Quincy High School Improvement Plan 2023-2024
Quincy Public Schools
Quincy High School
Improvement Plan
2023 - 2024
Think for yourself. Work together.
Share with the world and be aware of self and others.
Keith Ford, Principal
Edward Smith, Assistant Principal
TABLE OF CONTENTS
III. School Demographics p. 47
IV. Facilities p. 50
V. Budget p. 52
VI. Appendix p. 53
Dear Members of the Quincy School Committee,
The Quincy High School community is pleased to submit this School Improvement Plan for the 2023-2024 school year. This year, through clear expectations, courageous conversations, observations, and implementations, we will continue to build upon a culture that unites us as one team empowering us to succeed through efficient, effective, and equitable practices. Our teaching and learning expectations will remain the same: to hold each other Accountable, create a sense of Belonging, build upon an outstanding Curriculum, and reinforce our Community, better known as ABC2.
As a community, we continue to make collective progress towards accreditation through the New England Association of Schools and Colleges (NEASC). Our Self-Reflection report based on surveys of students, families, and staff, including supporting evidence of how we align with each principle that makes up each standard, has been written, voted on, and approved by our staff. We hosted a Collaborative Conference with a panel from NEASC in December 2022 with the goal of identifying areas of strength and opportunities for improvement. Throughout this academic year, we will leverage the strengths and opportunities in preparation for the Decennial Visit in the Fall of 2024.
This plan has been developed in conjunction with the Collaborative Conference Team’s recommendation from the December 2022 NEASC visit as well as Quincy High School’s Self Reflection report. The three priority areas identified from our December 2022 NEASC visit include developing the vision of the graduate, curriculum planning, as well as a tiered monitoring system of support. Throughout the 2023-2024 school year, we will refine the vision of the graduate including transferable skills and the knowledge, understandings, and dispositions necessary for future success. In addition, curricula in a consistent format that includes units of study with guiding/essential questions, concepts, content, and skills will be integrated into the school's vision of the graduate.
Furthermore, we will create protocols and procedures for student referrals that consist of identifying student’s academic/behavioral concerns, reviewing interventions, establishing appropriate action plans, and leveraging data and benchmarks to monitor student progress in line with expected targets as part of our tiered monitoring system.
Each department developed goals to maximize the full potential of our learners so they flourish both academically and socially. In order for each department to achieve its goal, the approach will continue to be data-driven with effective professional development planning and execution, collaboration, goal setting, and meaningful student support. We will continue to collect relevant data, analyze our findings, make appropriate recommendations, and implement the necessary strategies to increase student engagement and achievement, while improving our school’s culture and climate.
We are excited to launch our One School, One Book reading program for the 2023-2024 school year. This program is designed to create a shared reading experience within our high school community, and allow teachers, families, and students to have conversations about what they are reading. Reading the same book together allows students, as well as their families, teachers, staff, and the community at large to develop a wider viewpoint by hearing and sharing a variety of thoughts and opinions about this universally shared text.
In addition to our reading program, we also launched an advisory period which occurs monthly during our half days. Our advisory period is an opportunity for teachers and students to connect outside of the academic pressures that normally occur during class. During each half day throughout the year, teachers and students will participate in activities that are designed to highlight the richness and diversity of QHS. From community building, to health and wellness focused areas, as well as DEI awareness, the advisory period is designed to be an incredible experience, building a sense of community with everyone. We selected topics of interest to explore during advisory periods based on the Culture and Climate survey conducted last winter.
Our extensive extended day offerings provide students with the opportunity to connect both academically and socially with their peers. The goal of our extended day offerings is to establish common interests that foster student engagement outside of the regular school day. We are excited to add new clubs such as Chess Club, Cyber Security Club, Electronics Project Club, Muslim Students Association Club, and our QHS Step Club.
Lastly, our family engagement and communication plan enables awareness, participation, and connectivity between students, their families, and the QHS community. We continue to build upon an established means of school-to-home communication using platforms such as Aspen, Google Classroom, Naviance, and School Messenger. The addition of the SMORE newsletter allows for a more effective means of communication with easy to read, translatable announcements and updates. We will continue to provide families with details regarding student activities and accomplishments through “The President's Community Bulletin.” Social media sites managed by the Athletics, Student Council, Student Support Services Team, Student Class Officers, as well as our Administrative team, aid us in communicating important information to families on upcoming events and highlights student achievements.
The entire Quincy High School community is excited to work together to ensure this plan comes to fruition. We are thankful for your ongoing support and consideration of this 2023-2024 School Improvement Plan.
Keith Ford, Principal
This year, Quincy High School again has a faculty data and assessment team made up of teachers from multiple content areas whose primary focus will be to analyze the school accountability system as a whole and analyze this year's accountability data for staff presentations and planning for next year's targets. Future plans for the team include assessing the Views of Climate and Learning (VOCAL) survey and making recommendations to the Principal and faculty on school climate and culture at Quincy High School.
QHS students improved on the 2023 ELA MCAS from 5% to 12% of students Exceeding Expectations. There was a decline of students Meeting Expectations from 54% to 44%. QHS students increased on the Writing Domain from 50% to 51%.
QHS students improved by decreasing the number of students earning Not Meeting Expectations on the 2023 Math MCAS from 9% to 7%. The percentage of students meeting or exceeding expectations went from 48% to 46%.
On the 2023 Biology MCAS, 50% of students are meeting or exceeding expectations which is two percentage points higher than 2022 and three points higher than this year's state average.
On the 2023 ACCESS test, of 134 students that were tested, 106 were "Included in Made Progress" reports, 17 of whom did make progress which is 12% of students (down from 28% in 2022).
On the 2023 Views of Climate and Learning (VOCAL) survey, the QHS School Environment Rating for All Students went down from 46 to 45.
Initiative 1: Academic - Closing the Opportunity Gap Initiative:
During the 2022-2023 school year, Quincy High School will identify the needs of low-performing students and implement strategies to improve student outcomes as measured by each department’s specific goals and action steps.
Art Department Academic Goal: During the 2022-2023 school year, the Visual Arts Department will apply strategies to promote better student outcomes through district-wide collaboration to gather resources specific to arts education, create and/or improve assessment tools, and revise lesson plans. This will be evidenced by a continual reduction of at least 2% of students earning a 69% or lower each term. This will result in a 6% decrease in students earning a 69% or lower from quarter one to quarter four.
Goal Reflection: Did Not Met/Not Measurable. This goal did not take into account the number of half year courses offered in the department and therefore the data was not available to compare the first and the fourth quarter grades.
CVTE Department Academic Goal: During the 2022-2023 school year, the CVTE Team will design and develop a new Writing Prompt ~ “My Career Vocational Education Experience”, including Rubrics for Quincy’s CVTE Career Portfolio Initiative. As a result of this new Writing Prompt, 10% of seniors will achieve an advanced score of Four, 85% of seniors will achieve a proficient score of Three as a final score in their Portfolio.
Goal Reflection: Met All seniors completed the writing prompt, “My Career Vocational Education Experience.” Using the rubric, all seniors achieved a proficient score on their Senior Portfolio.
Early College High School Academic Goal: QHS Early College High School Pathway Academic Support Team will increase ECHS student enrollment 10% by June 2023. (From a base of 94 students in October 2022)
Goal Reflection: Met. As of the start of the 2023-24 Academic year, we are happy to announce that the ECHS enrollment has grown from 94 students to 120 students.
ELE Department Academic Goal: During the 2022-2023 school year, the ELE Department will focus on the connection between attendance and academic performance. The department’s goal is to decrease the number of students failing academic courses by 2% each quarter.
Goal Reflection: Did Not Meet One of the factors that impacts the achievement of the goal is an inconsistent number of students. Overall, when data is focused on a subgroup of students enrolled September to June, this goal was met.
English Department Academic Goal: During the 2022-2023 school year the English Department will provide 100% of their students a minimum of two opportunities to submit written work utilizing structured feedback. 85% of our students will earn scores a full letter grade higher than their grades on other assignments. This will also produce a 2% increase in the Writing Domain on the 2023 ELA MCAS.
Goal Reflection: Did Not Meet, Progress Made Progress was made towards this goal and the school increased from 50% to 51% in the Writing Domain of the 2023 ELA MCAS. The Department did provide 100% of students a minimum of two opportunities to submit work utilizing structured feedback but data was not accumulated to measure whether 85% of students earned a full letter grade higher on other assignments. Logistical hurdles in terms of getting all students to revise these assignments caused a number of teachers to have to make these revisions optional. As a result, what data we have represents far less than our full student complement, and what data we do have is consequently skewed as it is overly-influenced by the progress of students who were self-motivated enough to complete the work on a voluntary basis.
Library Academic Goal: During the 2022-2023 school year, the Librarian will apply strategies to promote better student outcomes as evidenced by a 25% increase of collaborative lesson/project planning with colleagues (From a base of 20 collaborative lessons in 2021-2022).
Goal Reflection: Due to changes to the library staffing, the initial goal was not achieved. However, with the library now consistently staffed, there is a renewed effort to expand knowledge and utilization of library resources. This strategic approach aims to gather essential data and enhance the potential for accomplishing the stated goal, or it may involve revising and refining the original goal for more effective outcomes.
Math Department Academic Goal: During the 2022-2023 school year, the Mathematics Department will identify and remediate potential knowledge gaps that may exist due to the disrupted learning of the past three school years and increase the percentage of students Meeting or Exceeding Expectations on the 2023 Mathematics MCAS by 2% from a base of 48% in 2022 (MCAS Achievement report PE305)
Goal Reflection: Did Not Meet. The percentage of students Meeting or Exceeding Expectations went down from 48% to 46%, however, progress was shown by a decrease in the number of students Not Meeting Expectations from 9% to 7%. In addition, the math department worked diligently to identify and remediate potential learning gaps that may exist due to the disrupted learning of the past three school years.
Music Department Academic Goal: During the 2022-2023 school year, the Music Department will identify the overall music literacy needs of our students through an assessment of their playing and singing abilities at the beginning of the 2022 school year. Based on the needs demonstrated during this assessment, we will structure the music curriculum, such as the repertoire performed at concerts, with the goal of improving music literacy. The results of these efforts will be measured in a final assessment at the end of the 2022-2023 school year, with the goal of seeing a 2% increase in scores since the initial assessment.
Goal Reflection: Partially Met: We had hoped to have a formal assessment model, the Music Fundamentals and Literacy Assessment, in place to evaluate our students; however we were not able to get that formal assessment in place in time for last year. It is now active and we intend to implement it this year. At the same time, we used more informal assessments, such as playing and singing assessments, to evaluate our students' progress this past year, and this information has certainly helped inform our repertoire selection for concerts this year. This part of the goal has been met.
Science Department Academic Goal: For the 2022-2023 school year, the Quincy High School science department will decrease the percentage of students “Not Meeting Expectations” by 3% on the 2022 Biology MCAS (Base of 13% in 2022 on Report PE305).
Goal Reflection: Did Not Meet, Progress Made. The percentage of students Not Meeting Expectations went down from 13% to 12%. Additional progress was shown by an increase in the number of students Exceeding or Meeting Expectations from 46% to 50%. (PE303)
Social Studies Department Academic Goal: In each unit of study- Students will improve their ability to: Write arguments to support claims in an analysis of historical topics and texts using valid reasoning and relevant and sufficient evidence.* This will be evident through the students’ valid and accurate use of content specific evidence and documents, and increasing use of social studies content specific vocabulary to support their clearly stated claim and by a 2% increase (Base of 50%) in the Writing Domain on the 2023 ELA MCAS. (Report CU306). *College and Career Readiness (CCR) anchor Writing Standard 1 in the 2018 Massachusetts History and Social Science Framework
Goal Reflection: Did Not Meet, Progress Made Progress was made towards this goal and the school increased from 50% to 51% in the Writing Domain of the 2023 ELA MCAS.
Special Education Department Academic Goal: Over the course of the 2022-2023 school year, the Special Education department will implement academic skill building activities and practice across all content areas to decrease the percentage of special education students “Not Meeting Expectations” by 2% on the 2022 ELA, Math, and Biology MCAS exams. (From a base of 16% for ELA, 27% for Math, and 37% for Science)
Goal Reflection: Met in Math and Science. Did Not Meet in ELA. The number of special education students “Not Meeting Expectations” decreased in Math from 27% to 15%, decreased in Biology from 37% to 31%, and increased in ELA from 16% to 30%.
World Languages Department Academic Goal: Teachers in the World Language Department will promote better student outcomes as evidenced by a continual reduction of at least 2.5% of students earning a 69% or lower each term. This will result in a 7.5% decrease in students earning a 69% or lower from last year to this year.
Goal Reflection: Did Not Meet, Progress Made: This goal was not fully met at the departmental level. Several individual teachers did meet the goal, as noted through data shared in teachpoint, but there is insufficient data to say that it was met globally. District data showing students who received a D or lower in all four quarters shows an increase of those who went from the range of 63-69 to a failing grade over the course of the year. The number of students in this set (32 total) who received a grade of 50 also rose from Q1 to Q4. For the second half of the goal, we will need to pull data from the district on final World Language grades of 69 or lower in June of 2022 and 2023.
Initiative 2: Social Emotional/Equity Initiative:
During the 2022-2023 school year, Quincy High School will continue to implement social emotional learning strategies, incorporate restorative justice practices, and utilize curriculum initiatives and programs to foster an inclusive and equitable environment for students, staff, and families as measured by each department’s specific goals and action steps.
Art Department Social Emotional/ Equity Goal: The Visual Arts Department will implement social-emotional learning and community building strategies, at least once per quarter, to improve student engagement in all Visual Arts classes . This will be evidenced by a 3% increase on the Overall Rating for School Engagement (Base of 43%) on the 2023 VOCAL survey.
Goal Reflection: Completed, Did Not Meet While the Visual Arts Department implemented social-emotional learning and community building strategies, at least once per quarter, the Overall Rating for School Engagement declined from 43% to 42% on the 2023 VOCAL survey.
Culture and Climate Committee Social Emotional/Equity Goal: During the 2022-2023 school year, the Culture and Climate Committee will conduct two surveys in order to assess the current climate at Quincy High School, to identify areas for growth based on stakeholders’ concerns and needs, and to establish tailored culturally responsive practices that will result in a sustainable cultural shift at Quincy High School.
Goal Reflection: Partially Met, Significant Progress Made The Culture and Climate Committee conducted a survey in order to assess the current climate at Quincy High School and used that to identify areas for growth and to begin to establish culturally responsive practices - including increasing student voice and involvement, building staff practices, and increasing staff diversity - to move towards a sustainable culture shift at Quincy High School. After giving the first survey, the Committee members decided that moving forward, the student body would be re-surveyed every 2 years instead of twice a year. The Culture and Climate Committee is continuing with the goal of establishing practices to create a sustainable cultural shift at Quincy High School in 2023-2024.
CVTE Department Social Emotional/Equity Goal: To support our high school’s School Improvement Plan (SIP) Goal of Social Emotional Learning, the CVTE Team will implement two Character Development Strategies, including but not limited to, Empathy, Ethics, and Growth Mind Set into our CVTE curriculum by June 2023.
Goal Reflection: Met All teachers introduced at least two of the social/emotional activities. These activities included case studies in Ethics and Empathy; the understanding and implementation of affirmations and how that impacts students' success.
Early College High School Academic Goal: During the 2022-2023 school year, the ECHS team will implement five (5) additional social emotional/equity activities into ECHS student’s college readiness curriculum to better prepare students for post-secondary education and health/wellness.
Goal Reflection: Met ECHS focused on individual check-ins to provide additional support to students to ensure that we were meeting their social emotional/academic needs. Additionally, the ECHS counselor and transition coach held open discussions for students to express their concerns and needs regarding the program and how it could be enhanced to better the overall experience.
ELE Department Social Emotional/Equity Goal: During the 2022-2023 school year, the ELE Department will implement three (3) social emotional learning strategies across all courses to increase student participation and engagement. This will be evidenced by a 3% increase on the Overall Rating for School Climate by the EL student subgroup (Base of 53%) on the 2023 VOCAL survey.
Goal Reflection: Completed, Did Not Meet While the EL Department did incorporate three social emotional learning strategies across all courses, the VOCAL survey data showed a decline from 53% to 35% on the Overall Rating for School Climate by the EL student subgroup.
English Department Social Emotional/Equity Goal: During the 2022-2023 the English department will conduct at least one Restorative Justice Circle per term as a means of facilitating conversations among all students. Teachers will choose from a variety of Restorative Circle Templates including but not limited to Community Building, Conflict Resolution, Teaching and Learning, or Equity Circles and conduct post surveys to assess the effectiveness of each circle.
Goal Reflection: Met The use of circles in English grew naturally out of the common instructional practice of the Socratic Seminar approach used by many teachers in the department. Resultantly, our use of circles tended to divide into two camps, Community Building and Teaching and Learning. Informal surveying of the staff suggests that, used for these purposes, the circles were effective ways to make class discussion even more student-centered and helped foster a sense of a community of learners.
Library Social Emotional/Equity Goal: During the 2022-2023 school year, in order to support the diverse population we teach, the librarian will create an in-school and social media (Instagram) display for at least three heritage months throughout the year. Evidence of this goal will be shown through a 5% increase of students who believe “Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation.” is always or mostly true on the 2023 Views of Climate a Learning (VOCAL) survey. (From a base of 80%)
Goal Reflection: Completed, Did Not Meet While the librarian did create an in-school and social media (Instagram) display for at least three heritage months throughout the year, the efforts were not shown through measured data on the 2023 VOCAL survey and declined from a base of 80% to 76%.
Math Department Social Emotional/Equity Goal: During the 2022-2023 school year, the math department will utilize curriculum initiatives to foster an inclusive and equitable environment for students by providing an opportunity to review and rehearse new knowledge for students. This type of activity “encourages the brain to strengthen the new neural pathways by making the learner search their memory for information.” (Culturally Responsive Teaching & the Brain). This goal will be evidenced by all teachers creating and implementing one new review game/collaborative activity each term.
Goal Reflection: Met: The math department achieved their social emotional/equity goal by providing an opportunity to review and rehearse new knowledge for students. This is evidenced by the artifacts accumulated on the shared QHS Math Drive.
Music Department Social Emotional/ Equity Goal: During the 2022-2023 school year, the Music Department will seek to build community and belonging amongst the music students and staff. We will accomplish this by working to enhance our common spaces visually by adding 5-8 pictures, awards, and/or achievements that reflect student accomplishments in the music program. We will assess this goal by surveying the students and asking for their input at the beginning of the year. The same survey will be sent out again at the end of the 2022-2023 school year with the goal of a 5% improvement in how students feel that their sense of community and belonging have improved throughout the year.
Goal Reflection: Somewhat completed, Did Not Meet Last year we were busy enhancing our common spaces, such as practice rooms and music classrooms, and this aspect of our goal has been completed successfully. We were not able to distribute the survey last year. We intend to implement this step of our goal during this school year now that our common spaces have been enhanced accordingly.
Science Department Social Emotional/ Equity Goal: By the end of the 2022-2023 school year, student feelings of inclusion, confidence, and preparedness will increase by 10% within their science classroom as evidenced through student responses on the “QHS Science Check In” Google Form survey completed twice per term.
Goal Reflection: Did not meet. According to the data collected through student responses to the “QHS Science Check In” surveys, feelings of inclusion, confidence and preparedness in science classrooms did not increase by 10% over the course of the school year. Results from “QHS Science Check-In” surveys shows that students consistently felt somewhat confident in science (average of 6.9 out of 10), experienced some levels of stress and anxiety (average of 4.5 out of 10) and rated their sense of belonging at an average of 7.5 out of 10. The majority of data came from Q1 and Q2 surveys and results show that over the course of this time, there was a slight decrease in students’ confidence in science (~7%) as well as their sense of belonging in the classroom (~6%). Students’ stress and anxiety levels showed a 10% increase between Q1 and Q2; however, that went back down between Q2 and Q3.
Social Studies Department Social Emotional/ Equity Goal: During the 2022-2023 school year, the social studies department will utilize curriculum initiatives for all students to feel a greater sense of belonging in social studies. This goal will be evidenced by all teachers implementing two (2) formal Social Emotional Learning activities during each academic term.
Goal Reflection: Met All teachers in the Social Studies department administered at least two formal SEL activities in all of their classes each academic term. Many activities were done weekly. A variety of SEL activities, templates and information are shared among the department in the Social Studies SEL Google drive.
Student Support Team Department Social Emotional/Equity Goal: The student support team (counselors, school psychologist, adjustment counselor, deans, health interventionist, physical education and health teachers) will continue to work on addressing the social-emotional needs of all students by fostering the primary principle of relationships and building a culture of care through Restorative Justice Education and incorporating practices and strategies to build students’ social/emotional skills. This goal will be evidenced by implementing six (6) Open Parachute lessons throughout the year.
Goal Reflection: Met. Throughout the course of the 2022-2023 school year the Student Support Services Team successfully presented six (6) Open Parachute lessons throughout the year. This was done with the cooperation of the English Department (grade 12 classes), Social Studies Department (grade 11 classes), Science Department (grade 9 Advanced Biology classes), CVTE Department (Freshman Seminar classes and Electrical Technology 1 classroom), and Physical Education/Health Department (grade 10 Health classes). Additionally, three (3) Open Parachute lessons were provided to parents via Screencastify by School Psychologist Amy Finlay through our Monthly Newsletter and President’s Community Bulletin in the Spring of 2023.
Special Education Department Social/Emotional Goal: Over the course of the 2022-2023 school year, the Special Education department will increase the sense of community and engagement with the students, families, and staff it supports. This will be evidenced by an improvement to a 4.0/5.0 average score on the year-end survey conducted by the Special Education Department (From a base of 3.79/5.0 on the pre-school survey).
Goal Reflection: Met For the 2022-2023 school year, the Quincy High School Special Education department focused on strengthening the sense of community and engagement it has with its families. A survey was distributed, via email, at the end of the school year to any family of a student on an Individualized Education Plan. The survey asked families to rate the special education department in Communication and Collaboration, Reliability, Availability, Connection, and responsiveness on a scale of 1-5 (1 being lowest, 5 highest). The families that completed the survey rated the department as a 3.83 in Communication and Collaboration, 4.16 in Reliability, 4.37 in Availability, 3.83 in Connection, and a 4.45 in reliability. This averages out to a 4.14 average score. The Quincy High School special education department considers itself as achieving their Social/Emotional goal.
World Languages Department Social Emotional/Equity Goal: During the 2022-2023 school year, teachers in the World Languages Department will focus on improving the school climate in all classes and assess through the use of climate surveys once per quarter. Results will be used to focus and improve on specific areas for growth which will be evidenced by survey results in Q2, Q3, and Q4 that show numeric improvement of at least 5% on the lowest scoring question from the previous quarter.
Goal Reflection: Met On average, the increase in student disagreement with the statements in the climate survey improved by 13% between two quarters, with the biggest source of student discomfort being speaking in class. Based on current teacher reporting of their results, each individual teacher has met the goal. However, several teachers are using this as their 2-year goal in the evaluation process and have not uploaded all data from last year. This has been noted as necessary on formative assessments with the expectation that it will be completed.
There were many positive takeaways from last year’s VOCAL survey especially in the area of Engagement. Based on the feedback we received, we are helping our students to develop coping strategies and mindfulness practices to reduce school and academic stress.
The VOCAL survey results, taken by our tenth grade students, provides feedback from one educational cohort that we use as an indicator for assessing our community and climate. We will continue to leverage this data, as well as administer a schoolwide QHS survey to all students and staff on a biannual basis. The data from the schoolwide survey will enable us to identify and explore topics of discussion that both educate and provoke conversations amongst students and staff. Based on the survey results of our schoolwide QHS Culture and Climate survey conducted last winter, we launched an advisory period which occurs monthly during our half days. During each half day throughout the year, teachers and students will participate in activities that are designed to focus on the following areas:
Below are responses from the Culture and Climate Survey conducted last winter.
PRIORITY AREA 1 - VISION OF THE GRADUATE
Statement of Need A formal Vision of the Graduate statement needs to be developed and effectively communicated (Standard 1, Principle 2).
Vision of the Graduate Goal(s) By June of 2024, Quincy High School will develop a vision of the graduate that includes transferable skills and the knowledge, understandings, and dispositions necessary for future success. The school will create and implement a plan to develop the school's vision of the graduate to drive student learning, professional practices, learning support, and the provision and allocation of learning resources.
By December 2024, the school will develop a formal process to assess and communicate individual learner progress toward achieving the vision of the graduate and an annual report on whole-school progress.
Step | Action Step | Timeline | Measure of Success | Person Resp. | Resource Needed & Budget |
1 | Review Visiting Team Report to align goal and action step for Priority Area of Growth #1 | September - October 2023 | Meeting Notes | VOG Team | NA |
2 | Develop Vision of the Graduate Timeline | November 2023 | This document | VOG Team | NA |
3 | Collect Vision of the Graduate samples from other schools and districts | September 2023 | Folder of collected samples | VOG Team | Time to meet and discuss |
4 | Read and compare sample VOG | September 2023 | Meeting Notes | VOG Team | Time to meet and discuss |
5 | Determine what transferable skills are important for QHS VOG | November 2023 | Completed list shared with HSLT | HSLT | NA |
6 | Draft language for written Vision of the Graduate and share with HSLT, PAC, Student Leadership | January 2024 | Presentation of document to HSLT, PAC, Students | VOG Team and QHS HSLT | Time to meet and draft Vision |
7 | Study existing school rubrics to determine their suitability to assess the transferable skills | February- March 2024 | Folder of collected sample rubrics | VOG Team | Time to study rubrics |
8 | Decide to adopt, adapt, replace, or supplement existing rubrics | March 2024 | NEASC Shared Drive | HSLT | HSLT Meeting Time |
9 | Revise written vision of the graduate and rubrics as necessary. Share draft VOG with staff, students, and families for review. | April 2024 | NEASC Shared Drive/Draft Rubrics Student Advisory Notes | VOG Team | Time to meet and discuss |
10 | HSLT Approval of VOG | May 2024 | Completion of vote | QHS HSLT | HSLT Meeting Time |
11 | Staff vote to approve VOG | June 2024 | Completion of vote | All QHS Staff | Staff PD Time |
12 | Share VOG with students and families | Summer 2024 | Blast email, newsletters, website | Principal, Assistant Principal HSLT | NA |
13 | Determine a reporting mechanism that will keep students, parents, and staff adequately informed on student progress towards manifesting the VOG | Summer 2024 | Aspen, newsletters, reports | Assistant Principal and QPS IT | Tech. mechanism, teacher training |
14 | Educate students, staff, and families about the rubrics and reporting system | September 2024 | Completion of staff training and materials for distribution to stakeholders. | Principal, AP, Deans, All QPS Faculty and Staff | NA |
15 | Implement usage of rubrics and reporting system | School Year 2024-2025 | Report card data | All QHS Staff | NA |
16 | Create and analyze annual reports on whole-school progress. | June 2025 | School wide report presentations | Data & Assessment Team | NA |
PRIORITY AREA 2 - CURRICULUM PLAN
Statement of Need Students in the same courses need to know that they will be receiving the same units of study with guiding questions, concepts, content, and skills. Students should have a clear understanding of curricular expectations regardless of section.
Statement of Goal By December 2024, all Quincy High School courses will have a written curriculum in a consistent format that includes units of study with guiding/essential questions, concepts, content, and skills and integrates the school's vision of the graduate according to NEASC Principle 2.2, Foundational Element 2.2a.
Step | Action Step | Timeline | Measure of Success | Person Resp. | Resource Needed & Budget |
1 | Research best practices for the format and content of written curricula. | By 11/15/23 | Research completed. | NEASC Sub-Committee | Exemplars |
2 | Decide on a template/format for the written curriculum. | By 12/1 | Format chosen. | NEASC Sub-Committee | Previous formats |
3 | Share and get approval of this template/format from HSLT. | By 12/23 | Document created, shared, and approved. | HSLT | HSLT Time |
4 | Share requirements with department heads for PD meetings. | By 1/5 | Document created and shared. | NEASC Sub-Committee | HSLT Time |
5 | Departments make decisions regarding consistency of curriculum between like courses. | 1/10 to 3/31/2024 | Documented consistent curriculum. | QHS Staff | PD Time; possible hourly rate payments. |
6 | Departments identify units of study, guiding/essential questions, concepts, content and skills for courses. | 1/10 to 3/31/2024 | Consistent curriculum using the approved template/format created. | QHS Staff | PD Time; possible hourly rate payments. |
7 | Create drafts of written curriculum in a consistent format for all courses in all departments that include units of study with guiding/essential questions, concepts, content. | 2/1 - End of school year | Completed drafts of the written curriculum using the approved QHS template/format. | QHS Staff | PD Time; possible hourly rate payments. |
8 | Incorporate Vision of the Graduate into the written curriculum. | 9/1 to 10/31/2024 | Completed drafts of curriculum documents updated with Vision of the Graduate. | QHS Staff | PD Time |
9 | Review and finalize drafts of the written curriculum. | 9/1 to 10/31/2024 | Finalized and approved curriculum documents. | QHS Staff | PD Time |
10 | Publish the written curriculum | 12/1/24 | Publication | Curriculum Team and IT Support | NA |
PRIORITY AREA 3 - STUDENT SUPPORT/FORMAL INTERVENTION PROCESS
Statement of Need It is important that all students feel valued and included in the school community. Protocols and procedures do not formally exist for referrals for students who need tiered intervention support or Scientific Research Based Interventions (SRBI). The school has an established Student Support Team (SST) that meets weekly; however, there has yet to be a clearly articulated process for referral, review, implementation of the intervention, and progress monitoring. There are no formal tiered intervention and/or interventionists for struggling students.
Statement of Goal By December 2024, Quincy High School will establish protocols and procedures for student referrals by developing a uniform process for identifying and supporting students who need intervention support or SRBI. The school will develop a process for review, implementation of intervention, and progress monitoring for students.
Step | Action Step | Timeline | Measure of Success | Person Resp. | Resource Needed & Budget |
1 | Collect information on current student support practices and organize/tier | October - December 2023 | Google Drive (See step 6) | Tiered Intervention Team | Tiered Intervention Team Time |
2 | Create draft QHS Referral Flow Chart | October 2023 | Timeline/ Outline created | Tiered Intervention Team, Student Support, School Psychologist, Special Ed Chair | Tiered Intervention Team Time |
3 | Create and pilot SRBI strategies and supports including: SST referral form SST teacher feedback form EL ICAP intervention form | October 2023 | Form Created and Used | Tiered Intervention Team, Student Support, School Psychologist, EL intervention team, Special Ed Chair | Tiered Intervention Team, Student Support Team Time |
4 | Identify areas of student support by tier and student sub group (special ed, EL) | December 2023 | Shared google drive | Tiered Intervention Team | Tiered Intervention Team Time |
5 | Research existing SRBI practices being used in similar districts | January 2024 | Shared google drive | Tiered Intervention Team | Tiered Intervention Team Time |
6 | Review and update draft QHS Referral Flow Chart to include all tiered interventions and supports | February 2024 | Updated Flow Chart (Google Drive) | Tiered Intervention Team, Student Support, School Psychologist, Special Ed Chair | Tiered Intervention Team Time |
7 | Present current SRBI Plan to all staff | March 2024 | PD Agenda | Tiered Intervention Team | Professional Development Time |
8 | Create SST Progress monitoring document to identity support cases that are in need of further review or completed | March 2024 (Beginning Q3 ~ 23-24) | Quarterly Meeting Agendas | Student Support Team | Student Support Team Time |
9 | Implement Quarterly Review meeting for SST referrals | March 2024 (Beginning Q3 ~ 23-24) | Quarterly Meeting Agendas | Student Support Team | Student Support Team Time |
10 | Formalize an QHS SRBI Plan with tiered interventions for Special Education and EL student sub-groups | October 2024 | SRBI Plan | Tiered Intervention Team | Tiered Intervention Team Time |
11 | Formalize an overall QHS SRBI Plan with tiered interventions and supports for struggling students and finalize QHS Referral Flow Chart | October 2024 | SRBI Plan | Student Support, Psychologist, Special Ed Chair | Tiered Intervention Team Time |
12 | Present SRBI plan to all staff | November 2024 | PD Agenda | Tiered Intervention Team | PD Time |
Art Department Goal: During the 2023-2024 school year, the Visual Arts Department will provide opportunities for students to highlight growth and achievement in the area of understanding the relationship of artistic ideas and works to societal, cultural and historical contexts. This goal will be evidenced by visual arts students earning an 80% or higher average on the departmental self-assessment twice per year. *2023-2024 is the baseline year for self-assessment data collection.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | Teachers will develop a common self assessment and grading rubric. | October 2023- January 2024 | PD agendas and meeting notes. | All Visual Arts staff |
2 | Teachers will present artwork from a variety of societal, cultural, or historical context as it relates to the current curriculum, with a focus on the techniques used to evoke, express or communicate ideas. | September 2023- March 2024 | Lesson plans, completed activities | All Visual Arts staff |
3 | Teachers will implement a long term (more than 2 weeks) student centered project inspired by the above presentation of artwork. | October 2023- March 2024 | Lesson plans | All Visual Arts Staff |
4 | Teachers will identify units of study, guiding/essential questions, concepts, content and skills for courses | January 2024- March 2024 | PD agendas and meeting notes. Shared document | All Visual Arts Staff |
5 | Teachers will create drafts of written curriculum in a consistent format for all courses in all departments that includes units of study with guiding/essential questions, concepts, content | February 2024- June 2024 | PD agendas and meeting notes. Shared document | All Visual Arts Staff |
6 | Teachers and students will select work to be presented at the annual art show | April 2024- May 2024 | Art Show | All Visual Arts Staff |
7 | Teachers will select work to be presented at the Celebrate Quincy QArts Gallery Show. | May 2024- June 2024 | Gallery Show, September 2024 | All Visual arts Staff |
8 | Teachers will administer the developed self assessment and assess the work using the teacher created rubric at least once during the school year. | Spring 2024 | Student work, teacher gradebook | All Visual Arts Staff |
CVTE Department Goal: During the 2023-2024 school year and fall of 2024, 100% of the CVTE Team will have a written curriculum in a consistent format and continue to provide students a variety of additional curriculum enhancements and educational opportunities. These curriculum enhancements complement our CVTE programs.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | Identify units of study, guiding/essential questions, concepts, content and skills for each course. | January to March 2023 | Draft Curriculum Guides | All CVTE Teachers |
2 | Planning, implementation, and reflection/assessment of “Live Work” for QHS Culinary Arts Program, including Presidents Café Lunch, ‘Tis the Season…Symphony Song Dinner, Stop and Shop Initiatives, Mayor Koch’s Holiday Luncheon, and Fashion Show, etc. | June 2024 | Event Program, Menus, and Press Releases | Culinary Arts Staff |
3 | Planning, implementation, and reflection/assessment of Quincy’s CVTE Job Fair sponsored by MA Hire South Shore Workforce Board | January 2024 | Event Program, Menus, and Press Releases | Connecting Activities Liaison CVTE Liaisons CVTE Team |
4 | Planning, implementation, and reflection/assessment of Read Across America Literary Support within our Early Education and Care Programs by. | March 2024 | Lesson Plan Presentation | Early Education and Care Staff |
5 | Planning, implementation, and reflection/assessment of our annual Credit For Life Fair within our CVTE and CTE Programs | March 2024 | Event Program/ Agenda | CTE Business Staff and CVTE Trades |
6 | Planning, implementation, and reflection/assessment of Annual Fashion Show within QHS Fashion Technology Program | May 2024 | Event Program/ Agenda | Fashion Technology Staff and Students |
7 | Planning, implementation, and reflection/assessment of Innovative Engineers within our Engineering Technology Programs | May 2024 | Event Program/ Agenda | Engineering Technology Staff |
8 | Create drafts of a written curriculum in a consistent format for all courses in the math department that includes units of study with guiding/essential questions, concepts and content. | Feb-June 2023 | Draft Curriculum Guides | All CVTE Teachers |
9 | Planning, implementation, and reflection/assessment of National Business Honor Society Initiatives | June 2024 | Team Meetings | Business Technology Staff |
10 | Planning, implementation, and reflection/assessment of Clinical Placements/Co-op’s/Internships for Quincy’s CVTE Programs | June 2024 | Participation Agreements for Co-ops. Clinical Placements, Internships | CVTE Staff |
11 | Participation in Local 103 Electrical Union’s Women in the Trades Summit for Quincy CVTE Trades Program | November 2023 | Event Program/ Agenda | CVTE Staff Local 103 ~ Electrical Union CVTE Liaisons |
12 | Continue the planning, implementation, and reflection/assessment of Tiny House Initiative within QHS Trades Programs | June 2024 | Event Program/ Agenda | Construction Trades: Carpentry, Electrical, and Plumbing Quincy Chamber |
13 | Planning, implementation, and reflection/assessment of Quincy’s Women in the Trades Summit for Quincy CVTE Trades Program by | April 2024 | Event Program/ Agenda | CVTE Staff Various Unions CVTE Liaisons |
14 | Planning, implementation, and reflection/assessment of Health and Wellness Fair within Quincy’s Health Care Technology Programs | April 2024 | Event Program/ Agenda | Health Care Technology Staff |
15 | Planning, implementation, and reflection/assessment of Quincy’s Health Care Technology CNA Pinning Ceremony | May 2024 | Event Program/ Agenda | Health Care Technology Staff |
16 | Continue to implement and strengthen CVTE Pathways Initiative in collaboration with Quincy College | June 2024 | CVTE and Quincy College CVTE Pathways Agreement | Criminal Justice, Business, Info Support and Networking, and Early Education |
17 | Continue to promote CVTE Post-Secondary Initiatives, including Articulation Agreements, Dual Enrollment, CVTE Pathways, and Early College High School Pathway | June 2024 | Post-Secondary Brochure Articulation Agreements | Post-Secondary Facilitators C. Spellman CVTE Staff |
18 | Incorporate the Vision of the Graduate into the CVTE written curriculum. | Setp.-Oct 2024 | Curriculum docs with Vision of the Graduate | All CVTE Teachers |
ELE Department Goal: During the 2023-2024 school year, the ELE Department will focus on teaching strategies to increase student academic performance. Each teacher will choose 5 strategies from the book 50 Strategies for Teaching English Language Learners and implement them into their lessons. This goal’s success will be measured by the increase in students’ grades by 2% per semester.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | Staff receives and reviews 50 Strategies for Teaching English Language Learners | Sept 2023 | PD Agenda | EL Staff/Dept Head |
2 | Staff chooses five strategies to implement with their students | Oct | Lesson Plans | EL Staff |
3 | Staff monitor students progress on assignments and make adjustments accordingly with the continued support of the strategies chosen | Oct-Jan | Progress on Assignments and Assessments | EL Staff/Dept Head |
4 | Staff monitor grades for Q1 and Q2 to determine progress necessary for possible improvements for Q3 and Q4 for further progress at the end of the year. | Oct-Jan | Summative and Formative Assessments. | EL Staff |
5 | Make changes for Q3 based on assessment from Q1 and Q2 including adding additional strategies if necessary | Feb-April | Lesson Plans/Activities/Assessments | EL Staff |
6 | Reassess student progress at the end of Q3 | Mid April | Report cards/ Assessments | EL Staff/Dept Head |
7 | Make changes for Q4 based on assessment from Q3 including adding additional strategies if necessary | Mid April | Lesson Plans/Activities/Assessments | EL Staff |
8 | Review grades from Q1-Q4 and evaluate how the students did and what adjustments to make for SY24/25. | June | Exams/Final Grades | EL Staff/Dept Head |
English Department Goal: The English department will eliminate many of the ways bias creeps into assessment and will positively impact students’ SEL by lowering anxiety around test-taking. This will be accomplished through the implementation of departmentally agreed upon practices associated with Grading for Equity across 100% of its classes during the 2023-2024 school year. This will result in a 5% average increase in Final Grades across all English courses (from a base of 83.5%).
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | Create partnerships between pilot teachers and this year’s new adopters. | Oct 11, 2023 | Agenda from Departmental PD meeting | Michael Ellis |
2 | Establish common understanding of the numerical (percentage) values of each rubric grading category | Nov 9, 2023 | Department Google Classroom Page | All English teachers |
3 | Develop/share grading record-keeping systems (esp for online platforms like Google Classroom and Aspen) that are compatible with the standards’-based grading of Grading for Equity | Ongoing throughout the 2023-24 PD cycle. | Agendas from Department PD meetings. Google Classroom | All English teachers |
4 | Develop/share necessary standards-based rubrics to be used in assessing student work | Ongoing throughout the 23-24 PD cycle. | Agendas from PD meetings. Google Classroom | Primarily the pilot teachers |
5 | Adjust individual grading practices over the school year with the aim of bringing down (if not outright eliminating) the contribution of things like Homework, Participation, Extra-credit, and Formative Assessments to student averages. | Ongoing throughout the 2023-24 PD cycle. | Individual Teacher’s Records | All English teachers |
6 | Develop a Grading for Equity FAQ that might be distributed school-wide should the whole school move towards adoption of parts or all of the Grading for Equity system of assessment. | End of school, June 2024 | Submission of document to principal. | Michael Ellis |
Math Department Goal: By December 2024, 100% of Quincy High School mathematics courses will have a written curriculum in a consistent format that includes units of study with guiding/essential questions, concepts, content, and skills and integrates the school's vision of the graduate according to NEASC Principle 2.2, Foundational Element 2.2a.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | Make departmental decisions about consistency of curriculum and policies between courses. | 1/1 to 3/31/2024 | The Math Department will make and document a consistent curriculum for all of its courses. | QHS Math Department |
2 | Identify units of study, guiding/essential questions, concepts, content and skills for each course. | 1/1 to 3/31/2024 | The Math Department will make and document a consistent curriculum for all courses | QHS Math Department |
3 | Create drafts of a written curriculum in a consistent format for all courses in the math department that includes units of study with guiding/essential questions, concepts and content. | 2/1 - End of school year | The Math Department will make and document a consistent curriculum. | QHS Math Department |
4 | Incorporate the Vision of the Graduate into the math written curriculum. | 9/1 to 10/31/2024 | Completed curriculum documents with Vision of the Graduate integrated. | QHS Math Department |
5 | Analyze data from the 2023 Math MCAS Administration to find topical areas of strength and weakness. | September 2023 to February 2024 | Analysis takes place and is synthesized at department meeting | QHS Math Department |
6 | Create topical focus area activity. Copy and distribute to all math teachers. | September 2023 to March 2024 | Activity created and distributed. | QHS Math Department |
7 | Fully implement the Desmos Algebra One curriculum in all Algebra One CCP and HONORS courses. | September 2023 to June 2024 | Ongoing curriculum implementation. | Cohort of Algebra One teachers |
8 | Practice computer based testing and familiarize students with digital calculators and math editors. | September 2023 to June 2024 | Lesson plans, screenshots and completion of activities. | QHS Math Department |
9 | Implement monthly cumulative review digital problem sets that address algebra one concepts in geometry classes. | September 2023 to June 2024 | Creating and utilizing these problem sets | Geometry Teachers |
Music Department Goal: During the 2023-2024 school year, the music department will focus on implementing assessments to measure student progress toward proficiency in music literacy along with evaluating students’ sense of community and belonging within the music department as a whole. Throughout the year we provide students with numerous opportunities to highlight their growth and achievement in these areas through concerts, recitals, and other performances. By the end of the 2023-2024 school year, we expect a 2% increase in scores demonstrating our student’s achievement in these areas since the initial assessment.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | Digitization of Music Literacy Assessment for use by the whole department | September 2023 | Completed Music Literacy Assessment | DeMarco |
2 | Digitization of Music Student Culture Survey for use by the whole department | September 2023 | Completed Music Student Culture Survey | Compitiello |
3 | Select Winter Concert Repertoire to help students progress in music literacy | October 2023 | Band Team & Choral Team | |
4 | Implement Initial Assessments in Music Literacy and Student Culture | November 2023 | Spreadsheet of results from Music Literacy Assessment & Music Student Culture Survey | Music Department Teachers |
5 | Implement Mid-year Assessment | January 2024 | Spreadsheet of results from mid-year assessment | Music Department Teachers |
6 | Discuss delta of results from initial & mid-year assessments. | January 2024 | Department Meeting Notes from 1/10/24 | Music Department Teachers |
7 | Select Spring Concert Repertoire based on assessment results | January 2024 | Department Meeting Notes from 1/10/24 | Band Team & Choral Team |
8 | Implement Final Year Assessment | May 2024 | Spreadsheet of results from final assessment | Music Department Teachers |
9 | Discuss Final Results and implications for future curriculum development | May 2024 | Department Meeting Notes from 5/15/24 (if there is departmental time allotted from Principal PD) | Music Department Teachers |
Science Department Goal: During the 2023-2024 school year, the Quincy High School science department will increase the combined percentage of students meeting or exceeding expectations by 2% over the 2023 Biology MCAS results (base of 49%). Achievement of this goal will be attained by building curriculum maps that align methodologies across content areas to include shared practice MCAS questions (used on both formative and summative assessments), literary texts and sentence-frame worksheets to assist students with reading comprehension, as well as extensive practice and utilization of scientific vocabulary and procedures throughout the school year.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | Have departmental discussions about consistency of curriculum between courses and identification of units of study, guiding/essential questions, concepts, content and skills for courses. | During January PD | Folder of shared resources, including curriculum pacing guide. | Science Team |
2 | Create drafts of written curricula in a consistent format for all courses in the department that include units of study with guiding/essential questions, concepts, content. | During Departmental PD | Written curriculum documents in consistent format. | Science Team |
3 | Assign a real world, phenomena based question for students to analyze, integrate, evaluate and complete for each unit of study | Once per unit | Completed problem | Science Team |
4 | Introduce as least one, non-textbook, literary source with accompanying worksheet regarding a unit topic | Once per unit | Lesson Plans / Completed student reading worksheet | Science Team |
5 | Assign and assess a reading activity including a sentence frame worksheet and/or vocabulary list. | Once per unit | Completed sentence frame worksheet and vocabulary | Science Team |
6 | Assign and assess at least one short answer and open response question on each unit assessment | Once per unit | Completed unit summative assessments | Science Team |
7 | Incorporate at least one MCAS generated open response question practice during the unit | Once per unit | Completed worksheet or assessment | Biology and Life/Physical Science Teachers |
8 | Incorporate at least one AP Classroom generated open response question practice during the unit | Once per unit | Completed worksheet or assessment | AP teachers |
9 | Incorporate at least one Next Generation MCAS multiple response type question into our assessments once per unit. | Once per unit | Completed assessment | Science Team |
10 | Administer a check-in survey with questions about course preparedness, feelings of inclusion within the classroom. | Twice a year (end of Q1, end of Q3) | Google Form | Science Team |
Social Studies Department Goal 2023-2024: By December 2024, 100% of Quincy High School Social Studies courses will have a written curriculum in a consistent format that includes units of study with guiding/essential questions, concepts, content, and skills and integrates the school's vision of the graduate according to NEASC Principle 2.2, Foundational Element 2.2a. In each curriculum unit, students will improve their ability to decode and understand specific academic social studies vocabulary in order to effectively compare the point of view of two or more authors regarding the same topic.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | In department teams, review existing Curriculum Maps, ID gaps and inconsistencies/strengths, and agree on course content and pacing | Jan 10 PD | Meeting Agenda and Notes, Curriculum map framework | Social Studies teachers of same courses and levels |
2 | In each unit of study develop /revise guiding questions, concepts, and skills | Feb. 14 PD | Meeting Agenda and Notes, Curriculum map framework | Social Studies teachers of same courses and levels |
3 | Develop consistent reading skill activities for social studies vocabulary and differing points of view | Feb. 14 PD | Meeting Agenda and Notes, Curriculum map framework | Social Studies teachers of same courses and levels |
4 | Explicitly teach students to determine the meaning of words and phrases as they are used in historical texts. | Twice per Unit | Lesson Plans, Unit Plans, Observation, Curriculum Guides | Social Studies Teachers |
5 | Specifically design lessons that introduce and reinforce vocabulary describing political, social or economic aspects of social studies | Twice per Unit | Lesson Plans, Unit Plans, Observation, Curriculum Guides | Social Studies Teachers |
6 | Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. | Twice per Unit | Lesson Plans, Unit Plans, Observation, Curriculum Guides | Social Studies Teachers |
7 | Integrate new QHS “Vision of the Graduate” into each unit of Curriculum Guide | March 13 PD | Meeting Agenda and Notes, Curriculum map framework | Social Studies teachers of same courses and levels |
8 | Finalize and distribute drafts of new Curriculum Guides | May 15 PD | Meeting Agenda and Notes, Curriculum map framework | Social Studies teachers of same courses and levels |
Special Education Department Goals: Over the course of the 2023-2024 school year, the special education department will research, review, and refine the Strategies for Learning curriculum and expectations to improve student’s self-impression as a contributing learner at Quincy High School. Evidence of this goal will be measured by a three point average increase from fall to spring on student self-assessments.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | Review current Strategies for Learning model and mark areas for improvement | September 2023 | Professional Development Notes | Department |
2 | Share current Strategies for Learning best practices for use across the department | September 2023 | Professional Development Notes | Department |
3 | Create and Distribute updated Strategies for Learning Syllabi | September 2023 | Updated Syllabus | Department Head |
4 | Check-in on developing Strategies for Learning models and best practices | October 2023, January, March 2024 | Professional Development Notes | Department |
5 | Liaisons establish two-way communication with 80% of their Liaison list. | Term 1, 2023 | Contact Log, Emails, Journal, IEP Meetings | Liaisons |
6 | Create and Distribute Strategies for learning rubric | Term 2, 2023 | Rubric | Department Head |
7 | Students complete Strategies for Learning rubric to set baseline for goal | Term 2, 2023 | Rubric results to establish baseline | Strategies for Learning teachers |
8 | Research new practices to implement in strategies for learning classes, share with group | February 2024 | Professional Development | Department |
9 | Students complete Strategies for Learning rubric to determine if benchmark has been met. | End of Term 4 | Rubric Results | Strategies for Learning teachers |
Student Support Department Goal: During the 2023-2024 school year, the student support team (counselors, school psychologist, adjustment counselor, health interventionist, and health teachers) will incorporate practices and strategies to build students’ social/emotional skills utilizing Restorative Justice practices, the Open Parachute Platform, and community partners such as the NAN Project and Walker Therapeutics. The team will also establish protocols and procedures for student referrals by developing a uniform process for identifying and supporting students who need intervention support or Scientific Research Based Interventions (SRBI). Evidence of this goal will be measured by a 3% increase on the Overall Rating for School Climate Engagement (Base of 41%) on the 2024 VOCAL survey.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | Prepare and present classroom lessons by grade (9, 10, 11, 12) and topics with the Open Parachute SEL lessons and community partners and measure student progress and learning | Ongoing throughout the year | Assessments/exit tickets, student reflections, pre and post test data and completion certificates | Student Support Team |
2 | Participate in professional development with the NAN Project to promote mental health and wellness through classroom lessons | November | Classroom lessons in January/February | Student Support Team |
3 | We will share the parent resources related to SEL lessons with parents/guardians as appropriate throughout the year | Ongoing throughout the year | Aspen Emails, Monthly Guidance Newsletters | Student Support Team |
4 | We will measure student progress and learning through the open parachute student assessments for learning | Ongoing throughout the year | Open Parachute assessments for student learning/exit tickets | Student Support Team |
5 | We will adjust SEL curriculum needs based on student progress | Ongoing throughout the year | Open Parachute assessments for student learning/exit tickets | Student Support Team |
6 | We will conduct Restorative conversations with and among students | Ongoing throughout the year | Student Reflections, pre and post data and completion certificates | Student Support Team |
7 | Staff will share experiences and best practices as they facilitate restorative interventions where there has been conflict or harm. | Ongoing throughout the year | Meeting Notes | Student Support Team |
8 | Refine a formal, defined process to identify and refer students who need additional assistance | Ongoing throughout the year | Completed Multi-Tiered System of Support and Flow Chart | Student Support Team |
9 | Provide appropriate tiered intervention strategies to support all students’ academic, social, and emotional success | Ongoing throughout the year | Meeting Notes, Google Forms, SEL Intervention Groups | Student Support Team |
Wellness Department Goal: In the 2023-2024 School Year, the QHS Wellness Department will implement opportunities for students to increase their overall physical and social/emotional wellness through structured lessons in the health classroom as well as practicing those skills in a physical education setting. Our focus will be on transferable skills, knowledge, and understanding necessary for future success by educating students on the topics of stress management, decision making, relationship building/boundary setting and overall self care practices. All lessons will be aligned with the SHAPE America National Health and Physical Education standards as well as the Massachusetts Curriculum Framework for Comprehensive Health and Physical Education. This goal will be evidenced by 80% of students passing their health and physical education courses for the year.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | A physical education curriculum with standards, objectives and lessons will be assessed and updated to be aligned with state and national standards. | September 23 - January 24 | Documentation laying out a QHS Physical Education course outline. | Wellness Team |
2 | Develop a health education curriculum with standards, objectives and lessons aligned to new state and national standards. | September 23 - June 24 | QHS Health course outline. | Wellness Team |
3 | Build teamwork and social skills through the development of team games and activities | Quarterly | Class Unit and Lesson Plans | Wellness Team |
4 | Develop individual physical fitness goals | September | Class Lesson Plans and Student Work | Wellness Team and Student |
5 | Complete a daily journal in Health reflecting upon individual daily wellness | September, Quarterly | Class Lesson Plans and Student Work | Wellness Team |
6 | Develop lessons utilizing the Open Parachute Programming to support students Social Emotional growth and development | On-Going, Spring 2024 | Completion of student survey and exit tickets | Wellness Team |
7 | Include the DOVE group presentation to discuss healthy relationships and boundary setting | On-Going, Spring 2024 | Student reflections | Wellness Team |
8 | Explore the 7 Dimensions of Wellness and develop lessons for practice in health and physical education courses | September | Lesson Plans and Student classwork | Wellness Team |
9 | Based on our students' responses to a “PE activity interest” survey, the Wellness Team will develop elective opportunities for students to have more choice and personalization of their physical fitness/education experience. | February 2024 | Student survey results, and a document with activity descriptions. | Wellness Team |
World Language Department Goal: During the 2023-2024 school year, all teachers will align curriculum to the 2021 MA World Language Curriculum Frameworks by designing and developing written curriculum guides in a consistent format for all courses that include units of study with concepts, content, and skills and integrates the school’s vision of graduate to improve student outcomes as evidenced by a 50% increase of students who earn the Seal of Biliteracy in a World Language (from a base of 12 students).
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible |
1 | Discuss with NQHS to ensure district curriculum alignment with themes, can-do statement, and general topics to be taught | 2023-2024 school year | Phone logs, email records | E. Boynton A. Ten-Pow Negeri |
2 | Meet with NQHS in a district-wide PD session to collaboratively work on the creation and modification of district-wide curriculum documents | Oct.11.23 | Meeting notes, curriculum map template | District WL staff |
3 | Meet with Heather Wojcik and Alicia Ten-Pow Negeri to discuss and organize Seal of Biliteracy registration | Oct 4.23 | Meeting Notes, Sign-up Responses, Announcements, Fliers in hallways | E. Boynton, H. Wojcik, QHS Staff |
4 | Seal of Biliteracy sign-up, meetings, and winter administration | Oct 16 - Dec. 23 | Sign-up Responses, Announcements, Fliers, Test results | E. Boynton QHS Staff H Wojcik |
5 | Research and pilot curriculum and assessment tools/resources from multiple vendors including: Descubre, Somos, and Formative. Report back to the other department members with successes and areas for improvement. | Fall 2023-Spring 2024 | Digital trials, samples, programs ordered, lesson plans | QHS WL Staff |
6 | Discuss curriculum documents, look for successes and challenges in the practical classroom setting, collaborate with colleagues on most necessary curricular inclusions, share findings with other department members in department meetings | Jan-April 2024 | Curriculum document templates WL department meeting agendas | QHS WL Staff |
7 | Plan, organize, and facilitate the annual QHS Cultural Fair | Feb-March 2024 | Cultural Fair Planning Sheet, pictures, videos | E Boynton QHS Staff |
8 | Meet with Heather Wojcik and Alicia Ten-Pow Negeri to discuss and organize Seal of Biliteracy spring registration | Spring 2024 | Sign-up Responses, Announcements, Fliers in hallways | E. Boynton A.Ten-Pow Negeri H. Wojcik |
9 | Share findings based on curriculum work throughout the school year. Apply and modify curriculum documents as necessary based on data from their application in world language classes | April/June 2024 | Completed curriculum documents | QHS WL Staff |
10 | Notify and celebrate 2024 Seal of Biliteracy recipients | April/June | Letters to recipients homes, graduation tassels, school-wide communications | District EL Office, QHS Administration Edie Boynton |
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters |
9/5/23 | 8:45 - 11:00 AM 11:00 - 12:00 PM 1:00 - 2:30 PM | Gym/ Auditorium Various Locations Various Locations | All Staff | New Year Orientation Educator Evaluation-Teach Point, Civil Rights Training Culturally Responsive Teaching Practices Google Classroom, Restorative Community Circle, Discipline Procedures Departmental Meetings | K. Ford E. Smith K. Ford, E. Smith, Department Heads, Deans Department Heads |
9/13/23 | 1:00 - 3:00 PM | Auditorium Cafeteria/ Gym Various Locations | All Staff | NEASC 3 Priority Areas Vision of a Graduate Curriculum Maps Tiered Monitoring System Department Meetings | K. Ford E. Smith Department Heads |
10/11/23 | 1:00 - 2:30 PM 2:30 - 4:30 PM | Cafeteria Various Locations | All Staff | Assessment Day #1 Review Preliminary 2022 MCAS Data Devise Departmental Goals | M. Gendron E. Smith K. Ford Department Heads |
11/7/23 | 8:30-2:30 | QHS Various Locations | All District | District Wide Professional Development Various Workshops | 30+ Presenters |
1/10/24 | 1:00 - 3:00PM | Auditorium Various Locations | All Staff | NEASC 3 Priority Areas Vision of a Graduate Curriculum Maps Tiered Monitoring System Department Meetings | K. Ford Ed Smith Department Heads |
2/14/24 | 1:00 - 3:00PM | Auditorium Various Locations | All Staff | NEASC 3 Priority Areas Vision of a Graduate Curriculum Maps Tiered Monitoring System Department Meetings | K. Ford Ed Smith Department Heads |
3/13/24 | 1:00 - 3:00PM | Auditorium Various Locations | All Staff | NEASC 3 Priority Areas Vision of a Graduate Curriculum Maps Tiered Monitoring System Department Meetings | K. Ford Ed Smith Department Heads |
5/15/24 | 2:30 - 4:30PM | Auditorium Various Locations | All Staff | NEASC 3 Priority Areas Vision of a Graduate Curriculum Maps Tiered Monitoring System Department Meetings | K. Ford Ed Smith Department Heads |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Advisor | Location |
September 2023 - June 2024 | Acoustic Cafe | Interested Students | Ms. Twomey Mr. Doucette | C11 |
September 2023 - June 2024 | Art Club | Interested Students | Ms. Pierce | C125 |
September 2023 - June 2024 | Asian Culture Club | Interested Students | Ms. Lai Dr.Tongcharoensirikul | A417 |
September 2023 - June 2024 | Badminton Club | Interested Students | Ms. Bailey | YMCA |
September 2023 - June 2024 | Band - Marching | Interested Students | Mr. Demarco Mr. Cavanaugh | Creedon Field - NQHS |
September 2023 - June 2024 | Book Club | Interested Students | Ms. Levine | D325 |
September 2023 - June 2024 | Boy’s A Cappella Singing Club (QNQ) | Interested Students | Mr. Carew | C122 |
September 2023 - June 2024 | Card and Board Games | Interested Students | Ms. McMorrow | D317/A308 |
September 2023 - June 2024 | Chess Club | Interested Students | Ms. McPartlin | Student Support Conference Room |
September 2023 - June 2024 | Concert Choir $ Select Choir | Interested Students | Mr. Carew | C122 |
September 2023 - June 2024 | Chess Club | Interested Students | Mr. Holmes | C204 |
September 2023 - June 2024 | Dance Team | Interested Students | Ms. Cardwell Mr. Palomo | Gym |
September 2023 - June 2024 | Debate Team | Interested Students | Ms. O’Keefe | D211 |
September 2023 - June 2024 | Docents | Interested Students | Ms. Twomey | D312 |
September 2023 - June 2024 | Drama Club | Interested Students | Mr. Doucette | Auditorium |
September 2023 - June 2024 | EL Homework Club | Interested Students | Ms. Kushe | C311 |
September 2023 - June 2024 | Electronics Project Club | Interested Students | Mr. Holmes | C204 |
September 2023 - June 2024 | FCA- Fellowship of Christian Athletes | Interested Students | Mr. Trabing | D120 |
September 2023 - June 2024 | Girl Rising | Interested Students | Ms. Good | D122 |
September 2023 - June 2024 | Green Team | Interested Students | Ms. Meltzer | A421 |
September 2023 - June 2024 | History Bowl | Interested Students | Mr. Ikeda | D150 |
September 2023 - June 2024 | HYPER Robotics | Interested Students | Mr. Gendron | A305 |
September 2023 - June 2024 | Interact Club | Interested Students | Ms. Eldridge | Guidance |
September 2023 - June 2024 | International Travel Club | Interested Students | Ms. Matthews | D219 |
September 2023 - June 2024 | Latino Culture Club | Interested Students | Ms. Guerra | C315 |
September 2023 - June 2024 | Math Club | Interested Students | Ms. Canning | D310 |
September 2023 - June 2024 | Math Competition | Interested Students | Ms. Canning | D310 |
September 2023 - June 2024 | Mu Alpha Theta-Math Honor Society | Qualified Students | Ms. Canning | A308 |
September 2023 - June 2024 | Muslim Students Association | Interested Students | Ms. Alhadidi | C326 |
September 2023 - June 2024 | National Honors Society | Qualified Students | Ms. Levine | D325 |
September 2023 - June 2024 | National Business Honor Society | Qualified Students | Ms. Alzened Mr. McNiece | A325 |
September 2023 - June 2024 | National Honor Society Science | Qualified Students | Mr. Forrest Mr. Comer | A417 |
September 2023 - June 2024 | Ping Pong Club | Interested Students | Mr. Imhoff Ms. Vogel | Cafeteria |
September 2023 - June 2024 | Poetry Club | Interested Students | Mr. Ikeda | D150 |
September 2023 - June 2024 | People of Color Student Union (POCSU) | Interested Students | Mr. Ikeda | D150 |
September 2023 - June 2024 | Pony Express- School Newspaper | Interested Students | Mr. Natalizia | D212 |
September 2023 - June 2024 | QHS Step | Interested Students | Mr. Johnson Ms. Spellman | Cafe |
September 2023 - June 2024 | Spectrum | Interested Students | Mr. Comer | A316 |
September 2023 - June 2024 | Stem Spark | Interested Students | Mr. Forrest Mr. Comer Dr.Tongcharoensirikul | A417 |
September 2023 - June 2024 | Student Ambassador Program | Interested Students | Ms. Eldridge | Student Support |
September 2023 - June 2024 | Student Council | Interested Students | Ms. Powers Ms. Davis | A425 |
September 2023 - June 2024 | Tabletop Club | Interested Students | Mr. Comer | A316 |
September 2023 - June 2024 | Women’s A Cappella Choir | Interested Students | Ms. Compitiello | C122 |
September 2023 - June 2024 | Yale Model Congress | Interested Students | Ms. McMillen | D211 |
September 2023 - June 2024 | Yearbook | Interested Students | Mr. Doucette Mr. Kimmel | C112 |
D. Family Engagement and Communication
Date | Topic | Target Audience | Location |
August 2023 | Freshmen and New Student Tours - Small Groups | Incoming Grade 9 and New Students | K. Ford E. Smith |
August 2023 | Athletic Night | Student Athletes/ Parent Guardians | K. Mahoney Fall Coaches Athletic Trainer |
August 2023 | Parent Information Night | All Parents/Guardians | K. Ford E. Smith B. Reardon |
September 2023 - June 2024 | Translations of communications to the community. | School Community | H. Wojcik K. Ford E. Smith K. Harrison |
September 2023 - June 2024 | President’s Community Bulletin | Students/Parents/Guardians | E. Smith |
September 2023 - June 2024 | Aspen emails utilized by teachers, support staff, and administration to communicate with students and families. | Students/Parents | All Staff |
September 2023 - June 2024 | School Messenger and SMORE newsletters are utilized as a communication tool to connect via phone, email, and texts with the community and staff. | Students/Parents/Guardians/Staff | K. Ford Attendance Office |
September 2023 - June 2024 | Posting of events on QATV Channel 22. | School Community | HSTL D. Golden M. McMillen |
September 2023 - June 2024 | Twitter Connections: @quinzeehigh @qhsathletics @qhsprincipalford | School Community | E. Twomey K. Mahoney K. Ford |
September 2023- June 2024 | Facebook Connections: Quincy Public Schools Page Quincy High Page Quincy High Guidance Quincy High PAC Page | School Community | L. Owens S. Jones K. Powers E. Twomey B. Reardon |
September 20223- June 2024 | Instagram Connections: @ quincyhigh @ qhsstuco @ qhsprincipalford @ qhsapsmith | School Community | E. Twomey S. Jones K.Ford E. Smith |
September 21, 2023 | Back to School Night | Students/Parents/Guardians | K. Ford E. Smith Department Heads Teachers |
September 28, 2023 | College Information Night | Grade 12 Students and Families | B. Reardon Guidance Department |
October 2023 - May 2024 | Parent Advisory Council (PAC) Meetings | All Parents and Guardians | PAC Leadership K. Ford |
October 12, 2023 | College Fair | QHS Families and community members | S. Eldridge Guidance Department |
October 26, 2023 | Financial Aid Night | QHS Families and community members | B. Reardon Guidance Department |
November 30, 2023 | Parent-Teacher Conferences | All families and Guardians | K. Ford E. Smith J. Bretsch D. Golden |
December 4, 2023 | Parent-Teacher Conferences | All families and Guardians | K. Ford E. Smith J. Bretsch D. Golden |
December 11, 2023 | Winter Sports Orientation | Winter Student/Athletes and Families | K. Mahoney Winter Coaches Athletic Trainer |
December 11 2023 | 8th Grade Open House | Grade 8 students/families | K. Ford E. Smith HSLT |
January - June 2024 | Live streaming of home athletic events held in the gymnasium. | QHS Community | K. Ford K. Mahoney M. Rodriguez |
February 2024 | STEM Fair | All science students/families | J. Krieger Science Department |
March 2024 | Course Selection Night | All students/families and Grade 8 students/families. | K. Ford E. Smith B Reardon |
March 7, 2024 | College Information Night, Juniors | Junior Students and Families | B. Reardon Guidance Staff |
April 2024 | Spring Sports Orientation | Spring Student/Athletes and Families | K. Mahoney M. Rodriguez Spring Coaches Athletic Trainer |
May 2024 | Senior Parent Information Night | Parents/Guardians of Gr. 12 students | K. Ford E.Smith K. Carey |
Spring 2024 | College Fair | Students/Parents/Guardians | B. Reardon /V. Cushman QHS Guidance Department NQHS Guidance Department |
June 2024 | Grade 8 Fly-Up Day | Grade 8 Students | K. Ford E. Smith B. Reardon |
June 2024 | Fall Sports Orientation Night | Fall 2023 Student Athletes and Families | K. Mahoney M. Rodriguez Fall 2022 Coaches Athletic Trainer |
III. School Demographics as of 12/4/23
Total Enrollment | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
1446 (-6 from 2022-23) | 292 (20.2%) | 806 (55.7%) | 194 (13.4%) | 56 (3.9%) |
Race | Total Subgroup Population |
Asian | 329 (22.7%) |
Black/African American | 191 (13.2%) |
Hispanic or Latino | 202 (14.0%) |
Multiracial, non-Hispanic | 75 (5.2%) |
Native American | 3 (0.2%) |
Pacific Island | 11 (0.8%) |
White | 635 (43.9%) |
Advanced Class Enrollment (Grades 9 - 12) | # of Students in Advanced out of Subgroup Totals | % of Population |
All Students Enrolled | 464 of 1446 | 32.1% |
Low Income | 189 of 806 | 23.4% |
Asian | 185 of 329 | 56.2% |
Black/African American | 26 of 191 | 13.6% |
Hispanic/Latino | 38 of 202 | 18.8% |
Multiracial | 20 of 75 | 26.7% |
Native American | 0 of 3 | 0% |
Pacific Island | 2 of 11 | 18.2% |
White | 193 of 635 | 30.4% |
Core Academic Class Sizes (General Education) As of 12/4/2023
22 or fewer | 23-25 | 26 | 27 | 28 | 29 | 30 | |
Gr. 9-12 321 sections total | 221 (68.8%) | 68 (21.1%) | 11 (3.4%) | 12 (3.7%) | 5 (1.6%) | 3 (0.9%) | 1 (0.3%) |
2022-2023 SSDR Incident Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
174 | 134 | 77% |
IV. Facilities
2022-23 Improvements
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) $ 30,000
SUPPLIES
(pens, pencils, rulers, paper,glue, photocopy paper, etc.) $ 42,433
ACTIVITY STIPEND ACCOUNT $ 40,200
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies $ 6,600
Science Supplies $ 4,500
Library $ 3,000
SPECIAL FUNDING
(gifts, grants, partnerships, PTO, etc.)
Perkins Grant for Chapter 74 $ 86,000
P.A.C.. (approximate) $ 20,000
QCSP Mini-Grants $ 3,850
MA DESE Early College High School $75,000
TOTAL $ 281,583
VI. Appendix
English Language Arts (EE/ME %) | |||
Grade | Quincy 2022 | Quincy 2023 | State 2023 |
10 | 59.0% | 55.1% | 58.2% |
Mathematics (EE/ME %) | |||
Grade | Quincy 2022 | Quincy 2023 | State 2023 |
10 | 48.4% | 46.3% | 49.7% |
STE (EE/ME %) | |||
Grade | Quincy 2022 | Quincy 2023 | State 2023 |
10 | 45.7% | 49.5% | 46.8% |
B. Spring 2023 Accountability Data
C. Spring 2023 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. | 85% | 15% |
ENG | Within school, I am encouraged to take upper level courses (honors, AP). | 75% | 26% |
ENG | Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation. | 76% | 24% |
ENG | 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). | 93% | 6% |
ENG | I feel welcome to participate in extracurricular activities offered through our school, such as, school clubs or organizations, musical groups, sports teams, or student council. | 83% | 17% |
ENG | My teachers use my ideas to help my classmates learn. | 48% | 52% |
ENG | In at least two of my academic classes, I can work on assignments that interest me personally. | 66% | 34% |
ENG | If I finish my work early, I have a opportunity to do more challenging work. | 52% | 48% |
ENG | In at least two of my academic classes, students are asked to teach a lesson or part of a lesson. | 29% | 71% |
ENG | In my academic classes, students review each other's work and provided advice on how to improve it. | 51% | 49% |
ENG | In my academic classes, students wrestle with problems that don't have an obvious answer. | 66% | 34% |
ENG | In my academic classes, I am asked to apply what I know to new types of complex tasks or problems. | 71% | 29% |
ENG | In my academic classes, students work on long-term group projects (more than one month in length) that they independently carry out. | 46% | 55% |
ENG | Students respect one another. | 58% | 42% |
ENG | Teachers are available when I need to talk with them. | 86% | 14% |
ENG | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 78% | 22% |
ENG | My teachers promote respect among students. | 88% | 12% |
ENV | Students have a voice in deciding school rules. | 30% | 70% |
ENV | The consequences for the same inappropriate behavior (e.g., disrupting the class) are the same, no matter who the student is. | 67% | 33% |
ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 56% | 43% |
ENV | My teachers will first try to help (guide) students who break class rules, instead of punishing them. | 63% | 38% |
ENV | Students help each other learn without having to be asked by the teacher. | 79% | 21% |
ENV | My teachers set high expectations for my work. | 86% | 14% |
ENV | My teachers support me even when my work is not my best. | 79% | 20% |
ENV | The things I am learning in school are relevant (important) to me. | 45% | 55% |
ENV | Teachers ask students for feedback on their classroom instruction. | 62% | 38% |
ENV | My teachers inspire confidence in my ability to be ready for college or career. | 77% | 23% |
ENV | In my school, teachers focus on my understanding of the material and not on my grades. | 58% | 42% |
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. | 60% | 40% |
ENV | I have access to effective help at school if I am struggling emotionally or mentally. | 71% | 29% |
ENV | The level of pressure I feel at school to perform well is unhealthy. | 61% | 39% |
SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 81% | 19% |
SAF | Teachers don't let students pick on other students in class or in the hallways. | 72% | 29% |
SAF | Students at school try to stop bullying when they see it happening. | 45% | 55% |
SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 75% | 25% |
SAF | I have been teased or picked on more than once because of my real or perceived (imagined) sexual orientation. | 19% | 81% |
SAF | I have been teased or picked on more than once because of my race or ethnicity. | 20% | 81% |
SAF | In my school, groups of students tease or pick on one student. | 36% | 65% |
SAF | Students with learning or physical difficulties are teased or picked on at my school. | 31% | 69% |
SAF | Teachers support (help) students who come to class upset. | 75% | 24% |
SAF | I feel comfortable reaching out to teachers/counselors for emotional support if I need it. | 54% | 46% |
SAF | I have a group of friends I can rely on to help me when I feel down (sad). | 83% | 17% |
SAF | I feel as though I belong in my school community. | 76% | 23% |
SAF | Students at school try to work out their problems with other students in a respectful way. | 46% | 54% |
SAF | Because I worry about my grades, it is hard for me to enjoy school. | 71% | 29% |
SAF | I have stayed at home (or avoided school) because I did not feel safe at my school. | 26% | 73% |
SAF | Students are sexually harassed at my school (for example, bothered by unwanted touching and/or indecent name-calling). | 24% | 76% |
D. Staffing: Support Services
2.0 Nurse
13.0 Special Education Teachers (Resource Room/Inclusion)
0 Special Education Teacher (Substantially Separate)
9.0 Guidance Counselors/Chairpersons
5.0 ELL Teachers/ELL Tutors
0.1 Speech and Language Instructor
1.0 School Psychologist
0.1 Occupational Therapist
1.0 Librarian
E. 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: Keith Ford /s/ Keith Ford
Co-Chair: Jeffrey Bretsch /s/ Jeffrey Bretsch
Teacher: William Reardon /s/ William Reardon
Parents: Courtney Perdios /s/ Courtney Perdios
Tere Rodriguez /s/ Tere Rodriguez
Community
Member: Amy Sorenson-Alawad /s/ Amy Sorensen-Alawad