North Quincy SIP 2025

North Quincy High School Improvement Plan 2025-2026

Quincy Public Schools

High School Improvement Plan

2025 - 2026

Daniel V. Gilbert, Principal

Noreen Holland, Assistant Principal

TABLE OF CONTENTS

I. Principal’s Path p. 3

Data Reflection p. 5
Goals Reflection p. 6
VOCAL Reflection p. 6

II. School Improvement Plan

A. Goal Statements and Action Steps p. 7

B. Professional Development Plan p. 29

C. Extended Day p. 31

D. Family Engagement and Communication p. 35

III. School Demographics p. 37

IV. Facilities p. 40

V. School Needs p. 40

VI. Budget p. 41

VII. Appendix p. 42

Spring 2025 MCAS Data
2025 Accountability
Spring 2025 VOCAL
Completed Action Steps
Staffing: Support Services
School Council Members

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 2025-2026 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 that 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. Our mission is to provide a balanced education in which we meet the academic and personal needs of all our students. Therefore, with this mission in mind, North Quincy’s School Improvement Plan was created.

Over 2025-2026, North Quincy High will continue engaging students and families and supporting their academic needs while building 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. With these elements in mind, the goals, action steps, and professional development for the 2025-2026 school year were created. We accept this challenge at North Quincy High School 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 work with a dedicated and talented staff whose first priority is our students. I am equally thrilled to be working with students and families committed each day to try a little bit harder and learn a little bit more. Thank you for your time and consideration of North Quincy High School’s School Improvement Plan. Your comments and feedback are most welcome.

Sincerely,

Daniel V. Gilbert

Data Reflection

This year saw a decrease in our overall MCAS data; however, there is still a great deal to celebrate. In looking at our Accountability Data for the 2025 school year, NQHS's school accountability percentile was seventy-two, meaning that our overall data placed NQHS above seventy-one percent of high schools in Massachusetts. Our High Needs subgroup percentile was eighty-nine (better than eighty-eight percent of high schools in Massachusetts), the Low Income subgroup was ninety-four (better than ninety-three percent of high schools in Massachusetts), and our EL and Former EL subgroup was eighty-nine (better than eighty-eight percent of high schools in Massachusetts). On the ELA MCAS, 62 percent of our students scored in the Exceeding and Meeting Expectations category as compared to fifty-one percent statewide. Fifty-nine percent of our students scored in the Exceeding Expectations and Meeting Expectations categories on the Math MCAS as compared to forty-five percent statewide. Our Asian subgroup improved by .8 points over the previous administration. On the Science MCAS, fifty-six percent of our students scored in the Exceeding or Meeting Expectations category as compared to the state average, which was forty-six percent. Our language proficiency scores increased by 24 percentage points over the 2024 Accountability Data.

Student Growth Percentile for all students on the ELA test was 50.3. Five of our subgroups’ SGPs were higher than the state average of 50. Our Lowest Performing subgroup’s SGP was 50.8, High Needs subgroup 50.5, Low Income 50.7, EL and Former EL 60.9, Asian subgroup 55.9. SGP for all students on the Math MCAS was 57.9, which is above the state average. Our EL and Former EL subgroup and our Asian subgroup demonstrated high growth with SGPs of 76.2 and 67, respectively. Our High Needs subgroup (SGP 61.6), Low Income subgroup (SGP 63.1) and Lowest Performing subgroup (SGP 57.0) all exceeded the state average and fell within the High Growth range.

Goals Reflection

English Department Goal: During the 2024-2025 school year, English students will demonstrate increased proficiency when asked to infer meaning within Poetry, Vocabulary, Reading, and Language-based questions, as measured by a 3% increase of the average score of inference-related questions on the 2025 ELA MCAS (from a base of 70% in 2024 from Report IT301). We did not meet this goal as we remained at 70%.

Math Department Goals: The percentage of North Quincy students who score Meeting or Exceeding expectations will be at least 12% higher than the state average. Three of the four questions from the Spring 2024 MCAS with the largest School-State Difference were from Standard G-CO A and B, Geometry Congruence. This year, questions from Standard G-CO A will be at least 2% higher than the state average. We did achieve both of these goals, scoring 14% higher than the state in the Meeting and Exceeding Expectations category and increasing 3% on the identified standard questions listed above.

Science Department Goal: In the 2024-2025 school year, the Science Department will exceed the State Average of Biology Scores in the Meeting and Exceeding Expectations categories by 10%, as measured by the Spring 2025 Results by Achievement Level MCAS Report. This goal was achieved.

VOCAL Reflection

Our VOCAL data from the 2024 MCAS is very encouraging. It is clear from our students’ feedback that our community consistently supports students' well-being, a sense of belonging, and a safe and academic environment in many other positive ways. This year, NQHS will continue with our Cultural Fair to celebrate all of the different cultures at our school. We plan to hold our Fair in March of 2026. In doing so, we are intent on increasing student belonging and supporting our students' well-being.

School Improvement Plan

Goal Statements and Action Steps

SMART Goal # 1/ELA: During the 2025-2026 school year, a continuation of the previous year’s goal, English students will demonstrate increased proficiency when asked to infer meaning within Poetry, Vocabulary, Reading, and Language-based questions, as measured by a 3% increase of the average score of inference-related questions on the 2026 ELA MCAS (from a base of 72% in 2025 from Report IT301).

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1.	Review the previous year’s efforts and make any needed adjustments that will help foster improvement of the ability to infer meaning when: answering poetry-related questions; writing about paired poems or poems paired with other literature, and improving ability to infer meaning; determining meaning of vocabulary through use of context; making inferences based on ideas from two or more texts on similar topics.	Professional Development meetings for the 2025-2026 School Year	MCAS data analysis, teacher resources, departmental discussion, meeting agenda notes.	English Department, Department Head	Continued
2.	Implement strategies and curriculum needed to address improvements. Focus on reading strategies that provide opportunities to infer meaning from two or more similar texts, vocabulary in context, and poetry.	Professional Development meetings for the 2025-2026 School Year and within classroom instruction.	Meeting agenda notes, curriculum resources	English Department, Department Head	Continued
3.	Review and evaluate strategies used during the year.	April 2026 Department PD Meeting	Meeting agenda notes	English Department, Department Head	Continued

Departmental Goal/English: During the 2025-2026 school year, the English Department will identify two to three core texts taught in each grade and begin to consider one to two new texts to potentially add to each grade’s curriculum.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Working toward consensus, department members will identify 2 – 3 core texts for Grades 9 & 10 that provide for each grade, as a whole, a shared academic experience.	Professional Development meetings for the 2025-2026 School Year	Departmental discussion, meeting agenda notes.	Department Head / English Department	New
2	Working toward consensus, identify 2 – 3 core texts for Grades 11 & 12.	Professional Development meetings for the 2025-2026 School Year	Departmental discussion, meeting agenda notes.	Department Head / English Department	New
3	The English Department will draft a brief statement of purpose for each grade-level core text.	Curriculum Development days October-June 2025-2026	Meeting agenda notes.	Department Head / English Department	New
4	Departmental discussions begin for new texts to be considered for the general curriculum. One text/book approval form may be submitted by June 1, 2026.	April 2026 Department PD Meeting	Meeting agenda notes / book approval forms.	Department Head / English Department	New

SMART Goal # 2/Mathematics: Students will achieve on the Next Generation Math MCAS. Achievement will be measured by the percentage of North Quincy students who score Meeting or Exceeding expectations will be at least 12% higher than the state average.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Analyze MCAS data specific to 2024-2025 classes and identify areas of concern.	October - December	Edwin Analytics Classroom Analysis Printouts	2025-2026 sophomore teachers	Continued
2	Create lessons and assess areas of concern found in the 2024-2025 data. Two areas identified are standard G-CO A and AI S-ID C.	November - April	Lesson Plans and/or Assessments	2025-2026 sophomore teachers	Continued
3	Provide and familiarize students with the MCAS Reference Sheet	February	MCAS approved reference sheets	2025-2026 sophomore teachers	Continued
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	Continued
5	Incorporate lessons in Algebra covering the new curriculum that will be assessed: ● Rational Exponents ● Square/Cube roots ● Linear/Quad/Exp functions ● Statistics/Prob (Simple and Compound events) ● Function notation	Nov January April May June	Lessons, student work, assessments	Algebra 1 teachers	Continued
6	Incorporate lessons in Geometry covering the new curriculum that will be assessed: ● Trig Ratios ● Square/Cube roots ● Equation of Circles ● Statistics/Prob (histograms, box and whisker, stem and leaf, dot plots) ● Function notation ● Transformations (G-CO A and B)	Oct December March April May	Lessons, student work, assessments	Geometry teachers	Continued

Department Goal/Mathematics: During the 2025-2026 school year, the math department will create academic pacing guides in the core subjects Algebra 1, Geometry, Algebra 2, and Precalculus.

Action Steps/Monitoring Plan

Step

Strategies/Activities

Timeline

Sources of Evidence

Team/Person Responsible

Status

New, Revised or Continued

Teachers will use the data from prior year's Curriculum Google Docs to formalize a Pacing Guide for CCP, Honors, and Advanced classes.

October to June

Google document

Teachers, Department Head

New

SMART Goal # 3/Science: In the 2025-2026 school year, the Science Department will exceed the State Average of Biology Scores in the Meeting and Exceeding Expectations categories by 6%, as measured by the Spring 2026 Results by Achievement Level MCAS Report.

Action Steps/Monitoring Plan

Step

Strategies/Activities

Timeline

Sources of Evidence

Team/Person Responsible

Status

New, Revised or Continued

Data analysis: goal setting

Review 2025 Biology MCAS results

Analyze and discuss results for all students and subgroups, with particular focus on Open Response Questions

Edwin Analytics Report and Meeting Notes

Science Team

October 2025

New

Ongoing planning & instruction

Modeling short answer questions to include in each unit

Inspire Chemistry Resources and assessment programs

Developing resources based on the new NG MCAS test format

Include/model 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

Lesson plans and DESE exemplars

Online Resources/

Assessments/Lab Reports/

CER

Online Resources/

Miller and Levine and Pearson Mastering Biology Instructional Materials/

CER

Assessments

Online resources/

PHET labs/

Google Classroom

Lesson plans and completed student work

Lesson Plans and Assessments

Science Team

Chemistry Team

Biology Team

Science Team

School year 2025-2026

Continuing

Professional development

(when time permits)

NSTA - Scientific Literature/ Scientific Argumentation Resources

EL and Special Education Professional Development

Meeting Agenda and Notes/NSTA Resources

Meeting Agenda and Notes

Science Team

EL and Special Education Departments

School year 2025-2026

New

Data review: progress check

Use frequent formative and summative assessments to identify areas of weakness and tailor instruction to the needs of students

MCAS Practice Test

MCAS Scores

Assessment Scores

Edwin Analytics

Science Team

Biology Team

Science Teachers

End of school year 2026

Spring 2026

End of school year 2026

Revised

Continuing

Smart Goal #4/English Learners: During the 2025-2026 school year, the percentage of English Learners at North Quincy High School who make progress towards their proficiency targets will increase by 5%.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	ACCESS Score Analysis	September 2025	Roster confirmation SSP Planning	EL Department Members	Continued
2	Analyze previous years’ SSP students	September 2025	State released data and target scores	EL Department Members	Continued
3	Student Success Plans Design	October 2025	Create SSPs for 24-25 Cohort	EL Department Members	Continued
4	All EL teachers will use the WIDA Modified speaking rubric.	October 25- May 26	Lesson plans, Posted Assignments, Student Recordings, Graded Rubrics Modified WIDA Speaking Rubric	EL Department Members	Continued
5	Collection and Review of SSP evidence and target score goals.	May/June 2026	2025 ACCESS Scores Teacher collection of student work as evidence of instruction towards learning goals	EL Department Members	May/June 2025

Department Goal/World Languages: World Language teachers will collaborate to update the WL curriculum, incorporating the new MA WL frameworks to better reflect student outcomes and global cultural proficiency. Through this work, World Language students will be prepared to communicate and interpret language through a lens of global cultural competence by engaging in classroom activities aligned with the new MA WL curriculum frameworks, guiding principles 2 and 9. Success will be demonstrated by an end of the year updated curriculum progress, including but not limited to updated syllabi and department collection of sample lessons and student-produced work reflecting MA WL framework domain 2: Linguistic Cultures Practices.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Review curricular documents assembled to date language and course. All staff look for their class syllabi and begin to update.	September and October	Dept. meeting agenda, attendance sheet, notes	WL dept. Chair and teachers	Revised
2	Continue to update syllabi to better reflect MA standards. Review common assessments. Value to not exceed that of any test given in class.	September and October* (* includes 4:30 PD day)	Dept. meeting agenda, attendance sheet, notes and created materials/documents. Pilot team assembled for mid year check in exams.	WL dep.select teachers.	Revised
3	Where needed, collaborate on common assessments/syllabi asynchronously.	October - January	Common assessment revisions if needed by level. Continued syllabus work.	WL Department Chair and select teachers	Continued
4	Generate and implement lessons/units reflect MA WL Framework domain 2- Linguistic Cultures The entire department will continue to work on mid & end year common assessment	Ongoing	Unit and lesson plans incorporating culture. Continued syllabus work.	WL Department members and pilot team.	Continued
5	Teachers continue to develop lessons/ activities that incorporate WL domain 2- Linguistic Cultures. Where needed staff will finalize work on common assessments.	January- February	Updated working Curriculum document. Cultural lesson/unit plans.	WL Department members	Continued
6	Teachers will share out and discuss generated cultural lesson plans and discuss outcomes of lessons/units already implemented.	January- February	Dept. meeting notes and generated materials.	WL Department members	Continued
7	Compilation and discussion of completed student work related to WL domain 2- Linguistic Cultures. Department Chair collects	February - March	Student work related to WL domain 2- Linguistic Cultures.	WL Department members	Continued
8	Final collection of lessons/units related to WL domain 2- Linguistic Cultures. The Department Chair will keep a record of the lessons/units. Discuss common assessments, syllabi and lessons that reflect MA frameworks domain 2. If modifications are needed for next year.	May/June	Collection of lessons/units across languages offered at NQHS.	WL Department Chair and department members	Continued

SMART Goal # 5/CVTE: By the end of the 2025-2026 school year, the CVTE department will implement a standardized digital career readiness portfolio process for students across all CVTE programs. At least 90% of CVTE seniors will complete a digital career readiness portfolio that includes a resume, three or more work-based learning artifacts with descriptions, certifications, and any other evidence reflecting essential employability skills.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	The teacher will create an assignment in Google Classroom that contains the portfolio template. They will then ensure all students have made a copy of the slide deck in Google and labeled it My Portfolio.	December 1, 2025	Confirmation to Dept. Chair Assignment in Google Classroom	CVTE Teacher	New
2	Students add name, photo, contact info, and a short intro statement. The teacher checks that intro statements are professional and goal-oriented.	December 1, 2025	Copy of Student work in Google Drive	CVTE Students/ CVTE Educator	New
3	Students update/create resumes. Add link to resume in slide deck The teacher reviews resumes for formatting and content.	January 1, 2026	Copy of Student work in Google Drive	CVTE Students/ CVTE Educator	New
4	Students upload project samples with descriptions. The Teacher provides reminders to add artifacts at the end of each term.	Continuous through May 1, 2026	Copy of Student work in Google Drive	CVTE Students/ CVTE Educator	New
5	Students upload earned certifications (OSHA, CPR, Adobe, CNA, etc.). Create/update skills list. Teacher verifies certification uploads	April 15, 2026	Copy of Student work in Google Drive	CVTE Students/ CVTE Educator	New
6	Students document internships, co-ops, or job shadowing. Add 3–4 sentence reflection on learning. The teacher checks reflections for detail and professionalism.	April 15, 2026	Copy of Student work in Google Drive	CVTE Students/ CVTE Educator	New
7	Students may add volunteer work, clubs, leadership roles, or introduction videos.	April 15, 2026	Copy of Student work in Google Drive	CVTE Students/ CVTE Educator	New
8	Students review grammar, design, and professionalism. The teacher organizes a showcase/presentation day for portfolios.	May 1, 2026	Copy of Student work in Google Drive. Dept. Chair observes classroom presentations	CVTE Students/ CVTE Educator/Dept. Chair	New

Department Goal/History: Over the course of the 2025-2026 school year, history teachers will work to increase students’ proficiency in analyzing primary source documents by explicitly teaching and practicing the HIPPO strategy (Historical context, Intended audience, Point of view, Purpose, and Outside information). Using a common department rubric, students’ average scores on document analysis will improve by at least 10% each school year compared to baseline data collected in fall 2025. Progress will be measured through three common assessments administered in fall, winter, and spring, with results shared and discussed during department meetings.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Administer a baseline primary source analysis task using the common department rubric. Record and analyze data to identify areas of strength and need.	October - November 2025	Student Work Samples	History Teachers	New
2	Explicitly teach each component of HIPPO. Model document analysis using think-alouds and exemplars. Integrate HIPPO practice into each unit of study.	October-June 2025	Lesson plans, exemplars, student work samples.	History Teachers	New
3	Administer an interim assessment to monitor student progress. Analyze data and provide targeted lessons on individual HIPPO components where students show weakness.	January 2026	Assessments, rubric, student work.	History Teachers	New
4	Meet with department colleagues to review student work. Share instructional strategies and successful lesson examples.	February PD time 2026	Department meeting notes.	History Teachers	New
5	Participate in PD on document and historical thinking skills. Share outcomes and best practices at department meetings.	Ongoing	Meeting notes and classroom materials.	History Teachers	New
6	Administer final assessment. Compare results to baseline to measure growth. Use results to inform the next year’s instructional planning and goals.	May-June 2026	Assessments, rubrics, collated data results, and department notes.	History Teachers	New

Department Goal/Student Support: Student Support Staff will implement an updated system of helping teachers to improve our referral process and record keeping of tiered level supports to maintain the implementation of trauma-informed classroom interventions.

Student Support Staff will collaborate with clinicians funded by the district's Opioid grant to ensure students are referred to groups, individual tiered supports and community resources.

In collaboration with Site Administration, staff will lead implementation of a curriculum geared towards the goals of building social awareness, promoting a strong sense of belonging among all students. Agencies such as the Sandy Hook Promise, NAN, Community Agencies including QARI, Bay State, Aspire, and Walker will support the social-emotional wellness and the mental health needs of students. By May 2026 all students at NQHS will have access to tiered level supports and a documentation of these supports will be implemented during the 2025-2026 school year.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible
1.	The Department Head of Student Support and the School Psychologist will meet with all new staff to review SST policies, mandated reporting, etc…	September	A power point presentation and counselor referral forms will be made available to new faculty. The powerpoint will involve emergency numbers for incidents that occur on weekends, evenings, and vacations	Student Support Dept. Head & School Psychologist
2.	A presentation by student support for all staff to understand the tiered level support system and referral process.	September	Power point presentation and referral forms will be shared with all NQHS staff	Student Support Dept. Head & School Psychologist
3.	Weekly Student Support Staff Meeting to include case consultations for referred students by teachers, or any staff members	September - June	Counselors to keep a record of each student discussed with a log of referral form and/or progress notes from teachers..	Student Support Team
4.	The Student Support Teams will meet weekly to discuss the particular academic, social emotional and health needs of students and consider the next level of interventions.	September - June	Weekly SST agendas and follow up notes for each student discussed and end of term review of all students each quarter.	Student Support Dept. Head and entire SST team. (Sped, Principal, Dean Nurse, and counselors)
5.	Grade level classroom presentations to all students with regard to transitional services and promoting wellness and SEL.	Gr 12 September Gr 9 October Gr 10 January Gr 11 February	Curriculum to be updated by student support staff during staff meetings.	All Student Support Staff, Health Interventionist and School Psychologist
6.	All day professional development workshops geared toward reinforcing the use of SEL support and community resources as well as transition planning for all students. Examples are NAN presentation, College Planning, Trauma informed classrooms and executive functioning support.	November	PD for All staff	QPS Leadership Team and all individual staff members. The school psychologist will lead one of the workshops
7.	Sandy Hook Promise Club and school wide weeklong “Starts With Hello” campaign.	September- June	Curriculum-based classroom presentations, google classroom announcements and promotions, and monthly Promise Club meetings.	Health Interventionist, school counselors, community-based clinician funded by Opioid Trust Grant
8.	Student Support counseling groups focusing on social emotional, healthy- decision making, and academic support.	September- June	Mindful Art Group, Living Out Loud Group, Grief Group, Healthy Decisions, EL Transition Group, Boys 2 Men Group, Dating Safely Group, and Study Skills Academic Group	All Student Support Staff, Health Interventionist and School Psychologists
9.	Notes from middle school transition meetings will be reviewed and consulted when appropriate	September -June	Middle School Notes	School Counselors and School Psychologists
10.	Students from grade 9 and 10 will participate in training with Domestic Violence Ended to learn about healthy versus unhealthy relationships.	Once a quarter from September to June	DOVE’s curriculum and emails from the Health Interventionist and Health Educator	DOVE staff, Health Interventionist, Health Educator, and School Psychologists

Department Goal/Special Education: By the end of the school year 2025-2026, each special education liaison will have completed the new Transition Planning Form (all 3 components) with 80 Accuracy & Independence (A and I).

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/ Person Responsible	Status New, Revised or Continued
1	Each Special Education Teacher reaches out to the parents or guardians of his/ her/ their liaison list notifying them of their role in the child’s special education services.	Term 1	Copies of Emails Phone logs	All 10 Liaisons Reporting to the Department Head	New
2	Liaisons meet with each student and review his/her/ their transition assessments.	Each Term when the student’s Reevaluation or Review Meeting is being held	Copies of the TA administered and the summary notes from the interviews Draft copies of the TPF (Transition Planning Form)	Liaisons
3	Liaisons utilize the TA’s and subsequent notes to develop comprehensive Transition Planning Forms (TPFs) in all 3 stages.	Each Term when the student’s Reevaluation or Review Meeting is being held	IEP Drafts Observation of IEP meetings Final/ proposed IEP with N1 letter	Liaisons and Department Head
4	Summary rubric/ consideration of caseload meetings and TPForms from the school year.	June 2026	Self-reflection check list: Each liaison will review his/ her/ their caseload and grade themselves on Accuracy/ Independence based on a year’s worth of IEP meetings. They will identify issues/ concerns to be addressed via personal goals for the following school year.	Liaisons complete Department Head issued survey/ rubric.

Dean’s Goal: By June 2026, the Chronic Absenteeism rate will decrease by 1%, resulting in an overall rate of 14.2% for all students through shared expectations, shared support, and shared accountability by all stakeholders (parents, students, and school staff).

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Implement the new QPS Attendance Policy	September	Parent Notices, emails, post on website	Deans, Assistant Principal, Principal	New
2	Notify families of attendance concerns for students with 2+ unexcused absences each term	September to June	Email/Aspen Journal entries	Deans	New
3	Identify students who were chronically absent during the 2024-2025 school year.	September	Aspen Reports	Deans, Assistant Principal, Principal, Student Support	Continued
4	Continue to Implement a support system for students using a tiered approach. Tier 1: all students Tier 2: students with attendance concerns Tier 3: students who were chronically absent last year and are on track to be chronically absent this school year.	September to June	Meeting Notes	Deans, Assistant Principal, Principal, Student Support	Continued
5	Meet weekly to discuss strategies to improve attendance and case conferences.	September to June	Meeting Notes	Deans, Assistant Principal, Principal, Student Support	Continued
6	Publish a monthly newsletter “Attendance Counts” for Parents and students to underscore the importance of consistent attendance.	First of the Month September to June	Attendance Counts Newsletter	Deans	Continued
7	Hold regular raffles to celebrate improved attendance for all students	October to June	List of Raffle Winners	Principal, Deans	Continued
8	Meet with Tier 2 and 3 parents and students to support consistent attendance and remove barriers to school attendance.	September to June	Meeting Notes	Deans, Assistant Principal, Principal, Student Support	Continued

Department Goal/Art: To increase community involvement in the Arts, we will create a google slide presentation to virtually display student artwork. A link will be provided to parents, staff, and students once per term, starting second term, to promote and to engage our NQHS community in the Arts. Our goal is for 100% of our NQHS community to have access to the link by June of 2026.

Standard: Presenting 4 F.V.P.04 / P.V.P.04 / A.V.P.04

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Create a template to a google slide presentation that will be shared with NQHS art teachers.	10/31/25	The completion of the template	M. Hanson, K. Motta, E.O’Donnell	new
2	Decide on a range of work / the number of student artworks that will be included for each teacher	11/15/25	Email communication	M. Hanson, K. Motta, E.O’Donnell	new
3	Finalize presentation and then upload student work on shared google slide	12/1/25	Seeing uploaded work on google slide	M. Hanson, K. Motta, E.O’Donnell	new
4	Ask Dan Gilbert permission to have our slide presentation link added to HUB, * then add slide link	12/1/25 (ask) * 2/6/26 (term 2) * 4/17/26 (term 3) * 6/5/26 (term 4)	Email communication Seeing link on HUB	M. Hanson, K. Motta, E.O’Donnell	new
5	Ask Sara Casmiro to add our slide presentation link to Raider Roundup, then add slide link	12/1/25 (ask) * 2/6/26 (term 2) * 4/17/26 (term 3) * 6/5/26 (term 4)	Email communication Seeing link on Raider Roundup	M. Hanson, K. Motta, E.O’Donnell	new
6	Using ASPEN - have link emailed to all of our students parents / guardians	2/6/26 (term 2) 4/17/26 (term 3) 6/5/26 (term 4)	Email communication	M. Hanson, K. Motta, E.O’Donnell	new
7	Email “ALL Staff” with link to slide show	2/6/26 (term 2) 4/17/26 (term 3) 6/5/26 (term 4)	Email communication	M. Hanson, K. Motta, E.O’Donnell	new
8	Have Design students create posters to be displayed within the school that has a QR code to view slides	2/6/26 (term 2) 4/17/26 (term 3) 6/5/26 (term 4)	The creation of poster with included QR code on it	K. Motta	new
9	* Google Slide will be updated and ready to be presented with new student work for each term.	by 2/6/26 (term 2) by 4/17/26 (term 3) by 6/5/26 (term 4)	Seeing uploaded work on google slide & email communication	M. Hanson, K. Motta, E.O’Donnell	new

B. Professional Development Plan

Date	Time	Location	Participants (Team/ Grade Level)	Topic	Presenters	Goal #
9/2/25	9:00 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	Administration, Guidance	All
9/10/25	1:00 - 3:00 pm	Auditorium	All Staff	Social Emotion Learning and Support for Students	Administrators, Student Support	All
10/8/25	1:00 - 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 2024-2025 school year	Principal, Assistant Principal, Assessment Team	All
12/10/26	1:00 - 3:00 pm	Auditorium	All staff	Departmental Meetings	Department Heads, Principal, Assistant Principal	All
2/11/26	1:00 - 3:00 pm	Auditorium	All Staff	Departmental Meetings	Department Heads, Principal, Assistant Principal	All
3/11/26	1:00 - 2:30 pm	Classrooms	All Staff	Departmental Meetings	Department Heads, Principal, Assistant Principal	All
5/20/26	2:30 - 4:30 pm	Media Center	All Staff	Departmental Meetings: Reflections on Goals and Action Steps	Department Heads, Principal, Assist 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
Culinary Club	Ms. Flaherty	Student-led opportunity to explore the world of food.	7 Fridays per semester
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.
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
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	We learn about issues related to diversity, equity, and inclusion	Once/twice a month depending on interest/participation
Marvel Club	Mr. Herlihy	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.
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. Hart	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
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, 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
SADD	Mr. Herlihy, Ms. Ginty, Mrs. P, Mr. Edgerly Ms. Wallace	Students Against Destructive Decisions	Thursday after the half day

D. Family Engagement and Communication

Date	Topic	Target Audience	Location
8/23/25	Introduction Letter from Principal	All students & parents	Principal
8/30/25	ECHS Orientation	ECHS Parents and Students	ECHS Teachers and Student Support
8/30/25	College Application Bootcamp	Seniors	Student Support
8/30/25	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 2025-2026	Parent Notices	Parents	N/A
9/15/25	Back to School Night presentations	Parents	Administrative team; Teachers
August, November, March, June	Athletic Pre-season meetings	Student-athletes, parents, coaches	Athletics department
Once a Month	Monthly Parent Advisory Council meetings	Parents	Administrative team
11/13/25 and 11/20/25	In Person parent/teacher conferences	Parents	Administrative Team; Teachers
Fall/Winter 2025	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
12/6/25	Adams Scholarship Ceremony	Parents and students	Administrative team, Counselors, Deans
11/14-11/16/2025	Winter Play	Parents/Families	Drama Club
12/11/25 and 12/19/25	Winter Concert	Parents/Families	Music Teachers
1/28/26	Winter Recital	Parents/Families	Music Teachers
2/6/2026	Science Fair	Parents/Families	Science Teachers
March 2026	Course Selection & Curriculum Information Night	Grades 8-11 and families	Administrative team and Student Support team
4/8/26 and 4/10/26	Spring Concert	Parents/Families	Music Teachers
4/20/26	National Honor Society Ceremony	Parents/Families	Administrators/NHS Advisors
4/24/26	QNQ Spring Recital	Parents/Families	Music/Band Teachers
5/22/26	QHS All City Jazz Concert	Parents/Families	Music/Band Teachers
6/8/26	Graduation	Parents/Families	All staff
6/11/2026	Class of 2029 Fly-Up Day	Incoming Grade 9 students	Administrative team and Student Ambassadors
June 2026	Sports Information Night	All students	Athletic Director, Administrative Team and Coaches

III. School Demographics as of 11/1/2025

Total

Enrollment

Special Education

Low Income

(Eligible for Free & Reduced Meals)

ELE

(English Learners)

FEL

(Former English Learners)

1508

(-12 from previous year)

239

(15.8%)

752

(49.9%)

161

(10.7%)

117

(7.8%)

Race	Subgroup Populations	Percentage of Enrollment
Asian	872	57.8%
Black/African American	64	4.2%
Hispanic or Latino	70	4.6%
Multiracial, non-Hispanic	46	3.1%
Native American	0	0%
Pacific Island	4	0.3%
White	452	30%

Advanced Class Enrollment (Grades 9-12)	# of Students in Advanced out of # in Subgroup	% of Population
All Students Enrolled	720 of 1508	47.7%
Low Income	329 of 752	43.8%
Asian	535 of 872	61.4%
Black/African American	10 of 64	15.6%
Hispanic/Latino	19 of 70	27.1%
Multiracial	17 of 46	37.0%
Native American	0 of 0	0%
Pacific Island	1 of 4	25%
White	138 of 452	30.5%

Core Academic Class Sizes (General Education) (As of 11/14/2025)

22 or

fewer

23-25

Gr. 9-12

316 sections total

168

(53.2%)

(29.1%)

(5.7%)

(7.0%)

(2.5%)

(0.9%)

(1.6%)

82.3% of core academic class sections have 25 or fewer students, a 4.1% increase over the 2024-25 school year.

The 8 class sections with 29 or 30 students are:

5 Mathematics: 2 sections each of Advanced Geometry (Grade 9), Honors Calculus (Grade 12); 1 section of Advanced Algebra 2 (Grade 12)
1 Social Studies: Honors Psychology (Grade 12)
2 World Language: Advanced Mandarin 2 (Grade 9-10) and Advanced Mandarin 3 (Grade 10-11)

North Quincy High School is also home to citywide Special Education programs:

Learning Center: 26 students
PASS: 38 students
LEAP (Post-Graduate): 30 students

2024-2025 SSDR Incident Data

Total Incidents	# of Incidents Resulting in Suspension	% of Incidents Resulting in Suspension
60	54	90%

IV. Facilities

2024-2025 Improvements

Phase 2 of LED lighting replacement project
Phase 1 of unit ventilator replacements
Rug replacement continued
Ceiling Tiles replacement continued
Updated boiler room with new piping, fixtures, and pumps

2024-2025 Facility Needs

2025-2026 Facility Needs

Auditorium needs to be renovated
Continue to replace old rugs
Continue lighting in classrooms upgrades
Continue to replace ceiling tiles

Auditorium needs to be renovated
Continue to replace old rugs
Continue lighting in classrooms upgrades
Continue to replace ceiling tiles
Intercoms in 7 classrooms need to be fixed (evaluation of entire system)

V. School Needs (Materials, Supplies, Technology, Etc.)

2024-2025 Improvements

Engineering lab computers replaced
Replaced 5 outdated projectors/smartboards

2024-2025 School Needs

2025-2026 School Needs

Replace 8 outdated projectors/smart boards
Replace old desktops in computer labs

Replace 3 remaining outdated projectors/smart boards
Continue to replace old desktops in computer labs

VI. Budget

	Amount available in 2025-2026
TEXT/LEARNING MATERIALS (textbooks and learning materials/supplies needed to support classroom instruction)	$ 31,200
SUPPLIES (pens, pencils, rulers, paper,glue, photocopy paper, etc.)	$ 55,380
ACTIVITY STIPEND ACCOUNT	$ 63,549
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies	$ 6,750
Science Supplies	$ 6,240
P.E. Supplies	$ 550
Library	$ 3,000
SPECIAL FUNDING (gifts, grants, partnerships, PTO, etc.)
P.T.O. (approximate)	$ 8,000
MA DESE Early College High School	$ 75,000
TOTAL	$249,669

VII. Appendix

Spring 2025 MCAS Data

(Spring 2025 MCAS Edwin PE303 Report)

English Language Arts (E/M %)
Grade	School 2024	School 2025	State 2025
10	72%	62%	51%

Mathematics (E/M %)
Grade	School 2024	School 2025	State 2025
10	65%	59%	45%

STE (E/M %)
Grade	School 2024	School 2025	State 2025
10	65%	56%	46%

B. Spring 2025 Accountability Data

D. Spring 2025 VOCAL Results (Grade 10)

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.	93.0%	7.0%
ENG	Within school, I am encouraged to take upper level courses (honors, AP).	79.3%	20.7%
ENG	Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation.	84.6%	15.4%
ENG	Students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation).	90.6%	9.4%
ENG	I feel welcome to participate in extra-curricular activities offered through our school, such as, school clubs or organizations, musical groups, sports teams, or student council.	89.6%	10.4%
ENG	My teachers use my ideas to help my classmates learn.	53.5%	46.5%
ENG	In at least two of my academic classes, I can work on assignments that interest me personally.	66.2%	33.8%
ENG	If I finish my work early, I have an opportunity to do more challenging work.	65.7%	34.3%
ENG	In at least two of my academic classes, students are asked to teach a lesson or part of a lesson.	29.2%	70.8%
ENG	In my academic classes, students review each other's work and provide advice on how to improve it.	63.5%	36.5%
ENG	In my academic classes, students wrestle with problems that don't have an obvious answer.	63.3%	36.7%
ENG	In my academic classes, I am asked to apply what I know to new types of complex tasks or problems.	81.9%	18.1%
ENG	In my academic classes, students work on long-term group projects (more than one month in length) that they independently carry out.	54.4%	45.6%
ENG	Students respect one another.	76.9%	23.1%
ENG	Teachers are available when I need to talk with them.	91.0%	9.0%
ENG	Adults at our school are respectful of student ideas even if the ideas expressed are different from their own.	90.3%	9.7%
ENG	My teachers promote respect among students.	92.3%	7.7%
ENV	Students have a voice in deciding school rules.	45.0%	55.0%
ENV	The consequences for the same inappropriate behavior (e.g., disrupting the class) are the same, no matter who the student is.	75.9%	24.1%
ENV	Teachers give students a chance to explain their behavior when they do something wrong.	70.1%	29.9%
ENV	My teachers will first try to help (guide) students who break class rules, instead of punishing them.	69.8%	30.2%
ENV	Students help each other learn without having to be asked by the teacher.	85.3%	14.7%
ENV	My teachers set high expectations for my work.	84.9%	15.1%
ENV	My teachers support me even when my work is not my best.	79.5%	20.5%
ENV	The things I am learning in school are relevant (important) to me.	60.1%	39.9%
ENV	Teachers ask students for feedback on their classroom instruction.	67.8%	32.2%
ENV	My teachers inspire confidence in my ability to be ready for college or career.	79.9%	20.1%
ENV	In my school, teachers focus on my understanding of the material and not on my grades.	64.8%	35.2%
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.	68.8%	31.2%
ENV	In my classes, mistakes or even failure on an assignment are viewed as an important part of our learning.	75.6%	24.4%
ENV	I have access to effective help at school if I am struggling emotionally or mentally.	82.9%	17.1%
ENV	The level of pressure I feel at school to perform well is unhealthy.	44.8%	55.2%
SAF	If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help.	92.6%	7.4%
SAF	Teachers don't let students pick on other students in class or in the hallways.	79.6%	20.4%
SAF	Students at school try to stop bullying when they see it happening.	57.0%	43.0%
SAF	Teachers, students, and the principal work together to prevent (stop) bullying.	86.6%	13.4%
SAF	I have been teased or picked on more than once because of my real or perceived (imagined) sexual orientation.	13.0%	87.0%
SAF	I have been teased or picked on more than once because of my race or ethnicity.	18.5%	81.5%
SAF	In my school, groups of students tease or pick on one student.	31.4%	68.6%
SAF	Students with learning or physical difficulties are teased or picked on at my school.	24.4%	75.6%
SAF	Teachers support (help) students who come to class upset.	80.9%	19.1%
SAF	I feel comfortable reaching out to teachers/counselors for emotional support if I need it.	70.0%	30.0%
SAF	I have a group of friends I can rely on to help me when I feel down (sad).	87.3%	12.7%
SAF	I feel as though I belong in my school community.	85.9%	14.1%
SAF	Students at school try to work out their problems with other students in a respectful way.	70.1%	29.9%
SAF	Because I worry about my grades, it is hard for me to enjoy school.	66.2%	33.8%
SAF	I have stayed at home (or avoided school) because I did not feel safe at my school.	14.0%	86.0%
SAF	Students are sexually harassed at my school (for example, bothered by unwanted touching and/or indecent name-calling).	17.8%	82.2%

E. Completed Action Steps from 2024-2025

** 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	Identify, evaluate, and acquire curriculum available from educational vendors.	Professional Development meetings for the 2024-2025 School Year	Departmental discussion, meeting agenda notes, curriculum materials.	English Department	1
2	Create lessons and assess areas of concern found in the 2023-2024 data. Specifically create lessons related to standard G-CO A and B	November - April	Lesson Plans and/or Assessments	2024-2025 sophomore teachers	2
3	Analyze and discuss results for all students and subgroups, with particular focus Open Response Questions	Edwin Analytics Report and Meeting Notes	Science Team	October 2024	3
4	Student Success Plans Design	October 2024	Create SSPs for 24-25 Cohort	ELDepartment Members	4
5	Teachers in all grades will check student progress and provide feedback.	End of Term 3	Samples of projects, feedback written to students	History Teachers	6
6	A presentation for all staff was held on crisis intervention and a review of 504/Special Ed laws and responsibilities.	September	Power point presentation shared with NQHS staff.	Student Support Department Head, School Psychologist	9
7	Professional development will be targeted to include updated policies and procedures for handling high risk situations and mental health resources including the support of a behavioral health navigator in the QPS system to help access additional resources for students and families.	Oct-June	A counselor referral form was created and sent to all staff to increase and track referral process of students in need from teachers and staff members at NQHS.	NQHS Teachers, Administrators and Student Support Staff including the Health Interventionist, School Psychologist and Crisis Counselor.	9

F. Staffing: Support Services

2	Nurses
5	Special Education Teachers (Resource Room/Inclusion)
6	Special Education Teachers (Substantially Separate)
9	Guidance Counselors/Chairperson
5	ELL Teachers
1	Speech and Language Instructor
1	School Psychologist
2	Occupational Therapists

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: Daniel Gilbert /s/ Daniel V. Gilbert

Co-Chair: Noreen Holland /s/Noreen Holland

Teachers: Michael Jorgenson /s/Michael Jorgenson

Kipp Caldwell /s/Kipp Caldwell

Marisa Smith /s/Marisa Smith

Parent: Tom Robertson /s/Tom Roberston

Community

Representative: Angela Chan, QARI /s/Angela Chan