South~West Middle School Improvement Plan 2023-2024
Quincy Public Schools
South~West Middle School
Improvement Plan
2023 - 2024
Courtney Mitchell, Principal
Susan Foley, Assistant Principal
TABLE OF CONTENTS
I. Principal’s Path p. 3
- MCAS Data Reflection
- MAP Data Reflection
- Goals Reflection
- VOCAL Reflection
II. School Improvement Plan
A. Goal Statements and Action Steps p. 18
B. Professional Development Plan p. 32
C. Extended Day Opportunities p. 34
D. Family Engagement and Communication p. 37
III. School Demographics p. 39
IV. Facilities p. 41
V. Budget p. 42
VI. Appendix p. 43
- 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,
It is a great pleasure to present this School Improvement Plan to you for the 2023-2024 school year. Each year, we review data and reflect upon the academic, extracurricular and social emotional outcomes of our students. As a team we work together to plan for how to move our students forward.
In reflecting on the 2022-2023 school year, there is much to celebrate. Our students and staff worked hard both in the classroom and out. Throughout the course of the year, our students showed academic growth and progress. Our extended day programs flourished, with over 25 offerings and more than 200 students taking part in activities both before and after school. Our athletic teams learned valuable lessons in teamwork and found success on the court, in the pool and on the track. School wide initiatives such as our One School One Book engaged, challenged and motivated our students. Dances, rallies, community service events, movie nights and more all enhanced our busy days and increased our students’ connection to our school community. Our in school Enrichment offerings allowed our students and staff to form positive relationships while exploring common interests. Drama productions, the STEM fair, and band, chorale and art shows all gave our students opportunities to shine. Our positive school culture and climate continued to grow as our teachers, students and staff worked hard to respect and support each other each day.
While creating the School Improvement Plan this year, our team has been creative and thoughtful. Our staff has been working incredibly hard to look at student outcomes from the 2022-2023 school year and to find methods that will improve those outcomes and motivate and engage our students. In doing so, we have asked staff to dig deep, reflect on the past year’s standard practices and have open, honest conversations about how we can improve instruction.
Our staff has been collaborating in many ways since September. They have been planning together and observing one another; they are sharing best practices and strategies to motivate our students. Additionally, our staff are analyzing data to determine what it tells us about our students’ strengths and areas of weakness, and how we can enable each students’ potential to evolve. We are making research based decisions in instructional design and lesson implementation to positively impact all students. We are examining additional supports to target our low performing subgroups and close any learning gaps that might exist. It is only November and we are already seeing a positive change in the way staff is working- they are collaborating both vertically and in their grade level teams, having conversations that are both data-driven and solution focused, with the students’ best interests at the forefront.
Superintendent Mulvey, Assistant Superintendent Perkins, and the Superintendent’s Leadership Team continue to support us tremendously. This year, we have been provided additional staff who are crucial to the success of our students and who support our staff extensively. Our Math Specialist works directly with our math team, looking at Tier One instruction in the classroom, supporting grades 5 and 6 with ST Math, conducting small group interventions with identified students, assisting in the design of Tier 2 and Tier 3 supports and much more. The addition of a new EL position has allowed us to have three full time EL teachers working with our 100 plus EL students. Our EL teachers push into content area classrooms, instruct EL ELA classes and collaborate with all staff to ensure proper supports are in place for our English Language learners. We are very proud that the increase in the diversity of our staff is more reflective of our school community. This year as a staff we are able to provide translations in 9 different languages, increasing our communication to families greatly. This, along with the assistance of our Family Liaisons and the use of both the Language Line and School Messenger ensures that communication happens with all our families in a manner that is comfortable to them.
In addition to our increased staff, we have been provided the opportunity to work directly with math consultant Molly Vokey, Director of Curriculum Michael Marani, and Coordinators Kim Quinn and Bridget Vaughan. These individuals are planning, modeling, co-teaching and reviewing the success of lessons together with our teachers. Regularly held curriculum meetings in math and ELA allow our staff to meet as professionals, discuss best practices and ask questions specific to their content areas. Along with these curriculum meetings, we have incorporated Integrated Student Support Team meetings once a month as a chance for teachers to come together and discuss student academic concerns with administration and guidance/ support staff. All together, these efforts work to create a culture that encourages genuine, data driven, solution focused discourse as the norm. It is an exciting time at South~West as we collectively work to improve our student learning and outcomes.
In conjunction with academics as a priority area of focus, our staff recognizes the whole child in our learners. Considerable attention, therefore, is placed on both social emotional learning and the culture and climate of our school. We continue to center our PBIS efforts around our 3 R’s. We challenge our students to be Respectful, Responsible and Ready in all they do. We utilize Student Support Block and health class time to carry out lessons centered around Social Emotional Learning. Guidance staff, classroom teachers and administration utilize restorative practices such as circling and reflection worksheets to help students process, reflect on and work through issues that arise. We hold community meetings regularly to reinforce our school wide expectations and cover topics related to character education, as well as to celebrate the successes of our students. We solicit frequent feedback from students and strive to utilize that feedback to create an environment that is comfortable and supportive for all.
With our learners in mind, we strive to extend the school day of our students with meaningful extended day offerings Much like last year, our extracurricular activities are flourishing. Targeting sports, community service and more, our clubs are numerous and have had an extremely busy and productive fall. Anyone who knows South~West, knows that our students are fierce competitors and great leaders. Our students love to be involved. By the second week of September we had over 250 students signed up for our extended day programs. Our Cross Country, Tennis and Volleyball teams have completed their seasons and done an outstanding job. Our Robotics Team is striving for first place again this year. The Student Council has hosted spirit weeks, dances and continues to keep the School Store stocked. Our morning student announcers communicate daily messages and get our student body excited for upcoming events. Our Principal’s Council has several projects planned this year. This group also communicates to our administration and keeps us aware of the climate and culture amongst the student body. Along with the results of the VOCAL survey and exit tickets from Open Parachute, feedback from this group gives us solid data on how students are feeling.
We are so lucky to be supported by a strong PTO who are tirelessly creating fundraisers, organizing events and always looking to give either their time or needed funds to our staff and students. They have brought several new opportunities to South~West including an MBTA Learn to Ride night for students who do utilize public transportation. The PTO also provides valuable assistance in community outreach. They are currently planning a community and craft event at The Atrium at Faxon Woods.
Challenges lie ahead, but our team is ready and willing to give it all we have. We will make the needed changes and continue to assess, reflect, learn and adapt. We will push our students academically, while also providing them with the instruction and support they need to succeed and grow. We will provide our students with the best possible learning environment by utilizing new and exciting instructional strategies. We will prioritize the social emotional needs of our students and do all we can to further our positive school climate. We will continue to keep students engaged and excited to come to school by offering them extended day opportunities, clubs and sports through which they can acquire leadership skills, become part of a team and develop friendships. In all we do, we know our students come first and they deserve the very best. The School Improvement plan we have put together and delineated on the following pages strives to give our students just that. I respectfully submit this plan for your consideration and thank you for your continued support.
Sincerely,
Courtney Mitchell
A. MCAS DATA REFLECTION/ ACCOUNTABILITY DATA
ACHIEVEMENT:
English language arts achievement - MCAS average composite scaled score - Non-high schoolAbout the Data | |||||||
Group | 2022 Achievement | 2023 Achievement | Change | 2023 Target | N | Points | Reason |
All Students | 488.5 | 487.3 | -1.2 | 491.4 | 403 | 0 | Recovery Path: Declined |
High needs | 484.4 | 483.5 | -0.9 | 487.2 | 323 | 0 | Recovery Path: Declined |
EL and Former EL | 482.8 | 477.9 | -4.9 | 486.1 | 145 | 0 | Recovery Path: Declined |
Students w/ disabilities | 475.6 | 473.3 | -2.3 | 478.3 | 103 | 0 | Recovery Path: Declined |
- As it relates to ELA, this data indicates a decrease in overall achievement, with the average composite scaled score of all students dropping by 1.2 points. This decrease is more significant when looking at the performance of EL/ Former EL students and students with disabilities, with those subgroups decreasing 4.9 and 2.3 points respectively.
- Item analysis in the area of ELA shows across all grade levels and subgroups students are struggling with writing conventions and development, as well as making inferences and characterization. This data also shows that students need support in finding and using text evidence.
Mathematics achievement - MCAS average composite scaled score - Non-high schoolAbout the Data | |||||||
Group | 2022 Achievement | 2023 Achievement | Change | 2023 Target | N | Points | Reason |
All Students | 488.4 | 488.5 | 0.1 | 490.7 | 401 | 2 | Recovery Path: Improved Below Target |
High needs | 484.9 | 485.4 | 0.5 | 487.2 | 321 | 2 | Recovery Path: Improved Below Target |
EL and Former EL | 485.4 | 484.4 | -1 | 488.7 | 145 | 0 | Recovery Path: Declined |
Students w/ disabilities | 477.1 | 478.8 | 1.7 | 480.8 | 102 | 2 | Path Forward: Improved Below Target |
- In the area of math, there was a slight increase in achievement, with the average composite scaled score of all students increasing .1. This improvement was more significant in students with disabilities, with the average scaled score of that subgroup improving 1.7 points.
- In the area of math, EL and former EL students did not show the same improvement as their peers, with the average composite scaled score of that subgroup decreasing by 1 point.
- Item analysis in Math shows students across all grade levels needing support in the area relating math to real world concepts.
Science achievement - MCAS average composite scaled score - Non-high schoolAbout the Data | |||||||
Group | 2022 Achievement | 2023 Achievement | Change | 2023 Target | N | Points | Reason |
All Students | 490.7 | 491.5 | 0.8 | 495 | 189 | 2 | Path Forward: Improved Below Target |
High needs | 486.5 | 487.2 | 0.7 | 490.8 | 152 | 2 | Path Forward: Improved Below Target |
EL and Former EL | 487.4 | 483.4 | -4 | 491.6 | 70 | 0 | Path Forward: Declined |
Students w/ disabilities | 478.7 | 481.3 | 2.6 | 482.7 | 39 | 2 | Path Forward: Improved Below Target |
- Science was the content area which demonstrated the most significant growth, with the average composite scaled score of all students increasing .8. As in math, students with disabilities showed the highest growth, with an improvement of 2.6 points.
- As in ELA and math, EL and former EL students showed the largest decrease in science, with the average scaled score decreasing by 4 points. This data shows us the need to place greater emphasis on providing support to our English Language Learners.
- Despite the overall decrease in achievement school wide, there were several grades/ content areas that saw an increase in average scaled score, including Grade 6 math, Grade 7 ELA, and Grade 8 math.
- Overall, by reviewing student achievement data from the 2022-2023 school year, we can clearly see the work we must continue to do to plan rigorous lessons, provide targeted interventions and extensions, differentiate our instruction to meet the diverse needs of our learners, reflect on our practice as educators and amend that practice as necessary to ensure that all South~West students are achieving at their highest potential.
GROWTH:
English language arts growth - Non-high schoolAbout the Data | |||||
Group | 2022 Mean SGP | 2023 Mean SGP | N | Points | Reason |
All Students | 43.9 | 51.7 | 342 | 3 | Typical Growth - High |
High needs | 43.0 | 51.6 | 265 | 3 | Typical Growth - High |
EL and Former EL | 54.3 | 114 | 3 | Typical Growth - High | |
Students with disabilities | 41.5 | 70 | 2 | Typical Growth - Low | |
Group | 2022 Mean SGP | 2023 Mean SGP | N | Points | Reason |
All Students | 45.4 | 50.9 | 338 | 3 | Typical Growth - High |
High needs | 43.5 | 50.5 | 261 | 3 | Typical Growth - High |
EL and Former EL | 54.4 | 114 | 3 | Typical Growth - High | |
Students with disabilities | 49.2 | 68 | 2 | Typical Growth - Low | |
- In all areas, our mean Student Growth Percentile increased significantly. In all areas, our students demonstrated “Typical Growth- High.”
- In both math and ELA, EL and former EL students showed higher than average growth when compared to all students.
- In both math and ELA, students with disabilities showed lower than average growth when compared to all students, which highlights the importance of ensuring all students are receiving the support they need.
B. MAP DATA REFLECTION
MAP Math RIT 2022-2023 | |||
Math | Fall | Winter | Spring |
Grade 5 | 209.3 | 210.2 | 213.7 |
Grade 5 National | 209.13 | 214.7 | 218.75 |
Grade 6 | 207.1 | 209.6 | 213.1 |
Grade 6 National | 214.75 | 219.56 | 222.88 |
Grade 7 | 217.7 | 218.5 | 221.7 |
Grade 7 National | 220.71 | 224.04 | 226.73 |
Grade 8 | 217.1 | 219.5 | 223.5 |
Grade 8 National | 224.92 | 228.12 | 230.3 |
MAP Reading RIT 2022-2023 | |||
Reading | Fall | Winter | Spring |
Grade 5 | 201.5 | 203.5 | 204 |
Grade 5 National | 204.48 | 209.12 | 210.98 |
Grade 6 | 200.9 | 205.1 | 205.9 |
Grade 6 National | 210.17 | 213.81 | 215.36 |
Grade 7 | 212.3 | 215 | 215.2 |
Grade 7 National | 214.2 | 217.09 | 218.36 |
Grade 8 | 209.2 | 211 | 208.3 |
Grade 8 National | 218.01 | 220.52 | 221.66 |
MAP Science RIT 2022-2023 | |||
Science | Fall | Winter | Spring |
Grade 5 | 200.2 | 203 | 205.4 |
Grade 5 National | 200.23 | 204.3 | 206.17 |
Grade 6 | 200.6 | 203.8 | 205.9 |
Grade 6 National | 203.86 | 207.26 | 208.47 |
Grade 7 | 209.2 | 211.5 | 213.6 |
Grade 7 National | 206.56 | 209.5 | 210.61 |
Grade 8 | 207.2 | 210.8 | 213.8 |
Grade 8 National | 209.64 | 212.41 | 213.44 |
- An examination of MAP data shows that all content areas and all grade levels showed growth over the course of the 2022-2023 school year.
- Despite that growth, all grade levels and all content areas are demonstrating growth below national norms.
- In line with our review of our progress towards goals and review of MCAS data, our MAP data further demonstrates that, while our students are showing growth and progress in many areas, we still have much work to do. Our focus must remain on promoting student growth, learning and achievement in all we do. We must be willing to reflect on what is happening in our school and in our classrooms and explore practices that will support all learners. This focus is reflected in our goals and action steps outlined in this document.
C. GOALS REFLECTION
During our Assessment Day I Professional Development as well as Data Team Meetings, we have reviewed the goals set down in our 2022-2023 School Improvement Plan and evaluated our progress towards those goals. Overall, analysis of data provided by the NWEA MAP Assessment, it can be determined that in all content areas, our students did show consistent growth, however we did not meet our academic goals (goals 1-3) for the 2022-2033 school year. As it relates to our Social and Emotional Learning Goal (goal 4), we were successful schoolwide in the implementation and use of Open Parachutes. Therefore, this goal can be considered met.
Smart Goal #1: English Language Arts/ Reading/ Social Studies “During the 2022-2023 school year, students will show evidence of growth in reading as measured by an increase of 5 points in grades 5-8 above the fall average as indicated by the Spring 2023 NWEA MAP Student Growth Summary Report in Reading.”
2022-2023 | ELA Mean RIT | |||
Grade | Fall (Mean RIT) | Winter (Mean RIT) | Spring (Mean RIT) | Growth Points |
5 | 201.5 | 203.5 | 204 | 2.5 |
6 | 200.9 | 205.1 | 205.9 | 5 |
7 | 212.3 | 215 | 215.2 | 2.9 |
8 | 209.2 | 211 | 208.3 | -0.9 |
- Our 6th grade students demonstrated an increase in this area of 6 RIT points, meeting the goal set for the year.
- Students in grade 5, 7 and 8 did not meet the 2022-2023 ELA Goal of a 5 point RIT increase. However, students in grades 5 and 7 did show consistent growth throughout the year, increasing by an average of 2.5 and 2.9 RIT points respectively.
- Students in grade 8 showed an increase in mean RIT from Fall to Winter, but ended the year with an overall decrease in RIT score.
Smart Goal #2: Mathematics During the 2022 - 2023 school year, students will show evidence of growth and achievement with an increase of 5.5 RIT points above the Fall average for grades 5-8 as indicated by the Spring 2022-2023 MAP School Summary Report.
2022-2023 | Math Mean RIT | |||
Grade | Fall (Mean RIT) | Winter (Mean RIT) | Spring (Mean RIT) | Growth Points |
5 | 209.3 | 210.2 | 213.7 | 4.4 |
6 | 207.1 | 209.6 | 213.1 | 6 |
7 | 217.7 | 218.5 | 221.7 | 4 |
8 | 217.1 | 219.5 | 223.5 | 6.4 |
- Grades 6 and 8 students exceeded their goal in the area of math, increasing 6 and 6.4 RIT points respectively.
- Similar to ELA, while we did not meet our target schoolwide, all grades are showing growth in math, with an overall increase school wide of 5.2 RIT points.
Smart Goal #3: During the 2022-2023 school year, students will show evidence of growth and achievement with an increase of 4 RIT points from the Fall Average for grades 5-8 as indicated by the Spring MAP School Summary Report.
Science Mean RIT | ||||
Grade | Fall (Mean RIT) | Winter (Mean RIT) | Spring (Mean RIT) | Growth Points |
5 | 200.2 | 203 | 205.4 | 5.2 |
6 | 200.6 | 203.8 | 205.9 | 5.3 |
7 | 209.2 | 211.5 | 213.6 | 4.4 |
8 | 207.2 | 210.8 | 213.8 | 6.6 |
- All grades exceeded our goal for the 2022-2023 school year in the area of science
- School wide, average growth in this area was 5.375 points.
Smart Goal #4: Social Emotional Learning During the 2022-2023 school year, South~West Middle School will implement Social Emotional Learning supports that focus on the understanding of self-awareness and self-management skills in order to achieve both academic and social success through school based initiatives. In particular, South~West staff will implement at least 3 lessons per grade level based on our community needs utilizing the Open Parachute Program. Progress towards this goal will be measured through student exit ticket responses from each lesson.
- Schoolwide this goal was met.
- Lessons were implemented throughout the course of the year in Health class as well as Student Support Block.
D. VOCAL REFLECTION
Each year we receive important information from our students through the results of the VOCAL survey (Views of Climate and Learning (VOCAL) school climate data. This survey measures the three dimensions of school climate- Engagement, Safety and Environment. The results of this survey help us understand the feelings of our students which in turn directly impacts the culture and climate of the building. An examination of our VOCAL data shows areas of strength for our school as well as areas of need which will be addressed this year.
Grade 5 | ||
ENG | Teachers at this school accept me for who I am. | 95% |
ENG | Adults working at this school treat all students with respect. | 95% |
ENG | My teachers care about me as a person. | 94% |
ENV | My teachers are proud of me when I work hard in school. | 93% |
SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 91% |
SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 92% |
SAF | I feel safe sharing my feelings in class | 52% |
ENG | My classmates behave the way my teachers want them to. | 55% |
SAF | I have been punched or shoved by other students more than once in the school or in the playground. | 39% |
SAF | In my school, groups of students tease or pick on one student. | 38% |
Grade 8 | ||
ENG | Students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation). | 90% |
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). | 88% |
ENV | My teachers believe that all students can do well in their learning. | 88% |
SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 85% |
ENG | My classmates behave the way my teachers want them to. | 30% |
SAF | Students have spread rumors or lies about me more than once on social media. | 41% |
SAF | I have been called names or made fun of by other students more than once in school. | 46% |
SAF | In my school, bigger students taunt or pick on smaller students. | 36% |
- A review of grade 5 VOCAL data shows an area of strength in student/teacher relationships. Highlights in this areas include students feeling that teachers accept them for who they are (95%) and that teachers treat students with respect (95%)
- Grade 8 data shows that our students value and respect the diversity of our school, with 90% reporting that students are open to having friends from different backgrounds and 88% stating that in their academic classes they work with students from different backgrounds.
- Students in grades 5 and 8 feel the school deals with issues related to bullying seriously, with 92% and 88% respectfully stating that adults in the building work to stop bullying.
- An analysis of data at both grade levels shows an area of needed improvement in the way our students interact with each other, with 46% of grade 5 students stating it is “always or mostly true that they have been called names or made fun of by other students more than once in school.” Similarly, 41% of 8th graders identified that “students have spread rumors or lies about me more than once on social media.”
- School Improvement Plan
- Goal Statements and Action Steps
SMART Goal # 1: English Language Arts: During the 2023-2024 school year, our students will write text-based responses and narratives, at or above grade level by providing students with a multi-tiered system of support to ensure targeted academic English language development. Specifically, students will show an increase in writing idea development and language conventions in written performance tasks and narratives. Progress towards this goal will be measured by a 5% increase in School % Possible Points for Question Type: Essay on the Spring 2024 MCAS District and School Results by Standards Report (CU306), from a baseline of: 31% in grade 5, 35% in grade 6, 43% in grade 7 and 40% in grade 8 in Spring 2023.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Create ongoing lessons with text based responses and narratives across content areas in all tiers of instruction. | Sept 2023 - June 2024 | -Teacher created differentiated lessons based on writing standards -Shared writing checklists annotation guides | Reading, ELA, Social Studies, Special Ed, EL Teachers | Revised | ||
2 | Use Focus Correction Areas to target specific writing conventions. Provide explicit instruction in these conventions for targeted students. | Sept 2023 - June 2024 | -MCAS style rubric with vertically shared language | Reading, ELA, and Social Studies Teachers | Revised | ||
3 | Vertically and laterally teach and provide the MCAS graphic organizer for narrative and essay writing. | Sept 2023 - June 2024 | -MCAS graphic organizers -Student work samples | Reading, ELA and Social Studies Teachers | New | ||
4 | Implement Depth of Knowledge type questions with a focus on DOK3 and DOK4 in writing prompts for text based essays and narratives | Sept 2023 - June 2024 | -Prompts for projects, essays, and narratives uses DOK3 and DOK4 words -Teacher created lessons with strategic use of DOK3 and DOK4 questions | Reading, ELA, Social Studies Teachers | New | ||
5 | Explicit instruction in academic language included in writing performance tasks (describe, analyze, infer, etc.) Exposure to this language through reading, and context clues. Include opportunities for Tier 2 and Tier 3 support on this language for targeted students. | September 2023-June 2024 | -Explicit Lessons -Semantic mapping -Vocabulary anticipation guides -Word walls | Reading, ELA Social Studies, Science and Math Teachers | New | ||
6 | Provide targeted Lexile interventions based on MAP data. Included in this step will be opportunities for students with IEPS at all grade levels (not on portfolios) to utilize Lexia Core 5/Power Up for an average of 50 minutes per week. Additionally, utilize Lexia as a Tier 2 intervention for EL and struggling students | September 2023-June 2024 | -Commonlit Lexile levels -Newsela Lexile levels -Scholastic Scope Lexile levels -Lexia Report | Reading, ELA Special Education and EL Teachers | Revised | ||
7 | Conference with students about their MAP scores and set and adjust goals for the rest of the year for MAP testing | September 2023-June 2024 | -Student reflection samples and goal setting forms | Reading, ELA, Social Studies, Science and Math teachers | Continued | ||
8 | Work collaboratively and analyze data to ensure instruction is varied for all tiers- core, strategic and intensive- and is differentiated for the needs of all learners. | September 2023-June 2024 | -John Hattie’s Visible Learning -Lessons containing evidence of differentiation | Reading, ELA Social Studies, Special Education and EL Teachers | New | ||
9 | Increase language comprehension through oral discussion and collaboration throughout the writing process. Provide students with a framework for this collaboration through the use of outlines, task sheets, discussion norms, etc. | September 2023-June 2024 | -Collaborative learning reflection exit tickets -Task sheets -Executive functioning goal setting form -Socratic Seminar -Turn and Talk -Jigsaw Method | Reading, ELA, and Social Studies Teachers | Continued | ||
10 | Teach metacognitive strategies for evaluating reading and vocabulary comprehension. | September 2023-June 2024 | -Anticipation guides -KWL charts | Reading, ELA, and Social Studies Teachers | Revised | ||
11 | Utilize close reading strategies to explicitly instruct how a word, phrase, or part of a passage impacts the overall main idea, theme, characterization etc. | September 2023-June 2024 | -Nancy Boyles book Closer Reading -Commonlit -Scholastic Scope -Collections -CKLA (Gr 5) | Reading, ELA, and Social Studies Teachers | New | ||
12 | Improve students reading fluency and comprehension by exposing students to various text genres, Lexile levels, and text structures including reader’s theater, choral reading, and partner reading. | September 2023-June 2024 | -Commonlit -Collections -CKLA (Gr 5) -Newsela -Scholastic Scope Magazine -Reader’s theater scripts - Pre, during, and post selected response quizzes | Reading, ELA, and Social Studies Teachers | New | ||
13 | Explicit, direct and systematic instruction with all types of essay writing, including teacher and student think-alouds, continuous teacher modeling, and gradual release | September 2023-June 2024 | -CKLA writing prompts -QPS common writing assessments -student essays -teacher think-aloud essays -sentence framing with appositives | Reading, ELA, and Social Studies Teachers | New | ||
SMART Goal # 2: Mathematics During the 2023-24 school year, students will show evidence of growth and achievement as indicated by an increase in specific domains on the 2024 MCAS CU306 Results by Standards report.
Grade 5 will increase by 4% in the Numbers and Operations in Base Ten domain
Grade 6 will increase by 4% in the Geometry domain
Grades 7 and 8 will increase by 5% in the Expressions and Equations domain
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | With the support of math consultant Molly Vokey, teachers will plan, implement and model lessons based on “Building Thinking Classrooms” | Oct. 23-June ‘24 | -Meetings occurring bi-monthly -Sample lesson plans created during these co-planning times and using strategies found in “Building Thinking Classrooms.” | All math teachers Ms. Mitchell Ms. Vokey | New | ||
2 | Provide added support to the math curriculum through the implement ST Math at a minimum of 90 minutes per week in the grade 5 and 6 and iXL for 60 minutes per week in grade 7. Use of these programs will occur both in the math class and during Student Support Block. | Sept 23-June ‘24 | -ST Math usage data -IXL Data Diagnostic Data and Student Overview data | Grade 5, 6 and 7 math teachers | New | ||
3 | Utilize tier two, small group interventions with math specialist both in the context of math class as well as through pull outs. | Sept ‘23-June ‘24 | -Informal Assessments -Spiral Review | Grades 5 & 6 math teachers Ashley Haugh | New | ||
4 | Facilitate and encourage student participation in “Math Mondays” in which students work with high school mentors on math skill review, games and activities. | Oct ‘23 - June ‘24 | Attendance Roster | Ashley Haugh Anthony Castrogiovanni | New | ||
5 | Promote engagement, risk taking, problem solving, and to encourage students to show their thinking, strategies such as Vertical Whiteboards, turn and talks, normed “Thinking Prompts,” defronted classrooms, use of manipulatives and building math communities | Oct ‘23-June ‘24 | -classroom observation -picture evidence of work -student work samples -pictures of classroom set-up -exit tickets -Math Toolkit | All math teachers | New | ||
6 | Reframe 6th grade standards-based questions to align with the principles of Illustrative Math | Oct ‘23-June ‘24 | Classroom observation, google slides to show deconstructed longer word problems | Grade 6 teachers Ashley Haugh | New | ||
7 | Continue to utilize SSB to provide targeted math interventions/ extensions including the strategic use of student pairings (ie pairing high level math EL/ FEL students with struggling math students of the same language background) | Sept ‘23-June ‘24 | SSB assignments | All math teachers | New | ||
8 | Utilize consistent and meaningful formative assessment to measure student progress. Analyze data provided by those assessments to drive instruction and plan interventions. Include in those assessments MCAS-formatted question types (multi-select, multiple choice, short answer, drag and drop, etc.) | Sept ‘23- June ‘24 | Tickets to leave, Check-ins, Formal and Informal Observations and Conversations | All math teachers | Revised | ||
9 | Design lesson plans and activities with an increased emphasis on Expressions and Equations, including specific and targeted supports for identified students. | Oct. ‘23 - June ‘24 | -Formal Assessments, -Exit tickets, -classroom observation -MAP/MCAS data. | Gr 7-8 math teachers | Revised | ||
10 | Provide targeted spiral review for identified students in all grade levels to ensure retention of previously learned skills. | Sept 6th-June24 | -Teacher formal and informal assessments -Go Math, IXL, and Xtra Math reports -MAP data | All math teachers Special Education Teachers | Continued | ||
11 | Explicit instruction in academic language included in writing performance tasks (analyze, solve, evaluate, etc.) Exposure to this language through reading, and context clues. Include opportunities for Tier 2 and Tier 3 supports for this language for targeted students. | September 2023-June 2024 | -Explicit Lessons -Semantic mapping -Vocabulary anticipation guides -Word walls | Reading, ELA Social Studies, Science and Math Teachers | New | ||
12 | Conduct writing workshops to instruct, model and review constructed response questions with students, with a particular emphasis on determining what the question in asking and how to best explain their thinking. | Oct ‘23-June 24 | -Sentence starters -released MCAS constructed response items -student work samples | All math teachers | New | ||
13 | Conference with students about their MAP scores and set and adjust goals for the rest of the year for MAP testing | September 2023-June 2024 | -Student reflection samples and goal setting forms | Reading, ELA, Science and Math teachers | Continued | ||
SMART Goal # 3: Science and Technology Engineering During the 2023-2024 school year, all South~West students will show improvement in their ability to perform higher level thinking skills in the STE classrooms, including inferring, reasoning, applying, and analyzing. Improvement in these skills will not only improve their performance in the classroom, but will also improve performance on selected and constructed responses. Progress towards this goal will be show by:
- Students will show an increase of 5% points on constructed responses on the Spring 2024 STE MCAS on the CU306 MCAS Results by Standards Report.
- Students will show an increase of 5% points on selected responses on the Spring 2024 STE MCAS. on the CU306 MCAS Results by Standards Report.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Staff will analyze MCAS and MAP data to identify areas of strength and weakness. | November 23-June 2024 | MCAS data MAP data | All science teachers | Continued | ||
2 | Meet in vertical teams to reflect, discuss, and evaluate best teaching practices. Once the needs/strategies have been identified, create supports, interventions, and differentiated lessons. | November 23-June 2024 | Team meetings and agenda | All science teachers | Continued | ||
3 | Continually design and Summative and Formative Assessments- provide opportunities for constructed responses on each unit test (such as analyzing and responding to data within graphs) and use the MCAS grading rubric to evaluate. | November 23 - June 2024 | Previous MCAS released items Assessments aligned with MCAS and Next Generation format. | All science teachers | New | ||
4 | Increase student inquiry skills, through the incorporation of the CER (Claim, Evidence, Reasoning) method to help students develop critical thinking skills and support idea development. | November 23 - June 2024 | CER rubric Student work samples with teacher feedback | All science teachers | New | ||
5 | Plan an implement Inquiry-based learning opportunities, such as simulations and/or labs | November 23 - June 2024 | Well-structured and differentiated lesson plans, which may include: study guides, lab activities, simulations, and demonstrations, student projects, assessments. | All science teachers | New | ||
6 | Work collaboratively and analyze data to ensure instruction is varied for all tiers- core, strategic and intensive- and is differentiated for the needs of all learners. Plan lessons that implement Universal Design for Learning Strategies to ensure the curriculum is accessible to all students | November 23 - June 2024 | UDL guidelines (for example, “Stop and Jot” or “Get the Gist”) | All science teachers | New | ||
7 | Explicit instruction in academic language included in writing performance tasks (describe, analyze, infer, etc.) Exposure to this language through reading, and context clues. Include opportunities for Tier 2 and Tier 3 supports on this language for targeted students. | September 2023-June 2024 | -Explicit Lessons -Semantic mapping -Vocabulary anticipation guides -Word walls | Reading, ELA Social Studies, Science and Math Teachers | New | ||
8 | Design and implement lessons and learning activities that promote higher level thinking skills such as inferring, reasoning, explaining, describing, analyzing, drawing a conclusion, summarizing, etc. | November 23 - June 2024 | Student work samples with teacher feedback. | All science teachers | Revised | ||
9 | Incorporate strategies to reach EL students in the classroom. Collaborate and co-plan with ELL teachers to ensure best practices are being utilized. | November 23 - June 2024 | Vocabulary reinforcers, visual correlations, and opportunities for discourse. | All science teachers, ELL teachers | New | ||
10 | Engage students in active reading strategies while reading literal and inferential text in Pearson Elevate and Pearson Realize. | November 23-June 2024 | Student work samples with teacher feedback Chunking, annotating, (SNOTS = “Small Notes on the Side”), and citing text evidence. | All science teachers | New | ||
11 | Conference with students about their MAP scores and set and adjust goals for the rest of the year for MAP testing | September 2023-June 2024 | -Student reflection samples and goal setting forms | Reading, ELA, Science and Math teachers | Continued | ||
12 | Grade 8 students will complete a scientific inquiry based, long-term report and project designed to demonstrate critical thinking and problem-solving skills and improve writing and time management skills. | March/April 2024 | Research-based writing to produce a report/project to be presented at the South-West STEM Fair in March/April of 2024. | 8th grade science teacher | Revised | ||
SMART Goal # 4: English Language Learners During the 2023 - 2024 school year, students will show evidence of growth and achievement as indicated on the 2024 ACCESS test for each domain (reading, writing, listening, speaking). Progress towards this goal will be measured by an overall increase of 10% in the number of students reaching their proficiency targets (from a base of 24% in 2022-2023) as measured by the 2024 Access Test.
Action Steps/Monitoring Plan:
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Regular and ongoing collaboration and co-planning with content areas to identify needed modifications for EL students, as well as plan for tier 2 and tier 3 supports that can be included in the content area classroom to support all learners. | September- June | Notes from meetings | All content matter teachers + ELL teachers | Ongoing | ||
2 | Promote reading, writing, speaking and listening skills through the utilization of strategies such as guided reading, Read-Write-Share, Preposition Kahoots and Manipulatives, class discussions, read-aloud questions and responses, writing prompts in response to readings and dialogue journals. | September-June | -Written work/worksheets -Prepositions Kahoots -Lesson plans that incorporate discussion activities, read-alouds -Written work, dialogue journals -Guided reading written work/worksheets | Nick, Sabrina, Helen | New | ||
3 | Provide targeted Lexile interventions based on MAP data. Included in this step will be opportunities for students with IEPS at all grade levels to utilize Lexia Core 5/Power Up for an average of 50 minutes per week. Additionally, utilize Lexia as a Tier 2 intervention for EL and struggling students | September 2023-June 2024 | -Commonlit Lexile levels -Newsela Lexile levels -Scholastic Scope Lexile levels -Lexia Report | ELA teachers Special Ed Teachers ELL Teachers | Revised | ||
4 | Create lessons with text based responses and narratives across content areas in all tiers of instruction on an ongoing basis. | Sept 2023 - June 2024 | -Teacher created differentiated lessons based on writing standards -Shared writing checklists annotation guides | All content area teachers Special Ed Teachers ELL Teacher | Revised | ||
SMART Goal # 5: Social Emotional Learning Smart Goal A: During the 2023-2024 school year, South~West Middle School will implement Social Emotional Learning supports to foster a more positive school environment. This will be achieved through the promotion of initiatives that promote self-awareness and self-management skills and enhance the overall school climate. Progress towards this goal will be evidenced by a 10% decrease in incidents resulting in suspensions.
Smart Goal B: During the 2023-2024 school year, South~West Middle will prioritize initiatives that address school connectedness so as to reduce our 2022-2023 chronic absenteeism rate of 22.9% to a rate of 20% in 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 | Continued implementation of monthly Community Meetings at each grade level to reinforce school wide behavioral expectations and promote positive school culture. | Monthly September-June | Monthly topics and slideshows PBIS Review and common language and practices | Guidance Ms. Foley Ms. Mitchell Grade Level Teams | Continued | ||
2 | Establishment of Principal’s Council made up of student representatives from all grade levels. Regular meetings of this council to discuss student concerns, plan school wide activities and promote positive behavior. | December-June | Meeting Notes Student Surveys | Ms. Mitchell Ms. Foley | Revised | ||
3 | Continued usage of Open Parachute Lessons, with a particular focus on those that promote respect across differences. These lessons will occur in both Health Class and Student Support Block. | September-June | Exit Tickets Review of Exit Ticket Data | Mrs. Kent Guidance Student Support Teachers | Continued | ||
4 | Creation and implementation of monthly surveys given to both students and staff and pertaining to needs of the building and specific grade level concerns. | December-June | Monthly surveys created by feedback from the following sources: Principal Council, Community Meetings and repeated questions from the VOCAL survey. | Ms. Mitchell Ms. Foley Principal Council | New | ||
5 | Utilize techniques such as restorative practices, mediation, and problem solving to promote self awareness and self management. | September-June | Restorative worksheets ASPEN journal entries | Ms. Mitchell Ms. Foley Guidance Staff | |||
6 | Continue to utilize Saturday School as an alternative to suspensions. | September-June | Saturday School Attendance | AdministrationGuidance Saturday School Staff | Continued | ||
7 | School wide implementation of PBIS program, including use of raffle tickets at all grade levels to promote positive behavior, grade level incentives and check in/ check out pairings. | September-June | Check in/ Check out forms Example PBIS Incentives | PBIS Team Guidance Staff Ms. Mitchell Ms. Foley | Revised | ||
8 | Monthly Attendance Letters and Hearings Family Assist Conferences | Monthly | Letters, attendance lists | Guidance Ms. Mitchell | Revised | ||
9 | Continued participation in Celtics All Star Program | November-June | Monthly reports Monthly rewards | Guidance Ms. Foley Ms. Mitchell | Continued | ||
10 | Creating Individualized Student Support Plans | January-June | Support Plans | Student Support Team | New | ||
11 | Work congruently with outside agencies (Walker Therapeutic and Aspire) to provide IHT referrals. | December-June | Referrals | Student Support Team | Revised | ||
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters | Goal # |
9/5/23 | 8:15-2:30 p.m. | Auditorium | All Teachers | First Day for Professional Staff | Courtney Mitchell Susan Foley | 1-4 |
9/13/23 | 12:30-2:30 p.m. | Auditorium Breakout Rooms | All Staff | Open Parachute MAP Preparation | Shane Abboud Kaitlin Driscoll Susan Foley Courtney Mitchell | 1-5 |
10/11/23 | 12:30-3:30 p.m. | Auditorium Breakout Rooms | All Staff | Data Review Creation of SIP Goals and Action Steps | Courtney Mitchell Susan Foley | 1-4 |
10/25/23 | 12:30-2:30 p.m. | Auditorium Breakout Rooms | All Staff | Principal Day: Data Reflection Curriculum Meetings | Courtney Mitchell Susan Foley | 1-5 |
11/7/23 | 8:30-2:30 p.m. | Quincy High School | All QPS Staff | System-Wide Professional Day of Learning | Varied | 1-5 |
1/10/24 | 12:00-1:00 p.m. | Cafeteria | All Staff | Principal Day: EHall Pass EL | Olivia Limoncelli Helen Zou Sabrina Martins Nick Gizzerelli | 4 & 5 |
2/14/24 | 1:00-4:30 p.m. | TBA | All Staff | System-Wide | TBA | 1-5 |
2/28/24 | 12:30-2:30 p.m. | Auditorium Breakout Rooms | All Staff | Principal Day: MCAS Training | Courtney Mitchell Susan Foley | 1-4 |
3/13/24 | 1:00-3:00 p.m. | Auditorium Breakout Rooms | All Staff | Assessment Day II: Curriculum Meetings Review of Goals and Action Steps Winter MAP Review Follow Up | Various Presenters | 1-5 |
4/10/24 | 1:00-3:00 p.m. | TBA | All Staff | System Wide | TBA | 1-5 |
4/24/24 | 12:30-2:30 p.m. | Auditorium Breakout Rooms | All Staff | Principal Day: Tier One Practices Best Co-Teaching Practices | Ashley Haugh Elise Regan Helen Zou Kristin Smith | 1-4 |
5/22/24 | 1:00-2:30 p.m. | Auditorium Breakout Rooms | All Staff | Assessment III | Courtney Mitchell | 1-5 |
6/12/24 | 12:30-2:30p.m. | Auditorium Breakout Rooms | All Staff | Principal Day: Planning for 2024-2025 | Courtney Mitchell Susan Foley Kaitlin Driscoll | 1-5 |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Location |
Session I September - December | Floor Hockey Monday Mornings 7: 20-8:15 a.m. | Students Grades 5-8 | Gymnasium Mrs. Monaco |
Session I September - December | Barry’s Bakers Monday Afternoons 2:30-4:00 p.m. | Students 5-8 (Lottery) | Teachers’ Room Ms. Barry |
Session I September - December | Flag Football Monday Afternoons 2:30 - 4:00 p.m. | Students Grades 5-8 | South~West Back Field Mr. Mullen and Mr. Tenaglia |
Session I September - December | Future Artists Tuesday and Thursday Mornings 7:30-8:15 a.m. | 5th and 6th Graders | 5th Grade Makerspace Mrs. Maydak and Ms. Devoe |
Session I September - December | Gym Games Tuesday and Thursday Mornings 7:30-8:15 a.m. | Students Grades 5-8 | Gymnasium Mrs. DiPietro |
Session I September - December | Eager Eagles Tuesday and Thursday Mornings 7:30-8:15 a.m. | Students Grades 5-8 | Room 133 Ms. McGuire |
Session I September - December | Running Club Wednesday Mornings 7:20-8:15 a.m. | Students Grades 5-8 | Meet Outside Gym Mrs. Monaco Mr. Mullen |
Session I September - December | Yearbook Committee Wednesday Afternoons 2:30-3:30 p.m. | 7th and 8th Graders | Room 142 Ms. Devoe |
Session I September - December | Student Council Thursday Mornings 7:45-8:15 a.m. | Grades 5-8 | Room 147 Ms. Limoncelli |
Session I September - December | Beginner Volleyball Thursday Afternoons 2:30-3:30 p.m. | New to volleyball | Gymnasium Ms. Devoe |
Session I September - December | Walking Club Thursday Afternoons 2:30-3:30 p.m. | Students Grades 5-8 | Meet in Seventh Grade Maker Space Mr. Tenaglia Mr. Gizzarelli |
Session I September - December | Creative Comics Thursday Afternoons 2:30-3:30 p.m. | Students Grades 5-8 | Room 131 Mrs. Jankowski |
Session I September - December | Early Bird Basketball Friday Mornings 7:30-8:15 a.m. | Students Grades 5-8 | Gymnasium Ms. Devoe |
Athletic Fall Season | Cross Country Tennis Volleyball | Students Grades 5-8 | Mrs. Kent Ms. Devoe Ms. Devoe and Ms. White |
Session II January - June | Badminton Monday Afternoons 2:30-4:00 p.m. | Students Grades 5-8 | Gymnasium Ms. McGuire Mr. Mullen |
Session II January - June | Reading Club Tuesday/Thursday Mornings 7:45-8:15 a.m. | Students Grades 5-8 | Room 141 Ms. Zou |
Session II January - June | Returning Volleyball Tuesday Afternoons 2:30-3:30 p.m. | Students Grades 5-8 | Gymnasium Ms. Devoe Ms. White |
Session II January-June | Financial Literacy Tuesday Afternoons 2:30-3:30 p.m. | Students Grades 7 & 8 | Room 141 Ms. Zou |
Session II January-June | Mindfulness Club Wednesday Mornings 7:45-8:15 a.m. | Students Grades 5-8 | Room 141 Ms. Zou |
Session II January-June | Student Council Thursday Mornings 7:45-8:15 a.m. | Students Grades 6-8 | Room 147 Ms. Limoncelli Ms. Haugh |
Session II January-June | Beginner Volleyball Thursday Afternoons 2:30-3:30 p.m. | Students Grades 5-8 | Gymnasium Ms. Devoe Ms. White |
Session II January-June | Language Club Thursday Afternoons 2:30-3:30 p.m. | Students Grades 5-8 | Room 141 Ms. Zou |
Session II January-June | Principal Council Thursday Afternoons | Students in Grades 7-8 | Media Center Ms. Mitchell |
Session II January-June | Junior Council Thursday Afternoons | Students in Grades 5-6 | Health Room Mrs. Foley |
Session II January-June | Drama Club TBA TBA | Students Grades 5-8 | Auditorium Ms. Devoe Mrs. Regan |
Session II January-June | Gardening Club TBA TBA | Students Grades 5-8 | Outside TBA |
Session II January-June | Diversity Club TBA TBA | Students Grades 5-8 | Media Center TBA |
Session II January-June | Intro to Sign Language TBA TBA | Students in Grade 5 | Media Center TBA |
Session II January-June | Hooked on Yarn TBA TBA | Students in 5-8 | 6th Grade Maker Space |
Athletic Spring Session | Wrestling Swimming Track and Field | Students Grades 5-8 | TBA Mr. Abboud TBA |
Breakfast is available every morning Monday through Friday 7:45-8:15 a.m. for all students. | |||
D. Family Engagement and Communication
Date | Topic | Target Audience | Location |
2023-2024 | Weekly Family Newsletters | South~West Staff and Families | Smore Weekly Newsletter Newsletter |
2023-2024 | Daily/Weekly Reminders | South~West Families and Students | School Messenger |
Monthly | Students of the Month | South~West Families and Students | Weekly Newsletter |
Monthly | Monthly PTO Meetings | South~West Parents/Guardians and Staff | Remotely or at South~West |
9/14/23 | Open House | South~West Families | South~West |
10/14/23 | Nine and Dine Golf Tournament | South~West Staff and Families | Furnace Brook Golf Course |
11/3/23 | Halloween Family Night Out | South~West Parents and Staff | The Legion Post |
11/1/23-4/26/24 | Celtics All Star Program | South~West Students | South~West and Veterans Stadium |
11/11/23 | Spartan Race | South~West Students | Fenway Park |
11/16/23 | Craft Night | South~West Families | South~West Cafeteria |
11/16/23 | Parent Informational Night | 8th Grade Parents and Students attending the Gettysburg Field Trip | South~West Media Center |
11/17/23 | 5th Grade Turkey Trot | Fifth Grade Students and families | Kincaid Track |
11/21/23 | Quincy High School Pride Rally | South~West Middle School Staff and Students | Gymnasium |
12/5/23 | Tis the Season | 25 South~West Families and Students | Quincy High School, Lloyd Hill Auditorium |
12/6/23 | Winter Concert | South~West Families | South~West DePaulo Auditorium |
12/10/23 | Holiday Crafts | South~West Families Lincoln Hancock Families Faxon Woods Residents | The Atrium at Faxon Woods |
12/7/23 12/13/23 | Report Card Conferences | South~West Teachers, Parents/Guardians and Students | South~West Middle School |
12/20/23 | 5th Grade Coffee, Conversations and Crafts | 5th Grade Families | 5th Grade Maker Space |
2/24 | Music BINGO Night | South~West Staff and Parents | Sons of Italy |
3/24 | March Mathness | South~West Students and Families | South~West Middle School, remote, and at homes |
4/12/24 | Color Run | South~West Students | Kincaid Track |
TBA | STEM Fair | Grade 8 students | South~West Gymnasium or Cafeteria |
TBA | Spring Concert | Band and Chorus students and families | South~West Cafeteria |
TBA | 8th Grade Awards Ceremony and Promotion | Grade 8 students and families | South~West DePaulo Auditorium |
TBA | Multicultural Day: Celebrating Our Differences | South~West students | South~West Middle School |
III. School Demographics
Total Enrollment | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
456 (+15 from 2022-23) | 111 (24.3%) | 288 (63.1%) | 116 (25.4%) | 72 (15.8%) |
Race | Total Subgroup Population |
Asian | 136 (29.8%) |
Black/African American | 75 (16.6%) |
Hispanic or Latino | 63 (14.3%) |
Multiracial, non-Hispanic | 35 (7.9%) |
Native American | 4 (0.9%) |
Pacific Island | 2 (0.5%) |
White | 137 (30.0%) |
Advanced Class Enrollment (Grades 6-8) | # of Students in Advanced out of # in Subgroup | % of Population |
All Students Enrolled | 100 of 355 | 28.2% |
Low Income | 58 of 227 | 25.6% |
Asian | 41 of 105 | 39.0% |
Black/African American | 15 of 67 | 22.4% |
Hispanic/Latino | 9 of 54 | 16.7% |
Multiracial | 4 of 19 | 21.1% |
Native American | 1 of 2 | 50% |
Pacific Island | 1 of 2 | 50% |
White | 29 of 106 | 27.4% |
REACH (Grade 5) | Total | % of Population |
All Students Enrolled | 15 of 101 | 14.9% |
Low Income | 7 of 61 | 11.5% |
Asian | 9 of 33 | 27.3% |
Black/African American | 0 of 9 | 0% |
Hispanic/Latino | 1 of 9 | 11.1% |
Multiracial | 1 of 16 | 6.3% |
Native American | 0 of 2 | 0% |
Pacific Island | 0 of 0 | 0% |
White | 4 of 29 | 13.8% |
Core Academic Class Sizes (General Education) As of 11/30/2023
20 or fewer | 21-23 | 24 | 25 | 26 | 27 | 28 | |
Gr. 5 5 homerooms | 3 | 1 | 1 | ||||
Gr. 6-8 75 sections | 49 (65.3%) | 21 (28%) | 3 (4%) | 2 (2.7%) |
- 100% of Grades 6-8 core academic class sections have 25 or fewer students, no change from 2022-23 school year.
- South~West is also home to the several citywide Special Education programs
- 22 CARES students in 2 class sections
- 13 Language Development students in one class section
- 19 Learning Center students in 2 class sections
2022-2023 SSDR Incident Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
100 | 86 | 86% |
IV. Facilities
2022-2023 Improvements
- Signs for both parking lots to help control traffic
- Additional lockers
- Updated paint for several scuff marks on walls
- Third EL full time teacher
- Math Interventionist
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) $ 7,196.00
SUPPLIES
(pens, pencils, rulers, paper,glue, photocopy paper, etc.) $ 10,764.00
ACTIVITY STIPEND ACCOUNT $ 23,769.00
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies $1,620.00
Science Supplies $1,350.00
Library $2,500.00
SPECIAL FUNDING
(gifts, grants, partnerships, PTO, etc.) $2,000.00
P.T.O. (approximate) $11,514.77
QCSP Mini-Grants (5) $ 1,750.00
TOTAL $62,463.77
VI. Appendix
- Spring 2023 MCAS Data
English Language Arts (EE/ME %) | |||
Grade | South West 2022 | South West 2023 | State 2023 |
5 | 38.9% | 36.2% | 43.8% |
6 | 27.8% | 28.0% | 42.3% |
7 | 26.0% | 35.9% | 40.5% |
8 | 29.6% | 25.3% | 43.7% |
Mathematics (EE/ME %) | |||
Grade | South West 2022 | South West 2023 | State 2023 |
5 | 28.6% | 40.9% | 40.8% |
6 | 31.3% | 22.2% | 41.0% |
7 | 16.7% | 28.7% | 38.1% |
8 | 22.6% | 18.2% | 37.7% |
STE (EE/ME %) | |||
Grade | South West 2022 | South West 2023 | State 2023 |
5 | 33.0% | 43.0% | 41.6% |
8 | 36.2% | 29.2% | 40.9% |
B. NWEA MAP 2022-2023 Data
MAP Math RIT 2022-2023 | |||
Math | Fall | Winter | Spring |
Grade 5 | 209.3 | 210.2 | 213.7 |
Grade 5 National | 209.13 | 214.7 | 218.75 |
Grade 6 | 207.1 | 209.6 | 213.1 |
Grade 6 National | 214.75 | 219.56 | 222.88 |
Grade 7 | 217.7 | 218.5 | 221.7 |
Grade 7 National | 220.71 | 224.04 | 226.73 |
Grade 8 | 217.1 | 219.5 | 223.5 |
Grade 8 National | 224.92 | 228.12 | 230.3 |
MAP Reading RIT 2022-2023 | |||
Reading | Fall | Winter | Spring |
Grade 5 | 201.5 | 203.5 | 204 |
Grade 5 National | 204.48 | 209.12 | 210.98 |
Grade 6 | 200.9 | 205.1 | 205.9 |
Grade 6 National | 210.17 | 213.81 | 215.36 |
Grade 7 | 212.3 | 215 | 215.2 |
Grade 7 National | 214.2 | 217.09 | 218.36 |
Grade 8 | 209.2 | 211 | 208.3 |
Grade 8 National | 218.01 | 220.52 | 221.66 |
MAP Science RIT 2022-2023 | |||
Science | Fall | Winter | Spring |
Grade 5 | 200.2 | 203 | 205.4 |
Grade 5 National | 200.23 | 204.3 | 206.17 |
Grade 6 | 200.6 | 203.8 | 205.9 |
Grade 6 National | 203.86 | 207.26 | 208.47 |
Grade 7 | 209.2 | 211.5 | 213.6 |
Grade 7 National | 206.56 | 209.5 | 210.61 |
Grade 8 | 207.2 | 210.8 | 213.8 |
Grade 8 National | 209.64 | 212.41 | 213.44 |
C. Spring 2023 Accountability Data
D. Spring 2023 VOCAL Results (Grades 5 & 8)
Dimension | Grade | Description | Always/ Mostly True % | Mostly Untrue/ Never True % |
ENG | 5 | Teachers at this school accept me for who I am. | 95% | 5% |
ENG | 5 | Students like to have friends who are different from themselves (for example, boys and girls, rich and poor, or classmates of different color). | 86% | 14% |
ENG | 5 | I read books in class that include people who are similar to me (for example, we look the same, speak the same, or live in similar neighborhoods). | 55% | 46% |
ENG | 5 | Adults working at this school treat all students with respect. | 95% | 5% |
ENG | 5 | I get the chance to take part in school events (for example, science fairs, art or music shows). | 92% | 8% |
ENG | 5 | My teachers use my ideas to help my classmates learn. | 71% | 30% |
ENG | 5 | My teachers will explain things in different ways until I understand. | 91% | 10% |
ENG | 5 | When I need help, my teachers use my interests to help me learn. | 69% | 32% |
ENG | 5 | My teachers ask me to share what I have learned in a lesson. | 77% | 24% |
ENG | 5 | When I am stuck, my teachers want me to try again before they help me. | 84% | 17% |
ENG | 5 | My classmates behave the way my teachers want them to. | 55% | 46% |
ENG | 5 | In my classes, students teach other how they solved a problem. | 81% | 20% |
ENG | 5 | Students plan and work on group projects that solve real-world (everyday) problems. | 72% | 28% |
ENG | 5 | Students respect each other in my school. | 56% | 45% |
ENG | 5 | My teachers care about me as a person. | 94% | 6% |
ENG | 5 | Students at my school get along well with each other. | 68% | 32% |
ENG | 5 | In my classes, students work well together in groups. | 79% | 21% |
ENV | 5 | Students have a voice in deciding school rules. | 44% | 57% |
ENV | 5 | School rules are fair for all students. | 82% | 19% |
ENV | 5 | Teachers give students a chance to explain their behavior when they do something wrong. | 75% | 26% |
ENV | 5 | My teachers will first try to help students who break class rules, instead of punishing them. | 76% | 25% |
ENV | 5 | Students help each other learn without having to be asked by the teacher. | 68% | 33% |
ENV | 5 | My teachers are proud of me when I work hard in school. | 93% | 7% |
ENV | 5 | My teachers help me succeed with my schoolwork when I need help. | 91% | 9% |
ENV | 5 | My classwork is hard but not too hard. | 82% | 18% |
ENV | 5 | My teachers support me even when my work is not my best. | 87% | 13% |
ENV | 5 | When I am home, I like to learn more about the things we are learning in school. | 52% | 49% |
ENV | 5 | In this class, other students take the time to listen to my ideas. | 66% | 35% |
ENV | 5 | In my classes, it is OK for me to suggest other ways to do my work. | 86% | 15% |
ENV | 5 | Teachers go over my work with me so I can improve it before it is graded. | 85% | 16% |
ENV | 5 | In school, I learn how to manage (control) my feelings when I am angry or upset. | 81% | 20% |
ENV | 5 | At our school, students learn to care about other students' feelings. | 74% | 27% |
SAF | 5 | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 91% | 9% |
SAF | 5 | I have been punched or shoved by other students more than once in the school or in the playground. | 39% | 62% |
SAF | 5 | Students at school try to stop bullying when they see it happening. | 69% | 32% |
SAF | 5 | Teachers don't let students tease each other. | 89% | 12% |
SAF | 5 | Teachers, students, and the principal work together to prevent (stop) bullying. | 92% | 8% |
SAF | 5 | In my school, older students scare or pick on younger students. | 28% | 73% |
SAF | 5 | In my school, groups of students tease or pick on one student. | 38% | 63% |
SAF | 5 | Teachers support (help) students who come to class upset. | 82% | 19% |
SAF | 5 | I am happy to be at our school. | 84% | 17% |
SAF | 5 | I feel comfortable talking to my teacher(s) about something that is bothering me. | 67% | 34% |
SAF | 5 | Students will help other students if they are upset, even if they are not close friends. | 72% | 29% |
SAF | 5 | I feel safe sharing my feelings in class. | 52% | 49% |
SAF | 5 | I feel safe at our school. | 88% | 13% |
SAF | 5 | I have seen more than one fight at my school in the last month. | 69% | 32% |
ENG | 8 | Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation. | 83% | 17% |
ENG | 8 | My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity. | 62% | 39% |
ENG | 8 | Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation. | 76% | 24% |
ENG | 8 | 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). | 90% | 9% |
ENG | 8 | 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). | 88% | 12% |
ENG | 8 | My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses). | 84% | 16% |
ENG | 8 | My teachers use my ideas to help my classmates learn. | 47% | 54% |
ENG | 8 | I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video). | 67% | 33% |
ENG | 8 | In my classes, my teachers use students' interests to plan class activities. | 60% | 40% |
ENG | 8 | My classmates behave the way my teachers want them to. | 30% | 69% |
ENG | 8 | In at least two of my academic classes, students are asked to teach a lesson or part of a lesson. | 61% | 39% |
ENG | 8 | In at least two of my academic classes, students plan and work on projects that solve real-world problems. | 73% | 27% |
ENG | 8 | In my academic classes, students review each other's work and provide advice on how to improve it. | 54% | 46% |
ENG | 8 | In my classes, teachers use open-ended questions that make students think of many possible answers. | 81% | 19% |
ENG | 8 | I can connect what I learn in class to what I learn in other classes. | 66% | 34% |
ENG | 8 | In my academic classes, students wrestle with problems that don't have an obvious answer. | 76% | 24% |
ENG | 8 | Students respect one another. | 50% | 50% |
ENG | 8 | Teachers are available when I need to talk with them. | 81% | 19% |
ENG | 8 | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 83% | 17% |
ENG | 8 | My teachers promote respect among students. | 82% | 18% |
ENV | 8 | Students have a voice in deciding school rules. | 28% | 72% |
ENV | 8 | School staff are consistent when enforcing rules in school. | 77% | 23% |
ENV | 8 | Teachers give students a chance to explain their behavior when they do something wrong. | 50% | 50% |
ENV | 8 | My teachers will first try to help (guide) students who break class rules, instead of punishing them. | 55% | 46% |
ENV | 8 | Students help each other learn without having to be asked by the teacher. | 70% | 30% |
ENV | 8 | My teachers are proud of me when I work hard in school. | 87% | 13% |
ENV | 8 | My teachers set high expectations for my work. | 86% | 14% |
ENV | 8 | My teachers believe that all students can do well in their learning. | 88% | 12% |
ENV | 8 | My school work is challenging (hard) but not too difficult. | 71% | 29% |
ENV | 8 | My teachers support me even when my work is not my best. | 82% | 18% |
ENV | 8 | The things I am learning in school are relevant (important) to me. | 63% | 38% |
ENV | 8 | Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves. | 76% | 23% |
ENV | 8 | If I need help with my emotions (feelings), effective help is available at my school. | 55% | 45% |
SAF | 8 | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 85% | 15% |
SAF | 8 | Teachers don't let students pick on other students in class or in the hallways. | 75% | 24% |
SAF | 8 | Students at school try to stop bullying when they see it happening. | 50% | 50% |
SAF | 8 | Students have spread rumors or lies about me more than once on social media. | 41% | 58% |
SAF | 8 | Teachers, students, and the principal work together to prevent (stop) bullying. | 72% | 27% |
SAF | 8 | In my school, groups of students tease or pick on one student. | 49% | 51% |
SAF | 8 | I have been called names or made fun of by other students more than once in school. | 46% | 54% |
SAF | 8 | In my school, bigger students taunt or pick on smaller students. | 36% | 65% |
SAF | 8 | Teachers support (help) students who come to class upset. | 73% | 27% |
SAF | 8 | I feel comfortable reaching out to teachers/counselors for emotional support if I need it. | 41% | 60% |
SAF | 8 | Students will help other students if they are upset, even if they are not close friends. | 49% | 52% |
SAF | 8 | Because I worry about my grades, it is hard for me to enjoy school. | 58% | 43% |
SAF | 8 | Students at school damage and/or steal other students' property. | 69% | 31% |
SAF | 8 | I have seen students with weapons at our school. | 30% | 70% |
F. Staffing: Support Services
1 Nurse
4 Special Education Teachers (Resource Room/Inclusion)
5 Special Education Teachers (Substantially Separate)
3 Guidance Counselors/Chairpersons
0 Literacy Specialist
3 ELL Teachers/ELL Tutors
0 Adaptive Physical Education Instructor
1 Speech and Language Instructor
0.5 School Psychologist
0.5 Occupational Therapist
1 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: Courtney A. Mitchell Courtney A. Mitchell
Co-Chair: Susan Foley /s/ Susan Foley
Teachers: Ashley Haugh /s/ Ashley Haugh
Michelle Holland /s/ Michelle Holland
Elise Regan /s/ Elise Regan
Meghann Sweet /s/ Meghann Sweet
Helen Zou /s/ Helen Zou
Parents: Christine DiPaolo /s/ Christine DiPaolo
Nicole Pitre /s/ Nicole Pitre
Danielle Schepis /s/ Danielle Schepis
Community
Representative: Christine LeClaire /s/ Christine LeClaire