North Quincy High School School Improvement Plan 2022-2023
Quincy Public Schools
North Quincy High School
Improvement Plan
2022 - 2023
Daniel V. Gilbert, Principal
Noreen Holland & Helena Skinner,
Assistant Principals
TABLE OF CONTENTS
I. Principal’s Path p. 3
- Data Reflection
- Goals Reflection
- VOCAL Reflection
II. School Improvement Plan
A. Goal Statements and Action Steps p. 8
B. Professional Development Plan p. 24
C. Extended Day p. 26
D. Family Engagement and Communication p. 31
III. School Demographics p. 33
IV. Facilities p. 35
V. Budget p. 36
VI. Appendix p. 37
- Spring 2022 MCAS Data
- Spring 2022 VOCAL
- Accountability 2022
- Staffing: Support Services
- School Council Members
- Open Parachute Timeline
- Principal’s Path
Dear Members of the Quincy School Committee,
It is with great pride and pleasure that we present the North Quincy High School School Improvement Plan for the 2022-2023 school year. At North Quincy High, we are committed to educating the whole child. It is imperative that our students receive high quality instruction, rigorous academic standards and individualized instruction in order to become College and Career Ready. But, it is equally important that we cultivate and develop within our students the moral and ethical values which will enable them to be successful members of a democratic society and an integral part of the North Quincy High School community. It is in a culture of tolerance, respect, inclusiveness and compassion that we push our students’ academic achievement, creativity, problem solving, and to be constantly striving toward excellence in all endeavors. It is our mission to provide a balanced education in which we meet the academic and personal needs of all of our students. Therefore, it is with this mission in mind that North Quincy’s School Improvement Plan was created.
Over the course of 2022-2023, North Quincy High will continue engaging students and families and support their academic needs but also build a more inclusive community. We will continue to increase both teacher collaboration and instructional capacity in order to improve the academic progress of every student as well as engage our community in a more effective manner. Now more than ever, our students also need support in their social emotional development. We will continue to address our students’ social emotional learning through a number of initiatives focusing on all of our students. At the same time, our focus remains on effective instruction, student assessment and working hard to ensure that the curriculum we deliver to our students is aligned across each department.. As we continue the use of the Massachusetts Curriculum Frameworks, it is imperative that we align our curriculum, assessments and instructional strategies to reflect the rigor, which will be required of students to become College and Career Ready. As we fully commit to these expectations, it is essential that all aspects of our academic program, from lesson planning to the creation of assessments, reflect these changes. We also fully understand the importance of
engaging our families and communities. Over the course of this year, North Quincy High School will offer several community events to accomplish this. It is with these elements in mind that the goals, action steps and professional development for the 2022-2023 school year were created. At North Quincy High School, we accept this challenge and will work tirelessly to meet the increased demand and expectations.
I am extremely proud and honored to be the Principal of North Quincy High School. I am excited to be working with a dedicated and talented staff whose first priority is our students. I am equally thrilled to be working with students and families who are committed each day to try a little bit harder and to learn a little bit more. Thank you for your time and consideration of North Quincy’s School Improvement Plan. Your comments and feedback are most welcome.
Sincerely,
Daniel V. Gilbert
- Data Reflection
Similar to statewide trends, we saw a dip in our overall MCAS scores in comparison to our 2019 data. However, there is a great deal to celebrate in looking at all of our data. In looking at our Accountability Data for the 2022 school year NQHS school accountability percentile was seventy-three. This means that our overall data placed NQHS above seventy-two percent of high schools in Massachusetts. Our High Needs subgroup percentile was ninety-three (better than ninety-two percent of high schools in Massachusetts), Low Income subgroup was ninety-seven (better than ninety-six percent of high schools in Massachusetts) and our EL and Former EL subgroup was ninety-three (better than ninety-two percent of high schools in Massachusetts). On the ELA MCAS, seventy percent of our students scored in the Exceeding and Meeting Expectations category as compared to fifty-eight percent state-wide. Twenty-six percent of our students scored in the Partially Meeting Expectations category and five percent scored in the Not Meeting Expectations category. Twenty-six percent of our students scored in the Exceeding Expectations category on the Math MCAS as compared to eleven percent state-wide. Three of our subgroups outperformed the 2019 scores on the 2022 Math MCAS. Our Low income subgroup made a .2 point increase. Our Special Education subgroup made a .5 point increase and our Asian subgroup improved .8 points. On the Science MCAS, seventy-seven percent of our students scored in the Exceeding or Meeting Expectations category as compared to the state average which was sixty-two percent.
Student Growth Percentile for all students on the ELA test was 47.5. This is below the state average and needs to be improved upon. Two of our subgroups’ SGP was higher than the state average of 50. Both our EL and Former EL and our Students with Disabilities subgroups outperformed the state with a SGP of 52.5 and 52.2 respectively. SGP for all students on the Math MCAS was 55.8, which is above the state average. Our EL and Former EL subgroup and our Asian subgroup demonstrated high growth with SGP’s of 66.1 and 66.4 respectively. Our High Needs subgroup (SGP 58.4), Low Income subgroup (SGP 59.4) and our Students with Disabilities subgroup (SGP 53.8) all exceeded the state average.
- Goals Reflection
Our English Department Goal was during the 2021-2022 school year, students in English classes will demonstrate an increased ability to read and comprehend complex literary and informational texts independently and proficiently, as measured by a 2% increase on the Reading Anchor Standard: Key Ideas and Details on the spring 2022 ELA MCAS (from a base of 78% in 2021). Unfortunately, we did not meet this goal as our scores remained the same on this particular standard at seventy eight percent. Although we did not meet this goal, we are encouraged by our overall scores within the Reading Domain as our scores increase one percent from the previous MCAS administration.
Our Math Department Goal was on the Next Generation MCAS, students will achieve growth as demonstrated by a proficiency rating of at least 10% higher than the state average on student achievement. This goal was achieved as we saw as the state average in Exceeding and Meeting Expectations was fifty percent as compared to North Quincy High School’s score of sixty-four percent. This is very encouraging data and as a result we hope to continue with the 2023 MCAS administration.
Our Science Department Goal was the Science Department will show evidence of improvement by a 4% increase of students earning scores of proficient and advanced (from the 2019 base of 78%) on the grade 10 Biology MCAS, as evidenced by the Spring 2022 Biology MCAS Results Report (PE305). On the Science MCAS seventy-seven percent of our students scored in the Advanced and Proficient categories resulting in NQHS not achieving this goal. However, considering the disruption due to Covid-19, we hope that next year we will see an increase as we have in the past.
This past year, each department created a social-emotional learning goal each of which focused on creating a sense of belonging for all students. As indicated in our VOCAL Data, North Quincy High School was able to accomplish this sense of belonging. We will continue to build upon our culture and climate this year and look forward to engaging every student and making sure not only their academic needs are met but also their social emotional learning needs as well.
- VOCAL Reflection
Our VOCAL data from the 2022 MCAS is very encouraging. It is clear from our students’ feedback that our community consistently supports student's well-being, a sense of belonging, a safe and academic environment as well as in many other positive ways. Although the VOCAL data is a great resource for assessing our community and climate, we would like to expand upon this and create a survey that we can administer to all of our students. Our Culture and Climate Team will be working to realize this over the course of this school year. We feel strongly that every student’s voice should be heard in this way, not only those students who are taking the MCAS. The strength of our school is our students and we will continue to be dedicated to making sure all of our students' needs are met.
- School Improvement Plan
- Goal Statements and Action Steps
English Department Goal: During the 2022-2023 school year, all students in ELA classes will demonstrate an increased ability to analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of two different texts relate to each other and to the whole, as measured by a 5% increase (from a base of 54% in 2022) on the Reading Standards for Informational Text: Craft & Structure on the spring 2023 ELA MCAS Results by Standards Report [CU306].
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/ Person Responsible |
1 | Analyze related data and test questions from past tests to work with a variety of examples that address Informational Text: Craft & Structure. | Professional Development meetings for the 2022-2023 School Year | MCAS data analysis, teacher resources, departmental discussion, meeting agenda notes. | English Department,Department Head |
2 | Identify readings that provide opportunities to analyze two different texts; create, prepare and implement lessons that focus on improving 9th - 12th grade students’ ability to analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of two different texts relate to each other and to the whole. | Professional Development meetings for the 2022-2023 School Year and within classroom instruction. | Lesson plans, scoring results, student work, rubrics, departmental discussions and meeting notes. | English Department,Department Head |
3 | Review and evaluate strategies used during the year. | April 2023 Department PD Meeting | Meeting agenda notes | English Department,Department Head |
Math Department Goal: During the 2022-2023 school year, Math students will increase the percentage of students scoring in the Meeting Expectations and Exceeding Expectations category as compared to the State Average by at least 10%, as measured by the spring 2023 Results by Achievement Level MCAS Report [PE303].
Action Steps/Monitoring Plan
Step # | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | Analyze MCAS data specific to their 2021-2022 classes and identify areas of concern. | October - December | Edwin Analytics Classroom Analysis Printouts | 2022-2023 sophomore teachers |
2 | Create targeted lessons and assess areas of concern found in the 2021-2022 data. | November - April | Lesson Plans and/or Assessments | 2022-2023 sophomore teachers |
3 | Provide and familiarize students with the MCAS Reference Sheet | February | MCAS approved reference sheets | 2022-2023 sophomore teachers |
4 | Use the Grade 8 and Grade 10 MCAS practice test through TestNav | February - May | Student results on practice tests | All grade 9 and grade 10 teachers |
5 | Incorporate lessons in Algebra covering the new curriculum that will be assessed:
| January - June | Lessons, student work, assessments | Algebra 1 teachers |
6 | Incorporate lessons in Geometry covering the new curriculum that will be assessed:
| October- May | Lessons, student work, assessments | Geometry teachers |
Science Department Goal: The Science department will show improvement in student performance on MCAS Open Response Questions. This improvement will be demonstrated by increasing average MCAS Open Response Question scores above 2 points by 5% (from a base of 50% in 2022 to 55% in 2023). Evidence of year-end progress will be reported in the spring 2023 MCAS Test Item Analysis Report.
Action Steps/Monitoring Plan
Step # | Strategies/Activities | Timeline | Sources of Evidence | Team/ Person Responsible |
1 | Data analysis: goal setting Review 2022 Biology MCAS results Analyze and discuss results for all students and subgroups, with particular focus Open Response Questions | September 2022 October 2022 | Edwin Analytics Report and Meeting Notes Edwin Analytics Report and Meeting Notes | Science Team Science Team |
2 | Ongoing planning & instruction Modeling short answer questions to include in each unit Developing resources based on the new NG MCAS test format Inspire Chemistry Instructional Resources and assessment programs Include short answer questions on all unit tests Use technology to create/model/express scientific knowledge Continue using the CER (Claims, Evidence, Reasoning) scientific writing model to strengthen students critical thinking Incorporate Sentence Frames and scaffolding tools for open responses in assessments | School year 2022-2023 | Lesson plans and DESE exemplars Online Resources/ Miller and Levine and Pearson Mastering Biology Instructional Materials/CER Online Resources/ Assessments/Lab Reports/ CER Assessments Online resources/ PHET labs/ Google Classroom Lesson plans and completed student work Lesson Plans and Assessments | Science Team Biology Team Chemistry Team Science Team Science Team Science Team Science Team |
3 | Professional development Scientific Writing Workshop NSTA - Scientific Literature/ Scientific Argumentation Resources EL and Special Education Professional Development | School year 2022-2023 | Meeting Agenda and Notes Meeting Agenda and Notes/NSTA Resources Meeting Agenda and Notes | Science Team Science Team EL and Special Education Departments |
4 | Data review: progress check Formative and Summative Assessments MCAS Practice Test MCAS Scores | End of school year 2023 Spring 2023 End of school year 2023 | Assessment Scores Assessment Scores Edwin Analytics | Science Team Biology Team Science Teachers |
EL Department Goal: During the 2022-23 school year, 70% of year-over-year EL students will demonstrate an increased ability to read and comprehend literary and informational text independently and efficiently as measured by a 0.5% level increase on the 2023 ACCESS Reading Comprehension domain. Additionally, 70% of year-over-year EL students will demonstrate an increase in their Speaking Domain score on the 2023 ACCESS test from their 2022 ACCESS score.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Sources of Evidence | Team/Person Responsible | Timeline |
1 | Common Placement Test Integrate EDGE Curriculum across levels | Edge Assessment Test | EL Department Members | September 14, 2022 |
2 | ACCESS Score Analysis | Analyze ACCESS scores for evidence of learning loss | EL Department Members | September 2022 |
3 | Make preliminary list of students in classes likely to be on SSPs based on ACCESS scores | Analysis of ACCESS Scores | EL Department Members | September- October 2022 |
4 | Professional Development for use of WIDA 2020 Language Features Standards. | Agenda from monthly department PD sessions during long block | EL Department Members | Once a month Day 2 Long Block beginning October 31, 2022 |
5 | Align New WIDA Standards to lessons and units | Unit and Lesson Plans | EL Department Members | Ongoing |
6 | Student Success Plans Analysis and Design | Write Student Success Plan (SSP) for identified EL learners. Analysis of previous year’s SSP members. | EL Department Members | October 2022 |
7 | Strategies will be shared during departmental meeting | PD agenda | EL Department Members | November 2022 |
8 | All EL teachers will use an agreed upon speaking rubric during terms 2-4 to assess students’ spoken academic English. All EL teachers will design and teach a lesson focused on oral proficiency. | Lesson plans Student assessment | EL Department Members | November - May 2022-2023 |
9 | Collection and Review of SSP evidence and target score goals. | 2023 ACCESS Scores Teacher collection of student work as evidence of instruction towards learning goals. | EL Department Members | May/June 2023 |
CVTE Department Goal: During the 2022-2023 school year, all students in the CVTE department will complete a module regarding College and Career readiness. The students will learn Keys to Your Future by practicing goal setting, study skills, organization, prioritization, and time management. This will help students be more empowered when making decisions about their future whether preparing for higher- education or embarking on a career. 80% or more of CVTE students will receive a certificate of completion at the end of the lesson.
Action Steps/Monitoring Plan
Step # | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | CVTE Staff will be given a link to the module. | Oct 1, 2022 | Copy of email to staff | Dept. Chair |
12 | CVTE Staff will create a profile in Everfi and then create a class for the Keys to Your Future module. | Oct 29, 2022 | Staff will send a copy of their class code to Dept. Chair | CVTE Staff |
3 | CVTE Staff will give an overview of the module to their classes. | Mar 15, 2023 | Copy of class objectives | CVTE Staff |
4 | CVTE Staff will meet with and discuss progress/ updates. | Apr 12, 2023 | Copy of meeting agenda/notes | CVTE Staff |
5 | CVTE Staff will have assigned all of their classes the module and 80% or more of the students in class will receive a certificate of completion. | May 12, 2023 | Copy of excel sheets exported from Everfi showing the students grades and completion status | CVTE Staff |
6 | CVTE Staff will send the excel sheet showing the completion data to the Department Chair | May 19, 2023 | Copy of excel sheets for each class | Dept. Chair |
Social Studies Department Goal: During the 2022-2023 school year, all students in the NQHS Social Studies classes will prepare to be informed and engaged citizens by engaging in multiple “action civics” experiences. This initiative will address the loss of many of these opportunities during the COVID-19 pandemic and align to the DESE Civics Learning guidance around such experiences. 90% of students will complete activities and students will provide evidence of completed activities at the mid-year term in January and at the end of the final term in June.
Action Steps/Monitoring Plan
Step # | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1. | In grade level teams, social studies teachers will collaborate to create a menu of activities for each grade level. Every effort will be made to include a wide variety of experiences to address multiple learning modalities and meet individual student needs. | September and October | Dept. meeting notes, completed materials | All social studies teachers |
2. | Department head will collate and copy lists, teachers will distribute and explain to students. This step will include a pre-assessment reflection for students. Department head will communicate expectations to parents. | November
| Student handouts, parent letters | Social Studies department head and teachers |
3. | Teachers will check student progress and provide feedback. | Ongoing | Teachers’ notes, ASPEN gradebook | All social studies teachers |
4. | Students will turn in evidence of completed checklist activities to include a reflection of their experiences. Teachers will assign a completion grade. | 4th Term | Completed student work, Aspen gradebook | All social studies teachers |
World Language Department Goal: Students will demonstrate increased ability in the interpretive and interpersonal modes of communication. The target proficiency level progresses as students continue their language study. This ability will be demonstrated by 80% of students obtaining a targeted proficiency level on a summative assessment during the last quarter of the year using the ACFTL/MA frameworks as a guide.
Action Steps/Monitoring Plan
Step # | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1. | Data Analysis: goal setting Gather textual and audio resources in the target language for all levels of language learners Generate interpretive and interpersonal assessments for all levels of language learners that increase in complexity as the year progresses.
| September 2022- June 2023 | Textbooks, readers informational texts, news reports, magazines, internet, YouTube, videos, etc.
Formal and informal assessments in reading, viewing, listening and speaking skills across a variety of genres, cultures and communities. | All department members |
2. | Data review: Progress check Compile data from each class that shows growth from one assessment to the next in the context of interpretation and interpersonal communication modes.
| September 2022-June 2023 | Quarterly/semester grades for interpretive and interpersonal communication. | Individual teachers |
3. | Ongoing planning & instruction Regular implementation of rubrics aligned with MA frameworks to assess interpretive and interpersonal communication. Sharing of resources (created activities, assessments etc.) | September 2022-June 2023 | Analytical template, authentic texts, speaking assessments and rubrics, lesson or unit plans, exercises or activities planned in preparation for the formal assessments | All department members |
4. | Professional development Department PD centered on MA frameworks familiarization in order to align our activities/assessments/rubrics | September 2022-June 2023 | Department meeting (both informal and formal) notes agendas, PD deliverables, collection of rubrics to be kept in binder in the WL office, Assessments created by individual and/or teams of teachers | All department members |
5. | Data review: Progress Administer final assessments to measure student proficiency in interpretive communication (reading and listening. | May/June 2023 | Final interpretive and interpersonal assessments using the ACTFL/frameworks as a guide | Individual teachers |
Special Education Department Goal: By the end of the 2022-23 school year, each liaison in the special education department will have administered a transition planning assessment, met with the respective student and developed a comprehensive Transition Planning Form (TPF) to present at the Individualized Education Program (IEP) meeting.
In order to create this transition plan, the liaison will consider each aspect of the planning form as compared to the DESE issued TPF template. This information will then be utilized in the construction of various aspects of the IEP; including, the Vision Statement, the PLEP A and B pages, and the specific learning Goals.
We will know this goal has been reached when, in June 2023, each liaison meets with the Department Head to review their caseload IEPs and confirms that 100% of their students have a current, active and workable Transition Plan as confirmed by the DESE template.
Action Steps/Monitoring Plan
Step # | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1. | Special education liaison identifies a transition assessment that will elicit the most appropriate/ necessary information for the Individualized Education Program’s (IEP) Transition Planning Form (TPF) for a student on their caseload*. | At least two weeks prior to the respective annual IEP meeting. | Completed TPA | Case manager/ special education liaison.
*Caseloads range between 23-25 students per liaison & per school year. |
2. | Liaison meets with the student after he/ she/ they have completed the assessment. | At least one full week prior to the IEP meeting. | Draft development of the TPF. | Case manager/ special education liaison & IEP student. |
3. | Liaison utilizes the interview and assessment results to inform the development of a personalized TPF. This TPF will include specific areas of need and ways in which these needs are addressed in IEP Goals. | Due the Friday of the week prior to the IEP meeting by NOON. | Draft IEP and completed TPF that adheres to the DESE guidelines. | Case manager/ special education liaison & IEP student. |
4. | Liaison presents the TPF at the IEP meeting. This TPF is also reflected in the IEP development. | Annual IEP meeting (either Review or Re-eval) | Draft IEP with notations and observation of the TPF presentation by the Department Head. | Case manager/ special education liaison & IEP TEAM. (Department Head, when applicable: Re-evaluation, Initial, Grade 9 and “other” meetings). |
5. | Each caseload liaison meets with the Special Education Department Head to ensure that their TPFs were completed and adhered to the specific criteria provided within the DESE issued Template. | First week in June 2023. | Meeting notes, template comparison as a rubric, by caseload. | Department Head and Special Ed. Liaison. |
Deans Goal: During the 2022-23 school year, the deans will identify students with attendance concerns of seven (7) or more unexcused absences in each term and work with stakeholders to mitigate academic failure and improve attendance by 10 percent over the course of the school year.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Sources of Evidence | Team/ Person Responsible | Timeline |
1 | Work collaboratively with stakeholders (students, parents, teachers and counselors) to develop student success plans for identified students | Student Success Plans, emails, meeting notes, SST notes | Deans | September 2022-June 2023 |
2 | Participate in independent and site provided opportunities for professional development in areas regarding, PBIS, SEL, culturally responsive and restorative justice practices | Certificates of completion, agendas and feedback | Deans | September 2022-June 2023 |
3 | Communicate expectations regarding school attendance regularly and clearly with families and students | Phone calls, emails, letters, attendance hearings, Google Classroom reminders, | Deans | September 2022-June 2023 |
4 | Continue to use a multi-tiered system of support to address student needs | SST, conferences with families, counselors, and health staff | Deans | September 2022-June 2023 |
Social-Emotional Learning Goal: The student support team (counselors, school psychologist, adjustment counselor, health interventionist, health teacher) will review the overview, scope and sequence and plan for implementation of the Open Parachute SEL Program by October 1, 2022 and implement 4 modules, one per grade level, by June of 2023 to support our student social emotional learning.
Step # | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1. | Identify grade-level SEL lessons that will be implemented over the 2022-2023 School Year. | Sept-Oct. | Meeting Notes Timeline | Student Support |
2. | Once identified, assign student support staff that will implement this program during this school year | Sept-Oct | Timeline-Assign Roles | Student Support |
3. | Support site staff in providing lessons by becoming familiar with this tool, and using the program resources to support our work and that of the team. | Sept-Nov. | PD Notes Training Notes | Student Support |
4. | Assess the quality and effectiveness of the Open Parachute SEL Platform through ongoing monitoring and evaluation with the district and site team members. | Sept-June | Meeting Notes Reflection Notes | Student Support |
5. | Grade 9 lessons on “Cultural Messages, Insecurities & Honest Self-Reflection” - | Sept. 2022-June 2023 | Open Parachute Lessons | Health interventionist in grade 9 health lessons |
6. | Grade 10 lessons on “Addiction & Consent” - | Sept 2022-June 2023 | Open Parachute Lessons | Health Teacher in health classes |
7. | Grade 11 lessons on “Mental Health Empowerment”
| Sept 2022-June 2023 | Open Parachute Lessons | School Psychologist and Adjustment counselor
|
8. | Grade 12 lessons on “Life After High School” | January 2023-April 2024 | Open Parachute Lessons | School counselors |
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters | Goal # |
9/6/2022 | 9 am-12:00 pm | Auditorium | All Staff | Principal PD: Review teacher handbook Review safety, security and lockdown procedures Review mandated Reporting (51A), physical restraint, civil rights, harassment policies, Internet and technology policies, educator evaluation Review updated health guidelines for students and relating to COVID-19 | Administration, Guidance | All |
9/14/22 | 1-4:30 pm | Auditorium | All Staff | Assessment Day 1 Review and analyze MCAS and Vocal test results to find strengths and weaknesses, to guide in the planning and creation of action steps and improvements for the 2022-2023 school year. | Principal, Assistant Principal, Teachers | All |
10/12/22 | 1-4:30 pm | Classrooms | All Staff | Departmental Meetings: Finalize SIP Goals and Action Steps | Principal, Assistant Principals, Department Heads | All |
1/11/2023 | 1-4:30 pm | Classrooms | All Staff | Visible Learning: Understanding our impact within the classroom. | Department Heads, Principal, Assistant Principal | All |
2/8/2023 | 1-2:30 pm | Classrooms | All Staff | Visible Learning: Leveraging techniques to improve student outcomes | Department Heads, Principal, Assistant Principal | All |
3/15/2023 | 2:30-4:30 pm | Classrooms | All Staff | Open Parachute | Guidance | Student Support Goal |
4/12/2023 | 1-2:30 pm | Classrooms | All Staff | Departmental Meetings | Department Heads, Principal, Assistant Principal | All |
5/17/2023 | 2:30-4:30 pm | Media Center | All Staff | Departmental Meetings: Reflections on Goals and Action Steps | Department Heads, Principal, Assistant Principal | All |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Location |
Academic Decathlon | Mr. D'Amore | Compete with other schools-Topic based | Mondays 2:30-3:30 Room 320 |
Allies (Peer Ed) | Mrs. Farren | students are trained to address teen dating violence | As-needed, during lunch, field trips, or after school |
American Sign Language Club | Mr. Regan | Learn sign language. | 2 Thursdays per month in 308 |
Art Club | Ms. O'Donnell | A club focused on creating art. This is for the student that loves art. Students do not need to be enrolled in an art class to join. | Meet Thursdays 2:30-3:30 |
Book Club | Mrs. Shaw | An informal group that meets to talk about favorite titles or selected books.The group may talk about several different books at once. It's a group for people who love to read. All are welcome. | Meets twice a month with one in person and one virtual meeting. In person meetings will take place after school on Monday, |
Caring Hearts Club | Mrs. Cushman & Ms. Hart | Demonstrate acts of kindness in the school community | Third Wednesday of the Month |
Computer Science (Programming) Club | Mr. Holmes | Learn or enhance your computer coding skills. No experience is necessary. | Every other Monday (alternating weeks with Cyber Security Club) at 2:45 in room 439. |
Culinary Club | Ms. Flaherty | Student-led opportunity to explore the world of food. | 7 Fridays per semester |
Curly Hair Crew | Mrs. Tenpow-Negeri | Have, want or love curly hair? Share, learn about and discuss ways to care for curly hair and talk about the implications of having it. Come make new friends, attend life seminars, with the Curly Hair Crew. | Once a month on Tuesdays or Wednesdays. In person and virtual. |
Cyber Security Club | Mr. Holmes | Explore Cyber Security concepts and techniques. Play Cyber Capture the Flag. | Every other Monday at 2:30 in room 439. |
Debate Club | Mrs. Crowley | Students engage in a weekly "thought talk" as well as a formal debate. Students are expected to remain respectful of others and follow the rules of debate. | Fridays 2:45 - 3:45 pm in room 304 |
DECA | Mrs. Collins/Mr. Gibbons | DECA (Distributive Education Clubs of America) is an association of students that encourages the development of business and leadership skills through academic competitions. Each competition includes a written test over business and marketing information, as well as two role-playing, problem solving events. | Mondays 2:30 to 3:30 |
Drama Club | Ms. Santos | Plays, musicals, and everything that goes with them! | Rehearsals M-W-F 2:30-4:30. Play weekend of December 10. |
Dungeons and Dragons | Mr. Card | D and D campaigns running throughout the school year. Both new and experienced players are welcome! | Every Tuesday 2:30-4:00 |
Elevate | Mrs. Tenpow-Negeri | The purpose of this program is to increase representation of our black and brown students in Honors and Advanced level courses by providing opportunities for mentoring, advising, and tutoring. This effort is in collaboration with other school-wide academic initiatives. | B Block E Block Tuesdays after school |
ESports League | Mr. Costa | Esports is a competitive video game club that was founded in 2016. The club is open to all students and entries into competitions are free this school year. | Meets on Wednesdays after school. |
Engineering Club | Ms. Flaherty | Student-led opportunity to explore engineering. | Room 441 - Typically two Wednesdays/month (alternating from half days) - Check Google Classroom for updates |
Financial/ Investment Club | Mrs. Cavallo | A club focused on helping students become more financially literate and learn how to invest for their futures. | Every other Monday at 4:00 PM. |
Green Student Movement (GSM) | Mr. Buckingham | Community Clean up and environmental awareness. | Wednesdays in Room 415 |
History Club | Mrs. Fernandez | A club focused on history and exploring historical documents and topics | Bi-weekly on Wednesdays beginning 9/29 in room 316B |
Interact Club | Mrs. Collins | Interact Club is a club with a goal to provide youth at North Quincy High the opportunity to undertake community and international service projects. | First Friday of the Month |
International Club | Mrs. Tenpow-Negeri | Bringing people of all cultural backgrounds together. Explore new cultures through film, music, food and conversation.We will eat out at various ethnic restaurants in Quincy, Boston, and Cambridge. All T accessible. | In person: 1st or last Wednesday of the month. |
Kitty Hawk Air Society | MSgt John DeLorenzo | For inducted AFJROTC Cadet members only | Once a month - date determined each month by member vote. Meeting are only open to Kitty Hawk members |
LOL Club | QARI | A club to support our students in various academic ways | Every Tuesday |
Making Positive Change | Farren, Herlihy, Peng, Xia | We learn about issues related to diversity, equity, and inclusion | Once/twice a month depending on interest/participation |
Marvel Club | Ms. Palmer | For Marvel fans to come together and discuss everything from the comics, movies and any other Marvel related news! | Every other Thursday 2:30-3:30 PM. |
Math Club | Mr. Gustafson | Anything and everything math. Play games, work on challenging problems, get homework help | Fridays 2:30-3:30 |
Mental Health Matters | Ms. Plaskasovitis | Mental Health Club will provide a safe environment for students to learn and express issues surrounding stress and anxiety | Every other Wednesday 2:30-3:30 room 437 |
National Honor Society | Ms. Abbott | Chapter of national organization recognizing students for their work in scholarship, leadership, character, and service. For inducted NHS members only | Once a month - date determined each month by member vote. Meetings are only open to NHS members. |
Photography Club | Mr Hanson | A group providing students prompts, feedback and resources for photo students who are interested in creating additional artwork as well as students who could not fit the class in their schedule but would like to explore the medium in a more informal manner | Once/twice a month depending on interest/participation |
Pre-Medical Careers Club | Ms. Abbott | Learn about medical related careers | Bi-weekly on Mondays in room 408. |
Q/NQ Guys A Cappella- Tenor/Bass Chorus | Mr. Carew | Tenor and Bass singers practice and perform choral and contemporary a cappella music | Thursday, 3:00 PM to 4:30 PM in Room 138/9 |
QNQ Jazz Band | Mr. Cavanaugh | Does not usually start until November. | Band Room |
QNQ Jazz Quintet | Mr. Cavanaugh/ Mr. Salvucci | Remote recordings | Quincy High School Before Jazz Band |
Quiz Show | Kriz/Fernandez/ Farren | Knowledge-based competition practice | Wednesdays 7:00-7:45 AM |
Rainbow Alliance | Ms. Tranquillino and Ms. Tenaglia | Open to all students. LGBTQ+ awareness and support. Organize Spring Talent Show. | Tuesdays in room 402 or 411 |
Robotics | Ms. Byron | Designing, building, programming robots | Wednesday |
SADD | Mr. Herlihy, Ms. Ginty, Mr. Joseph, Mrs. P, Mr. Edgerly Ms. Wallace | Students Against Destructive Decisions | Thursday after the half day |
D. Family Engagement & Communication
Date | Topic | Target Audience | Location |
8/23/22 | Introduction Letter from Principal | All students & parents | Principal |
8/31/22 | ECHS Orientation | ECHS Parents and Students | ECHS Teachers and Student Support |
9/1/22 | College Application Bootcamp | Seniors | Student Support |
9/2/22 | 9-12 Welcome Back Tours of NQHS | All Students and Parents | Student Support and Student Ambassadors |
First of each Month | Raider Roundup | Parents | N/A |
Every Monday 2022-2023 | Parent Notices | Parents | N/A |
9/22/22 | Back to School Night presentations | Parents | Administrative team; Teachers |
Fall 2022 | School counseling presentations - Transition to High School - Post-Graduation Planning - College Planning Live sessions; also recorded and made available | Parents | Student Support |
August, November, March, June | Athletic Pre-season meetings | Student-athletes, parents, coaches | Athletics department |
10/20, 11/15, 1/15, 2/9, 3/9, 4/13, 5/19 | Monthly Parent Advisory Council meetings | Parents | Administrative team |
11/18/22 | Adams Scholarship Ceremony | Parents and students | Administrative team, Counselors, Deans |
11/30 and 12/8 | Virtual and In Person parent/teacher conferences | Parents | Administrative Team; Teachers |
Fall/Winter 2022 | Student Support presentations - Transition to High School - Post-Graduation Planning - College Planning - Paying for College - Scholarship Information - Virtual College Fair Live sessions; also recorded and made available | Parents, students | Student Support |
12/9-12/10 | Winter Play | Parents/Families | Drama Club |
12/15/22 | Grade 8 Open House | Grade 8 families | Administrative team; Department heads; Teachers; Athletic Director, coaches |
12/20/22 | Winter Concert | Parents/Families | Music Teachers |
1/18/22 | Winter Recital | Parents/Families | Music Teachers |
2/9/2023 | Science Fair | Parents/Families | Science Teachers |
March 2023 | Course Selection & Curriculum Information Night | Grades 8-11 and families | Administrative team and Student Support team |
4/11/23 | Spring Concert | Parents/Families | Music Teachers |
5/24/23 | QNQ Sprint Recital | Parents/Families | Music/Band Teachers |
5/25/23 | QHS All City Jazz Concert | Parents/Families | Music/Band Teachers |
June 2023 | Class of 2026 Fly-Up Day | Incoming Grade 9 students | Administrative team and Student Ambassadors |
June 2023 | Sports Information Night | All students | Athletic Director, Administrative Team and Coaches |
III. School Demographics
Total Enrollment (As of 11/1/22) | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
1473 | 239 (16.2%) | 765 (51.9%) | 104 (7.1%) | 121 (8.2%) |
Race | Total Subgroup Population |
Asian | 815 (55.3%) |
Black/African American | 70 (4.8%) |
Caucasian | 472 (32.0%) |
Hispanic or Latino | 65 (4.4%) |
Multiracial, non-Hispanic | 46 (3.1%) |
Native American | 2 (0.1%) |
Pacific Island | 3 (0.2%) |
Advanced Class Enrollment (Grades 9 - 12) (As of 11/1/22 ) | # of Students in Advanced out of # of Students in Subgroup | % of Population |
Total Students | 686 of 1473 | 46.6% |
Low Income | 343 of 765 | 44.8% |
Asian | 478 of 815 | 58.7% |
Black/African American | 10 of 70 | 14.3% |
Caucasian | 166 of 472 | 35.2% |
Hispanic/Latino | 14 of 65 | 21.5% |
Multiracial | 16 of 46 | 34.8% |
Native American | 0 of 2 | 0.0% |
Pacific Island | 2 of 3 | 66.7% |
Class Sizes (General Education) As of 11/1/2022
22 or fewer | 23-25 | 26 | 27 | 28 | 29 | 30 | |
Gr. 9-12 295 sections total | 124 (43%) | 94 (33%) | 17 (5.8%) | 27 (9%) | 27 (9%) | 6 (0.2%) | 0 |
2021-2022 SSDR Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
70 | 42 | 60% |
IV. Facilities
Improvements
- New LED Lights in the Gym
- Gym Scoreboard Upgraded
- Hudl Cameras installed in the gym and at Creedon Field
- Room 430 Renovation ongoing new Bio-tech Lab
- 3 new bubblers added
- Rugs replaced in rooms 202, 214, 215, 305, 135, 136, 431A, 311, 223, 320A, 320B, 223, Faculty Rooms on 2nd and 3rd floors
- New Ceilings in Art Room, 430, 409, 341, 307, 301, 233, 303, 430A, Security Office and 104
- Room 136 renovation into Health Care Tech
- Ongoing painting upgrades
- Replacement of all bathroom and lounge faucets
- Raider Cafe was painted
- Rug replaced in Principal Suite
- Converted room 318 back to classroom
- Converted room 301 from a computer lab to classroom and replaced floor with rug
- HVAC Upgrades
Areas of Need
- Auditorium needs to be renovated
- Continue to replace old rugs
- Lighting in rooms need upgrades
- Continue to replace ceiling tiles
V. Budget
Amount available
in 2022-2023
TEXT/LEARNING MATERIALS
(textbooks and learning materials/supplies needed to support classroom instruction) $ 35,520
SUPPLIES
(pens, pencils, rulers, paper,glue, photocopy paper, etc.) $ 39,950
ACTIVITY STIPEND ACCOUNT $ 39,000
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies $ 6,600
Science Supplies $ 5,200
Library $ 3,000
SPECIAL FUNDING (gifts, grants, partnerships, PTO, etc.)
P.T.O. $ 8,000
Perkins Funds $43,000
QCSP Mini-Grants $ 8,000
NQHS MA Skills Capital Grant (Healthcare Technology) $134,000
MA DESE Early College High School $150,000
TOTAL $ 472,270
VI. Appendix
- Spring 2022 MCAS Data
(Spring 2022 MCAS Edwin PE303 Report)
- 2021-2022 VOCAL Results
Dimension | Description | Always/ Mostly True % | Mostly Untrue/ Never True % |
ENG | Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation. | 95% | 4% |
ENG | Within school, I am encouraged to take upper level courses (honors, AP). | 82% | 18% |
ENG | Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation. | 87% | 13% |
ENG | Students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation). | 95% | 5% |
ENG | I feel welcome to participate in extracurricular activities offered through our school, such as, school clubs or organizations, musical groups, sports teams, or student council. | 88% | 12% |
ENG | My teachers use my ideas to help my classmates learn. | 57% | 43% |
ENG | In at least two of my academic classes, I can work on assignments that interest me personally. | 68% | 31% |
ENG | If I finish my work early, I have an opportunity to do more challenging work. | 64% | 37% |
ENG | In at least two of my academic classes, students are asked to teach a lesson or part of a lesson. | 30% | 69% |
ENG | In my academic classes, students review each other's work and provide advice on how to improve it. | 67% | 33% |
ENG | In my academic classes, students wrestle with problems that don't have an obvious answer. | 61% | 38% |
ENG | In my academic classes, I am asked to apply what I know to new types of complex tasks or problems. | 83% | 17% |
ENG | In my academic classes, students work on long-term group projects (more than one month in length) that they independently carry out. | 47% | 53% |
ENG | Students respect one another. | 76% | 25% |
ENG | Teachers are available when I need to talk with them. | 89% | 11% |
ENG | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 92% | 9% |
ENG | My teachers promote respect among students. | 95% | 5% |
ENV | Students have a voice in deciding school rules. | 45% | 54% |
ENV | The consequences for the same inappropriate behavior (e.g., disrupting the class) are the same, no matter who the student is. | 74% | 26% |
ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 70% | 29% |
ENV | My teachers will first try to help (guide) students who break class rules, instead of punishing them. | 76% | 24% |
ENV | Students help each other learn without having to be asked by the teacher. | 90% | 10% |
ENV | My teachers set high expectations for my work. | 82% | 17% |
ENV | My teachers support me even when my work is not my best. | 85% | 16% |
ENV | The things I am learning in school are relevant (important) to me. | 55% | 45% |
ENV | Teachers ask students for feedback on their classroom instruction. | 72% | 28% |
ENV | My teachers inspire confidence in my ability to be ready for college or career. | 84% | 16% |
ENV | In my school, teachers focus on my understanding of the material and not on my grades. | 67% | 32% |
ENV | In my academic classes, there is a good balance between students having to master subject content and being able to explore topics that interest them. | 65% | 35% |
ENV | In my classes, mistakes or even failure on an assignment are viewed as an important part of our learning. | 78% | 22% |
ENV | I have access to effective help at school if I am struggling emotionally or mentally. | 82% | 18% |
ENV | The level of pressure I feel at school to perform well is unhealthy. | 52% | 48% |
SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 94% | 7% |
SAF | Teachers don't let students pick on other students in class or in the hallways. | 77% | 24% |
SAF | Students at school try to stop bullying when they see it happening. | 60% | 41% |
SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 89% | 11% |
SAF | I have been teased or picked on more than once because of my real or perceived (imagined) sexual orientation. | 12% | 88% |
SAF | I have been teased or picked on more than once because of my race or ethnicity. | 18% | 83% |
SAF | In my school, groups of students tease or pick on one student. | 29% | 71% |
SAF | Students with learning or physical difficulties are teased or picked on at my school. | 23% | 77% |
SAF | Teachers support (help) students who come to class upset. | 77% | 23% |
SAF | I feel comfortable reaching out to teachers/counselors for emotional support if I need it. | 69% | 31% |
SAF | I have a group of friends I can rely on to help me when I feel down (sad). | 87% | 13% |
SAF | I feel as though I belong in my school community. | 86% | 14% |
SAF | Students at school try to work out their problems with other students in a respectful way. | 68% | 33% |
SAF | Because I worry about my grades, it is hard for me to enjoy school. | 68% | 33% |
SAF | I have stayed at home (or avoided school) because I did not feel safe at my school. | 14% | 86% |
SAF | Students are sexually harassed at my school (for example, bothered by unwanted touching and/or indecent name-calling). | 18% | 82% |
- 2022 Accountability (profiles.doe.mass.edu )
Four-year Cohort Graduation Rate (2021) | Number of Students & % Rate | Total # of Students |
All Students | 301 (91.5%) | 329 |
High needs | 185 (87.3%) | 212 |
Low income | 159 (86.4%) | 184 |
EL and Former EL | 49 (84.5%) | 58 |
Students w/ disabilities | 40 (66.7%) | 60 |
Amer. Ind. or Alaska Nat. | - | 2 |
Asian | 168 (93.9%) | 179 |
Afr. Amer./Black | - | 13 |
Hispanic/Latino | - | 18 |
Multi-race, Non-Hisp./Lat. | - | 3 |
Nat. Haw. or Pacif. Isl. | - | - |
White | 106 (93.0%) | 114 |
Annual Dropout Rate (2021) | Number of Students & % Rate | Total # of Students |
All Students | 7 (0.5%) | 1,343 |
High needs | 7 (1.0%) | 690 |
Low income | 4 (0.9%) | 468 |
EL and Former EL | 2 (1.9%) | 103 |
Students w/ disabilities | 4 (2.1%) | 194 |
Amer. Ind. or Alaska Nat. | - | 4 |
Asian | 2 (0.3%) | 710 |
Afr. Amer./Black | - | 51 |
Hispanic/Latino | 2 (4.0%) | 50 |
Multi-race, Non-Hisp./Lat. | - | 42 |
Nat. Haw. or Pacif. Isl. | - | 3 |
White | 3 (0.6%) | 483 |
Chronic Absenteeism (students missing 20% of days in 2021-2022) | Number of Students & % Rate | Total # of Students |
All Students | 85 ( 6.0%) | 1,424 |
High needs | 67 ( 7.9%) | 853 |
Low income | 53 ( 7.8%) | 683 |
EL and Former EL | 10 ( 4.0%) | 248 |
Students w/ disabilities | 30 (15.2%) | 197 |
Amer. Ind. or Alaska Nat. | - | 3 |
Asian | 26 ( 3.3%) | 778 |
Afr. Amer./Black | 2 (13.1%) | 61 |
Hispanic/Latino | 9 (16.4%) | 55 |
Multi-race, Non-Hisp./Lat. | 5 (10.0%) | 50 |
Nat. Haw. or Pacif. Isl. | - | 4 |
White | 35 ( 7.4%) | 473 |
Advanced Coursework Completion (2021-2022) | Number of Students & % Rate | Total # of Students |
All Students | 682 (62.9%) | 1,424 |
High needs | 270 (67.2%) | 402 |
Low income | 235 (72.5%) | 324 |
EL and Former EL | 67 (58.8%) | 114 |
Students w/ disabilities | 30 (31.3%) | 96 |
Amer. Ind. or Alaska Nat. | - | 1 |
Asian | 315 (82.0%) | 384 |
Afr. Amer./Black | 13 (43.3%) | 30 |
Hispanic/Latino | 13 (54.2%) | 24 |
Multi-race, Non-Hisp./Lat. | - | 19 |
Nat. Haw. or Pacif. Isl. | - | 1 |
White | 140 (62.8%) | 223 |
- Staffing: Support Services
2 Nurses
4 Special Education Teachers (Resource Room/Inclusion)
5 Special Education Teachers (Substantially Separate)
9 Guidance Counselors
5 ELL Teachers
0.4 Speech & Language
1 School Psychologist
0.2 Occupational Therapist
1 Librarian
- NQHS 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: Dan Gilbert /s/ Daniel V. Gilbert
Co-Chair: Noreen Holland /s/ Noreen Holland
Teachers: Michael Jorgensen, /s/ Michael Jorgenson
English Department Head
Kipp Caldwell, /s/ Kipp Caldwell
Math Department Head
Parent: Tom Robertson /s/ Tom Roberston
Community
Representative: Rocky Chan, QARI Massachusetts /s/ Rockey Chan
Programs & Services Manager
- Open Parachute Timeline
● Grade 9 lessons on “Cultural Messages, Insecurities & Honest Self-Reflection” to be completed by Health interventionist in grade 9 health lessons Ongoing 2022-2023 to be completed by June 2023
● Grade 10 lessons on “Addiction & Consent” to be completed by Health Teacher in health classes Ongoing 2022-2023 to be completed by June 2023
● Grade 11 lessons on “Mental Health Empowerment” to be completed by school psychologist and adjustment counselor November 2022 to June 2023
● Grade 12 lessons on “Life After High School” to be completed by school counselors between January and April 2023