to promote student driven initiatives that help support their voice at Central Middle School. Central Middle School students are encouraged to explore their interests in art, music, health, wellness and technology and participate with these common expectations in mind. Examples of our extra- curricular clubs include Art Club, Newspaper Club, Table Top and Board Game Club, Drama~Peter Pan Jr., Early Bird Basketball and Soccer and 3D Printing Club, PRISM, Diversity Club and Club Disney. These are just a few of the wide array of extended day activities Central organizes to support the interests of students.
We will continue to assist families to strengthen the learning at home by efficient, two-way communication opportunities through Aspen’s Student & Parent Portals, Google Classroom and School Messenger. This provides parents with up to date data on their child’s progress in the classroom and fosters communication between home and school.
I am extremely proud to be the principal of Central Middle School. I am excited to be working with a talented and dedicated staff whose first priority is our students. Thank you for your time and consideration of the Central Middle School Improvement Plan.
Sincerely,
Rick DeCristofaro, Principal
- School Improvement Plan
- Goal Statements and Action Steps
SMART Goal #1 ELA & Reading: During the 2023-2024 school year, students in Grades 6-8 will show evidence of growth in Reading as measured by an increase of 3.0 RIT points for grades 6-8 as indicated by the Spring 2024 MAP District Summary Report. Throughout the 2023-2024 school year, each grade level and vertical team will address each of the Anchor Standards of the MA Curriculum Frameworks for ELA by working collaboratively to:
Grade 6: To achieve this goal, the Grade 6 team will emphasize paired text lessons, writing across the curriculum, shared graphic organizers, shared rubrics, and close reading strategies. These efforts will also support academic achievement on the 2024 English Language Arts MCAS exam by introducing analytical reading and writing skills as outlined in the Anchor Standards RL1, RI1, and W4 of the MA Curriculum Frameworks for ELA.
Grade 7: To achieve this goal, the Grade 7 team will emphasize close reading strategies, paired text lessons, writing across the curriculum, shared graphic organizers, and common language for instruction. These efforts will also support academic achievement on the 2024 English Language Arts MCAS exam by reinforcing analytical reading and writing skills as outlined in RL.7.1, RI.7.1, and W.7.4 of the MA Curriculum Frameworks for ELA.
Grade 8: To achieve this goal, the Grade 8 team will emphasize writing across the curriculum, shared graphic organizers, poetry structure, and analysis-centered close reading. These efforts will also support academic achievement on the 2024 English Language Arts MCAS exam by helping students master analytical reading and writing skills outlined in the Anchor Standards RL.8.1, RI.8.1, and W.8.4 of the MA Curriculum Frameworks for ELA.
To support grade level goals, vertical and grade level teams will work collaboratively to:
- Develop standards based lessons that highlight key ideas and details while meeting the needs of all learners specifically focusing on the following :
- Inference
- Paired texts
- Text features
- Text structure
- Text analysis
- Poetry
- Provide writing opportunities for students to apply text analysis skills
- Establish common language and scaffolded graphic organizers for grade-level teams
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Analyze MAP data (use MCAS data as supplemental tool) and determine student needs and areas for growth opportunities | Oct-Nov |
| ELA/Reading/ SS/EL Team | Continued | ||
2 | Collaborate with both grade level teams and content area teams to identify target groups and determine priority needs:
| Sept-June |
| Grade level teams Vertical teams | Continued | ||
3 | Create lesson plans that integrate close reading strategies and apply critical thinking skills/reasoning to analyze a variety of text types with a focus on:
| Sept-June |
| Content Area Teachers~ Reading, ELA, SS & Sci | Continued | ||
4 | Create lesson plans that integrate writing across the curriculum:
| Sept-June |
| Content Area Teachers~ Reading, ELA, SS & Sci | New | ||
5 | Update classroom instructional materials and resources to reflect our students’ diverse backgrounds and interests | Sept-June |
| ELA/Reading/ SS/EL & Media Teachers | Continued | ||
6 | Create authentic lessons based on students’ diverse needs and interests
| Sept-June |
| All grade level content area teachers | Continued | ||
7 | Provide school-wide remediation and/or enrichment opportunities for all students
| Sept-June |
| All grade level content area teachers | Continued | ||
SMART Goal #2 Mathematics: During the 2023-2024 school year, students in Grades 6-8 will show evidence of growth in Mathematics as measured by an average increase of 4 RIT points for grades 6-8 as indicated by the Spring 2024 MAP District Summary Report.
Each grade level will focus on a specific Instructional Area to support reaching this Goal:
- Grade 6: The Real and Complex Number Systems
- Grade 7: Statistics and Probability
- Grade 8: Operations and Algebraic Thinking
Throughout the 2023-24 school year, each grade level and vertical team will address both the Content Standards as well as embedding each of the Standards for Mathematical Practice into daily instruction by working collaboratively to:
- Develop standards-based lessons that meet the needs of all learners.
- Work collaboratively with Special Education teachers to differentiate instruction appropriately.
- Develop common formative assessments to measure ongoing progress.
- Utilize formative and summative assessments data to improve instructional practices and develop appropriate intervention strategies when necessary.
To successfully achieve this goal, the Math vertical team has developed and committed to strategic and data driven action steps. These action steps will specifically focus on how to advance our identified groups: APC, Advanced, General Ed, Special Ed and EL.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Analyze 2022-2023 MAP data to identify strengths and areas of need. | Sept - June | MAP and MCAS reports Examples of Question Analysis Vertical Team Notes | Math Teachers/ Special Education Teachers | Continued | ||
2 | Meet in Collaboration Groups to discuss lower performing students, Co-Teaching Lessons, Best Practice Lessons, Goals, Action Steps, Technology Tools and Resources. | Sept - June | Collaboration Group notes | Collaboration Group Members | Continued | ||
3 | Utilize MAP/MCAS data to group students by ability and areas of need. Continue to use small group lessons in order to support all students and address individual needs. | Sept - June | Stations, RAMping It Up Days, SSB Pull Out, Individual Conferencing Examples of groupings with RIT scores or MCAS scores Data and student work samples from small group instruction | Math Teachers/ Special Education Teachers | Revised | ||
4 | Continue implementation of Guided Math:
| October - June | Share photos or lessons via Google Drive that include number talks and opportunities of shared thinking questions and solutions Shared best practices | Math Teachers/ Special Education Teachers | Revised | ||
5 | Continue to integrate various types of Next Gen MCAS questions throughout the year. Utilize Big Idea Resources to access DOK questions and incorporate rigorous tasks by exploring DOK tools and strategies. | October - June | Data and student work samples Classroom formal and informal assessments | Math Teachers/ Special Education Teachers | Continued | ||
6 | Continue offering support to students and reinforce skills through SSB support and RAMping It Up Days. | October- June | Formal and informal assessments | Math Teachers/ Special Education Teachers | Continued | ||
7 | Continue to use online diagnostics (MAP) and/or MCAS data to drive instruction, monitor student progress and provide targeted support and intervention for identified students.
| October- June | MCAS and MAP teacher and student data Student samples of targeted support work Delta Math Prodigy IXL.com Sample lessons from Student Support Block and reteach and MCAS Prep course MAP Assessment Calendar | Math Teachers/ Special Education Teachers | Continued | ||
8 | Create authentic lessons based on students’ diverse needs and interests
| November - June |
| Math Teachers/ Special Education Teachers | Continued | ||
9 | Provide school-wide remediation and/or enrichment opportunities for all students
| January- May |
| Math Teachers/ Special Education Teachers | Continued | ||
10 | Collaborate and plan interdisciplinary activities | November - June |
| All Subject Areas | Revised | ||
SMART Goal #3 Science: During the 2023-2024 school year, students in Grades 6-8 will show evidence of growth in Science as measured by an average increase of 2 RIT points for grades 6-8 as indicated by the Spring 2024 MAP District Summary Report.
Each grade level will focus on a Science Domain to support reaching this Goal:
- Grade 6: physical science
- Grade 7: earth science
- Grade 8: life science
To successfully achieve this goal,the Science and Technology/ Engineering Team has developed and committed to strategic and data driven action steps. These action steps will specifically focus on how to advance our identified groups: APC, Advanced, General Ed, Special Ed and EL.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Collaborate with vertical teams to improve the spiraling of the curriculum. | October - June | Curriculum Document with links | APC Vertical Team Regular Ed Vertical Team | New | ||
2 | Meet in Collaboration Groups to discuss student performance, Co-Teaching Lessons, Best Practice Lessons, Common Writing Language, Goals, Action Steps, Technology Tools and Resources. | October - June |
| Science Staff | Continued | ||
3 | Teachers will utilize online tools, and best practices to prepare students for the 2023 next generation science MCAS. | October - June | Photos or print-outs of lesson plans, meeting notes, Read About My Students, online tools, interactive notebooks, labs, and projects | Science Staff | Continued | ||
4 | Teachers will provide opportunities for students to demonstrate science and engineering practices by designing and conducting investigations, creating or using scientific models, and making decisions on how to analyze data. | October - June | Photos or print-outs of lessons Student work samples and student data | Science Teachers and Technology and Engineering Teachers | Continued | ||
5 | Provide school-wide prep courses to reinforce and review science skills and concepts for Next Generation MCAS to an identified cohort. This would include-RAMping It Up Days | January - June | RAMPing It UP schedule Lesson plans | School Staff | Continued | ||
6 | Implement Project Lead the Way (Engineering curriculum) for all students in grades 6-8; including teacher training, professional development, supplies and equipment | Sept - June | Lesson Plans | Technology and Engineering Teacher | Continued | ||
7 | Provide an opportunity for all grade 8 students to investigate, prepare, and present a STEM Fair project, aligned to MA STE Frameworks, to their school community. Provide an opportunity for the 6th and 7th grade students to participate in a spiraled version of an in school STEM Fair that coincides with the STE standards. | Dec - March | STEM Fair Projects | Continued | |||
8 | Reconfigure SSB time to assist with STEM fair projects as needed. | Dec - March | STEM Fair Projects | Revised | |||
9 | Collaborate with both grade level teams and content area teams to discuss target groups affected by COVID and determine student needs with a priority on:
| Sept- June | Continued | ||||
SMART Goal #4 Social Studies: During the 2023-2024 school year, in grades 6-8, students will examine the evolution of citizenship and government. Grade 6-7 students will complete a common reflection sheet about citizenship in each civilization that is studied to help connect to the 8th Grade Civics curriculum. The study of these core principles will culminate in Grade 8 where students will complete the 8th Grade Civics Project as well as participate in the Grade 8 Civics MCAS Exam.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Collaborate with grade level teams to plan and create a common reflection sheet analyzing the role and responsibility of citizens in ancient civilizations. | Oct.-Feb |
| Grade 6-7 SS Team | New | ||
2 | Design lessons that connect ancient ideas of government and its impact on the structure and ideals of the U.S. government. | Sep.-June |
| Grade 6-7 SS Team | New | ||
3 | Encourage 6th and 7th grade student participation in Grade 8 community service initiatives. | Oct.-May |
| SS Team | New | ||
4 | Prepare students for the upcoming Civics MCAS utilizing released questions and curriculum frameworks. Topic 3: The Institutions of United States Government | Oct.- June |
|
| New | ||
5 | Provide an opportunity for all grade 8 students to develop a Civics Project to help improve the school and/or community. | Sep.-June |
| New | |||
SMART Goal #5 Social Emotional Learning: During the 2023-2024 school year, students at Central Middle School will be exposed to new initiatives and will participate in at least 2 activities and or/ lessons promoting Social Emotional Learning, Restorative Practices and the NAN project.
Social Emotional Health will be focused on by incorporating practices and strategies and implementing Restorative Practices to address minor misbehaviors by engaging students in restorative conversations, restorative circles and restorative assessments. Students will also be exposed to Social Emotional Learning Opportunities through Open Parachute lessons by June 2024. Staff and students will practice through activities. All students will participate in, and complete, at least 2 lesson topics in each grade level.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | a. Open Parachute Lessons- Staff will identify grade level SEL lessons or topics that will be implemented by guidance counselors and identified teaching staff that will address the social-emotional needs b. The Student Support Team will continually assess the quality and effectiveness of the Open Parachute SEL Platform through ongoing monitoring and evaluation with district and site team members. The Team will administer the Open Parachute pre and post assessments for learning and analyze the data. The Team will also utilize the Open Parachute coaching resources to adjust lessons throughout the school year. | Nov -June | Open Parachute SEL Lessons- Grade 6- Friendship Rollercoaster, Bullying, Stereotypes, and Support Strategies, Repairing, Speaking Up, and Respecting Others- 12 lessons Grade 7- Bullying, Boundaries, and Taking Accountability and Understanding Anger- 8 lessons Grade 8- Facing New Challenges and Embracing Change, Body Image and Stereotypes- 8 lessons post-student learning assessments Revised Implementation Plans | Grade Level Teachers, Health Teacher and Guidance Counselors Student Support Team Members | Continued & Revised | ||
2 | Host monthly grade level community meetings to discuss grade level expectations, interventions and supports. | Nov -June | Schedule of Community Meetings | PBIS Team Leaders | Continued | ||
3 | Restorative Justice Community Circles- Questions to start addressing deeper issues as needed- providing a safe space for all students to have a voice | Nov- June | Pictures/ Lessons | All Staff | Continued | ||
4 | Gr. 6-8 Positive Behavioral Interventions and Supports Check-in/Check out system. | Sept-June | CICO daily goal forms | All Staff | Continued | ||
5 | Massachusetts Aggression Reduction Center Assembly Bullying, Cyberbullying and Bystander tools and tips- This assembly discusses issues of bullying, cyberbullying, relational aggression, and Internet safety | September 14, 2023 | Pictures, follow up presentations through SADD | Bridgewater State Staff | Revised | ||
6 | Anti- Bullying Awareness Challenge Week | December 18-22 | Participation in student driven themed days including - weekly newsletter/ pictures “Mix It Up Day”- meet new students and sit elsewhere at lunch with conversation starters wearing mismatched clothes “Shine Out Bullying”- wear neon and bright colors “Sock Out Bullying”- wear your crazy or odd sock days “RAM Out Bullying”- wear your Central gear or colors | All Staff/ DEI Team | Continued | ||
7 | SADD - monthly themes to spread awareness about student concerns- Student driven initiatives and activities | September- June | Weekly Meeting during SSB. Presentations, Displays, Projects, Activities | Guidance Counselors and Assistant Principal | Revised | ||
8 | Plan and Execute Transition Activities; Incoming grade 6 fly up, activities, video, tours; Rising Grade 7 students attend classes with grade 7 students; rising Grade 8 students attend classes with 8th grade teachers; transition to High Schools activities; presentations, information sessions | June | Schedule and Planning documents, Event Photos | Principal/ Assistant Principal | Continued | ||
9 | Continue Student Senate School Wide Initiatives- Coats For Kids, Costume Drive, | September- June | Pictures, Flyers, Important Dates, Schedules | All Staff | Continued | ||
10 | PBIS- RAMS OF THE MONTH/ RAMS OF THE WEEK recognizing positive behavior | September- June | Grade Wide Assemblies recognizing students who exemplify being a RAM- showing Respect, good Attitude, being Motivated, and demonstrating Safety - cards and pictures sent home with achievement certificates | All Staff | Continued | ||
11 | NAN Project- Suicide Prevention by promoting mental health | February 12, 2023 | Grade 8 students will participate in presentations with peer mentors in sharing their stories with a positive outcome and building student resilience and coping strategies for issues of mental health ; follow up with mental health clinicians conducting mental health small groups with students who are identified by Student Support Staff. | Health | New | ||
SMART Goal # 6: Diversity, Equity and Inclusion As has been practiced in previous academic years at Central Middle School, during the 2023-2024 school year, students will be exposed to initiatives and participate in activities and/ or lessons promoting Diversity Equity and Inclusion practices. These activities are student driven and staff guided and celebrate the students voice in building a diverse, equitable, and inclusionary culture at Central. Central Middle School will show evidence by communicating, with our school community, in at least 3 methods.
- Develop a Diversity, Equity and Inclusion Newsletter to be shared to students and families.
- Host a “WE ARE CENTRAL” Multicultural Event that invites all students, families, staff and community partnerships to participate and showcase the cultural richness of our student body.
- Work in partnership with our DEI Parent Representatives, via monthly meetings, and get support on highlighting our students DEI activities and reflect on promoting all that Central represents.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Monthly Celebrations- Students and Staff- submit topics for awareness months and day(s) for a specific group, culture or cause that they would like to have recognized throughout the year. These awareness months and day(s) are intended to help raise awareness and understanding for the group, culture or cause! | September- June | Activities and Displays, as well as announcements and projects | All Staff/ DEI Teams | Continued | ||
2 | Diversity Club | December- June | Weekly meetings in person, pictures, lessons, projects, displays | Co- Facilitators, Assistant Principal Kathy Mahoney, Grade 8 Teacher, Paul Carson, Grade 7 Teacher, Claire Quinlan | Continued | ||
3 | Quincy Asian Resources, QARI, U&I Mentoring Program- fosters positive youth relationships; pairs our recent immigrant students with high school mentors to support them academically and in their new life in the United States | Begins October 30, 2023 | Weekly Afterschool Meeting at Central- pictures, displays, activities | QARI staff, high school mentors, Principal, Assistant Principal, ELL Teacher | Continued | ||
4 | Living Out Loud Group- QARI & Walker Therapeutic- Wellness Youth Development Middle School Group; topics include problem solving, self- care, team building, reflection and sharing of ideas. | December- February | Weekly Afterschool Meetings at Central- pictures, displays, activities | QARI Staff, Principal, Assistant Principal, ELL Teacher | Continued | ||
5 | LGBTQ Club/ PRISM | October - June | Weekly Meetings In person. Pictures, presentations & displays | Co- Facilitators; Grade 7 Teacher, Kate Miller, Grade 7 Teacher, Laura Malone and support from Isabelle Smith Grade 7 Teacher | Continued | ||
6 | Grade 8 Diversity Activity | December- February | Tapestry - Paper weaves illustrating students reflection on diversity as a whole on their own individual piece | Art Teacher- April Nguyen | Continued | ||
7 | School Wide Diversity Activity | September - June | YOUR VOICE MATTERS #speakup- RAM Heads display-painted in windows- all students pick a window that they feel most connected to to sign their name- showing their voice matters- speak up when something is wrong is or when something is right | Helen Mastico | Continued | ||
8 | School Wide Diversity Activity | September - June | Flag Representation Project- students facilitate and collect data to determine all the different cultural flags that represent Central Students to be displayed on bulletin boards | Diversity Club Students and Facilitators | Revised | ||
9 | School Wide Cultural Video | Begins January | Video recordings are open to all students to participate, educating others about their cultural backgrounds and heritage, sharing things about traditions, food, music, etc. Students who participate are entered into a raffle- all videos compiled and shared out in homerooms for all students to watch - Final Video Project | Diversity Club Students and Facilitators | Continued | ||
10 | Partnership with Arbella and the Boston Celtics to participate in the All-Star Program to excite, encourage and incentivize perfect attendance and positive school culture. | October - May | Program Launch, Attendance initiatives, diversity and inclusion Essay and Poster Contests, pictures, press releases | All Staff | |||
11 | Media/ Civics Incorporating VISIONS Guidelines and lessons during class to all students in addition to After School Debate Club | September - June | Lessons and Activities and Discussions on social justice- conduct civics lessons and debating in each class, all grades, focusing on racism, stereotypes, accepted norms, and tolerance | Media Teacher and Debate Club Facilitator- Helen Mastico | Continued | ||
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters | Goal # |
9/5/23 | 8:15-2:30 | Central Middle School Various Locations | CMS Staff | Principal PD Civil Rights, First Day~student schedules, lockers, tours, lunch tables etc., FERPA, Health (EpiPen, Heimlich, and procedures), Transition Meetings, Teach Point, and Building Updates | Principal, Assistant Principal, Vertical Team Leaders, Team Leaders | 5 & 6 |
9/13/23 | 1-3:00 | Central Middle School Various Locations | CMS Staff | MCAS & MAP Data 22-23 & Expectations for 23-24, Restorative Justice Circles & Review PBIS, write up forms and protocols | Principal, Assistant Principal, Vertical Team Leaders, Team Leaders | 1-6 |
10/11/23 | 1-4:30 | Central Middle School Various Location | CMS Staff | Assessment Day 1 Staff will review and analyze preliminary test results to find strengths and weaknesses, to guide in the planning and creation of action steps and improvements for the 2023-2024 school year. Introduction of Open Parachute | Principal, Assistant Principal, Vertical Team Leaders, Team Leaders | 1-6 |
10/25/24 | 1-2:30 | Central Middle School Various Locations | CMS Staff | Review system-wide initiatives and student data. Complete SIP goals and action steps. RAMCAS, Open Parachute progress and PBIS Incentives | Principal, Assistant Principal, Vertical Team Leaders, Team Leaders | 1-6 |
1/10/24 | 1-3:00 | Central Middle School Various Locations | CMS Staff | Staff will be actively be engaged in a Community Circle led by the guidance staff, Review system-wide initiatives and student data. Monitor SIP goals and action steps. RAMCAS, Open Parachute Progress, PBIS Incentives | Principal, Assistant Principal, Vertical Team Leaders, Team Leaders | 1-6 |
2/28/24 | 1-2:30 | Central Middle School Various Locations | CMS Staff | Staff will actively be engaged in a Community Circles, led by the guidance staff. Monitor SIP goals and action steps. In Collaboration Groups, teachers will meet to discuss peer observations and reflections | Principal, Assistant Principal, Vertical Team Leaders, Team Leaders | 1-6 |
3/13/24 | 1-3:00 | Central Middle School Various Location | CMS Staff | Assessment Day 2 Review MCAS Rules and Regulation PPT, MCAS schedules, share MCAS review lessons and strategies. Staff will work in vertical and grade-level teams to discuss and reflect upon the status of SIP action steps. Each group will assess progress and determine if further action is required. | Principal, Assistant Principal, Vertical Team Leaders, Team Leaders | 1-4 |
4/24/24 | 1-2:30 | Central Middle School Various Locations | CMS Staff | Review system-wide initiatives and student data. Monitor SIP goals and action steps. RAMCAS, Open Parachute Progress, PBIS Incentives | Principal, Assistant Principal, Vertical Team Leaders, Team Leaders | 1-4 |
5/22/24 | 1-2:30 | Central Middle School Various Locations | CMS Staff | Assessment Day 3 Staff will work in vertical and grade-level teams to assess the student evidence and end-of-year progress to determine if action steps were effective. Initial planning begins for the new school year. | Principal, Assistant Principal, Vertical Team Leaders, Team Leaders | 1-4 |
6/12/24 | 1-3:00 | Central Middle School Various Locations | CMS Staff | Staff will be actively be engaged in a Community Circle led by the guidance staff, Review system-wide initiatives and student data. Monitor SIP goals and action steps. RAMCAS, Open Parachute Progress, PBIS Incentives, End of Year Activities | Principal, Assistant Principal, Vertical Team Leaders, Team Leaders | 1-4 |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Location |
Jan-June | Art Club | Grades 6-8 | Art Room |
Oct..- May | Band~Morning | Grades 6-8 | Auditorium |
Oct.-Dec | Board Game & Table Top Club | Grades 6-8 | Room 115 |
Jan.-May | Chess Club | Grades 6-8 | Room 204 |
Sept.- June | Chorus | Grades 6-8 | Auditorium |
Jan-May | Club Disney | Grades 6-8 | Room 204 or Auditorium |
Oct-Dec | Coding Club | Grades 6-8 | Office Conference Room |
Oct.-Dec. | Creative Writing Club | Grades 6-8 | Room 318 |
Oct.-Dec. | Debate Club | Grades 6-8 | Media Center |
Dec.- June | Diversity Club | Grades 6-8 | Auditorium |
Sept.- Jan. | dRAMa~Newsies Jr. | Grades 6-8 | Auditorium |
Oct-June | Dungeons & Dragons Club | Grades 6-8 | Media Center |
Dec-March | Early Bird Basketball | Grades 6-8 | Gymnasium |
Jan or May 2023 | Early Bird Soccer | Grades 6-8 | Gymnasium or Stadium |
Sept-Nov | Flag Football | Grades 6-8 | Coletta Field |
Jan-March | World Language Fashion Show | Grade 8 | Auditorium |
March-May | Gardening Club | Grades 6-8 | Science Rooms |
Sept-June | Homework Club AM & PM | Grades 6-8 | Media Center |
Sept-June | Lego Robotics | Grade 6 Grades 7 & 8 | 2nd Floor Lab |
Oct-Dec | Newspaper Club | Grades 6-8 | Room 118 or Blacktop |
Oct-May | PRISM | Grades 6-8 | Room 206 |
Jan-May | RAMCAS | Grades 6-8 | Classrooms |
Sept-Nov March-June | Running Club | Grades 6-8 | Outdoors |
Sept-June | Senate | Grades 6-8 | Room 315 |
Sept-June | 3D Printing Club | Grades 6-8 | Tech Room |
D. Family Engagement and Communication
Date | Topic | Target Audience | Location |
September 2023- June 2024 | Weekly Phone Messages School Updates, Important Events, Safety Updates | Families of all students grades 6-8 | School Messenger |
September 2023- June 2024 | Monthly Important Dates and Important Information | Families of all students grades 6-8 | School Messenger & ASPEN email |
September 14, 2023 | Open House | Families of all students grades 6-8 | Central Middle School |
October 3, 2023 | PAC Meeting~ Introduction of PAC Board Members, End of Year Trip updates | Families of all students grades 6-8 | Media Center |
September-October 13th, 2023 | Grade 8 Civics and Central’s Senate Costume for Boston HealthCare for the Homeless Program | Families of all students grades 6-8 | Central Middle School |
October 2023- May 2024 | PBIS RAMS of the Month Postcards signed by Staff | Families of RAMS of the Month Winners | USPS Mail |
October 2023- June 2024 | Equity, Diversity and Inclusion (EDI) Team monthly meetings | EDI school parent representatives for city wide EDI; EDI school staff members | Central Middle School and/or remotely |
November 1st, 2023- December 15, 2023 | Grade 8 Civics and Central’s Senate Toy Drive | Families of all students grades 6-8 | Central Middle School |
November 1st, 2023- January 7, 2024 | Grade 8 Civics and Central’s Senate Coats for Kids and Families Drive | Families of all students grades 6-8 | Central Middle School |
November 9, 2023 | Frozen on Broadway | Families of all students grades 6-8 | Opera House in Boston |
November 17, 2023 | PAC Meeting~ School Improvement Plan Goals | Families of all students grades 6-8 | Media Center |
December 21, 2023 | Winter Concert | Families of all students grades 6-8 | Auditorium |
January 9, 2024 | PAC Meeting~ Grade 8 End of Year Trip Presentation | Families of all students grades 6-8 | Media Center |
January 11th, 12th & 13th 2024 | dRAMa Presents~ Newsies Jr. | Families of all students grades 6-8 | Auditorium |
March 9, 2024 | PAC Meeting~PBIS and Ongoing Before and After School Activities | Families of all students grades 6-8 | Media Center |
March 2024 | Central Middle School Grade 8 Stem Fair | Families of all students grades 6-8 | Gymnasium |
March/April 2024 | World Language Fashion Show | Families of Grade 8 Students & The Central Community | Auditorium |
May 18, 2024 | PAC Meeting~ End of Year Activities | Families of all students grades 6-8 | Media Center |
May 2024 | Cleaner Greener Quincy | Families of all students grades 6-8 | Outdoors |
May 2024 | The Arts of Central Night
| Families of all students grades 6-8 | Central Middle School |
May 2024 | We Are Central~ Diversity | Families of all students grades 6-8 | Gymnasium, Cafeteria & Auditorium |
June 2024 | Incoming Grade 6 Parent Night | Families of incoming grade 6 students | Incoming Grade 6 Parents |
June 2024 | Grade 8 End of the Awards Ceremony | Families of Award Recipients | Auditorium |
June 2024 | Grade 8 Promotion Ceremony | Grade 8 Families | Gymnasium |
III. School Demographics as of 11/29/2023
Total Enrollment | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
666 | 93 (14.0%) | 240 (36%) | 34 (5.1%) | 118 (17.7%) |
Race | Total Subgroup Population |
Asian | 320 (48.0%) |
Black/African American | 20 (3.0%) |
Hispanic or Latino | 33 (5.0%) |
Multiracial, non-Hispanic | 21 (3.2%) |
Native American | 0 (0%) |
Pacific Island | 3 (0.5%) |
White | 269 (40.3%) |
Advanced Class Enrollment | # of Students in Advanced out of # in Subgroup | % of Population |
All Students Enrolled | 194 of 666 | 29.1% |
Low Income | 67 of 240 | 27.9% |
Asian | 103 of 320 | 32.2% |
Black/African American | 4 of 20 | 20.0% |
Hispanic/Latino | 6 of 33 | 18.2% |
Multiracial | 5 of 21 | 23.8% |
Native American | 0 of 0 | 0% |
Pacific Island | 0 of 3 | 0% |
White | 76 of 269 | 28.3% |
APC Enrollment | Total | % of Population |
All Students Enrolled | 210 of 666 | 31.5% |
Low Income | 54 of 240 | 22.5% |
Asian | 124 of 320 | 38.8% |
Black/African American | 3 of 20 | 15.0% |
Hispanic/Latino | 3 of 33 | 9.1% |
Multiracial | 5 of 21 | 23.8% |
Native American | 0 of 0 | 0% |
Pacific Island | 1 of 3 | 33.3% |
White | 74 of 269 | 27.5% |
Core Academic Class Sizes (General Education) As of 11/29/2023
20 or fewer | 21-23 | 24 | 25 | 26 | 27 | 28 | |
Gr. 6-8 144 sections | 47 (32.6%) | 48 (33.3%) | 18 (19%) | 15 (10.4%) | 13 (9%) | 3 (2.1%) | 0 (0%) |
- 88.9% of core academic class sections have 25 or fewer students, a 6.1% decrease over the 2022-23 school year.
- The 16 class sections with 26 or more students are:
- 4 ELA: APC Grades 6 & 8
- 5 Math: Advanced & APC Grades 6, 7 & 8
- 3 Science: Advanced & APC Grade 8
- 3 Social Studies: APC Grades 6 & 8
- 1 World Languages: APC Spanish Grade 8
2022-2023 SSDR Incident Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
13 | 6 | 46.2% |
IV. Facilities
2022-2023 Improvements
- Received 22 Desktop Computers
- Covering on Exterior Gym Door Windows
- PlexiGlass Covering Shot Clock in Gym fixed
- Covering on Exterior Gym Door Windows
- Two squares of concrete were completed in the front of the building
- 7 Classrooms painted on the first floor
- Grade 6 Academic Wing speaker system fixed
- ERU3 needs to be reset often
2022-2023 SIP Areas of Need | 2023-2024 SIP Areas of Need |
|
|
V. Budget
Amount available
in 2023-2024
TEXT/LEARNING MATERIALS
(textbooks and learning materials/supplies needed to
support classroom instruction) $10,350
SUPPLIES
(pens, pencils, rulers, paper,glue, photocopy paper, etc.) $17,735
ACTIVITY STIPEND ACCOUNT $36,446
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies $ 660
Science Supplies $2,070
Library (books & supplies) $2,500
PE $ 220
SPECIAL FUNDING
(gifts, grants, partnerships, PTO, etc.)
P.T.O. (approximate) $8,000
QCSP Mini-Grants- 1 $ 350
TOTAL $ 78,331
VI. Appendix
- Spring 2023 MCAS Data
English Language Arts (EE/ME %) | |||
Grade | Central 2022 | Central 2023 | State 2023 |
6 | 56.5% | 59.3% | 42.3% |
7 | 66.5% | 68.3% | 40.5% |
8 | 73.3% | 69.3% | 43.7% |
Mathematics (EE/ME %) | |||
Grade | Central 2022 | Central 2023 | State 2023 |
6 | 56.8% | 63.2% | 41.0% |
7 | 59.0% | 60.6% | 38.1% |
8 | 59.9% | 59.3% | 37.7% |
STE (EE/ME %) | |||
Grade | Central 2022 | Central 2023 | State 2023 |
8 | 68.2% | 63.9% | 40.9% |
B. NWEA MAP 2022-2023 Data
MAP Math RIT 2022-2023 | |||
Math | Fall | Winter | Spring |
Grade 6 | 225.8 | 228.4 | 232.9 |
Grade 6 National | 214.75 | 219.56 | 222.88 |
Grade 7 | 229.8 | 232.9 | 237.1 |
Grade 7 National | 220.71 | 224.04 | 226.73 |
Grade 8 | 235 | 239.2 | 242.5 |
Grade 8 National | 224.92 | 228.12 | 230.3 |
MAP Reading RIT 2022-2023 | |||
Reading | Fall | Winter | Spring |
Grade 6 | 222.5 | 224.9 | 224.6 |
Grade 6 National | 210.17 | 213.81 | 215.36 |
Grade 7 | 223.9 | 227.4 | 227.8 |
Grade 7 National | 214.2 | 217.09 | 218.36 |
Grade 8 | 227.2 | 230.1 | 231.2 |
Grade 8 National | 218.01 | 220.52 | 221.66 |
MAP Science RIT 2022-2023 | |||
Science | Fall | Winter | Spring |
Grade 6 | 215.4 | 217.8 | 219 |
Grade 6 National | 203.86 | 207.26 | 208.47 |
Grade 7 | 218.2 | 220.6 | 222.1 |
Grade 7 National | 206.56 | 209.5 | 210.61 |
Grade 8 | 220.4 | 222.7 | 224.7 |
Grade 8 National | 209.64 | 212.41 | 213.44 |
C. Spring 2023 Accountability Data
D. Spring 2023 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. | 95% | 5% |
ENG | My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity. | 77% | 23% |
ENG | Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation. | 89% | 10% |
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). | 95% | 4% |
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). | 97% | 3% |
ENG | My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses). | 93% | 7% |
ENG | My teachers use my ideas to help my classmates learn. | 51% | 50% |
ENG | I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video). | 84% | 16% |
ENG | In my classes, my teachers use students' interests to plan class activities. | 67% | 33% |
ENG | My classmates behave the way my teachers want them to. | 64% | 36% |
ENG | In at least two of my academic classes, students are asked to teach a lesson or part of a lesson. | 50% | 49% |
ENG | In at least two of my academic classes, students plan and work on projects that solve real-world problems. | 83% | 17% |
ENG | In my academic classes, students review each other's work and provide advice on how to improve it. | 65% | 35% |
ENG | In my classes, teachers use open-ended questions that make students think of many possible answers. | 87% | 12% |
ENG | I can connect what I learn in one class to what I learn in other classes. | 79% | 21% |
ENG | In my academic classes, students wrestle with problems that don't have an obvious answer. | 74% | 25% |
ENG | Students respect one another. | 72% | 28% |
ENG | Teachers are available when I need to talk with them. | 91% | 9% |
ENG | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 94% | 6% |
ENG | My teachers promote respect among students. | 95% | 5% |
ENV | Students have a voice in deciding school rules. | 28% | 72% |
ENV | School staff are consistent when enforcing rules in school. | 89% | 11% |
ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 69% | 32% |
ENV | My teachers will first try to help (guide) students who break class rules, instead of punishing them. | 65% | 35% |
ENV | Students help each other learn without having to be asked by the teacher. | 90% | 10% |
ENV | My teachers are proud of me when I work hard in school. | 90% | 10% |
ENV | My teachers set high expectations for my work. | 87% | 13% |
ENV | My teachers believe that all students can do well in their learning. | 96% | 4% |
ENV | My school work is challenging (hard) but not too difficult. | 81% | 18% |
ENV | My teachers support me even when my work is not my best. | 87% | 12% |
ENV | The things I am learning in school are relevant (important) to me. | 74% | 26% |
ENV | Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves. | 82% | 18% |
ENV | If I need help with my emotions (feelings), effective help is available at my school. | 73% | 27% |
SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 91% | 9% |
SAF | Teachers don't let students pick on other students in class or in the hallways. | 83% | 16% |
SAF | Students at school try to stop bullying when they see it happening. | 55% | 45% |
SAF | Students have spread rumors or lies about me more than once on social media. | 25% | 75% |
SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 86% | 15% |
SAF | In my school, groups of students tease or pick on one student. | 39% | 61% |
SAF | I have been called names or made fun of by other students more than once in school. | 32% | 68% |
SAF | In my school, bigger students taunt or pick on smaller students. | 23% | 77% |
SAF | Teachers support (help) students who come to class upset. | 89% | 11% |
SAF | I feel comfortable reaching out to teachers/counselors for emotional support if I need it. | 56% | 44% |
SAF | Students will help other students if they are upset, even if they are not close friends. | 69% | 31% |
SAF | Because I worry about my grades, it is hard for me to enjoy school. | 47% | 52% |
SAF | Students at school damage and/or steal other students' property. | 35% | 65% |
SAF | I have seen students with weapons at our school. | 13% | 88% |
E. Staffing: Support Services
1 Nurse
4 Special Education Teachers (Resource Room/Inclusion)
3 Guidance Counselors/Chairpersons
1 ELL Teacher/ELL Tutor
DW Speech and Language Instructor
0.4 School Psychologist
DW Occupational Therapist
1 Library/Media
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: Rick DeCristofaro /s/ Rick DeCristofaro
Co-Chair: Amy Galiano /s/ Amy Galiano
Teachers/Staff: Kathleen Mahoney /s/ Kathleen Mahoney
Ricardo Cordero /s/ Ricardo Cordero
Parent: Paul Conlon /s/ Paul Conlon
Jennifer Lebo /s/ Jennifer Lebo
Courtney Perdios /s/ Courtney Perdios
Community Representative: Laura Owens /s/ Laura Owens