South-West Middle School School Improvement Plan 2024-2025
Quincy Public Schools
South~West Middle
School Improvement Plan
2024 - 2025
Courtney A. Mitchell, Principal
Susan Foley, Assistant Principal
TABLE OF CONTENTS
I. Principal’s Path p. 3
- Data Reflection p. 7
- Goals Reflection p. 11
- VOCAL Reflection p. 17
II. School Improvement Plan
A. Goal Statements and Action Steps p. 20
B. Professional Development Plan p. 37
C. Extended Day p. 39
D. Family Engagement and Communication p. 42
III. School Demographics p. 44
IV. Facilities p. 47
V. School Needs p. 47
VI. Budget p. 48
VII. Appendix p. 49
- Spring 2024 MCAS Data
- MAP RIT Scores 2023-2024
- 2024 Accountability
- Spring 2024 VOCAL
- Completed Action Steps
- Staffing: Support Services
- School Council Members
- Principal’s Path
Dear Members of the Quincy School Committee and South~West Community,
As we embark on a new year of growth and opportunity, I am thrilled to share our School Improvement Plan for the 2024-2025 school year. When sitting down to write a school improvement plan, it is a time for review, celebration and reflection; review of all that happened last year, celebration of the many things that were accomplished and reflection on how we can continue to strive for the best for our students. This plan encompasses all these elements, as well as our collective commitment to nurturing a supportive, inclusive, and high-achieving environment for every student.
In focusing first on celebration, the list is quite extensive and begins with our students. South~West Middle School never rests. As early as 7:30 in the morning, our students begin gathering on the front lawn, eager to start their day. On any given morning, upon entering the building at 7:45, you will see over 100 students in the cafeteria eating breakfast. Dozens more are taking advantage of before school offerings such as Early Bird Basketball, South~West Singers, Running Club, Future Artists and more. In addition, our halls and classrooms are filled long after the school day ends. Our 17 after school programs encompass something for everyone, including sports, crafts, language instruction, community service and more. A highlight of our after school offerings and new this year, we are very fortunate to have formed a partnership with the theater program Mel-O-Drama. Over 90 students have joined this program, and through their involvement have learned the ins and outs of theater production. Our actors and tech crew are so excited to be performing their first play, “The Day the Aliens Attacked Fairfield” in early November. Additionally, our athletic programs are thriving with our Cross Country and Tennis seasons already concluded, the volleyball season underway and the swimming, wrestling and spring track seasons ahead of us.
Our students do not stop on the weekends. Each weekend, many students take part in our Saturday School program, team building activities such as the Spartan Race, and city-wide sports tournaments. This year, in collaboration with Quincy College, we have been able to offer 70 students in 7th and 8th grade the opportunity to be involved in the newly established Early College Prep program. These students work with high school teachers for six Saturday sessions, learning important lessons in leadership and communication, as well as in the core academic subjects of science, math and English, with the goal of all students participating in a culminating community service project. To say South~West students are engaged in the many opportunities available to them is an understatement.
During the school day, there is much to celebrate as well. Our students work hard in the classroom. They are excited, inquisitive and engaged. They take risks, work collaboratively and think deeply. Our teachers consistently show up with the goal of providing our students rigorous, high quality instruction. They challenge our students with tasks that promote higher level thinking skills and our students rise to those challenges. As I visit classes, I am consistently motivated and pleased by what I see; the meaningful conversations, inclusive, hands-on instruction, student collaboration, and authentic learning experiences. This includes such things as the use of ST Math to enhance the math classroom, the adoption of the principles of Building Thinking Classrooms to promote student discourse, the continuation of our successful One School, One Book initiative, the implementation of real word simulations and lab experiences in our science classrooms, and the use of The Writing Revolution to streamline writing instruction across all content areas. We are excited to build on these things as the year progresses and to witness the continued growth in our students.
Our teachers and staff must be celebrated as well. Every day they demonstrate their commitment to providing our students with an education that is second to none. This is evident in the work they do in their classrooms as well as the effort with which they undertake our many building wide initiatives. This year those initiatives include monthly curriculum meetings in all content areas, during which our teachers are given the time they need to collaborate, reflect, plan, and share their experiences and best practices. The conversations held at these meetings are productive, inspiring and put the needs of students at the forefront. A particular focus of these groups is on establishing consistent practices across all grade levels to ensure a spiral curriculum which revisits key topics and themes each year, while building in complexity as students move through the grades. Examples of some of these practices include the use of formative assessments to make instructional decisions, small group instruction and common strategies for teaching writing.
Academics continues to be the top priority at South~West and improving student academic performance is at the heart of all we do. We recognize, however, the importance of educating the whole student and that our students bring into school with them a diversity of backgrounds, strengths and needs. Our Student Support Staff, which consists of three guidance counselors, a school psychologist and a newly added Behavioral Health Navigator, continues to exceed expectations. Each day, they meet with students on a wide variety of academic and social emotional issues. Throughout the year, they deliver classroom lessons, hold community meetings, run groups, facilitate mediations, employ restorative practices and maintain our PBIS system. They are a main source of communication with our families and are invaluable in supporting not just our students, but also the staff and administration.
We are so lucky at South~West to be continually supported by a strong PTO. Parents and staff meet together monthly to discuss school wide issues and plan meaningful activities for the school and community. Through fundraising, parent outreach and community building activities, our PTO enhances the culture and climate of our school. Already this year, they have assisted in the planning and running of our Halloween Dance, offered ways to support the 8th Grade Field Trip to New York, and started our first Penny Wars fundraiser for November. As the year progresses, we look forward to their support in our annual Color Run as well as numerous other activities. We are so grateful for their support, time and commitment to our school, students and families.
The support provided to us as a school by the Superintendent’s Leadership Team is invaluable in moving South~West in the direction we want and need it to go. Superintendent Mulvey and Assistant Superintendent Perkins continually provide strong examples of what good leadership looks like and never fail to provide us with assistance and direction. Directors Maura Papile, Julie Graham and Michael Marani are consistently available to us for collaboration on matters related to curriculum, special education and student support. Coordinators Kim Quinn, Bridget Vaughan and Heather Wojcik are happy and willing to meet with and support our staff whether it be through co-planning, modeling, co-teaching, reviewing lessons or providing professional development on instructional strategies and methodologies. Education is truly a team effort and these individuals are such an integral and appreciated part of our team.
In all we do at South~West, we encourage our staff to be reflective practitioners. While celebrating all that we have achieved in the last year, it is crucial that we reflect on those areas of needed improvement. Our recent MCAS scores were not what we hoped. By reflecting on the data those scores provide, we have identified many areas to target in this school year. We must continue to provide our students with high quality instruction and push them to think deeper and more critically. We must make sure that the instruction we deliver is providing our students with the tools they need to succeed, not only on the MCAS exam, but wherever their academic future might take them. We need to put increased focus on our non-traditional learners- those on Individualized Education Plans and those learning English to make sure the supports we are providing them are adequate and appropriate. We need to continue working together as a team to improve student learning and outcomes for ALL learners.
The data we have compiled for the last school year does not fully reflect the dedication and countless hours our students and staff have put in. While we know we still have work to do, I want to assure you of the meaningful progress we have made and of the many achievements of our students and staff. Together, we have built a foundation of resilience, determination, and collaboration that will serve us well as we continue to grow. Our mission is to empower each student to reach their potential academically, socially, and emotionally. We have set clear goals to raise academic standards, improve instruction, and enhance student well-being. Through innovative teaching, focused support, and a strong sense of community, we aim to create an environment where learning thrives, diversity is celebrated, and each student feels valued and supported.
Thank you for your continued trust and support as we work toward a bright future for our students. Last year, I stated in this message and this year I say again, at South~West we know that our students come first and that they deserve nothing but the very best. It is our job to work together to make South~West a school where every student shines. We feel strongly that the Improvement Plan we have outlined on the following pages does just that. We respectfully submit it for your consideration.
Looking forward to a year of great things,
Courtney A. Mitchell, Principal
- Data Reflection
1. MCAS DATA
Achievement:
- As it relates to ELA, this data demonstrates a very small decrease of .3 in student achievement from 2023-2024 as the composite scaled score went down in that time span from an average of 487.3 in 2023 to 487.0 in 2024
- This decline in achievement is more significant when looking at certain subgroups, with EL/ Former EL, students with disabilities and students identifying as multi-race experiencing the largest drops in average composite scores (-3.2, -3.9 and -4.5 respectively)
- When looking at subgroups, students in the group “lowest performing students” saw the biggest increase from 2023 to 2024, with the average composite score of those students increasing by 2.4 points, from 453.9 to 456.3. Students in the subgroups African American/ Black and White also saw increases (1.2 and .5 respectively).
- Item analysis in the area of ELA shows that we are making steady progress in the area of writing, although this is an area that is still of utmost importance. Grade 6 in particular saw a significant improvement in this domain, increasing 13% in %points possible and scoring 9% above the state average.
- Item analysis in this area also demonstrates a need to focus on the domain of Reading, as all grade levels are below the state average in %points possible, particularly as it relates to the clusters Integration of Knowledge and Ideas and Key Ideas and Details.
- In the area of math, there was a significant decrease in achievement, with the average composite score decreasing from 488.5 in 2023 to 484.8 in 2024 (-3.7). Decline was also shown in all subgroups, with the exception of students that identify as Hispanic/ Latino. Students identifying as Hispanic/Latino saw an increase of .7 over their composite scaled score of 2023.
- Of most concern based on this data are students that identify as multi-race, non-Hispanic and students with disabilities, as those groups saw the largest declines in achievement (-13.6 and -8.2 respectively).
- Item analysis in the area of math shows that all domains in all grades are well below the state average in %points possible. Of particular concern is Geometry in all grades and Expressions and Equations in grades 6-8. It is imperative that our staff reflect on this data to determine the best way to address those areas.
- Achievement analysis in the area of science shows a significant decrease from the 2022-2023 to 2023-2024 school years. In that time period, average composite score of all students decreased from 491.5 to 488.2 (-3.3).
- While the majority of subgroups showed a decrease in achievement, students with disabilities, students identifying as Asian and students identifying as African American/ Black showed the most significant decline (-12.3, -5.9 and -5.4 respectively).
- Students identifying as Hispanic/ Latino showed significant increase in science in 2024, with an average composite score increase of 5.4 and exceeding their target.
- Item analysis in the area of science shows a real strength in grade 8 in the domain of Earth and Space Science as all indicators in that area are at or above the state average %points possible. In this grade, there is a weakness in the domain of Physical Science, as the %points possible is 5% below the state average, indicating this should be an area of focus for the 2024-2025 school year.
- Item analysis in science also shows in both grades that the domain Technology and Engineering is an area of concern as grade 5 is 5% below the state average in %points possible and grade 8 3 below. Included in our action steps is increased opportunities for our Tech and Engineering teacher to collaborate with the science team.
- Looking at data across all subjects shows the need for differentiated instruction, particularly as it relates to students with disabilities as students in this subgroup showed some of the largest decreases in achievement in all content areas.
- Overall, looking at achievement across all three subject areas indicates a need to continue working to provide high quality, rigorous instruction to all students. Additionally, we can clearly see the work that needs to be done to provide targeted interventions and extensions, to differentiate our instruction to meet the diverse needs of our learners, to reflect on our practice as educators and to amend those practices 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 | 2023 Mean SGP | 2024 Mean SGP | N | Points | Reason |
All Students | 51.7 | 55.2 | 357 | 3 | Typical Growth- High |
High needs | 51.6 | 53.4 | 282 | 3 | Typical Growth- High |
EL and Former EL | 54.3 | 55.8 | 134 | 3 | Typical Growth- High |
Students with disabilities | 41.5 | 46.3 | 79 | 2 | Typical Growth- Low |
Group | 2023 Mean SGP | 2024 Mean SGP | N | Points | Reason |
All Students | 50.9 | 43.9 | 368 | 2 | Typical Growth- Low |
High needs | 50.5 | 43.9 | 293 | 2 | Typical Growth- Low |
EL and Former EL | 54.4 | 46.5 | 144 | 2 | Typical Growth- Low |
Students with disabilities | 49.2 | 37 | 80 | 1 | Low Growth |
- In the content area of ELA, there was a significant growth in mean SGP, with the average of all students increasing from 51.7 to 55.2, which is indicative of “typical growth- high.” This trend held true for all subgroups, with the exception of students with disabilities, who exhibited “typical growth- low.”
- In the content area of math, the mean SGP went down for the category “all students” as well as all sub groups. In this area, all sub groups demonstrated “typical growth-low” with the exception of students with disabilities, who demonstrated “low growth.”
- Data for this indicator echoes achievement data in regards to the subgroup students with disabilities being one of significant concern as not only does their achievement data lag behind other groups, but also their SGP and the growth they are showing. Particular concern is in the area of math, where the mean SGP dropped 12 points from 2023 to 2024. This discrepancy continues to show the need for differentiated instruction and targeted support to ensure the needs of these students are being met.
2. MAP DATA
MAP Reading RIT 2023-2024 | |||
Grade | Fall | Spring | Growth |
5 | 200.8 | 204.4 | 3.6 |
6 | 202.6 | 210.5 | 7.9 |
7 | 207.9 | 212.7 | 4.8 |
8 | 214.5 | 215.6 | 1.1 |
MAP Math RIT 2023-2024 | |||
Grade | Fall | Spring | Growth |
5 | 204.8 | 216.1 | 11.3 |
6 | 206.7 | 216.6 | 8.9 |
7 | 212.9 | 218.6 | 5.7 |
8 | 221 | 230.2 | 9.2 |
MAP Science RIT 2023-2024 | |||
Grade | Fall | Spring | Growth |
5 | 200.1 | 203.5 | 3.4 |
6 | 200.6 | 207.4 | 6.8 |
7 | 205.5 | 208.3 | 2.8 |
8 | 211.5 | 213.4 | 1.9 |
- An examination of MAP data shows that all content areas and all grade levels showed growth over the course of the 2023-2024 school year.
- Despite that growth, the majority of grade levels and content areas are achieving RIT scores below the national average. The exceptions to this are grade 8 math and grade 8 science.
- Consistently, students are achieving closest to the national average in science.
- As we look at the data provided to us from both MCAS and MAP, and look at the progress we made towards our goals, we need to reflect on the instruction and support we are providing our students to ensure we are providing our students the very best of practices that promote learning for all students. It is with this intention that we set down the goals and action steps outlined below.
- Goals Reflection
On October 10, 2024 we held our first Assessment Day meetings of the 2024-2025 School Year. During that time, all South~West educators met together to review the goals set down in the 2023-2024 School Improvement Plan, evaluate our progress towards those goals, and plan for the 2024-2025 school year. Utilizing accountability data provided by the 2024 MCAS exam, we were able to determine that, while there was evidence of student growth, there is still much work to be done in meeting our targets. As it related to our goals, we were able to determine that we did meet our Smart Goal #1, as well as Smart Goal #5, Part A (which related to a reduction in suspension rates and Part B (which related to a reduction in chronic absenteeism). We did not, however, meet Smart Goals #2, 3, 4 or 5A which related to Mathematics and Science and Technology respectively.
Smart Goal #1: English Language Arts, Reading, Social Studies: 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.
Grade | % Points Possible 2023 | % Points Possible 2024 | Difference |
5 | 31% | 41% | 10% ✔️ |
6 | 35% | 48% | 13% ✔️ |
7 | 43% | 45% | 2% |
8 | 40% | 43% | 3% |
School Wide Average Increase | 7% ✔️ |
- All grades showed an increased ability to write text based responses and narratives, as demonstrated by an increase in % points possible on the Spring 2024 MCAS, Question Type Essay, as measured by report CU306.
- Grades 5 and 6 showed the greatest increase in this area, increasing 10 and 13% points respectively.
- While grades 7 and 8 did not show as significant a growth, both did show an increase.
- Overall, the school wide average increase in % points possible on Question Type Essay was 7%, showing that this goal can be considered MET.
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
Grade | % Points Possible 2023 | % Points Possible 2024 | Difference |
5 | 54% | 48% | -6% |
6 | 21% | 34% | 13% ✔️ |
7 | 41% | 29% | -12% |
8 | 38% | 47% | 9% ✔️ |
- Students in grade 6 and 8 exceeded their goals in the area of math, increasing 13 and 9% respectively.
- Grades 5 and 7 did not meet their goals in this area, instead showing a decrease in % points possible for their chosen domains.
- As all grades did not meet their targets in % points possible, progress towards this goal can be considered DID NOT MEET.
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.
Grade | % Points Possible 2023- CONSTRUCTED RESPONSE | % Points Possible 2024- CONSTRUCTED RESPONSE | Difference |
5 | 37% | 31% | -6% |
8 | 40% | 39% | -1% |
School Wide Average | -3.5% |
Grade | % Points Possible 2023- SELECTED RESPONSE | % Points Possible 2024- SELECTED RESPONSE | Difference |
5 | 62% | 53% | -9% |
8 | 49% | 51% | 2% |
School Wide Average | -3.5% |
- Students at both grades 5 and 8 did not meet their targets of an increase in % points possible in constructed response or selected response.
- School wide, there was a decrease of % points possible of 3.5% points possible in both question types. Due to those decreases, at this time progress towards this goal can be considered DID NOT MEET.
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.
Students Reaching Proficiency Target 22-23 | Students Reaching Proficiency Target 23-24 | Percent Change |
24% | 24% | 0% |
- In the 23-24 school year, students reaching their proficiency target, as measured by the ACCESS test, remained stable from the year before.
- Due to a 0% increase in students reaching their proficiency target, progress towards this goal can be considered DID NOT MEET.
SMART Goal # 5a: Social Emotional Learning: 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.
School Year | Total # Suspensions |
2022-2023 | 117 |
2023-2024 | 83 |
% Change | -29% |
- The school year 2023-2024 saw a reduction in all types of suspensions (long term out of building, short term out of building and inbuilding).
- Overall, there was a 29% decrease in suspensions from the 2022-2023 to 2023-2024 school years, therefore progress towards this goal can be considered MET.
SMART Goal # 5b: Social Emotional Learning: 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.
- Over the course of the 2023-2024 school year, there was a decrease in chronic absenteeism in all students as well as in all sub groups.
- All sub groups, with the exception of Lowest Performing Student (who improved below target) exceeded or met their attendance targets.
- Overall, the rate of chronic absenteeism amongst all students decreased from 22.9% to 16.2%, therefore progress towards this goal can be considered MET
- 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% | 5% |
ENG | My teachers help me succeed with my schoolwork when I need help. | 94% | 6% |
ENG | My teachers care about me as a person. | 93% | 7% |
ENG | Adults working at this school treat all students with respect. | 90% | 10% |
ENV | My teachers are proud of me when I work hard in school. | 93% | 7% |
ENV | My teachers support me even when my work is not my best. | 86% | 14% |
SAF | I feel safe at our school. | 90% | 10% |
ENG | Students like to have friends who are different from themselves (for example, boys and girls, rich and poor, or classmates of different color). | 91% | 9% |
ENG | 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). | 57% | 43% |
ENV | Students have a voice in deciding school rules. | 47% | 53% |
SAF | In my school, older students scare or pick on younger students. | 41% | 59% |
SAF | In my school, groups of students tease or pick on one student. | 32% | 68% |
Grade 8 | |||
SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 75% | 25% |
ENV | My teachers set high expectations for my work. | 86% | 14% |
ENV | My teachers believe that all students can do well in their learning. | 77% | 23% |
ENV | My teachers are proud of me when I work hard in school. | 84% | 16% |
ENG | Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation. | 89% | 11% |
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). | 86% | 14% |
ENG | In my academic classes, I work with groups of students who are from different backgrounds (for example, students from different races, cultures, family incomes, or religions, or students of a different sex or sexual orientation). | 91% | 9% |
ENG | My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity. | 64% | 36% |
ENV | Students have a voice in deciding school rules. | 26% | 74% |
SAF | Students at school try to stop bullying when they see it happening. | 37% | 63% |
SAF | Students have spread rumors or lies about me more than once on social media. | 44% | 56% |
SAF | In my school, groups of students tease or pick on one student. | 65% | 35% |
- A review of VOCAL data from both grade 5 and grade 8 show the strength of the relationships our students and staff have.
- In grade 5, 90%+ of students feel their teachers respect them, accept them and care for them. This trend continues in grade 8 as 80% of students feel that teachers treat all students with respect, regardless of background.
- Data at both grade 5 and grade 8 speak to the strength of the diversity of South~West as 91% and 86% of students feel their classmates are open to developing friendships with those from different backgrounds.
- A data point of particular importance comes from grade 5, as 90% of students in that grade state they feel safe at school, which is so important that our youngest learners feel safe in their new school environment.
- Data at both grade 5 and grade 8 speaks to the need to ensure we are diversifying our curriculum as only 57% and 64% respectively feel represented in the materials presented to them in class.
- VOCAL Data points to an area of needed improvement in regards to student empowerment and involvement in the decision making process as only 47% of 5th graders and 26% of 8th graders feel students have a role in setting school rules.
- An analysis of data at both grade levels shows an area of needed improvement continues to be in the relationships students form amongst themselves and the way they treat each other particularly as they move through grades. This is made evident by the fact that in grade 5, only 32% of students feel teased or picked on, but that number goes up to 65% in grade 8. Data at grade 8 also points to bullying and the response to bullying as an area of concern as only 37% of students feel their classmates try to stop bullying when they witness it.
- School Improvement Plan
- Goal Statements and Action Steps
SMART Goal # 1: English Language Arts: In the 2024-2025 school year, our students will continue to develop their ability to write text based responses and narratives at or above grade level. Specifically, an emphasis will be placed on improving student reading comprehension as it is imperative that students can effectively read, comprehend and interact with a variety of complex texts to be able to write about those texts. Students will work to improve their ability to identify key ideas and details and integrate the knowledge and ideas from texts into their own writing.
Progress towards this goal will be measured by:
- a 4% increase in School % Possible Points for Domain/ Cluster Reading on the Spring 2025 MCAS District and School Results by Standards Report (CU306)over the 2024 schoolwide baseline of 55% in Spring 2025.
- a 4% increase in School % Possible Points for Question Type: Essay on the Spring 2025 MCAS District and School Results by Standards Report (CU306), from a baseline of: 37% in Spring 2025.
ELA Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Utilize consistent best practices for the teaching of writing across all content areas, including common graphic organizers, rubrics, acronyms (RACES and CER), strategies (ie teacher and student think alouds, teacher modeling, gradual release, etc.) and language. Provide explicit instruction in academic language included in writing performance tasks (ie describe, analyze, infer) in all content areas. | Daily, Sept.-June | Visual aids in the classroom with R.A.C.E.S. and C.E.R. to write about readings. Graphic Organizers Student Work Samples | ELA, Reading, Science, and Social Studies teachers | New | ||
2 | Allow students ample opportunities to practice a range of reading activities with texts of varying complexity in all content areas. These activities include listening to fluent reading through audiobooks or the teacher, partner reading, and whole-class silent reading; monitoring reading comprehension throughout the process. Additionally, students will be provided with texts of varying lengths to increase reading stamina and various genres, Lexile levels and text structures to improve both fluency and comprehension. | Daily, Sept-June | Sample lessons and activities Student work samples Notes from ELA, Social Studies and Science Curriculum Team Meetings | Science, Social Studies, ELA, Reading teachers | New | ||
3 | Utilize consistent best practices across all content areas to promote skills such as summarizing, identifying and using text evidence, annotating text and note-taking. This includes activities that have students practice summarizing short stories, nonfiction excerpts, or chapters in sequential order and using transition words, utilizing two column notes while reading and to check comprehension, finding and recording textual evidence, guided reading utilizing “wh” questions and close reading across the content areas. | Daily, Sept-June | Sample lesson plans Student work samples Annotating and note taking guides | Science, Social Studies, ELA, Reading teachers | New | ||
4 | Provide explicit instruction, using a strategy of gradual release of responsibility (e.g., modeling, guided practice) to teach text structures, with a focus on identifying an author’s purpose for writing: whether to entertain, persuade, or inform. Students will be provided opportunities to read and identify the author's purpose in texts, as well as create their own text written for a variety of different purposes. | Sept-June | Sample unit and lesson plans Student work samples | ELA and Reading teachers | New | ||
5 | Utilize consistent strategies for the teaching of vocabulary across all content areas, including explicit vocabulary instruction by introducing and discussing key terms before reading as well as modeling for students how to use context clues, word parts (prefixes, suffixes, roots) to infer and confirm meanings of unfamiliar words as well as incorporating regular vocabulary practice through activities like word maps, sentence writing, scaling words, Frayer model, and vocabulary quizzes to reinforce understanding. | Daily, Sept-June | Examples of Word Walls, graphic organizers, etc. Vocabulary Quizzes Sample lesson Plans include explicit vocabulary instruction, including the modeling of context clues. | Science, Social Studies, ELA, Reading teachers | New | ||
6 | Evaluate and utilize data (including but not limited to MAP, MCAS and classroom level data) to adjust practice and create opportunities for targeted interventions/ extensions. Particular emphasis will be placed on informal, formative assessments given frequently in the classroom and the data those assessments provide when making decisions on instruction, groupings, and interventions and in particular in ensuring that instruction is varied for all tiers- core, strategic and intensive– and is differentiated for all learners. | Sept-June | MAP, MCAS and classroom level data Sample informal assessments Examples of adjustments made to instruction based on classroom level data SSB Intervention lesson plans and groupings at each grade level. Notes from grade level and curriculum team meetings | All teachers | Revised | ||
7 | Utilize SSB to provide both targeted instruction and extensions based on data provided by formal and informal assessments. | Daily, Sept-June | Data collection/ tracking sheets Sample lesson plans featuring targeted instruction based on data Examples of interventions/ extensions | All teachers | Continued | ||
8 | Utilize a variety of best practices, including RETELL strategies, to support EL students in the classroom. Collaborate and co-plan with EL teachers to ensure those best practices are being utilized including opportunities for small group instruction reteach, etc. | Daily, Sept-June | Vocabulary reinforcers, visual correlations, and opportunities for discourse. Notes from team meetings that demonstrate collaboration between EL and content area teachers. | All teachers | Continued | ||
SMART Goal # 2: Mathematics During the 2024-25 school year, students in math classes will show evidence of growth and achievement in their ability to answer constructed response questions. Students will be provided with ample opportunities to analyze, evaluate and solve complex math problems as well as to show their thinking through the writing of constructed responses that are at or above grade level. Particular emphasis will be paid to familiarizing students with the academic language included in writing tasks and the explicit instruction in and modeling of constructed responses. Progress towards this goal will be measured by a 4% increase in School % Possible Points in Question Type: Constructed Response on the Spring 2025 MCAS District and School Results by Standards Report (CU306) over the 2024 schoolwide baseline of 32% in Spring 2025.
Math Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued |
1 | Embed frequent opportunities into lessons to practice constructed response questions. | Weekly, Sept-June | Sample lesson plans Student work samples Sample graphic organizers Sample Rubrics | All math teachers | New |
2 | Explicit instruction in skills needed to answer constructed response, including how to analyze, plan for, solve and complete. Conduct writing workshops to instruct, model and review constructed response questions with students, with a particular emphasis on determining what the question is asking and how to best explain their thinking. Once a week, students will analyze student work samples to understand grading and what is needed to achieve full credit on constructed response questions. | Weekly, Sept- June | Conferencing notes Sample Lesson plans Examples of writing supports (ie sentence starters, graphic organizers, etc.) Released MCAS constructed response items Student work samples | All math teachers | New |
3 | Provide students with both explicit instruction in math vocabulary (embedded in daily lessons) and opportunities to review/ utilize math vocabulary (both in class and during SSB). Particular emphasis will be placed on vocabulary frequently used in MCAS as well as the vocabulary needed to analyze and answer constructed response questions. | Daily, Sept- June | Sample lesson places Examples of vocabulary instruction strategies/ activities Student Work Samples | All math teachers | New |
4 | Continue to implement additional supports into the math curriculum. In grades 5-7, this will involve an implementation of ST math at a minimum of 90 minutes per week. In grade 8, this includes High Dosage math tutoring provided by Imagine Learning and DESE. These supports will be embedded in math classes as well as during SSB | Weekly, Sept- June | ST Math usage data Feedback from Math Interventionist Imagine Learning groupings Sample lesson plans Student work samples | All math teachers | Revised |
5 | Plan for and provide targeted interventions in Student Support Block. These interventions will occur at minimum of three days per 6 day cycle in grades 6-8 and weekly on Wednesdays in grade 5. Skills targeted and groupings will be based on data collected from formative assessments as well as MAP and MCAS data. Particular emphasis during these interventions will be placed on identified skills previously learned but not mastered. | Weekly, Sept- June | Sample formative assessments Data tracking forms Lesson plans for SSB interventions Feedback from interventionists | All math teachers | Revised |
6 | Utilize a variety of best practices, including RETELL strategies, to support EL students in the classroom. Collaborate and co-plan with EL teachers to ensure those best practices are being utilized including opportunities for small group instruction reteach, etc. | Daily, Sept- June | Examples of differentiated or modified curriculum providing language supports. Sample strategies such as vocabulary reinforcers, visual correlations, and opportunities for discourse. Notes from team meetings that demonstrate collaboration between EL and content area teachers. | All teachers | Revised |
7 | With the support of math consultant Molly Vokey, teachers will plan, implement and model lessons based on “Building Thinking Classrooms”, continuing the focus from 23-24 on randomized groupings and vertical white spaces, and adding an additional focus in 24-25 on informal assessments and small group instruction. | Monthly, Sept- June | Monthly Math Curriculum Team meetings Sample lesson plans created during these co-planning times and using strategies found in “Building Thinking Classrooms.” Feedback from Math Consultant | All math teachers, Kim Quinn, Molly Vokey | Revised |
SMART Goal # 3: Science and Technology Engineering During the 2024-2025 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. Additionally, particular focus will be paid to writing in the content area of science. Improvement in these skills will not only improve student performance in the science classroom, but will also improve student ability to answer constructed response questions at or above grade level.
Progress towards this goal will be shown by:
- Students will show a schoolwide increase of 5% in School % Possible Points in Question Type: Constructed Response on the Spring 2025 MCAS District and School Results by Standards Report (CU306) over the 2024 schoolwide baseline of 35% in Spring 2025.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued |
1 | Continue to provide students with high quality instruction that places an emphasis on learning activities that promote higher level thinking, increase student stamina, and incorporate high levels of rigor. | Daily, Sept-June | Sample lesson plans Student work samples | All science and technology teachers | Revised |
2 | Explicit instruction in writing in the science classroom, with particular emphasis on the CER (Claim, Evidence, Reasoning) Method to help students improve their writing by developing critical thinking skills and to support idea development. Explicit instruction in the language related to writing tasks (describe, analyze, infer, etc.) | Weekly, Sept-June | CER rubric Student work samples with teacher feedback Samples of strategies utilized including semantic mapping, vocabulary anticipation guides, word walls and graphic organizers OpenSci Ed Pilot lessons | All science teachers and technology teacher | Continued |
3 | Incorporate into both summative and formative assessments opportunities to answer constructed responses. Explicitly instruct and model how to answer constructive response questions. Utilize common grading rubrics across all science classrooms to ensure students clearly understand expectations for their writing and how to reach those expectations. | Monthly, Sept-June | Sample constructed response questions from all grade levels Common rubric for scoring student work Lesson plans targeting explicit instruction in constructed response. Student work samples OpenSci Ed Pilot lessons | All science teachers and technology teacher | Revised |
4 | Plan and implement Inquiry-based learning opportunities, such as phenomenon based simulations and/or labs. Explicit instruction in the language related to these simulations/ labs as well as the skills needed to complete them. | Monthly, Sept-June | Sample well-structured differentiated lesson plans, which may include: study guides, lab activities, simulations, and demonstrations Sample student projects and assessments. | All science teachers | Revised |
5 | Provide students with ample opportunities to read in the content area of science. Explicitly instruct students in and utilize of strategies such as close reading, annotating texts, “wh” questioning, etc. to promote deeper understanding of texts. | Weekly, Sept-June | Student work samples with teacher feedback Sample lessons that include strategies such as Chunking, annotating, (SNOTS = “Small Notes on the Side”), and citing text evidence. | All science teachers and technology teacher | Revised |
6 | Plan and implement lessons and units of instruction with an emphasis on differentiation for the needs of all learners. Consistently implement Universal Design for Learning Strategies to ensure the curriculum is accessible to all students. | Daily, Sept-June | UDL guidelines (for example, “Stop and Jot,” Choice Boards, “Get the Gist,” etc.) Sample lesson plans including evidence of UDL strategies | All science teachers and technology teacher | Revised |
7 | Utilize a variety of best practices, including RETELL strategies, to support EL students in the classroom. Collaborate and co-plan with EL teachers to ensure those best practices are being utilized including opportunities for small group instruction reteach, etc. | Daily, Sept-June | Vocabulary reinforcers, visual correlations, and opportunities for discourse. Notes from team meetings that demonstrate collaboration between EL and content area teachers. | All teachers | Revised |
8 | Evaluate and utilize data (including but not limited to MAP, MCAS and classroom level data) to adjust practice and create opportunities for targeted interventions/ extensions. Particular emphasis will be placed on informal, formative assessments given frequently in the classroom and the data those assessments provide when making decisions on instruction, groupings, and interventions and in particular in ensuring that instruction is varied for all tiers- core, strategic and intensive– and is differentiated for all learners. Provide opportunities for conferencing with students about and setting goals related to data. | Weekly, Sept-June | MAP, MCAS and classroom level data Sample informal assessments Examples of adjustments made to instruction based on classroom level data SSB Intervention lesson plans and groupings at each grade level. | All teachers | New |
9 | Promote collaboration between STE teacher and science team to review STE standards appearing on grade 8 MCAS and ensure all standards are being covered/ reinforced in both areas. Included in this is the successful completion of a long-term, inquiry based STE project for all students in grade 8 | Monthly, Sept-June | MCAS released items. Notes from curriculum team meetings Sample lesson plans from both STE and science classes Sample student STE projects | All science teachers and STE teacher | New |
SMART Goal # 4: English Language Learners: During the 2024-2025 school year, all English Language Learners will be provided with high quality, targeted instruction to increase their English fluency in all WIDA domains (listening, reading, speaking and writing) with the intention of all students meeting the targets set down for them by the ACCESS exam. Specifically, those learners on Student Success Plans will be a focus with the goal of reducing the number of students on SSP’s by 33% (from a total of 61 in the 24-25 school year to 43 in the 25-26 school year).
EL Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued |
1 | Provide consistent oral language support through recorded read aloud practice | Daily, Sept-June | Sample lesson plans that show evidence of oral language support strategies Sample lessons using Lingkt or RazKids recordings | All EL teachers | New |
2 | Provide explicit instruction in reading and decoding with emphasis on targeted phonics review. Additionally, provide consistent reading comprehension practice beginning with low level high interest readings and increasing rigor to approach grade level | Weekly, Sept-June | Lexia reports Sample lesson plans including explicit reading instruction Evidence of phonics based strategies | All EL teachers | New |
3 | Explicit instruction in and ample opportunities to practice and reinforce reading and writing conventions/grammar. | Daily, Sept-June | Sample lesson plans Sample Worksheets, powerpoints, etc. Student work samples | EL team | New |
4 | Utilize consistent strategies for the teaching of vocabulary across all content areas, including explicit vocabulary instruction by introducing and discussing key terms before reading as well as modeling for students how to use context clues, word parts (prefixes, suffixes, roots) to infer and confirm meanings of unfamiliar words as well as incorporating regular vocabulary practice through activities like word maps, sentence writing, scaling words, Frayer model, and vocabulary quizzes to reinforce understanding. Particular emphasis to be placed on grade level tier 3 vocabulary which appears across content areas | Daily, Sept-June | Examples of Word Walls, graphic organizers, etc. Vocabulary Quizzes Sample lesson Plans include explicit vocabulary instruction, including the modeling of context clues. cross-curriculum planning and practice reading/writing | All staff | New |
5 | Provide students with opportunities to maximize success on various standardized assessments through exposure to structure and content of MCAS tests as well as ample opportunities to review grade level practice tests. Additionally, reconfigure ACCESS Testing schedule to reduce test fatigue and promote best effort in each domain (spread out speaking, reading, writing each week) | January- April | Previous MCAS test reviews (start at gr 3 and increase rigor as school year goes) Access planning documents and notes from planning meetings | All teachers | New |
6 | Evaluate and utilize data (including but not limited to MAP, MCAS and classroom level data) to adjust practice and create opportunities for targeted interventions/ extensions. Particular emphasis will be placed on informal, formative assessments given frequently in the classroom and the data those assessments provide when making decisions on instruction, groupings, and interventions and in particular in ensuring that instruction is varied for all tiers- core, strategic and intensive– and is differentiated for all learners. Provide opportunities for conferencing with students about and setting goals related to data. | Sept-June | MAP, MCAS and classroom level data Sample informal assessments Examples of adjustments made to instruction based on classroom level data SSB Intervention lesson plans and groupings at each grade level. | All teachers | New |
SMART Goal # 5: Social Emotional Learning
Smart Goal A: During the 2024-2025 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 2024-2025 school year, South~West Middle will prioritize initiatives that address school connectedness so as to reduce our 2023-2024 chronic absenteeism rate of 16.2% to a rate of 13% in the 2024-2025 school year.
Social Emotional Learning Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Utilize bi-weekly school wide extended homeroom to reinforce school wide behavioral expectations and promote positive school culture. Included in these extended homerooms will be the revamping of the school wide One School, One Book initiative to promote unity across all grade levels and address common themes. | Bi Weekly, Sept-June | Samples of extended homeroom activities. One School, One Book initiative | All Staff | New | ||
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 through guidance lead classroom lessons. | Sept-June | Exit Tickets Review of Exit Ticket Data | Student Support Team, Health Teacher | Continued | ||
5 | Utilize techniques such as restorative practices, mediation, and problem solving to promote self awareness and self management. | Daily, Sept-June | Restorative worksheets ASPEN journal entries | Administration, Student Support Team | Continued | ||
6 | Continue to utilize Saturday School as an alternative to suspensions. | Weekly, Sept-June | Saturday School Attendance | Administration, Saturday School Staff | Continued | ||
7 | Continue 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. | Daily, Sept-June | Check in/ Check out forms Example PBIS Incentives | PBIS Team Student Support Team | Revised | ||
8 | Continue to meet as a Student Support Team weekly to discuss concerns related to student conduct, social emotional well being and attendance | Weekly, Sept-June | SST meeting agendas | Administration, Student Support Team, Attendance Officer | Revised | ||
9 | Send Attendance Letters monthly and hold attendance hearings/ family meetings with chronically absent students. Work with Attendance Officer to refer students for Family Assist Conferences as needed. | September- June | Sample Attendance Letters Daily attendance reports Notes from Attendance Hearings | Administration, Student Support Team, Attendance Officer | Revised | ||
10 | Work congruently with outside agencies (Walker Therapeutic and Aspire) to provide IHT referrals. Additionally, work with Behavioral Health Navigator to help all families access needed services | Sept-June | Referrals | Administration, Student Support Team | Revised | ||
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters | Goal # |
9/3/24 | 8:15-2:30 p.m. | Auditorium | All Teachers | First Day for Professional Staff | Courtney Mitchell Susan Foley | 1-4 |
9/11/24 | 12:30-2:30 p.m. | Auditorium | All Staff | Walker Therapeutic | 5 | |
10/19/24 | 12:30-3:30 p.m. | Auditorium Cafeteria | All Staff | Data Review Creation of SIP Goals and Action Steps | Courtney Mitchell Susan Foley | 1-4 |
10/23/24 | 12:30-2:30 p.m. | Cafeteria | All Staff | Principal Day: Formative Assessment Curriculum Meetings | Courtney Mitchell Susan Foley | 1-5 |
11/5/24 | 8:30-2:30 p.m. | Quincy High School | All QPS Staff | System-Wide Professional Day of Learning | Varied | 1-5 |
12/11/24 | 1:00-3:00 p.m. | South~West | Grades 5-8 | Report Card Conferences | South~West Staff | 1-5 |
12/11/24 | 5:00-7:00 p.m. | South~West | Grades 5-8 | Report Card Conferences | South~West Staff | 1-5 |
1/8/25 | 12:30-2:30 | Cafeteria | Grades 5-8 | Principal PD Formative Assessment Small Group Instruction Curriculum Meetings | Courtney Mitchel Susan Foley | 1-4 |
2/12/25 | 1:00-3:00 | TBD | Grades | System Wide PD | TBD | 1-5 |
2/26/25 | 12:30-2:30 | Cafeteria | Grades 5-8 | Principal PD Small Group Instruction Writing Across the Content Areas Curriculum Team Meetings | Courtney Mitchell Susan Foley | 1-4 |
3/12/25 | 12:30-3:30 | Auditorium Cafeteria | Grades 5-8 | Assessment Day #2 Review of progress towards action steps Curriculum Team Meetings | Courtney Mitchell Susan Foley | 1-5 |
4/2/25 | 5:00-7:00 p.m. | South~West | Grade 5 | Report Card Conferences Evening | South~West Staff | |
4/9/25 | 1:00-3:00 p.m. | South~West | Grade 5 | Report Card Conferences Afternoon | South~West Staff | |
4/9/25 | 1:00-3:00 | TBD | Grades 6-8 | System Wide PD | TBD | 1-5 |
4/30/25 | 1:00-2:30 p.m. | Cafeteria | Grades 5-8 | Principal PD School Wide Best Practices for Writing, Reading and Note-Taking | Courtney Mitchell Susan Foley | 1-4 |
5/28/25 | 1:00-2:30 p.m. | Auditorium Cafeteria | Grades 5-8 | Assessment Day #3 Review of progress towards action steps Curriculum Team Meetings | Courtney Mitchell Susan Foley | 1-4 |
5/14/25 | 1:00-3:00p.m. | TBD | Grade 5 | System Wide PD | TBD | 1-5 |
6/11/25 | 1:00-3:00p.m. | Cafeteria | Grades 5-8 | Principal Day School Wide Best Practices for Writing, Reading and Note-Taking | Courtney Mitchell Susan Foley | 1-4 |
6/23/25 | 12:30-2:30p.m. | Auditorium Cafeteria | All Staff | Principal Day: Planning for 2025-2026 | Courtney Mitchell Susan Foley | 1-5 |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Location |
Session I September - December | Running Club 7: 20-8:15 a.m. | Students Grades 5-8 | Gymnasium Mrs. Monaco Mr. Mullen |
Session I September - December | Badminton Monday Afternoons 2:30-4:00 p.m. | Students 5-8 | Gymnasium Mr. Mullen Ms. McGuire |
Session I September - December | Flag Football Monday Afternoons 2:30 - 4:00 p.m. | Students Grades 5-6 | South~West Back Field Mr. Bellows |
Session I September - December | Flag Football Thursday Afternoons 2:30 - 4:00 p.m. | Students Grades 708 | South~West Back Field Ms. Caparello Mr. Castrogiovanni |
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 | Yearbook Committee Thursday 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 | Returning Volleyball Thursday Afternoons 2:30-3:30 p.m. | Students that played last year | Gymnasium Ms. Devoe |
Session I September - December | Walking Club Wednesday 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 |
Session I September - December | 5th Grade Readers Thursday Afternoons 2:30-3:15 p.m. | Students Grade 5 | Conference Room Ms. Foley Ms. Elder |
Session I September - December | Language Club Thursday Afternoons 2:30-3:30 p.m. | Students Grade 5-8 | Room 141 Ms. Zou Mr. Gizzarelli |
Session I September - December | South~West Singers Tuesday Mornings 7:30-8:15 a.m. | Students Grade 6-8 | Room 041 Ms. White |
Session I September - December | Lego Robotics Monday Afternoons 2:30-3:30 p.m. | Students Grades 5-8 | Media Center Ms. Lebo Mr. Bennett |
Session I September - December | Morning Reading Club Tuesday Mornings 7:45-8:15 a.m. | Students Grade 5-8 | Room 141 Ms. Zou Ms. Monaco |
Session I September - December | Mel-O-Drama Monday, Tuesday, Thursday, Friday Afternoons 3:00-5:00 p.m. | Students Grades 5-8 | Auditorium Mel-O-Drama staff |
Athletic Fall Season | Cross Country Tennis Volleyball | Students Grades 5-8 | Mrs. Kent Ms. Devoe Ms. Devoe and Ms. White |
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 | 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 | 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 |
Session II January-June | Soccer TBA | Students in Grades 5-8 | Back Field Mrs. Monaco Mr. Mullen |
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 |
2024-2025 | Weekly Family Newsletters | South~West Staff and Families | Smore Weekly Newsletter Newsletter |
2024-2025 | Daily/Weekly Reminders | South~West Families and Students | School Messenger |
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 |
11/10/24 | Spartan Race | South~West Students | Fenway Park |
11/20/ 24 | 5th Grade Turkey Trot | Fifth Grade Students and families | Kincaide Track |
11/26/24 | Quincy High School Pride Rally | South~West Middle School Staff and Students | Gymnasium |
12/5/24 | Tis the Season | 25 South~West Families and Students | Quincy High School, Lloyd Hill Auditorium |
TBD | Winter Concert | South~West Families | South~West DePaulo Auditorium |
12/11/24 12/18/24 4/2/25 4/9/25 | Report Card Conferences | South~West Teachers, Parents/Guardians and Students | South~West Middle School |
12/25 | 5th Grade Coffee, Conversations and Crafts | 5th Grade Families | 5th Grade Maker Space |
4/25 | Color Run | South~West Students | Kincaid Track |
3/25 | STEM Fair | Grade 8 students | South~West Gymnasium or Cafeteria |
6/25 | Spring Concert | Band and Chorus students and families | South~West Cafeteria |
6/25 | 8th Grade Awards Ceremony and Promotion | Grade 8 students and families | South~West DePaulo Auditorium |
6/25 | Multicultural Day: South~West World Cup | South~West students | South~West Middle School |
III. School Demographics as of 11/4
Total Enrollment | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
451 (-5 from 23-24) | 107 (23.7%) | 273 (60.5%) | 107 (23.7%) | 86 (19.1%) |
Race | Subgroup Populations | Percentage of Enrollment |
Asian | 130 | 28.8% |
Black/African American | 82 | 18.2% |
Hispanic or Latino | 65 | 14.4% |
Multiracial, non-Hispanic | 43 | 9.5% |
Native American | 4 | 0.9% |
Pacific Island | 1 | 0.2% |
White | 126 | 27.9% |
Advanced Class Enrollment (Grades 6-8) | # of Students in Advanced out of # in Subgroup | % of Population |
All Students Enrolled | 84 of 346 | 24.3% |
Low Income | 46 of 213 | 21.6% |
Asian | 41 of 103 | 39.8% |
Black/African American | 13 of 68 | 19.1% |
Hispanic/Latino | 6 of 44 | 13.6% |
Multiracial | 7 of 37 | 18.9% |
Native American | 1 of 4 | 25% |
Pacific Island | 0 of 1 | 0% |
White | 16 of 89 | 18% |
Reach (Grades 5) | # of Students in Advanced out of # in Subgroup | % of Population |
All Students Enrolled | 17 of 105 | 16.2% |
Low Income | 6 of 60 | 10% |
Asian | 11 of 27 | 40.7% |
Black/African American | 1 of 14 | 7.1% |
Hispanic/Latino | 0 of 21 | 0% |
Multiracial | 3 of 6 | 50% |
Native American | 0 of 0 | 0% |
Pacific Island | 0 of 0 | 0% |
White | 2 of 37 | 5.4% |
Core Academic Class Sizes (General Education) (As of 11/22/2024)
20 or fewer | 21-23 | 24 | 25 | 26 | 27 | 28 | |
Gr. 5 5 homerooms | 3 | 2 | |||||
Gr. 6-8 75 sections | 37 (49.3%) | 33 (44.0%) | 2 (2.7%) | 1 (1.3%) | 2 (2.7%) | 0 (0%) | 0 (0%) |
- 97.3% of Grades 6-8 core academic class sections have 25 or fewer students, a 2.7% decrease over the 2023-24 school year.
- The 2 class sections with 26 students are Grades 7 and 8 Science.
- South~West is also home to several citywide Special Education programs: 37 CARES and Learning Center students in 3 class sections
2023-2024 SSDR Incident Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
95 | 71 | 74.7% |
IV. Facilities
2023-2024 Improvements
- Additional lockers
- Updated paint for several scuff marks on walls
2023-2024 Facility Needs | 2024-2025 Facility Needs |
|
|
V. School Needs (Materials, Supplies, Technology, Etc.)
2023-2024 School Needs | 2024-2025 School Needs |
|
|
VI. Budget
Amount available in 2024-2025 | |
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.) | $16,330.00 |
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) | $15,000.77 |
TOTAL | $69,765.77 |
VII. Appendix
- Spring 2024 MCAS Data
(Spring 2024 MCAS Edwin PE303 Report)
English Language Arts (E/M %) | |||
Grade | School 2023 | School 2024 | State 2024 |
5 | 36% | 31% | 38% |
6 | 28% | 38% | 40% |
7 | 36% | 20% | 36% |
8 | 25% | 35% | 43% |
Mathematics (E/M %) | |||
Grade | School 2023 | School 2024 | State 2024 |
5 | 41% | 21% | 40% |
6 | 22% | 28% | 40% |
7 | 29% | 15% | 38% |
8 | 18% | 30% | 39% |
STE (E/M %) | |||
Grade | School 2023 | School 2024 | State 2024 |
5 | 43% | 30% | 44% |
8 | 29% | 37% | 40% |
B. NWEA MAP 2023-2024 Data
MAP Math RIT 2023-2024 | |||
Grade | Fall | Winter | Spring |
5 | 204.8 | 209.4 | 216.1 |
6 | 206.7 | 212.4 | 216.6 |
7 | 212.9 | 216.8 | 218.6 |
8 | 221 | 226.6 | 230.2 |
MAP Reading RIT 2023-2024 | |||
Grade | Fall | Winter | Spring |
5 | 200.8 | 201.6 | 204.4 |
6 | 202.6 | 209.3 | 210.5 |
7 | 207.9 | 211.8 | 212.7 |
8 | 214.5 | 216.9 | 215.6 |
MAP Science RIT 2023-2024 | |||
Grade | Fall | Winter | Spring |
5 | 200.1 | 202.8 | 203.5 |
6 | 200.6 | 206.5 | 207.4 |
7 | 205.5 | 208 | 208.3 |
8 | 211.5 | 212.5 | 213.4 |
C. Spring 2024 Accountability Data
D. Spring 2024 VOCAL Results (Grades 5 & 8)
Grade | Dimension | Description | Always/ Mostly True % | Mostly Untrue/ Never True % |
8 | ENG | Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation. | 89% | 11% |
8 | ENG | My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity. | 64% | 36% |
8 | ENG | Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation. | 60% | 40% |
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). | 86% | 14% |
8 | ENG | In my academic classes, I work with groups of students who are from different backgrounds (for example, students from different races, cultures, family incomes, or religions, or students of a different sex or sexual orientation). | 91% | 9% |
8 | ENG | My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses). | 81% | 19% |
8 | ENG | My teachers use my ideas to help my classmates learn. | 39% | 61% |
8 | ENG | I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video). | 62% | 38% |
8 | ENG | In my classes, my teachers use students' interests to plan class activities. | 54% | 46% |
8 | ENG | My classmates behave the way my teachers want them to. | 36% | 64% |
8 | ENG | In at least two of my academic classes, students are asked to teach a lesson or part of a lesson. | 44% | 56% |
8 | ENG | In at least two of my academic classes, students plan and work on projects that solve real-world problems. | 57% | 43% |
8 | ENG | In my academic classes, students review each other's work and provide advice on how to improve it. | 42% | 58% |
8 | ENG | In my classes, teachers use open-ended questions that make students think of many possible answers. | 71% | 29% |
8 | ENG | I can connect what I learn in one class to what I learn in other classes. | 67% | 33% |
8 | ENG | In my academic classes, students wrestle with problems that don't have an obvious answer. | 68% | 32% |
8 | ENG | Students respect one another. | 35% | 65% |
8 | ENG | Teachers are available when I need to talk with them. | 75% | 25% |
8 | ENG | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 72% | 28% |
8 | ENG | My teachers promote respect among students. | 81% | 19% |
8 | ENV | Students have a voice in deciding school rules. | 26% | 74% |
8 | ENV | School staff are consistent when enforcing rules in school. | 67% | 33% |
8 | ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 47% | 53% |
8 | ENV | My teachers will first try to help (guide) students who break class rules, instead of punishing them. | 46% | 54% |
8 | ENV | Students help each other learn without having to be asked by the teacher. | 65% | 35% |
8 | ENV | My teachers are proud of me when I work hard in school. | 84% | 16% |
8 | ENV | My teachers set high expectations for my work. | 86% | 14% |
8 | ENV | My teachers believe that all students can do well in their learning. | 77% | 23% |
8 | ENV | My school work is challenging (hard) but not too difficult. | 77% | 23% |
8 | ENV | My teachers support me even when my work is not my best. | 65% | 35% |
8 | ENV | The things I am learning in school are relevant (important) to me. | 60% | 40% |
8 | ENV | Students are given multiple opportunities to show that they have mastered their classwork. | 77% | 23% |
8 | ENV | Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves. | 65% | 35% |
8 | ENV | If I need help with my emotions (feelings), effective help is available at my school. | 61% | 39% |
8 | SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 75% | 25% |
8 | SAF | Teachers don't let students pick on other students in class or in the hallways. | 67% | 33% |
8 | SAF | Students at school try to stop bullying when they see it happening. | 37% | 63% |
8 | SAF | Students have spread rumors or lies about me more than once on social media. | 44% | 56% |
8 | SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 62% | 38% |
8 | SAF | In my school, groups of students tease or pick on one student. | 65% | 35% |
8 | SAF | I have been called names or made fun of by other students more than once in school. | 59% | 41% |
8 | SAF | In my school, bigger students taunt or pick on smaller students. | 52% | 48% |
8 | SAF | Teachers support (help) students who come to class upset. | 65% | 35% |
8 | SAF | I feel comfortable reaching out to teachers/counselors for emotional support if I need it. | 40% | 60% |
8 | SAF | Students will help other students if they are upset, even if they are not close friends. | 40% | 60% |
8 | SAF | Because I worry about my grades, it is hard for me to enjoy school. | 65% | 35% |
8 | SAF | Students at school damage and/or steal other students' property. | 70% | 30% |
8 | SAF | I have seen students with weapons at our school. | 34% | 66% |
5 | ENG | Teachers at this school accept me for who I am. | 95% | 5% |
5 | ENG | Students like to have friends who are different from themselves (for example, boys and girls, rich and poor, or classmates of different color). | 91% | 9% |
5 | ENG | 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). | 57% | 43% |
5 | ENG | Adults working at this school treat all students with respect. | 90% | 10% |
5 | ENG | I get the chance to take part in school events (for example, science fairs, art or music shows). | 83% | 17% |
5 | ENG | My teachers use my ideas to help my classmates learn. | 62% | 38% |
5 | ENG | My teachers will explain things in different ways until I understand. | 81% | 19% |
5 | ENG | When I need help, my teachers use my interests to help me learn. | 77% | 23% |
5 | ENG | My teachers ask me to share what I have learned in a lesson. | 85% | 15% |
5 | ENG | When I am stuck, my teachers want me to try again before they help me. | 94% | 6% |
5 | ENG | My classmates behave the way my teachers want them to. | 62% | 38% |
5 | ENG | In my classes, students teach other how they solved a problem. | 77% | 23% |
5 | ENG | Students plan and work on group projects that solve real-world (everyday) problems. | 84% | 16% |
5 | ENG | Students respect each other in my school. | 72% | 28% |
5 | ENG | My teachers care about me as a person. | 93% | 7% |
5 | ENG | Students at my school get along well with each other. | 77% | 23% |
5 | ENG | In my classes, students work well together in groups. | 81% | 19% |
5 | ENV | Students have a voice in deciding school rules. | 47% | 53% |
5 | ENV | School rules are fair for all students. | 86% | 14% |
5 | ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 78% | 22% |
5 | ENV | My teachers will first try to help students who break class rules, instead of punishing them. | 78% | 22% |
5 | ENV | Students help each other learn without having to be asked by the teacher. | 72% | 28% |
5 | ENV | My teachers are proud of me when I work hard in school. | 93% | 7% |
5 | ENV | My teachers help me succeed with my schoolwork when I need help. | 94% | 6% |
5 | ENV | My classwork is hard but not too hard. | 80% | 20% |
5 | ENV | My teachers support me even when my work is not my best. | 86% | 14% |
5 | ENV | When I am home, I like to learn more about the things we are learning in school. | 46% | 54% |
5 | ENV | In this class, other students take the time to listen to my ideas. | 66% | 34% |
5 | ENV | In my classes, it is OK for me to suggest other ways to do my work. | 85% | 15% |
5 | ENV | Teachers go over my work with me so I can improve it before it is graded. | 79% | 21% |
5 | ENV | In school, I learn how to manage (control) my feelings when I am angry or upset. | 78% | 22% |
5 | ENV | At our school, students learn to care about other students' feelings. | 79% | 21% |
5 | SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 86% | 14% |
5 | SAF | I have been punched or shoved by other students more than once in the school or in the playground. | 37% | 63% |
5 | SAF | Students at school try to stop bullying when they see it happening. | 63% | 37% |
5 | SAF | Teachers don't let students tease each other. | 77% | 23% |
5 | SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 85% | 15% |
5 | SAF | In my school, older students scare or pick on younger students. | 41% | 59% |
5 | SAF | In my school, groups of students tease or pick on one student. | 32% | 68% |
5 | SAF | Teachers support (help) students who come to class upset. | 86% | 14% |
5 | SAF | I am happy to be at our school. | 85% | 15% |
5 | SAF | I feel comfortable talking to my teacher(s) about something that is bothering me. | 69% | 31% |
5 | SAF | Students will help other students if they are upset, even if they are not close friends. | 75% | 25% |
5 | SAF | I feel safe sharing my feelings in class. | 56% | 44% |
5 | SAF | I feel safe at our school. | 90% | 10% |
5 | SAF | I have seen more than one fight at my school in the last month. | 50% | 50% |
E. Completed Action Steps from 2023-2024
** Indicates action steps embedded in typical day to day school operations. The following completed action steps are consistently implemented and have become a part of the school’s classroom expectations.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Goal # |
1 | Create 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 | 1 |
2 | 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 | 1 |
3 | 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 Molly Vokey Kim Quinn | 2 |
4 | 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 | All math teachers | 2 |
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 | 2 |
6 | 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 | 3 |
7 | 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 | 3 |
8 | 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 | 5 |
9 | 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 | 5 |
10 | Continue to utilize Saturday School as an alternative to suspensions. | September-June | Saturday School Attendance | AdministrationGuidance Saturday School Staff | 5 |
11 | 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 | 5 |
F. Staffing: Support Services
1 | Nurse |
4 | Special Education Teachers (Resource Room/Inclusion) |
3 | Special Education Teachers (Substantially Separate) |
3 | Guidance Counselors/Chairpersons |
1 | Math Interventionist |
0.2 | REACH Teacher |
4 | ELL Teachers |
1 | Speech and Language Instructor |
1 | School Psychologist |
1 | Occupational Therapist |
1 | Librarian |
G. School Council Members
A school council is a representative, school building-based committee composed of the principal, parents, teachers, community members and, at the secondary level, students, required to be established by each school pursuant to Massachusetts General Laws Chapter 71, Section 59C. https://www.doe.mass.edu/lawsregs/advisory/schoolcouncils/
Chair/Principal: Courtney Mitchell Courtney Mitchell
Co-Chair: Susan Foley Susan Foley
Teachers:
Olivia Caperello Olivia Caperello
Ashley Haugh Ashley Haugh
Meghann Sweet Meghann Sweet
Parent: Christine DiPaolo Christine DiPaolo
Nicole Pitre Nicole Pitre
Community
Representative: Christine LeClaire Christine LeClaire