Broad Meadows Middle School Improvement Plan 2023-2024
Quincy Public Schools
Broad Meadows Middle School
Improvement Plan
2023 - 2024
Nicholas Ahearn, Principal
Stacy Bucci, 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. 9
B. Professional Development Plan p. 21
C. Extended Day p. 23
D. Family Engagement and Communication p. 25
III. School Demographics p. 27
IV. Facilities p. 29
V. Budget p. 30
VI. Appendix p. 31
- Spring 2023 MCAS Data
- MAP RIT Scores 2022-2023
- 2023 Accountability
- Spring 2023 VOCAL
- Completed Action Steps
- Staffing: Support Services
- School Council Members
- Principal’s Path
Dear Members of the Quincy School Committee:
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 2023/2024 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 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 Informational Texts as a specific area of focus of English/Language Arts, Science and Social Studies. They will be working to bring more examples of informational text into English/Language Arts, Social Studies and Science classrooms and also look to more explicit instructional practices related to reading and writing in response to these texts.
In mathematics we have placed a direct focus on Statistics and Probability standards in grades 6 and 8 while focusing on Geometry standards in grade 7. In science, the focus this year will be bolstering understanding and connections in the physical science world from grade 6 to grade 8. 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 which 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 current time, over 200 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.
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 from our student population. I respectfully submit our 2023/2024 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 a 5.9 point increase in the all student composite scaled score for grades 6 – 8 at Broad Meadows. This increase far exceeded the 3 point increase that was set as a target for our school for the 2022-2023 school year. For Mathematics MCAS we observed a 2 point increase in the all student composite scaled score for grades 6-8 which did mark improvement, but fell below the 3 point target that was set for the 2022-2023 school year. Science MCAS scores in grade 8 saw 1.5 point growth from the 2022 all student composite score which fell just below our growth target for the year of 1.9 points.
For the ELA MCAS assessment, we also noted positive achievement growth in 7 of 9 subgroups for the year and also charted positive achievement growth in 6 of 9 subgroups on the Mathematics MCAS. Our Science MCAS (given in grade 8 only) saw achievement growth in all 4 subgroups. This can also be seen in on the ELA MCAS with 2023 all student mean growth coming in at 54.1 which places it in the typical growth -high category while on the Mathematics MCAS for 2023 we marked the all student mean growth at 41.5 coming in with typical growth-low.
Our MAP assessment data also reflected strong growth in several grade level bands with more modest or stagnant growth in other areas. Specifically, on the ELA MAP assessment, students made modest growth in grades 6 and 7 while still missing growth targets. In grade 8, the winter MAP benchmark showed significant progress towards the overall goal but ended with a backslide during the spring benchmark period marking no growth.
On our Mathematics MAP assessment, students in grades 6 and 7 met and exceeded growth targets for the year and although they saw positive growth in grade 8, they did not meet their growth target. The same was true of the Science MAP assessment which saw modest growth at all three grade levels while falling short of our 2022-2023 school year targets.
B. Goals Reflection
SMART Goal # 1/English Language Arts: During the 2022-2023 school year, students in Grades 6-8 will show evidence of growth in Reading as measured by an increase of 5 RIT points for Grades 6 & 7 and 3 RIT points for Grade 8 as indicated by the Spring 2023 MAP District Student Growth Summary Report.
We report that our target for growth for the 2022-2023 school year was 5 RIT points for grades 6/7 and 3 RIT points for grade 8. Broad Meadows made 3 RIT point growth in grade 6, 2 RIT point growth in grade 7 and no growth on MAP for the grade 8. Although there were positive gains in grades 6 and 7 growth was stagnant in grade 8 and we did not meet our goal.
SMART Goal # 2: During the 2022-2023 school year, students in Grades 6-8 will show evidence of growth in Math as measured by an increase of 6 RIT points for Grades 6 & 7 and 5 RIT points for Grade 8 as indicated by the Spring 2023 MAP District Student Growth Summary Report.
We report that our target for growth for the 2022-2023 school year was 6 RIT points for grades 6/7 and 5 RIT points for grade 8. Broad Meadows made 7.5 RIT point growth in grade 6, 6.7 RIT point growth in grade 7 meeting our target but made only 2.9 RIT growth for grade 8 missing our target by 2 points. The goal was achieved in grades 6 and 7 mathematics, but was missed in grade 8.
SMART Goal # 3: During the 2022-2023 school year, students in Grades 6-8 will show evidence of growth in Science as measured by an increase of 5 RIT points in grade 6 & 7 and 4 RIT points in grade 8 as indicated by the Spring 2023 MAP District Student Growth Summary Report.
We report that our target for growth for the 2022-2023 school year was 5 RIT points for grades 6/7 and 4 RIT points for grade 8. Broad Meadows made 3.9 RIT point growth in grade 6, 2.2 RIT point growth in grade 7 and 2.1 RIT growth for grade 8. Although positive growth was charted at all grade levels, we did not make our targeted growth marker at each grade level.
SMART Goal # 4: Social Emotional Learning - To support the Social and Emotional needs and to further build community and inclusive practices, during the course of this school year, our school will implement the Open Parachute curriculum in each classroom on a weekly basis totaling to a minimum of 10 lessons for all students in Grade 6-8 by June 2023.
We report that Open Parachute lessons began in each classroom in October 2022 during the SSB (Student Support Block) and 10 lessons were delivered using the Open Parachute Curriculum.
C. VOCAL Reflection
Now with three 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. The overarching theme reflects a generally positive feeling from Broad Meadows students with approximately 80% of students holding a Most Favorable,Favorable or Somewhat Favorable rating of our school. 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, but acknowledge in this area that text materials may not always include characters who reflect their race, cultural background or identity. They also expressed in this area that they would like to have more voice in the classroom environment through peer editing or modeling activities for their peers.
From a safety standpoint, students expressed that generally they 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. Our hope is that through building relationships between staff and students during SSB block and explicitly teaching and modeling strategies using Open Parachute and classroom conversations that we can continue to work to provide our students with the tools and strategies they need to be successful during these challenging middle school years.
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 also asked for a greater voice in planning and implementing school rules and guidelines.
- School Improvement Plan
- Goal Statements and Action Steps
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.
Action Steps/Monitoring Plan
Step # | Strategies/ Activities | Timeline | Sources of Evidence | Team/ Person Responsible | STATUS New, Revised, Continued |
1 | Implement reading strategies to improve comprehension including differentiated text-dependent questions with increasing complexity. | Sept.-Oct: Model strategies for students to increase reading independence. Nov.-Dec.: The complexity of reading material will increase as well as the corresponding questions. Jan.-June: Increase student responsibility with reading strategies. Students will be exposed to a variety of writing tasks. | Informational Texts Scholastic Magazine (Scope/Action) Close Reading Lessons Student responses both oral and written Anthologies Novels | ELA Staff Reading Staff Special Educators | Continued |
2 | Teachers will model and practice text annotation. Students will develop the ability to independently annotate. | Sept.-Oct.: Model how to annotate for students Nov.-Dec.: Students will utilize strategies with a variety of texts with support | Comprehension Quiz/Test Results Student Examples Scholastic News Sources | ELA Staff Reading Staff Special Educators | Revised |
3 | Introduce vocabulary to improve reading comprehension and writing skills. Examples: Greek/Latin Roots, Context Clues, Preview Text, Novel/Short Story Vocabulary | September - June Measured on unit summative assessments | Teacher Created Lessons Student Writing Samples Student Notebooks Comprehension Questions Vocab Quizzes for Short Stories/Novels Greek and Latin Roots Assessments | ELA Staff Reading Staff Special Educators | Revised |
4 | Teachers will use MAP Essential Reports to drive instruction, monitor student progress and provide student support. | September, January, June | Team Mtg. Notes Class Lists/Lists of students grouped by RIT Scores Differentiated student assignments and assessments which address identified deficiencies (from MAP Data) | ELA Staff Reading Staff Special Educators | Continued |
5 | Implementation of the writing process (Plan, Draft, Revise, Edit, Publish) for a variety of writing types (Narrative, Argumentative, Expository) | September - June With each writing assignment | Graphic Organizers Writing samples for each part of the writing process Previously selected Anchor Papers | ELA Staff Reading Staff Special Educators | Continued |
6 | Model and practice purposeful text summarization to identify central ideas. | September - June | Organizer to display proper summary format Student work samples | ELA Staff Reading Staff Special Educators | Continued |
7 | Implement rubrics depending on the type of writing being assessed. | September Review rubric October- June Implement rubric | Copy of Rubric | ELA Staff Reading Staff Special Educators | Continued |
9 | Develop Writing Skills in response to Informational Texts Summarizing key details and main ideas Explicit teaching of text features and structures: -Cause and Effect -Problem and Solution -Sequence -Description -Compare and Contrast Answer text-dependent questions citing evidence from the text | September - June Through monthly writing assignments | Student Responses Scholastic Magazines Non-Fiction Articles Graphic Organizers | ELA Staff Reading Staff Special Educators | New |
9 | Teachers will enroll in PD on 11/7/23 which addresses the teaching of Informational Text/Morphology and relay info to ELA Vertical Team. | November 2023 | Notes/Handouts from PD | ELA Staff Reading Staff Special Educators | New |
Social Studies: In support of the ELA Goal, the Social Studies Vertical Team will focus on improving student growth in Informational Text: Key Ideas and Details, as measured by the grade level growth report for the 2023-2024 MAP Reading benchmark assessments. This targeted instructional strategy will be reinforced weekly in the 6th, 7th, and 8th grade social studies classrooms throughout the 2023-2024 school year.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Teachers will analyze 2023-2024 MAP/MCAS data to understand specific grade level areas of need and choose physical science as a specific area of weakness. | September 2023 | Assessment Data | All Social Studies Teachers | Continued | ||
2 | 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 | Revised | ||
3 | 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 | New | ||
4 | Consistently use instructional strategies to increase comprehension and understanding
| October - June | Classroom Lessons/ Observations | All Social Studies Teachers | Revised | ||
5 | Unit assessments will include constructed response questions and informational text requiring students to cite textual evidence and the analysis of a primary/secondary source. Questions will be modeled after MCAS 2.0 samples. 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 | ||
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.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Teachers will analyze 2023-2024 MAP/MCAS data to understand specific grade level areas of need and choose statistics and probability in grades 6 and 8 and geometry in grade 7 as specific areas of weakness | 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 | Using assessment data as a guide, Grade 6 will emphasize data distribution during the Statistics & Probability unit. | January - April | Classroom Observations/ Student Work | Grade 6 Math Staff Special Education Staff | New | ||
4 | Using assessment data as a guide, Grade 7 will emphasize solving real world applicable math problems using surface area and volume during the Geometry unit. | January - April | Classroom Observations/ Student Work | Grade 7 Math Staff Special Education Staff | New | ||
5 | Using assessment data as a guide , Grade 8 will emphasize bivariate data during the Statistics & Probability unit. | January - April | Classroom Observations/ Student Work | Grade 8 Math Staff Special Education Staff | New | ||
6 | Utilizing SSB Block for targeted math support based on assessment outcomes. | January - April | Student Work/ Assessment Data | Math Staff Special Education Staff | New | ||
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.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued |
1 | Teachers will analyze 2023-2024 MAP/MCAS data to understand specific grade level areas of need and choose physical science as a specific area of weakness. | September, January, June | MAP Assessment Data | Science Staff Grades 6,7 & 8 | Continued |
2 | Teachers will provide varied opportunities for students to demonstrate STEM practices by researching, designing, conducting and presenting investigations, creating or using scientific models, and decision making via analyzing data. | September - June | Student work samples (physical and virtual), STEM Fair, interactive notebooks, teacher lesson plans and rubrics, administrative walkthroughs | Science Staff Grades 6,7 & 8 | Revised |
3 | Teachers will implement Claim, Evidence and Reasoning (CER) techniques to prepare students for standardized testing. This will be modeled through 6th grade with a similar model being used in 7th and 8th grade. | October - - May | Student work samples (physical and virtual), interactive notebooks, teacher lesson plans,, administrative walkthroughs | Science Staff Grades 6, 7 & 8 | Continued |
4 | Students will utilize Interactive Notebooks and lessons to positively portray student learning of science concepts and this will lead to to higher achievement and engagement in the classroom | September - June | Student Interactive Notebooks and student-designed products. | Science Staff Grades 6, 7 & 8 | Continued |
5 | Teachers will purposefully implement curriculum on complex phenomena related to physical and chemical changes to provide evidence of growth in physical science. This will be done with a specific focus at grade level on: Grade 6: Eno & Exothermic reactions, density and the physical processes Grade 7: Potential, Kinetic, Gravitational, Electrical, Electromagnetic and Thermal energies Grade 8: Thermal Convection, Weather, Climate and Chemical Reactions | October - - June | Student work samples (physical and virtual), interactive notebooks, assessments teacher lesson plans and rubrics, administrative walkthroughs | Science Staff Grades 6, 7 & 8 | New |
6 | STEM Fair with a focus on Physical Science Topics | March | Student projects | Science Staff Grades 6, 7 & 8 | Revised |
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).
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 to implement grade level topics for the 2023-2024 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 | Revised | ||
2 | Continue with implementation of restorative practices to support problem solving and issue resolution with students for disciplinary offenses. | September 2023 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 | October 25, 2023 & January 10, 2024 | Vocal Survey | All School Teaching Staff | New | ||
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. | October - November | Monthly themed bulletin boards, newsletters | All School Teaching Staff led by Academic Program Staff | New | ||
5 | In conjunction with DOVE, work with students on building healthy relationships | October- November | Health Classes | Health Education Teacher | Continued | ||
6 | Students will attend the Shamrock Foundation Celtics All-Star Kickoff Assembly at North Quincy High School | October | Assembly | All School Teaching Staff | New | ||
7 | Incorporate Community Circles into SSB blocks and academic classes as needed. | October - June | Classroom Lessons | All School Teaching Staff | Continued | ||
8 | Offer a large number of varying before and after school activities to encourage student 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 attendance. | Attendance Celebrations - Monthly November - May Student Achievement Assemblies - December, April, June | School Assemblies and Celebrations | All School Teaching Staff led by Guidance and Administrative Staff | Revised | ||
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters | Goal # |
September 5, 2023 | 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 | Review of 2022- 2023 Goals |
September 13, 2023 | 1:00 - 3:00 PM | Broad Meadows Middle School | All BMMS Staff | Principal Professional Development: Grade Level Team Meetings, Open Parachute Planning | Administrative Team/ Teacher Facilitators | Goals 1-4 |
October 11, 2023 | 1:00 - 4:30 PM | Broad Meadows Middle School | All BMMS Staff | Assessment Day #1 Review of Current MCAS/MAP Data Planning for 2023-2024 Action Steps and SMART Goals | Administrative Team/ Teacher Facilitators | Goals 1-4 |
October 25, 2023 | 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 2023-2024 Goals and Action Steps | Administrative Team/ Teacher Facilitators | Goals 1-4 |
November 7, 2023 | 8:30 AM - 2:30 PM | Quincy High School | All BMMS Staff | System-wide Professional Development | District Facilitators | Goals 1-4 |
January 10, 2024 | 1:00 - 3:00 PM | Broad Meadows Middle School | All BMMS Staff | Principal Professional Development: Grade Level Team Meetings Restorative Justice Training & Community Circles Update/ Visible Learning For Teachers (John Hattie) Training | Administrative Team/ Teacher Facilitators | Goals 1-4 |
February 14, 2024 | 1:00 - 4:30 PM | Various locations in the district | All BMMS Staff | System-wide Professional Development | District Facilitators | Goals 1-4 |
February 28, 2024 | 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 | Goals 1-4 |
March 13, 2024 | 1:00 - 3:00 PM | Broad Meadows Middle School | All BMMS Staff | Assessment Day #2 Analysis of mid year MAP Data | Administrative Team/ Teacher Facilitators | Goals 1-4 |
April 10, 2024 | 1:00 - 3:00 PM | Various locations in the district | All BMMS Staff | System-wide Professional Development | District Facilitators | Goals 1-4 |
April 24, 2024 | 1:00 - 2:30 PM | Broad Meadows Middle School | All BMMS Staff | Principal Professional Development: Grade Level Team Meetings/ Follow -up Meeting on Visible Learning for Teachers Training with specific classroom implications | Administrative Team/ Teacher Facilitators | Goals 1-4 |
May 22, 2024 | 1:00 - 2:30 PM | Broad Meadows Middle School | All BMMS Staff | Assessment Day #3 Vertical Team Meetings Reflection on 2023-2024 SIP Goals & Action Steps | Administrative Team/ Teacher Facilitators | Goals 1-4 |
June 12, 2024 | 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 | Goals 1-4 |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Location |
September/ October 2023 | Boys and Girls Cross Country | Broad Meadows Students Grades 6-8 | Broad Meadows Middle School/ Pageant Field |
September 2023- October 2023 | Extramural Tennis | Broad Meadows Students Grades 6-8 | BMMS Tennis Courts |
October 2023 - March 2024 (Mondays, Tuesdays and Thursdays) | BMMS Drama Club and Set Design/Tech Crew | Broad Meadows Students Grades 6-8 | Performing Arts Room/ Auditorium |
October 2023- May 2024 (2 sessions) Tuesdays | Lego Robotics Grade 6 | Broad Meadows Students Grade 6 | Technology and Engineering Classroom |
October 2023 - May 2024 (2 sessions) Thursdays | Lego Robotics Grades 7-8 | Broad Meadows Students Grades 7-8 | Technology and Engineering Classroom |
October 2023 - November 2023 | Flag Football | Broad Meadows Students Grades 6-8 | Field behind BMMS |
October 2023 - January 2024 | Fantasy Football | Broad Meadows Students Grades 6-8 | BMMS Media Center |
October 2023 - June 2024 (Mondays, Wednesdays, and Thursdays) | Afterschool Homework Club | Broad Meadows Students Grades 6-8 | BMMS Media Center |
October 2023- June 2024 | Student Council | Broad Meadows Students Grades 6-8 | Rm. 217 |
October 2023 - May 2024 | ODW (Operation Days Work) | Broad Meadows Students Grades 6-8 | BMMS Media Center |
October 2023 - December 2023 | BOKS | Broad Meadows Students Grades 6-8 | BMMS Gym |
November 2023 - December 2023 | Extramural Volleyball | Broad Meadows Students Grades 6-8 | BMMS Gym |
January 2024 - May 2024 | Art Club | Broad Meadows Students Grades 6-8 | BMMS Art Room |
January 2024 - May 2024 | Yearbook Design Club | Broad Meadows Students Grades 6-8 | BMMS Art Room |
January 2024- February 2024 | Extramural Wrestling | Broad Meadows Students Grades 6-8 | Quincy High School |
January 2024- February 2024 | Intramural Basketball | Broad Meadows Students Grades 6-8 | BMMS Gym |
February 2024 - March 2024 | Extramural Swimming | Broad Meadows Students Grades 6-8 | Lincoln Hancock Pool |
March 2024 - April 2024 | Intramural Floor Hockey | Broad Meadows Students Grades 6-8 | BMMS Gym |
April 2024 - May 2024 | 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 2023 | 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 14, 2023 | Open House | Broad Meadows Middle School Families | School Building |
Oct. 5, Nov. 16, Jan. 11, Feb. 15, March 14, April 11, May 23 | Monthly PTO Meetings | Broad Meadows Middle School Families | School Building |
November 7, 2023 | Election Day Bake Sale | Broad Meadows Middle School Families and Community | School Building |
November 20, 2023 & December 21, 2023 | Holiday Assistance | Broad Meadows Middle School Families | School Building |
December 7, 2023 & December 13, 2023 | Report Card Conferences
| Broad Meadows Middle School Families | School Building |
December 5, 2023 | ‘Tis The Season Band Field Trip | Broad Meadows Middle School Band Students | Quincy High School |
December 18, 2023 | Curriculum Newsletter | Broad Meadows Middle School Families | Distributed through ASPEN |
December 18, 2023 / May 2024 | Chorus and Band Concerts | Broad Meadows Middle School Families | School Building |
March 7-9, 2024 | Drama Presentation of Annie Jr. | BMMS Drama Club | School Building |
March 21, 2024 | STEM Fair | Broad Meadows Students | School Building |
May 4, 2024 | Cleaner Greener Quincy | Broad Meadows students and families led by ODW and Student Council | School Building |
May 2024 | Spring Dance | Broad Meadows Students | School Building |
June 2024 | Honor’s Banquet | Broad Meadows Students | School Building |
June 2024 | Promotional Ceremony | Broad Meadows Students | School Building |
June 2024 | 5th Grade Fly-Up Night | Broad Meadows Incoming Grade 5 Students | School Building |
III. School Demographics as of 11/28/2023
Total Enrollment | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
318 (no change from 2022-23) | 103 (32.4%) | 188 (59.1%) | 27 (8.5%) | 41 (12.9%) |
Race | Total Subgroup Population |
Asian | 74 (23.3%) |
Black/African American | 28 (8.8%) |
Hispanic or Latino | 33 (10.4%) |
Multiracial, non-Hispanic | 11 (3.5%) |
Native American | 0 (0.0%) |
Pacific Island | 0 (0.0%) |
White | 172 (54.0%) |
Advanced Class Enrollment | # of Students in Advanced out of # in Subgroup | % of Population |
Students Enrolled | 88 of 318 | 27.7% |
Low Income | 27 of 188 | 14.4% |
Asian | 24 of 74 | 32.4% |
Black/African American | 1 of 28 | 3.6% |
Hispanic/Latino | 5 of 33 | 15.2% |
Multiracial | 2 of 11 | 18.2% |
Native American | 0 of 0 | 0% |
Pacific Island | 0 of 0 | 0% |
White | 56 of 172 | 32.6% |
Core Academic Class Sizes (General Education) As of 11/28/2023
20 or fewer | 21-23 | 24 | 25 | 26 | 27 | 28 | |
Gr. 6 - 8 75 sections | 69 (92.0%) | 6 (8%) |
- 100% of core academic class sections have 23 or fewer students, a 1% increase over the 2022-23 school year.
- Broad Meadows is also home to the citywide Special Education Language Development program with 43 students total across Grades 6-8 in class sections of 7-10 students.
2022-2023 SSDR Incident Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
8 | 8 | 100% |
IV. Facilities
2022-2023 Improvements
- Completion of bathrooms by gym
- Replacement of ceiling tiles in hall
- Painting of front foyer
- Building of glass case in foyer
- Repair flashing and reattach rubber membrane on spots on the roof
- Painting to flag pole
- Ceiling Tiles in Rm. 111 have been removed
- 3 broken windows replaced
- Replacing 5 mounted In-Focus projectors
2022-2023 SIP Areas of Need | 2023-2024 SIP Areas of Need |
|
|
V. Budget
Amount available
in 2023-2024
TEXT/LEARNING MATERIALS
(textbooks and learning materials/supplies needed
to support classroom instruction) $ 6,460.00
SUPPLIES
(pens, pencils, rulers, paper,glue, photocopy paper, etc.) $ 12,070.00
ACTIVITY STIPEND ACCOUNT $ 17,959.00
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies $ 1,188.00
Science Supplies $ 1,020.00
Library $ 2,500.00
SPECIAL FUNDING
(gifts, grants, partnerships, PTO, etc.)
P.T.O. (approximate) $10,000.00
QCSP Mini-Grants (6) $ 2,100.00
TOTAL $53,297.00
VI. Appendix
- Spring 2023 MCAS Data
English Language Arts (EE/ME %) | |||
Grade | Meadows 2022 | Meadows 2023 | State 2023 |
6 | 28.3% | 49.5% | 42.3% |
7 | 45.3% | 32.4% | 40.5% |
8 | 30.6% | 50.0% | 43.7% |
Mathematics (EE/ME %) | |||
Grade | Meadows 2022 | Meadows 2023 | State 2023 |
6 | 33.0% | 39.4% | 41.0% |
7 | 28.4% | 26.2% | 38.1% |
8 | 13.7% | 26.9% | 37.7% |
STE (EE/ME %) | |||
Grade | Meadows 2022 | Meadows 2023 | State 2023 |
8 | 36.5% | 36.9% | 40.9% |
B. NWEA MAP 2022-2023 Data
MAP Math RIT 2022-2023 | |||
Math | Fall | Winter | Spring |
Grade 6 | 213.7 | 216.8 | 221.2 |
Grade 6 National | 214.75 | 219.56 | 222.88 |
Grade 7 | 216 | 217.6 | 222.7 |
Grade 7 National | 220.71 | 224.04 | 226.73 |
Grade 8 | 225 | 227.2 | 227.9 |
Grade 8 National | 224.92 | 228.12 | 230.3 |
MAP Reading RIT 2022-2023 | |||
Reading | Fall | Winter | Spring |
Grade 6 | 210.7 | 212.7 | 213.7 |
Grade 6 National | 210.17 | 213.81 | 215.36 |
Grade 7 | 214.2 | 214.2 | 216.2 |
Grade 7 National | 214.2 | 217.09 | 218.36 |
Grade 8 | 220.1 | 222.5 | 219.7 |
Grade 8 National | 218.01 | 220.52 | 221.66 |
MAP Science RIT 2022-2023 | |||
Science | Fall | Winter | Spring |
Grade 6 | 204.6 | 208.3 | 208.5 |
Grade 6 National | 203.86 | 207.26 | 208.47 |
Grade 7 | 208.6 | 209.2 | 210.8 |
Grade 7 National | 206.56 | 209.5 | 210.61 |
Grade 8 | 214.1 | 215.6 | 216.2 |
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. | 83% | 18% |
ENG | My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity. | 64% | 35% |
ENG | Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation. | 81% | 19% |
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). | 93% | 7% |
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% |
ENG | My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses). | 88% | 12% |
ENG | My teachers use my ideas to help my classmates learn. | 46% | 54% |
ENG | I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video). | 70% | 31% |
ENG | In my classes, my teachers use students' interests to plan class activities. | 54% | 46% |
ENG | My classmates behave the way my teachers want them to. | 45% | 55% |
ENG | In at least two of my academic classes, students are asked to teach a lesson or part of a lesson. | 33% | 68% |
ENG | In at least two of my academic classes, students plan and work on projects that solve real-world problems. | 75% | 25% |
ENG | In my academic classes, students review each other's work and provided advice on how to improve it. | 56% | 43% |
ENG | In my classes, teachers use open-ended questions that make students think of many possible answers. | 81% | 19% |
ENG | I can connect what I learn in on class to what I learn in other classes. | 64% | 36% |
ENG | In my academic classes, students wrestle with problems that don't have an obvious answer. | 61% | 39% |
ENG | Students respect one another. | 53% | 47% |
ENG | Teachers are available when I need to talk with them. | 83% | 17% |
ENG | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 82% | 18% |
ENG | My teachers promote respect among students. | 90% | 10% |
ENV | Students have a voice in deciding school rules. | 17% | 83% |
ENV | School staff are consistent when enforcing rules in school. | 87% | 14% |
ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 53% | 47% |
ENV | My teachers will first try to help (guide) students who break class rules, instead of punishing them. | 48% | 51% |
ENV | Students help each other learn without having to be asked by the teacher. | 79% | 21% |
ENV | My teachers are proud of me when I work hard in school. | 87% | 14% |
ENV | My teachers set high expectations for my work. | 79% | 21% |
ENV | My teachers believe that all students can do well in their learning. | 87% | 13% |
ENV | My school work is challenging (hard) but not too difficult. | 75% | 25% |
ENV | My teachers support me even when my work is not my best. | 81% | 19% |
ENV | The things I am learning in school are relevant (important) to me. | 59% | 42% |
ENV | Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves. | 73% | 27% |
ENV | If I need help with my emotions (feelings), effective help is available at my school. | 66% | 34% |
SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 81% | 19% |
SAF | Teachers don't let students pick on other students in class or in the hallways. | 77% | 23% |
SAF | Students at school try to stop bullying when they see it happening. | 40% | 60% |
SAF | Students have spread rumors or lies about me more than once on social media. | 32% | 68% |
SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 71% | 30% |
SAF | In my school, groups of students tease or pick on one student. | 36% | 64% |
SAF | I have been called names or made fun of by other students more than once in school. | 44% | 56% |
SAF | In my school, bigger students taunt or pick on smaller students. | 23% | 77% |
SAF | Teachers support (help) students who come to class upset. | 60% | 40% |
SAF | I feel comfortable reaching out to teachers/counselors for emotional support if I need it. | 53% | 47% |
SAF | Students will help other students if they are upset, even if they are not close friends. | 48% | 52% |
SAF | Because I worry about my grades, it is hard for me to enjoy school. | 55% | 45% |
SAF | Students at school damage and/or steal other students' property. | 38% | 62% |
SAF | I have seen students with weapons at our school. | 8% | 93% |
E. Completed Action Steps from 2022-2023
The following action steps have been placed in this section, as they have been part of our School Improvement Plan for several years. They have been consistently implemented and are now part of our yearly school operations.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Goal # | ||
1 | Use organizational strategies to improve student comprehension Examples: 2 Column notes, teacher created materials, graphic organizers | Sept - Oct: Introduction of Strategies Nov. - June Strategies will continue to be implemented during class time. | Notebook examples Writing Assignments Models | ELA Staff Reading Staff Special Education | 1 | ||
2 | Implement text annotation for primary and secondary sources Include how to properly highlight a source or text. Purposefully making highlighting choppy and focusing on what is actually important in a text. Asking students. “What can be eliminated?” | October - June | Classroom Lessons | All Social Studies Teachers | 1 | ||
3 | Model and practice responding to multiple choice questions that exhibit several correct answers infusing a gradual release of responsibility. From there, incorporate multiple choice questions in unit summative assessments that build. For example if question #2 started with the sentence, “Based on your answer to question #1…” | October - June | Samples of Student Work | All Social Studies Teachers ELA Staff Reading Staff Special Education Staff | 1 | ||
4 | Students will engage in regular and focused “math talk” twice per week to demonstrate conceptual understanding of key mathematical concepts in multiple ways. | October - June | Classroom Observations | Math Staff Special Education Staff | 2 | ||
5 | Support growth in mathematics and data by familiarizing students with scientific tools and measurement, and collecting and analyzing data. | October - 2 - May During each unit | Student work samples (physical and virtual), interactive notebooks, teacher lesson plans and rubrics, administrative walkthroughs | Science Staff | 3 | ||
6 | Review of PBIS behavioral expectations in classrooms, hallways, cafeteria and bathrooms in all classes and reinforced daily and weekly during morning announcements and lunches. | September and ongoing through school year | Opening Assembly Classroom Lessons | All School Teaching Staff | 4 | ||
F. Staffing: Support Services
1 Nurse
3 Special Education Teachers (Resource Room/Inclusion)
5 Special Education Teachers (Substantially Separate)
2 Guidance Counselors/Chairpersons
0 Literacy Specialist
1 ELL Teacher/ELL Tutor
0.4 Speech and Language Instructor
0.6 School Psychologist
0 Math Interventionist
1 Library/Media
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: Teresa Altavesta /s/ Teresa AltaVesta
Teachers: Stacey Bucci /s/ Stacey Bucci
Victoria Cronin /s/ Victoria Cronin
Parent: Amy Herlihy /s/ Amy Herlihy
Cassandra Beck /s/ Cassandra Beck
Community
Representative: George Meegan, /s/ George Meegan
Granite Telecommunications