Point Webster Middle School School Improvement Plan 2023-2024
Quincy Public Schools
Point Webster Middle School
Improvement Plan
2023 - 2024
Christine Barrett, Principal
Susan DeCoste, Assistant Principal
TABLE OF CONTENTS
I. Principal’s Path p. 3
- Data Reflection
- Goals Reflection
- VOCAL Reflection
II. School Improvement Plan
A. Goal Statements and Action Steps p. 12
B. Professional Development Plan p. 24
C. Extended Day Offerings p. 26
D. Family Engagement and Communication p. 27
III. School Demographics p. 28
IV. Facilities p. 30
V. Budget p. 31
VI. Appendix p. 32
- Spring 2023 MCAS Data
- MAP RIT Scores 2022-2023
- 2023 Accountability
- Spring 2023 VOCAL
- Completed Action Steps
- Staffing: Support Services
- School Council Members
- Principal’s Path
Dear Members of the Quincy School Committee,
It is my pleasure to present to you the 2023-2024 Point Webster Middle School Improvement Plan.
Each year our mission is to inspire our students to be lifelong learners who develop the necessary skills to become successful citizens in the school and the community. We strive to teach our students to be ‘On Point’ through respectful, responsible, ready and safe behaviors.
The vision of Point Webster Middle School is to ensure a positive, safe, secure and nurturing environment. It is vital for us to continue the development of a climate that fosters inclusion and promotes practices and procedures that are sensitive to the needs of our students, faculty and staff in order to contribute toward an informed, responsible and inclusive community. Point Webster prides itself on its diverse population of students from over 25 different countries and speaking over 25 different languages.
The faculty and staff of Point Webster Middle School work tirelessly to prepare students with the academic skills and knowledge necessary to become College and Career Ready, while fostering an environment of respect and appreciation for cultural differences. Not only are we proud of our school’s successes, but are committed to preparing our students to work collaboratively to solve problems, think critically and communicate effectively.
As a faculty and staff we continue with our Principal’s Path Initiative. Our Principal’s Path Initiative enables staff of Point Webster the opportunity to meet vertically and by teams with a Faculty Forum design group that assists in strengthening the communication throughout the school. Our staff is able to collaborate and have common planning time to strengthen their craft, review student data and strategize to best meet the needs of our students.
Elements of the Principal’s Path Initiative include but are not limited to sharing and analyzing student work, developing ideas to scaffold lessons/units, learning/ practicing new instructional routines through professional development opportunities. Staff meet regularly and are able to ask questions, plan collaboratively, as well as create formative and summative assessments to measure student progress.
Once again, we have spent time analyzing our NWEA MAP data as well as MCAS data of our students. As we worked to analyze data we decided again this year to formulate our School Improvement Plan goals based on MAP testing as it gives us real time data to inform instruction for our students. This enables our teachers to continue working toward addressing and narrowing any learning gaps. Our faculty and staff continue to work thoughtfully and collaboratively to prepare our school-wide goals.
We are very proud to share with you these goals and action steps to benefit the entire Quincy Point community as we remain committed to the educational standards outlined by the Massachusetts Department of Elementary and Secondary Education.
Sincerely,
Christine Barrett
Principal
A. Data Reflection
ELA: After careful analysis of MCAS and MAP data, the ELA team identified vocabulary as an area of focus for Point Webster. Specific areas identified by the team based on data analysis include vocabulary, word choice and context clues questions on MCAS Testing. Point Webster’s possible percentage points declined at all grade levels from 2022 to 2023 within the Vocabulary Acquisition and Use cluster and was also below the state and district. However, in our MAP RIT scores vocabulary appears to be a strength compared to Informational text and Literary text. After beginning of the year assessments, our team believes that focusing on building vocabulary skills will also support the other MAP Reading strands. Without a strong vocabulary foundation students will struggle to comprehend grade level text on high stakes tests.
As an area of strength, when comparing cohort based achievement levels from 2022 to 2023, we saw an increase from 14% among Grade 6 students to 29% among Grade 7 students within the Meeting or Exceeding Expectations categories. Similarly, from the 2022 to 2023 school years, we saw a positive change from 4% among 7th grade students in the Exceeding Expectations category to 19% among 8th grade students. Additionally, we saw strong results within the MCAS Essay question type for both Grades 7 (56%) and 8 (62%) scoring 16 and 14 percentage points above the state, respectively.
Math: We continue to work on improving our mathematics scores in all areas. Our Math team identified Geometry as an area of focus in grades 5, 6 and 7 for the 2023-2024 school year after careful data analysis of recent MCAS and MAP scores and Operations and Algebraic Thinking in grade 8.
We are working on narrowing the gaps in all questions types in grades 5, 6 and 7. Grade 5 math scores equaled the state in percentage points of selected responses at 55 percentage points. Short answer questions were a relative strength for grade 6 and grade 7 had a relative strength in expressions and equations, while geometry was an area of weakness for both. In grade 8, we are very pleased that we scored above the state in “all items.” In addition, grade 8 scored above the state in the question types constructed and selected response.
Our new Math Interventionist, in combination with grade 5 morning math support and the use of our new ST Math Program in both grades 5 and 6 will provide students with additional interventions and support. We have scheduled ST Math during our Student Support Blocks three days a week as a means for additional math support. In addition, we recently set up the opportunity for our 7th graders to utilize ST Math during SSB class beginning mid December.
STE: Our grade 5 and grade 8 MCAS STE scores continue to show improvement. Both grades 5 and 8 are scoring above the state in “all items.” We have also shown steady improvement across all grades from fall to spring MAP scores. All grades are above National RIT scores and scores are increasing from grades 5 to grade 8. The grade 5 - 8 MAP results do not reflect a universal weakness in a specific science domain. As a result, the STE team will continue to monitor Science MAP and STE MCAS data to inform instruction based on each grades’ specific needs.
B. Goals Reflection
After reviewing our 2022-2023 School Improvement Plan goals, we found that
we made strides in most areas, but need to continue to narrow the gaps and
provide interventions and supports for all of our students, especially as they
transition to grade 6.
SMART Goal # 1/English Language Arts: During the 2022-2023 school year,
students will show evidence of growth and achievement in Reading as
measured by an increase of 5 RIT points above the Fall average in grade 5 and 3
RIT points above the Fall average in grades 6-8 as indicated by the Spring 2023
MAP Student Growth Summary Report.
Grade | Fall RIT | Spring RIT | Result | Met Goal |
5 | 206.5 | 209.6 | +3.1 | |
6 | 210 | 209.1 | -.9 | |
7 | 213.8 | 215.9 | +2.1 | |
8 | 216.4 | 219.6 | +3.2 | ✔ |
The data above indicates that Grade 8 was able to successfully meet our goal.
Grades 5 and 7 fell short of the goal, but RIT growth was achieved in both grade levels. Grade 6 showed a slight decline when comparing Fall to Spring RIT results. Our goals and action steps for the 2023-24 school year address the areas of concerns for all grade levels.
SMART Goal # 2/Mathematics: During the 2022-2023 school year, students in grades 5-8 will show evidence of growth and achievement in Mathematics as measured by an increase of 8 RIT points above the Fall average in grade 5 and 5 RIT points above the Fall average in grade 6-8 as indicated by the Spring 2023 MAP Student Growth Summary Report.
Grade | Fall RIT | Spring RIT | Result | Met Goal |
5 | 210.1 | 216.4 | +6.3 | |
6 | 211.7 | 218.9 | +7.2 | ✔ |
7 | 214.4 | 223.8 | +9.4 | ✔ |
8 | 220.1 | 227.1 | +7 | ✔ |
We increased our Math RIT scores in all grade levels and met our goal in grades
6, 7 and 8. Grade 5 increased their RIT score by 6.3 RIT points, while grades 6, 7
and 8 increased their RIT scores by 7.2, 9.4 and 7 RIT points respectively.
SMART Goal # 3/Science: During the 2022-2023 school year, students will
show evidence of growth and achievement in Science as measured by an
increase of 4 RIT points above the Fall average in Grade 5 and 4 RIT points
above the Fall average in Grades 6-8 as indicated by the Spring 2023 MAP
Student Growth Summary Report.
Grade | Fall RIT | Spring RIT | Result | Met Goal |
5 | 204.9 | 209.9 | +5 | ✔ |
6 | 205.6 | 209.3 | +3.7 | |
7 | 207.7 | 213.1 | +5.4 | ✔ |
8 | 210.3 | 215 | +4.7 | ✔ |
Our Science RIT scores increased at all grade levels again this year. Grade 5 met
their goal by increasing their RIT scores by 5 points, while grades 7 and 8 also
increased and met their goal by increasing RIT scores by 5.4 and 4.7 RIT points.
Unfortunately, grade 6 increased their RIT score by 3.7 which fell just below our
goal of increasing by 4 RIT points.
SMART Goal # 4/Social-Emotional Learning: During the 2022-2023 school
year, Point Webster Middle School will continue to promote Social Emotional
Learning and support the understanding of self-awareness and
self-management skills in order to achieve both school and life success through
school based initiatives. In particular, Point Webster staff will implement at
least 3 lessons per grade level based on our community needs utilizing the
Open Parachute Program. This will be measured through student exit ticket
responses from each lesson.
We met our Social Emotional Learning goal through the implementation of 3
Open Parachute Lessons in each grade and providing student exit ticket results
from each lesson. We also provided training for our staff in the Open Parachute
Program prior to the implementation of these lessons. In addition, we
continued to promote social emotional learning through various action steps
such as our PBIS Check-in/Check out program, peer group for identified grades
5-8 students and implement our monthly awareness themes.
C. VOCAL Reflection
Students in grades 5 and 8 participate in the Vocal Survey upon completion of
their last session of the STE MCAS test. The questions are broken up into three categories: Engagement, Environment and Safety. To highlight these categories, we are sharing five questions and student results from both grade levels.
Grade 5 Always/ Mostly
Mostly Untrue/
True % Never
True %
ENG | 5 | I read books in class that include people who are similar to me (for example, we look the same, speak the same, or live in similar neighborhoods). | 58% | 43% |
ENG | 5 | My teachers will explain things in different ways until I understand. | 91% | 9% |
ENV | 5 | Teachers go over my work with me so I can improve it before it is graded. | 85% | 16% |
SAF | 5 | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 91% | 8% |
SAF | 5 | Teachers support (help) students who come to class upset. | 88% | 11% |
Grade 8 Always/ Mostly
Mostly Untrue/
True % Never
True %
ENG | 8 | My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity. | 62% | 39% |
ENG | 8 | My teachers promote respect among students. | 99% | 2% |
ENV | 8 | If I need help with my emotions (feelings), effective help is available at my school. | 90% | 10% |
SAF | 8 | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 95% | 6% |
SAF | 8 | Teachers support (help) students who come to class upset. | 90% | 11% |
These are just a few highlights from the Vocal Survey results. As a result of the responses in both grades 5 and 8, there’s still room for improvement when it comes to providing our students with books that include people similar to me. We will utilize Professional Development time with our reading teachers to assess the current novels we are utilizing in our reading classes as well as the list of new books our students have access to in the school library.
Keeping with our Motto of “Are you on Point!” we will continue to address the areas such as respect but are ecstatic to see in grade 8 that teachers are continuing to address the importance of respect in our school community.
- School Improvement Plan
- Goal Statements and Action Steps
SMART Goal # 1: During the 2023-2024 school year, students will show evidence of growth and achievement in the MAP Vocabulary Instructional Strand by an increase of 3 RIT points above the fall average in grades 5-8 as indicated by the Spring 2024 MAP Grade Level Reading Report.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Implement Greek and Latin root words into the ELA curriculum. | September 2023 - June 2024 | Root Lists | ELA and Reading, Teachers | New | ||
2 | Teachers will incorporate specific cognates into their instruction to assist ELE students with new English words. | September 2023 - June 2024 | Cognate lists | ELE and Spanish Teachers | New | ||
3 | Provide explicit principles for effective vocabulary instruction through emphasis of rich meanings, connections among words, daily usage and application | September 2023 - June 2024 | Wordly Wise lists Scholastic CKLA Vocab App Usage Student-created dictionaries student writing | ELA and Special Education Teachers | New | ||
4 | Display “Word Walls” of learned vocabulary in classrooms. | September 2023 - June 2024 | Walls/ boards | ELA, ELE, SS, and Spanish Teachers | New | ||
5 | Increase text complexity and strengthen reading comprehension and fluency through the usage of online platforms, varying Lexile level for differentiation, and providing access and equity to grade level content | September 2023 - June 2024 | Online reports of student progress in Quill, commonlit, readworks, Lexia Core 5 and Lexia Power Up, MobyMax, Raz Kids, Discovery Ed, Google classroom, National Geographic and NEWSELA (current events) Reading Vine (Primary Source), Scholastic News and Virtual Escape rooms. | ELA, ELE and SS Teachers | Continued | ||
6 | Utilize MAP Essential Reports to drive instruction, monitor student progress, provide student support and interventions. Based on previous MAP data and current student performance, lessons will focus on these two instructional areas: Key Ideas and Details in Literary and Informational Text. | September 2023 - June 2024 | Team meeting notes and agendas, lists of students grouped by RIT score, differentiated student assignments and assessments | Gr. 5-8 ELA, Special Education Teachers and Administration | Continued | ||
7 | Provide ongoing practice in test-taking skills and strategies | September 2023 - June 2024 | Lesson plans and sample assessments, ACCESS testing, MCAS released samples | ELA, Reading, ELE and Special Education Teachers | Continued | ||
8 | Utilize high-interest topics for creative writing and reading to build stamina. | September 2023 - June 2024 | ReadWorks.org, journal writing, round-robin writing activities, timed free-writes, teacher assigned writing prompts, student-choice independent reading books, and class novels | ELA and Reading and ELE Teachers | Continued | ||
9 | Implement Amplify CKLA curriculum with fidelity and consult with Amplify coaches. | September 2023 - June 2024 | Lesson Plans, Onsite Coaching agendas | Grade 5 ELA and Special Education Teachers | Continued | ||
10 | Create and utilize a variety of different essay style questions on assessments that increase in rigor throughout the school year. | September 2023 - June 2024 | Fill in the blank, Short Answer, Quote Analysis, Primary Source Analysis, Political Cartoon Analysis, Creative Writing/RAFT Style Questions | SS Teachers | Continued | ||
11 | Pilot two lesson plans from three publishers throughout the school year in order to select a new ELE curriculum. | November 2023-June 2024 | PD Information and lesson plans | ELE | New | ||
12 | 8th Graders will complete the Civic Action Project. | February 2023-June 2024 | Grade 8 projects - student work, materials developed by Grade 8 SS teachers through system-wide professional development | Grade 8 SS Teacher | Continued | ||
SMART Goal # 2: During the 2023-2024 school year, students in grades 5-8 will show evidence of growth and achievement from Fall 2023 to Spring 2024 as measured by an increase of 3 RIT points from the mean RIT score for the grade level instructional area (Grades 5-7: Geometry, Grade 8: Operations and Algebraic Thinking) as indicated by the Spring 2024 MAP Grade Level Math Report.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Analyze MAP data to identify strengths and areas of need. | September 2023- June 2024 | MAP and MCAS data analysis, lesson plans, guided math groups, team meetings/professional development | Math and Special Education Teachers | Continued | ||
2 | Utilize MCAS selected released questions, online and print-based standardized practice test questions regularly in lessons and assessments in order to review test-taking strategies to prepare all students for online testing. | September 2023- June 2024 | Formative and Summative Assessments | Math and Special Education Teachers | Continued | ||
3 | Continue to implement number talks regarding the specific instructional area on a weekly basis in order to foster student discourse and engagement. | September 2023- June 2024 | Number Talk Lesson plans | Math and Special Education Teachers | Continued | ||
4 | Use online resources to enhance student learning. | September 2023- June 2024 | Study Island, MobyMax, Illustrative Math, parcc.pearson.com, Big Ideas online, IXL (Special Ed.), Xtramath, Delta Math, Desmos, ST MATH, Happy Numbers, SplashLearn | Math and Special Education Teachers | Continued | ||
5 | In an effort to minimize learning loss, online diagnostic tools will be utilized to monitor student progress and provide targeted support for identified students. | September 2023- June 2024 | Big Ideas, MAP Testing, IXL, MobyMax, SplashLearn, ST Math, Happy Numbers, Delta Math | Math and Special Education Teachers | Continued | ||
6 | In our Student Support Team Meetings, students identified as at-risk for academics will be offered extended day programs with specific skills targeting individual learning. | September 2023- June 2024 | Student Rosters for Homework Help, MCAS Prep, Math Competition Club, Grade 5 Math Support | Administration, Guidance and Extended Day Teachers | Continued/New | ||
7 | Participate in math focused system-wide PD. Grade 5 to participate in PD with Maureen O’Connell | September 2023- June 2024 | Lesson planning sessions, Lesson plans and debrief sessions, post PD evaluation forms | Math and Special Education Teachers | Continued/New | ||
8 | Utilize common unit assessments in grade 5 math classes. | September 2023- June 2024 | Shared standard assessments from Illustrative Math | Grade 5 Math Teachers | Continued | ||
9 | 8th grade teachers will utilize the Hands on Equations to build and reinforce understanding of solving equations. | September 2023- June 2024 | Student work samples, pictures of students using manipulative kits | Grade 8 Math teachers | Continued | ||
10 | Incorporate more word problems and real world applications to increase students’ math awareness. | September 2023- June 2024 | Lesson plans, math assessments and assignments, worksheets | Grade 5-8 Math Teachers | Continued | ||
11 | Implement targeted lessons to better strengthen overall student performance on the selected grade level instructional areas as a result of data analysis of MCAS and MAP results. | September 2023- June 2024 | Lesson plans, math assessments and assignments, worksheets, MAP data | Math and Special Education Teachers | New | ||
12 | Implement targeted Math lessons monthly on Math Challenge Days to assist in preparing students for all types of assessments, including MCAS and MAP. | November 2023- June 2024 (one time per month) | Challenge Day Lessons and Schedule, student work samples | 7th Grade Team | Continued | ||
13 | Implement 90 minutes of ST Math on a weekly basis during Student Support Block for all 5th and 6th grade classes. | September 2023- June 2024 | ST Math Reports | 5th and 6th Grade Teams | New | ||
14 | Assign and monitor Geometry specific tasks on online math programs. | September 2023- June 2024 | ST Math, Moby Max, IXL | 5th-7th Grade Teams | New | ||
15 | Analyze data (MAP, grade-level assessments, classroom performance) to identify student’s weakness and provide Tier 2 and 3 support in grade 5 and 6 math classes. | September 2023- June 2024 | MAP, grade-level assessments, assignments, classroom performance | Math Interventionist | New | ||
SMART Goal # 3: During the 2023-2024 school year, students will show evidence of growth and achievement in Science as measured by an increase of 4 RIT points above the Fall average in Grade 5 and 4 RIT points above the Fall average in Grades 6-8 as indicated by the Spring 2024 MAP Student Growth Summary Report.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Align lessons to the Next Generation Science Standards (NGSS) guiding students to explain phenomena by developing and applying the Disciplinary Core Ideas (DCIs) through use of the Science and Engineering Practices (SEPs). | September 2023-June 2024 | Curriculum maps, lesson plans, lab activities, lesson artifacts | All Science and STE Teachers Grades 5 - 8 | Revised | ||
2 | Collaborate with school and district vertical teams to develop and share engaging and meaningful instruction in the pursuit of school and district goals. | September 2023-June 2024 | Meeting agendas and notes, lesson artifacts | Gr. 5-8 Science and Technology/ Engineering Teachers | Continued | ||
3 | Analyze MAP and STE MCAS data to identify areas of strengths and areas in need of improvement, and inform actions towards improving or enhancing instruction. | September 2023-June 2024 | MAP RIT and Student Profile Reports and Spring MCAS data | Gr. 5-8 Science and Technology/ Engineering Teachers | Continued | ||
4 | Prepare students for the 2024 STE MCAS by implementing best practices that include creating and exploring models, solving science or engineering challenges and using interactive computer simulations to conduct investigations. | September 2023-June 2024 | Lesson plans, lab and simulation activities, lesson artifacts | Gr. 5-8 Science and Technology/ Engineering Teachers | Revised | ||
5 | Provide a comprehensive review to prepare students for the 2024 STE MCAS and the Winter/Spring MAP. Teachers in other grades will provide curriculum support that addresses their assessed benchmarks. | January-June 2024 | Assessment data, MCAS and Map best practices, formative assessments | Gr. 5-8 Science and Technology/ Engineering Teachers | Continued | ||
6 | Assist students in grade 5 and 8 that are in need of further STE MCAS support by providing an extra curricular program that focuses on hands-on lessons and activities. | January-June 2024 | Communication with families, attendance list, lesson plans, and formative assessments | Grade 5 and 8 Teachers | Continued | ||
7 | Conduct a grade level Integrated Learning Team to coordinate and tailor students’ science academic needs as well as non-academic needs. (Note: this initiative will begin with the current Grade 5 class.) | September 2023-June 2024 | Meeting agenda and notes, academic data and observation | Grade 5 Teachers | Revised | ||
8 | Plan a STEM Fair Club for students in grades 6 & 7 to encourage members to present and compete at the annual eighth grade STEM Fair. Members will identify a STEM Fair topic, go through the proper components of the engineering design or scientific method process. | January -June 2024 | Informational packets, logbooks,rubrics, presentation boards, and promotional material | Revised | |||
9 | Facilitate a STEM Fair to provide a platform for grade 8 students to enhance their STE learning and develop skills such as critical thinking, problem-solving, time management, and communication. | January- June 2024 | Informational packets, logbooks,rubrics, presentation boards, and promotional material | All Science and STE Teachers Grades 5 - 8 | Continued | ||
10 | Implement the Project Lead the Way curriculum for grade 6 - 8 students in the technology/engineering academic support rotation. This program focuses on STEM career awareness and hands-on, collaborative problem solving focused on real-world challenges. | September 2023-June 2024 | Student project displays, lesson plans, notebooks, small group and class presentations | Continued and Revised | |||
SMART Goal # 4: During the 2023-2024 school year, Point Webster Middle School will continue to promote the Social Emotional Learning of our students through school-wide initiatives that support the understanding of self-awareness and self-management skills in order to achieve both school and life success. Specifically, we will revise our Positive Behavioral Interventions and Supports school-wide behavioral management process as well as implement at least 3 Open Parachute lessons per grade. This will be measured by our newly updated staff PBIS manual and from our student exit responses from each lesson in Open Parachute.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Survey staff on current PBIS manual. | June 2023 | Google Form Survey and results | Administration and Lucier | New | ||
2 | Update and revise current manual to include minor and major incident forms. | June-September 2023 | New Manual, referral forms and major and minor forms | Administration and Lucier | New | ||
3 | Create a new reward system for students and staff. | June-September 2023 | New Forms and Flyers | Administration and Lucier | New | ||
4 | Meet with staff on new PBIS manuals, updates and expectations. | September 5, 2023 | Meeting notes, Powerpoint Presentation | Administration and Lucier | New | ||
5 | Present an overview of the new updates to the Open Parachute Program for staff members. | September 5, 2023 | Presentation | Barrett | Revised | ||
6 | Form a PBIS Team. | September 2023 | Agenda and Meeting notes | Administration and Team | New | ||
7 | Provide daily social emotional check-ins. | September 2023-June 2024 | Teacher Lessons and observations | All staff | Continued | ||
8 | Host an after school program called Kindness Club for students in grades 5-8. | September 2023-June 2024 | Extended Day Activities | Parry | New | ||
9 | Implement the Massachusetts Aggression Reduction Center (MARC) assembly about cyberbullying for grade 6 and peer conflict and relationships for grade 7. | October 24, 2023 | Pictures, student attendance | Administration and Guidance | Revised | ||
10 | Meet monthly with the PBIS Team. | October 2023-June 2024 | Meeting schedule and agenda notes | Administration | New | ||
11 | Continue to provide students with the DEAEF Youth Dance Program sponsored by the DEA Educational Foundation. | October 2023-March 2024 | Flyer, registration, final performance | DEAEF Youth Dance Teacher | Continued | ||
12 | Host monthly grade level community meetings to discuss grade level expectations, interventions and supports. | October 2023-June 2024 | Schedule of Community Meetings | Team Leaders | Continued | ||
13 | Partnership with Arbella and the Boston Celtics to participate in the All-Star Program to excite, encourage and incentivize perfect attendance and positive school culture. | October 2023-April 2024 | Program Launch, Attendance initiatives, diversity and inclusion Essay and Poster Contests, pictures, press releases | All Staff | Revised | ||
14 | Implement at least 3 Open Parachute Chapter Lessons as grade level teams and through Health Classes. | October 2023-June 2024 | Student Exit Ticket Surveys | All grade level staff and Health Teacher | Revised | ||
15 | Celebrate diversity through our Annual Cultural Fair. | November 17, 2023 | Flyers, pictures, projects | Cultural Fair Team and all staff | Continued | ||
16 | Healthy Choices/Spirit Days | November 22, 2023; February 16, 2024; April 12, 2024 | Flyers, pictures and results | DEI/Wellness Team | Continued | ||
17 | Gr. 6 Health and Physical Education students to attend the Norfolk County Sheriff’s Ropes Course. | November 28th and November 30, 2023 | Field trip form and pictures | Lorenzano and McBride | New | ||
18 | Implement DOVE Workshops in all Gr. 6-8 Health Classes. | TBD | Gr. 6-8 Health Lessons/Workshops | Lorenzano | Continued | ||
19 | Gr. 7 Humans of Point Webster Project. | TBD | Bulletin Board, Classroom Lessons | Keough | Continued | ||
20 | Bring together the community through the annual Point Webster to Clifford Marshall “Fun Run.” | June 1, 2024 | Flyers, pictures, meeting agendas, sign-ups | Point and Clifford Marshall Staff | Continued | ||
21 | Gr. 7 Team Building at Norfolk County Sheriff's Ropes Course. | June 2024 | Field trip form and pictures | Grade 7 Staff | Continued | ||
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters | Goal # |
9/13/23 | Gr. 5 12:30-2 pm/ Gr. 6-8 12:30-2:30 pm | Media Center | Gr. 5-8 Staff | Educator Evaluation Special Education Overview Cultural Fair Overview | Administration and Special Education Staff | All |
10/11/23 | Gr. 5 2-3:45 pm/ Gr. 6-8 12:30-4 pm | Media Center | Gr. 5-8 Staff | Assessment Day #1 Staff will review and analyze test results to find strengths and weaknesses, to guide in the planning and creation of goals and action steps and improvements for the 2023-2024 school year | Barrett DeCoste Assessment Team | All |
10/25/23 | Gr. 5 12:30-4 pm/ Gr. 6-8 12:30-2 pm | Media Center | Gr. 5-8 Staff | Finalizing Goals and Action Steps Strengths and Weaknesses of MCAS and MAP Data Grade 5 ILTs Cultural Fair Timeline | Barrett DeCoste Assessment Team DEI/Wellness Team | All |
1/10/24 | Gr. 5 12:30-2 pm/Gr. 6-8 | Media Center | Gr. 5-8 Staff | Work collaboratively to discuss student needs and create lesson plans for Reading classes that incorporate our SIP Goal. Share grade level novel use as well as adding new novels that promote diversity. | Barrett DeCoste Assessment Team | Goal #1 |
2/28/24 | Gr. 6-8 12:30-2 pm | Media Center | Gr. 6-8 Staff | Develop lessons for test taking tips to be shared with all students prior to MCAS/Spring MAP Tests. | Barrett DeCoste Assessment Team | All |
3/13/24 | Gr. 5 12:30-2 pm/Gr. 6-8 12:30-2:30 pm | Media Center | Gr. 5-8 Staff | Assessment Day #2 Staff will work in vertical and grade-level teams to discuss and reflect upon the status of SIP actions steps and mid-year MAP scores. Each group will assess progress and determine if further action is required. MCAS Required Staff Training | Barrett DeCoste Assessment Team | All |
4/24/24 | Gr. 6-8 12:30-2 pm | Media Center | Gr. 6-8 Staff | Prepare for Point Webster and Clifford Marshall Family Fun Run | Barrett DeCoste DEI/Wellness Team | Goal #4 |
5/22/24 | Gr. 5-8 12:30-2 pm | Media Center | Gr. 5-8 Staff | Assessment Day #3 Staff will work in vertical and grade-level teams to assess the student evidence and end-of-the-year progress to determine if action steps were effective. Initial planning begins for the new school year | Barrett DeCoste Assessment Team | All |
6/12/24 | Gr. 5 12:30-2 pm/Gr. 6-8 12:30-2:0 pm | Media Center | Gr. 5-8 Staff | Vertical Meetings Preparation for 2024-2025 Schedule and Class Lists | Barrett DeCoste Guidance | All |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Location |
Sessions 1 and 2 | 3-D Printing Club | Grades 6-8 | Rm. 228 |
Session 1 and 2 | Basketball | All Students | Gymnasium |
Session 1 and 2 | Board Game Club | All Students | Media Center |
Session 1 | Flag Football | Grades 6-8 | Turf Field |
Session 1 and 2 | Grade 5 Math Support | Grade 5 | Rm. 110 |
Session 1 and 2 | Homework Help | All Students | Media Center |
Session 1 and 2 | Newspaper Club | All Students | Rm. 226 |
Session 1 and 2 | Kindness Club | All Students | Rm. 126 |
Session 1 and 2 | Printers on Point | Grades 7 and 8 | Rm. 219 |
Session 1 and 2 | Point Painters | All Students | Rm. 219 |
Session 1 and 2 | Gr. 5 Lego Robotics | Grade 5 | Rm. 008 |
Session 1 and 2 | Gr. 6-8 Robotics | Grades 6-8 | Rm. 008 |
Session 1 and 2 | Soccer | All Students | Turf Field/Gymnasium |
Session 1 and 2 | Student Council | All Students | Rm. 228 |
Session 1 and 2 | Volleyball | All Students | Gymnasium |
Session 1 and 2 | Yearbook | Grade 8 | Rm. 217 |
Session 1 and 2 | BOKS | All Students | Gymnasium/Turf Field |
Session 1 and 2 | DEAEF Dance Program | Grade 5 | Auditorium |
Session 1 and 2 | Math Competition Club | Invited Gr. 6-8 students | Rm. 135 |
Session 2 | Drama | All Students | Auditorium |
Session 2 | Garden Club | All Students | Rm. 220 |
Session 2 | Grade Level MCAS Prep Classes -ELA, Math and STE | TBD | TBD |
D. Family Engagement and Communication
Date | Topic | Target Audience | Location |
August/September 2023 | Provide Student and Parent Tours | New students, parents and guardians | Point Webster |
August 2023 | Welcome Back Email | All Point Webster Families | |
September 5, 2023 | Grade 5 Orientation | Gr. 5 Students and Families | Auditorium |
September 2023-June 2024 | Parent and Guardian Weekly Newsletter | All Point Webster Families | Aspen Email Website |
September 14, 2023 | Open House | All Point Webster Families | Point Webster |
September 2023-June 2024 | Update School Website | All Point Webster Families | Website |
Monthly Meetings | PTO Meetings | All Point Webster Families | Point Webster |
Friday, November 17, 2023 | Cultural Fair | All Point Webster Families | Point Webster |
December 1, 2023 | Candy Bingo Night | All Point Webster Families | Point Webster Cafeteria |
December 7, 2023 December 13, 2023 April 3, 2024 and April 10, 2024 | Parent/Teacher Conferences | All Point Webster Families | Point Webster |
December 2023 and March 2024 | Curriculum Newsletters | All Point Webster Families | Aspen Email Website |
January 17, 2024 | Winter Concert | All Point Webster Families | Point Webster |
March 8, 2024 | PTO Movie Night | All Point Webster Families | Point Webster Cafeteria |
March 21, 2024 | STEM Fair | All Point Webster Families | Auditorium |
May 4, 2024 | Cleaner Greener Quincy | All Point Webster Families | Point Webster |
May 30, 2024 | Spring Concert | All Point Webster Families | Quincy High School |
June 1, 2024 | Point Webster/Marshall Fun Run | All Point Webster Families | Point Webster and Clifford Marshall |
III. School Demographics as of 11/28/2023
Total Enrollment | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
357 (+9 from 2022-23) | 53 (14.8%) | 225 (63.0%) | 58 (16.2%) | 77 (21.6%) |
Race | Total Subgroup Population |
Asian | 115 (32.2%) |
Black/African American | 72 (20.2%) |
Hispanic or Latino | 62 (17.3%) |
Multiracial, non-Hispanic | 11 (3.1%) |
Native American | 0 (0%) |
Pacific Island | 0 (0%) |
White | 97 (27.2%) |
Advanced Class Enrollment (Grades 6-8) | # of Students in Advanced out of # in Subgroup | % of Population |
All Students Enrolled | 87 of 255 | 34.1% |
Low Income | 40 of 161 | 24.8% |
Asian | 47 of 78 | 60.2% |
Black/African American | 11 of 52 | 21.2% |
Hispanic/Latino | 6 of 43 | 14.0% |
Multiracial | 1 of 13 | 7.7% |
Native American | 0 of 0 | 0% |
Pacific Island | 0 of 0 | 0% |
White | 22 of 70 | 31.4% |
REACH (Grade 5) | Total | % of Population |
All Students Enrolled | 16 of 102 | 15.7% |
Low Income | 2 of 64 | 3.1% |
Asian | 11 of 37 | 29.7% |
Black/African American | 1 of 19 | 5.3% |
Hispanic/Latino | 1 of 19 | 5.3% |
Multiracial | 0 of 0 | 0% |
Native American | 0 of 0 | 0% |
Pacific Island | 0 of 0 | 0% |
White | 3 of 27 | 11.1% |
Core Academic Class Sizes (General Education) As of 11/28/2023
20 or fewer | 21-23 | 24 | 25 | 26 | 27 | 28 | |
Gr. 5 5 homerooms | 2 | 2 | 1 | ||||
Gr. 6-8 60 sections | 36 (60%) | 15 (25%) | 4 (6.7%) | 3 (5%) | 1 (1.7%) | 1 (1.7%) |
- 96.6% of Grades 6-8 core academic class sections have 25 or fewer students, a 2.6% increase over the 2022-23 school year.
- The 2 class sections with 26 or more students are:
- Math: Grade 6
- Science: Grades 7 Advanced
2022-2023 SSDR Incident Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
26 | 25 | 96.2% |
IV. Facilities
2022-2023 Improvements
- Outside Grounds (turf field, hydroseeded lawn both installed)
- Ceiling outside back of auditorium repaired and painted
2022-2023 SIP Areas of Need | 2023-2024 SIP Areas of Need |
|
|
V. Budget
Amount available
in 2023-2024
TEXT/LEARNING MATERIALS
(textbooks and learning materials/supplies needed to
support classroom instruction) $7,980
SUPPLIES
(pens, pencils, rulers, paper,glue, photocopy paper, etc.) $14,910
ACTIVITY STIPEND ACCOUNT $22,184
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies $1,260
Science Supplies $1,260
Library $2,500
SPECIAL FUNDING
(gifts, grants, partnerships, PTO, etc.)
P.T.O. (approximate) $10,000
QCSP Mini-Grants (7) $2,450
Adopt-a-Classroom/Quirk Works Subaru $3,000
The All Star Program/Arbella Foundation $2,000
Arts for Learning Grant $1,500
TOTAL $69,044
VI. Appendix
- Spring 2023 MCAS Data
English Language Arts (EE/ME %) | |||
Grade | Point 2022 | Point 2023 | State 2023 |
5 | 34.5% | 36.7% | 43.8% |
6 | 14.9% | 25.3% | 42.3% |
7 | 47.9% | 42.6% | 40.5% |
8 | 55.1% | 49.5% | 43.7% |
Mathematics (EE/ME %) | |||
Grade | Point 2022 | Point 2023 | State 2023 |
5 | 31.0% | 39.2% | 40.8% |
6 | 23.5% | 32.5% | 41.0% |
7 | 27.1% | 27.9% | 38.1% |
8 | 49.4% | 39.4% | 37.7% |
STE (EE/ME %) | |||
Grade | Point 2022 | Point 2023 | State 2023 |
5 | 40.2% | 40.3% | 41.6% |
8 | 51.9% | 43.4% | 40.9% |
B. NWEA MAP 2022-2023 Data
MAP Math RIT 2022-2023 | |||
Math | Fall | Winter | Spring |
Grade 5 | 210.1 | 212.3 | 216.4 |
Grade 5 National | 209.13 | 214.7 | 218.75 |
Grade 6 | 211.7 | 214.2 | 218.9 |
Grade 6 National | 214.75 | 219.56 | 222.88 |
Grade 7 | 214.4 | 219.1 | 223.8 |
Grade 7 National | 220.71 | 224.04 | 226.73 |
Grade 8 | 220.1 | 224.5 | 227.1 |
Grade 8 National | 224.92 | 228.12 | 230.3 |
MAP Reading RIT 2022-2023 | |||
Reading | Fall | Winter | Spring |
Grade 5 | 206.5 | 207.7 | 209.6 |
Grade 5 National | 204.48 | 209.12 | 210.98 |
Grade 6 | 210 | 209.6 | 209.1 |
Grade 6 National | 210.17 | 213.81 | 215.36 |
Grade 7 | 213.8 | 214.3 | 215.9 |
Grade 7 National | 214.2 | 217.09 | 218.36 |
Grade 8 | 216.4 | 219.4 | 219.6 |
Grade 8 National | 218.01 | 220.52 | 221.66 |
MAP Science RIT 2022-2023 | |||
Science | Fall | Winter | Spring |
Grade 5 | 204.9 | 208 | 209.9 |
Grade 5 National | 200.23 | 204.3 | 206.17 |
Grade 6 | 205.6 | 207.6 | 209.3 |
Grade 6 National | 203.86 | 207.26 | 208.47 |
Grade 7 | 207.7 | 210.8 | 213.1 |
Grade 7 National | 206.56 | 209.5 | 210.61 |
Grade 8 | 210.3 | 214 | 215 |
Grade 8 National | 209.64 | 212.41 | 213.44 |
C. Spring 2023 Accountability Data
D. Spring 2023 VOCAL Results (Grades 5 & 8)
Dimension | Grade | Description | Always/ Mostly True % | Mostly Untrue/ Never True % |
ENG | 5 | Teachers at this school accept me for who I am. | 93% | 7% |
ENG | 5 | Students like to have friends who are different from themselves (for example, boys and girls, rich and poor, or classmates of different color). | 90% | 11% |
ENG | 5 | I read books in class that include people who are similar to me (for example, we look the same, speak the same, or live in similar neighborhoods). | 58% | 43% |
ENG | 5 | Adults working at this school treat all students with respect. | 84% | 15% |
ENG | 5 | I get the chance to take part in school events (for example, science fairs, art or music shows). | 91% | 10% |
ENG | 5 | My teachers use my ideas to help my classmates learn. | 72% | 28% |
ENG | 5 | My teachers will explain things in different ways until I understand. | 91% | 9% |
ENG | 5 | When I need help, my teachers use my interests to help me learn. | 74% | 26% |
ENG | 5 | My teachers ask me to share what I have learned in a lesson. | 79% | 21% |
ENG | 5 | When I am stuck, my teachers want me to try again before they help me. | 86% | 14% |
ENG | 5 | My classmates behave the way my teachers want them to. | 52% | 48% |
ENG | 5 | In my classes, students teach other how they solved a problem. | 79% | 21% |
ENG | 5 | Students plan and work on group projects that solve real-world (everyday) problems. | 72% | 29% |
ENG | 5 | Students respect each other in my school. | 64% | 35% |
ENG | 5 | My teachers care about me as a person. | 95% | 6% |
ENG | 5 | Students at my school get along well with each other. | 72% | 29% |
ENG | 5 | In my classes, students work well together in groups. | 83% | 16% |
ENV | 5 | Students have a voice in deciding school rules. | 54% | 46% |
ENV | 5 | School rules are fair for all students. | 79% | 21% |
ENV | 5 | Teachers give students a chance to explain their behavior when they do something wrong. | 86% | 14% |
ENV | 5 | My teachers will first try to help students who break class rules, instead of punishing them. | 82% | 18% |
ENV | 5 | Students help each other learn without having to be asked by the teacher. | 83% | 17% |
ENV | 5 | My teachers are proud of me when I work hard in school. | 94% | 6% |
ENV | 5 | My teachers help me succeed with my schoolwork when I need help. | 93% | 7% |
ENV | 5 | My classwork is hard but not too hard. | 87% | 13% |
ENV | 5 | My teachers support me even when my work is not my best. | 83% | 17% |
ENV | 5 | When I am home, I like to learn more about the things we are learning in school. | 66% | 34% |
ENV | 5 | In this class, other students take the time to listen to my ideas. | 66% | 34% |
ENV | 5 | In my classes, it is OK for me to suggest other ways to do my work. | 93% | 7% |
ENV | 5 | Teachers go over my work with me so I can improve it before it is graded. | 85% | 16% |
ENV | 5 | In school, I learn how to manage (control) my feelings when I am angry or upset. | 79% | 21% |
ENV | 5 | At our school, students learn to care about other students' feelings. | 75% | 25% |
SAF | 5 | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 91% | 8% |
SAF | 5 | I have been punched or shoved by other students more than once in the school or in the playground. | 43% | 58% |
SAF | 5 | Students at school try to stop bullying when they see it happening. | 55% | 45% |
SAF | 5 | Teachers don't let students tease each other. | 83% | 17% |
SAF | 5 | Teachers, students, and the principal work together to prevent (stop) bullying. | 79% | 22% |
SAF | 5 | In my school, older students scare or pick on younger students. | 31% | 69% |
SAF | 5 | In my school, groups of students tease or pick on one student. | 48% | 51% |
SAF | 5 | Teachers support (help) students who come to class upset. | 88% | 11% |
SAF | 5 | I am happy to be at our school. | 82% | 18% |
SAF | 5 | I feel comfortable talking to my teacher(s) about something that is bothering me. | 68% | 31% |
SAF | 5 | Students will help other students if they are upset, even if they are not close friends. | 77% | 24% |
SAF | 5 | I feel safe sharing my feelings in class. | 53% | 47% |
SAF | 5 | I feel safe at our school. | 88% | 12% |
SAF | 5 | I have seen more than one fight at my school in the last month. | 41% | 58% |
ENG | 8 | Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation. | 96% | 4% |
ENG | 8 | My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity. | 62% | 39% |
ENG | 8 | Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation. | 83% | 16% |
ENG | 8 | Students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation). | 96% | 4% |
ENG | 8 | In my academic classes, I work with groups of students who are from different backgrounds (for example, students from different races, cultures, family incomes, or religions, or students of a different sex or sexual orientation). | 95% | 5% |
ENG | 8 | My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses). | 91% | 9% |
ENG | 8 | My teachers use my ideas to help my classmates learn. | 58% | 43% |
ENG | 8 | I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video). | 77% | 23% |
ENG | 8 | In my classes, my teachers use students' interests to plan class activities. | 79% | 20% |
ENG | 8 | My classmates behave the way my teachers want them to. | 63% | 38% |
ENG | 8 | In at least two of my academic classes, students are asked to teach a lesson or part of a lesson. | 26% | 74% |
ENG | 8 | In at least two of my academic classes, students plan and work on projects that solve real-world problems. | 78% | 22% |
ENG | 8 | In my academic classes, students review each other's work and provided advice on how to improve it. | 77% | 23% |
ENG | 8 | In my classes, teachers use open-ended questions that make students think of many possible answers. | 84% | 16% |
ENG | 8 | I can connect what I learn in one class to what I learn in other classes. | 77% | 23% |
ENG | 8 | In my academic classes, students wrestle with problems that don't have an obvious answer. | 61% | 40% |
ENG | 8 | Students respect one another. | 68% | 33% |
ENG | 8 | Teachers are available when I need to talk with them. | 94% | 6% |
ENG | 8 | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 93% | 7% |
ENG | 8 | My teachers promote respect among students. | 99% | 2% |
ENV | 8 | Students have a voice in deciding school rules. | 31% | 69% |
ENV | 8 | School staff are consistent when enforcing rules in school. | 91% | 9% |
ENV | 8 | Teachers give students a chance to explain their behavior when they do something wrong. | 73% | 27% |
ENV | 8 | My teachers will first try to help (guide) students who break class rules, instead of punishing them. | 71% | 29% |
ENV | 8 | Students help each other learn without having to be asked by the teacher. | 84% | 16% |
ENV | 8 | My teachers are proud of me when I work hard in school. | 94% | 6% |
ENV | 8 | My teachers set high expectations for my work. | 94% | 7% |
ENV | 8 | My teachers believe that all students can do well in their learning. | 93% | 7% |
ENV | 8 | My school work is challenging (hard) but not too difficult. | 79% | 21% |
ENV | 8 | My teachers support me even when my work is not my best. | 90% | 11% |
ENV | 8 | The things I am learning in school are relevant (important) to me. | 77% | 23% |
ENV | 8 | Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves. | 85% | 15% |
ENV | 8 | If I need help with my emotions (feelings), effective help is available at my school. | 90% | 10% |
SAF | 8 | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 95% | 6% |
SAF | 8 | Teachers don't let students pick on other students in class or in the hallways. | 91% | 9% |
SAF | 8 | Students at school try to stop bullying when they see it happening. | 66% | 35% |
SAF | 8 | Students have spread rumors or lies about me more than once on social media. | 22% | 79% |
SAF | 8 | Teachers, students, and the principal work together to prevent (stop) bullying. | 91% | 9% |
SAF | 8 | In my school, groups of students tease or pick on one student. | 31% | 69% |
SAF | 8 | I have been called names or made fun of by other students more than once in school. | 36% | 65% |
SAF | 8 | In my school, bigger students taunt or pick on smaller students. | 26% | 74% |
SAF | 8 | Teachers support (help) students who come to class upset. | 90% | 11% |
SAF | 8 | I feel comfortable reaching out to teachers/counselors for emotional support if I need it. | 64% | 36% |
SAF | 8 | Students will help other students if they are upset, even if they are not close friends. | 70% | 30% |
SAF | 8 | Because I worry about my grades, it is hard for me to enjoy school. | 58% | 42% |
SAF | 8 | Students at school damage and/or steal other students' property. | 30% | 70% |
SAF | 8 | I have seen students with weapons at our school. | 6% | 94% |
E. Completed Action Steps from 2022-2023
The following completed action steps are consistently implemented and have become a part of the Point Webster’s classroom expectations.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Goal # | ||
1 | Support executive functioning skills by developing and implementing strategies developed by Landmark. | September 2022 - June 2023 | Color-coded school supplies, agenda, posted schedules, "Class times listed on Google Classrooms" lesson plans, “Five must-haves” posted, CICO papers, locker times, monthly meeting discussing organization | ELA, Reading, Special Education Teachers and Administration Social Studies Teachers | ELA #1 SS #1 | ||
2 | Conduct grade level Integrated Learning Team Meetings to discuss students' needs and decide on next steps of support. | September 2022 - June 2023 | Meeting agenda and meeting notes | ILT Team | ELA #3 SS #3 Math #3 | ||
3 | Create writing assignments for ELE students using sentence frames and native language. | September 2022 - June 2023 | Lesson plans, student work samples, ACCESS data | ELE Teachers | ELA ##6 | ||
4 | In support of the needs of advanced learners, teachers will utilize rigorous texts and incorporate student choice reading material routinely, requiring students to read, analyze, and critique. | September 2022 - June 2023 | Wonders, NewsELA, CommonLit.Org, Time for Kids, ReadWorks.org, Scholastic Scope, Storyworks, Epic!, FYI, Think Marks | ELA, ELE, Special Education and Reading Teachers | ELA #8 | ||
5 | Use small-group stations with flexible groupings to facilitate cooperative learning and tiered instruction. | September 2022- June 2023 | Photos of classroom design, examples of groupings with RIT scores, data and student work samples from small group instruction, Lexia (Grade 5 SPED), Quill.org (Grade 5-8) | ELA and Special Education Teachers | ELA #9 | ||
6 | Provide reading and language arts related extended day activities, targeting support for identified students. | October 2022 - June 2023 | MCAS Prep, Homework Help | ELA, ELE, Special Education, Reading Teachers and Administration | ELA #10 | ||
7 | Teachers will support learning loss by utilizing Student Support Block (SSB) to review and re-teach ELA skills and expectations. | September 2022 - June 2023 | Organization skills and online review games such as: Kahoot, Quizlet, Readworks, Quill.org, Quizizz.com, Lexia, Blooket, and teacher-created assignments, Orton Gillingham reading pull out grade 5 | Gr. 5-8 ELA, Special Education, ELE Social Studies Teachers | ELA #12 SS #8 | ||
8 | Utilize online/technological resources when available in order to assess students, reinforce concepts and enable practice. | September 2022 - June 2023 | Discovery Ed Techbook, Google classroom, National Geographic and NEWSELA (current events) Reading Vine (Primary Source), Scholastic News and Virtual Escape rooms for content and team chemistry | Social Studies Teachers | SS #2 | ||
9 | Use small-group stations with flexible groupings. | September 2022-June 2023 | Photos of classroom design, examples of groupings with RIT/MCAS scores, data and student work samples from small group instruction. Additional support provided as needed during SSB | Social Studies Teachers | SS #4 | ||
10 | Collaborate and plan annual school-wide Cultural Fair | October 2022- January 12, 2023 | Photos, PowerPoint presentations, research, flyers and invitations, and student passports | Social Studies Teachers | SS #9 | ||
11 | Implement research tested topics, online tools, constructed response questions, and best practices to prepare students for the 2023 NGSS MCAS and Spring MAP. | September 2022-June 2023 | Research notes, lesson plans | Gr. 5-8 Science and Technology/ Engineering Teachers | STE #4 | ||
12 | Implement PALS STEM lessons developed with Quincy College. | September 2022-June 2023 | Lesson plans, student work, lab activities | Gr. 6-8 Science | STE #11 | ||
F. Staffing: Support Services
1 Nurse
3 Special Education Teachers (Resource Room/Inclusion)
2 Special Education Teachers (Substantially Separate Pre-K)
2.7 Guidance Counselors/Chairpersons (Includes Pre-K)
0 Literacy Specialist
2 ELL Teacher/ELL Tutor
0.2 Adaptive Physical Education Instructor
1.8 Speech and Language Instructor (Includes Pre-K)
0.7 School Psychologist (Includes Pre-K)
0.8 Occupational Therapist (Includes Pre-K)
1 Math Interventionist
1 Library/Media
G. School Council Members
A school council is a representative, school building-based committee composed of the principal, parents, teachers, community members and, at the secondary level, students, required to be established by each school pursuant to Massachusetts General Laws Chapter 71, Section 59C. https://www.doe.mass.edu/lawsregs/advisory/schoolcouncils/
Chair/Principal: Christine Barrett /s/ Christine Barrett
Co-Chair: Steve Perdios /s/ Steve Perdios
Teachers: Michelle Cunniff /s/ Michelle Cunniff
Victoria DeBitetto /s/ Victoria DeBitetto
Kimberly DeLisle /s/ Kimberly DeLisle
Laurel Hendrickson /s/ Laurel Hendrickson
Megan Keough /s/ Megan Keough
Dominique Lucier /s/ Dominique Lucier
Meghan Quigley /s/ Meghan Quiqley
Parent: Courtney Perdios /s/ Courtney Perdios
Gail Sanchez /s/ Gail Sanchez
Community Representative: Nancy DeLisle /s/ Nancy DeLisle