North Quincy High School Improvement Plan 2023-2024
Quincy Public Schools
North Quincy High School
Improvement Plan
2023 - 2024
Daniel V. Gilbert, Principal
Noreen Holland, 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. 7
B. Professional Development Plan p. 23
C. Extended Day p. 24
D. Family Engagement and Communication p. 28
III. School Demographics p. 30
IV. Facilities p. 33
V. Budget p. 34
VI. Appendix p. 35
- Spring 2023 MCAS Data
- 2023 Accountability Data
- Spring 2023 VOCAL Data
- Completed Action Steps
- Staffing: Support Services
- School Council Members
- Principal’s Path
Dear Members of the Quincy School Committee,
It is with great pride and pleasure that we present the North Quincy High School School Improvement Plan for the 2023-2024 school year. At North Quincy High, we are committed to educating the whole child. It is imperative that our students receive high quality instruction, rigorous academic standards and individualized instruction in order to become College and Career Ready. But, it is equally important that we cultivate and develop within our students the moral and ethical values that will enable them to be successful members of a democratic society and an integral part of the North Quincy High School community. It is in a culture of tolerance, respect, inclusiveness and compassion that we push our students’ academic achievement, creativity, problem solving, and to be constantly striving toward excellence in all endeavors. Our mission is to provide a balanced education in which we meet the academic and personal needs of all our students. Therefore, with this mission in mind, North Quincy’s School Improvement Plan was created.
Over 2023-2024, North Quincy High will continue engaging students and families and support their academic needs while building a more inclusive community. We will continue to increase both teacher collaboration and instructional capacity in order to improve the academic progress of every student as well as engage our community in a more effective manner. Now more than ever, our students also need support in their social-emotional development. We will continue to address our students’ social-emotional learning through a number of initiatives focusing on all of our students. At the same time, our focus remains on effective instruction, student assessment and working hard to ensure that the curriculum we deliver to our students is aligned across each department. As we continue the use of the Massachusetts Curriculum Frameworks, it is imperative that we align our curriculum, assessments, and instructional strategies to reflect the rigor, which will be required of students to become College and Career Ready. As we fully commit to these expectations, it is essential that all aspects of our academic program, from lesson planning to the creation of assessments, reflect these changes. We also fully understand the importance of
engaging our families and communities. Over the course of this year, North Quincy High School will offer several community events to accomplish this. With these elements in mind, the goals, action steps, and professional development for the 2023-2024 school year were created. We accept this challenge at North Quincy High School and will work tirelessly to meet the increased demand and expectations.
I am extremely proud and honored to be the Principal of North Quincy High School. I am excited to work with a dedicated and talented staff whose first priority is our students. I am equally thrilled to be working with students and families committed each day to try a little bit harder and learn a little bit more. Thank you for your time and consideration of North Quincy High School’s School Improvement Plan. Your comments and feedback are most welcome.
Sincerely,
Daniel V. Gilbert
- Data Reflection
This year saw an increase in our overall MCAS data giving NQHS a great deal to celebrate. In looking at our Accountability Data for the 2023 school year NQHS school accountability percentile was seventy-five meaning that our overall data placed NQHS above seventy-four percent of high schools in Massachusetts. Our High Needs subgroup percentile was ninety-one (better than ninety percent of high schools in Massachusetts), Low Income subgroup was ninety-six (better than ninety-five percent of high schools in Massachusetts) and our EL and Former EL subgroup was ninety-four (better than ninety-three percent of high schools in Massachusetts). On the ELA MCAS, 68.7 percent of our students scored in the Exceeding and Meeting Expectations category as compared to fifty-eight percent state-wide. Twenty-six percent of our students scored in the Partially Meeting Expectations category and five percent scored in the Not Meeting Expectations category. Four of our subgroups improved over the 2022 administration. Our High Needs group improved .2 points, our EL and Former EL improved 3.0 points, Students with Disabilities improved .5 points, and our Asian subgroup improved 4.2 points. Seventy-two percent of our students scored in the Exceeding Expectations and Meeting Expectations categories on the Math MCAS as compared to fifty percent state-wide. Our EL and Former EL subgroup made a 2.2 point increase on the Math MCAS. On the Science MCAS, sixty-five percent of our students scored in the Exceeding or Meeting Expectations category as compared to the state average which was forty-seven percent.
Student Growth Percentile for all students on the ELA test was 51.5. Two of our subgroups’ SGP was higher than the state average of 50. Both our EL and Former EL and our Asian subgroups outperformed the state with a SGP of 54.7 and 53.7, respectively. SGP for all students on the Math MCAS was 54.4, which is above the state average. Our EL and Former EL subgroup and our Asian subgroup demonstrated high growth with SGP’s of 51 and 61.5 respectively. Our High Needs subgroup (SGP 52.1), Low Income subgroup (SGP 54.1) all exceeded the state average.
- Goals Reflection
English Department Goal: During the 2022-2023 school year, all students in ELA classes will demonstrate an increased ability to analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of two different texts relate to each other and to the whole, as measured by a 5% increase (from a base of 54% in 2022) on the Reading Standards for Informational Text: Craft & Structure on the spring 2023 ELA MCAS Results by Standards Report [CU306]. This goal was achieved as we saw an increase in this particular standard of seventeen percent from the 2022 baseline of fifty-four percent.
Math Department Goal: During the 2022-2023 school year, Math students will increase the percentage of students scoring in the Meeting Expectations and Exceeding Expectations category as compared to the State Average by at least 10%, as measured by the spring 2023 Results by Achievement Level MCAS Report [PE303]. This goal was achieved as the state average in Exceeding and Meeting Expectations was fifty percent as compared to North Quincy High School’s score of seventy-two percent. This is very encouraging data and as a result, we hope to continue with the 2024 MCAS administration.
Science Department Goal: The Science department will show improvement in student performance on MCAS Open Response Questions. This improvement will be demonstrated by increasing average MCAS Open Response Question scores above 2 points by 5% (from a base of 50% in 2022 to 55% in 2023). Evidence of year-end progress will be reported in the spring 2023 MCAS Test Item Analysis Report. This goal was achieved as our percentage on constructed response questions increased to fifty-seven percent.
- VOCAL Reflection
Our VOCAL data from the 2023 MCAS is very encouraging. It is clear from our students’ feedback that our community consistently supports student's well-being, a sense of belonging, and a safe and academic environment in many other positive ways. This year, NQHS will create a Cultural Fair to celebrate all of the different cultures at our school. We plan to hold our Fair in March of 2024. In doing so, we are intent on increasing student belonging and supporting our students' well-being.
II. School Improvement Plan
- Goal Statements and Action Steps
SMART Goal # 1: During the 2023-2024 school year, English students will demonstrate increased proficiency on poetry-based questions and essays, as measured by a 5% increase in the average of poetry-related scores in the Reading Literature and Writing Standards for the spring 2024 ELA MCAS (from a base of 69% in 2023 from report IT301).
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued |
1 | Create, review, and assess an inventory of poetry taught within the English Department. Analyze poetry-related MCAS data and test questions from current and past MCAS tests to work with a variety of examples that address Reading Literature & Writing as related to poetry. | Professional Development meetings for 2023-2024 | MCAS data analysis, teacher resources, departmental discussion, meeting agenda notes. | English Department, Department Head | New |
2 | Create and implement curriculum needed to increase proficiency in: answering poetry-related questions; writing about paired poems or poems paired with other literature. | Professional Development meetings 2023-2024 and classroom instruction. | Meeting agenda notes, curriculum resources | English Department, Department Head | New |
3 | Review and evaluate strategies used during the year. | May 2024 PD Meeting | Meeting agenda notes | English Department, Department Head | New |
SMART Goal # 2: Students will achieve on the MCAS as demonstrated by reaching both goals listed below.
- The percentage of North Quincy students who score Meeting or Exceeding expectations will be at least 12% higher than the state average.
- The two questions from the Spring 2023 MCAS that had the most significant School-State Difference were both from Standard G-CO A, Geometry Congruence: Experiment with transformations in the plane. This year questions from Standard G-CO A will be at least 1% higher than the state average.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised, or Continued |
1 | Analyze MCAS data specific to 2022-2023 classes and identify areas of concern. | October - December | Edwin Analytics Classroom Analysis Printouts | 2023-2024 sophomore teachers | New |
2 | Create lessons and assess areas of concern found in the 2022-2023 data. Specifically, create lessons related to standard G-CO A | November - April | Lesson Plans and/or Assessments | 2023-2024 sophomore teachers | Part Continued Part New |
3 | Provide and familiarize students with the MCAS Reference Sheet | February | MCAS approved reference sheets | 2023-2024 sophomore teachers | Continued |
4 | Use the Grade 8 and Grade 10 MCAS practice test through TestNav | February - May | Student results on practice tests | All grade 9 and grade 10 teachers | Continued |
5 | Incorporate lessons in Algebra covering the new curriculum that will be assessed:
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| Lessons, student work, assessments | Algebra 1 teachers | Continued |
6 | Incorporate lessons in Geometry covering the new curriculum that will be assessed:
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| Lessons, student work, assessments | Geometry teachers | Part Continued Part New |
Department Academic Pacing Goal: During the 2023-2024 school year, the math department will create pacing guides in the core subjects Algebra 1, Geometry, Algebra 2, and Precalculus.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised, or Continued |
1 | Teachers will use the data in the 2021-2022 and 2022-2023 Curriculum Google Docs to formalize a Pacing Guide for CCP, Honors, and Advanced classes. | Google document | All teachers | October - June during department time. | New |
SMART Goal # 3: Science Department Goal: In the 2023-2024 school year, the Science Department will exceed the State Average of Biology Scores in the Meeting and Exceeding Expectations categories by 10%, as measured by the Spring 2024 MCAS PE303 Results by Achievement Level report.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Data analysis: goal setting Review 2023 Biology MCAS results Analyze and discuss results for all students and subgroups, with a particular focus on Constructed Response Questions | September 2023 October 2023 | Edwin Analytics Report and Meeting Notes Edwin Analytics Report and Meeting Notes | Science Team Science Team | New New | ||
2 | Ongoing planning & instruction Modeling short answer questions to include in each unit Developing resources based on the new NG MCAS test format Inspire Chemistry and ALEKS Instructional Resources and assessment programs Include/model short answer questions on all unit tests Use technology to create/model/express scientific knowledge Continue using the CER (Claims, Evidence, Reasoning) scientific writing model to strengthen students critical thinking Incorporate Sentence Frames and scaffolding tools for open responses in assessments | School year 2023-2024 School year 2023-2024 School year 2023-2024 School year 2023-2024 School year 2023-2024 School year 2023-2024 School year 2023-2024 | Lesson plans and DESE exemplars Online Resources/ Miller and Levine and Pearson Mastering Biology Instructional Materials/ CER Online Resources/ Assessments/Lab Reports/ CER Assessments Online resources/ PHET labs/ Google Classroom Lesson plans and completed student work Lesson Plans and Assessments | Science Team Biology Team Chemistry Team Science Team Science Team Science Team Science Team | Continuing Continuing Revised Revised Continuing Continuing Continuing | ||
3 | Professional development Scientific Writing Workshop NSTA - Scientific Literature/ Scientific Argumentation Resources EL and Special Education Professional Development | School year 2023-2024 School year 2023-2024 School year 2023-2024 | Meeting Agenda and Notes Meeting Agenda and Notes/NSTA Resources Meeting Agenda and Notes | Science Team Science Team EL and Special Education Departments | Continuing Continuing Continuing | ||
4 | Data review: progress check Use frequent formative and summative assessments to identify areas of weakness and tailor instruction to the needs of students MCAS Practice Test MCAS Scores | End of school year 2024 Spring 2024 End of school year 2024 | Assessment Scores Assessment Scores Edwin Analytics | Science Team Biology Team Science Teachers | Revised Continuing Continuing | ||
EL Department Goal: During the 2023-2024 school year, 70% of year-over-year EL students will demonstrate an increased ability and comprehend literary and informational text independently and efficiently as measured by a 0.3% level increase on the 2024 ACCESS Comprehension domain. Additionally, 70% of year-over-year EL students will demonstrate an increase of 0.3% in the Speaking Domain score on the 2024 ACCESS Test.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | ACCESS Score Analysis | September 2023 | Roster confirmation SSP Planning | EL Department Members | Continued | ||
2 | Analyze previous year's SSP students | September 2023 | State released data and target scores | EL Department Members | Continued | ||
3 | Student Success Plans Design | October 2023 | Create SSPs for 23-24 Cohort | ELDepartment Members | Continued | ||
4 | All EL teachers will use the WIDA Modified speaking rubric. | October - May | Lesson plans, Posted Assignments, Student Recordings, Graded Rubrics | EL Department Members | Continued | ||
5 | Collection and Review of SSP evidence and target score goals. | May/June 2023 | 2024 ACCESS Scores Teacher collection of student work as evidence of instruction toward learning goals | EL Department Members | May/June 2023 | ||
Social Studies Department Goal: Building on the previous year’s goal, during the 2023-2024 school year, all students in the NQHS Social Studies classes will prepare to be informed and engaged citizens by improving communication skills, with a specific focus on improving their ability to write an argumentative essay focused on discipline-specific content. Student performance on these such essays will improve by at least 5% by the end of the school year, as measured by performance on a common rubric aligned to the state standards.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Using the Writing Standards for Literacy in the Social Studies outlined in the state frameworks, Social Studies teachers will collaborate to create a shared assessment rubric to measure student performance in the target area. | October 2023 | Completed rubric | All Social Studies teachers | New | ||
2 | Teachers will administer a pre-test diagnostic using the shared rubric to determine a baseline score for comparison and to inform instructional planning. | November 2023 | Diagnostic tool and student work samples. | All Social Studies teachers | New | ||
3 | Grade-level teams will design common writing assignments around a variety of content to help students practice the targeted skill. | Fall & Winter 2023 | Writing assignments and student work samples. | All Social Studies teachers | New | ||
4 | Teachers will assign essays, provide feedback to students, and allow students time for practice and revision. | Throughout the 2023-4 school year | Student work samples | All Social Studies teachers | New | ||
5 | Teachers will administer a final assessment, and use scores to compare to the pre-test. | April 2024 | Assessment data | All Social Studies teachers | New | ||
6 | Teachers will collaborate to analyze and compare data, share best practices, and plan future instruction. | May 2024 PD session | Meeting notes and artifacts | All Social Studies teachers | New | ||
World Language Department Goal: World Language teachers will collaborate to update the WL curriculum incorporating the new MA WL frameworks to better reflect student outcomes and global cultural proficiency. Through this work, World Language students will be prepared to communicate and interpret language through a lens of global cultural competence by engaging classroom activities aligned with the new MA WL curriculum frameworks guiding principles 2 and 9. Success will be demonstrated by an end of the year updated curriculum progress and department collection of sample lessons and student-produced work reflecting MA WL framework domain 2: Linguistic Cultures Practices.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Review existing curricular documents available by language and course. | September and October | Dept. meeting agenda, attendance sheet, notes | WL dept. Chair and teachers | New | ||
2 | The Department Chair provides curricular templates and assembles teacher-teams to collaborate on curricular revamping by global themes, specifically, curricular topics and student “can-do” statements. Working groups are assembled by language and level. The ACTFL standards and MA WL Frameworks will be used as a guide. | September and October* (* includes 4:30 PD day) | Dept. meeting agenda, attendance sheet, notes and created materials/documents | WL Department Chair | Continued | ||
3 | Research to identify possible current textbooks that align with the frameworks Review of materials. | September and October | Short list of possible textbooks for languages that currently do not have. | WL Department Chair and teachers | New | ||
4 | Generate and implement lessons/units reflect MA WL Framework domain 2- Linguistic Cultures | Ongoing | Unit and lesson plans incorporating culture. | WL Department members | New | ||
5 | Teachers continue to develop lessons/activities that incorporate WL domain 2- Linguistic Cultures. | January- February | Updated working Curriculum document. Cultural lesson/unit plans | WL Department members | New | ||
6 | Teachers will share out and discuss generated cultural lesson plans and discuss outcomes of lessons/units already implemented | January- February | Dept. meeting notes and generated materials. | WL Department members | New | ||
7 | Compilation and discussion of completed student work related to WL domain 2- Linguistic Cultures. Department Chair collects | February - March | Student work related to WL domain 2- Linguistic Cultures. | WL Department members | New | ||
8 | Final collection of lessons/units related to WL domain 2- Linguistic Cultures. The Department Chair will keep a record of the lessons/units. | May/June | Collection of lessons/units across languages offered at NQHS. | WL Department Chair and department members | New | ||
Student Support Staff, School Psychologists & Health Interventionists Goal: Social -Emotional Learning Goal: Student Support Staff will participate in Trauma Informed Practices Professional Development for 10 hours to support the social-emotional wellness and the mental health needs of students. The Student Support Staff will implement suicide prevention and social emotional support through classroom lessons to all students in grade 11 by May 2024 in order to continue the sequence of SEL learning and implementation. These practices will address harm and conflict in order to meet the social emotional health and needs of all students at NQHS during the 2023-2024 school year.
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | The Student Support Teams will meet to discuss the particular academic, social emotional and health needs of students. | Sept-June | Weekly staff meeting agendas and SST agendas, as well as staff meeting case conference notes and SST follow up notes for each student discussed | All Student Support Staff, Health Interventionist and School Psychologist | New | ||
2 | A presentation for all staff was held on crisis intervention and updated 504/Special Ed laws and responsibilities | September | Power point presentation shared with all NQHS staff. | Student Support Department Head, School Psychologist | New | ||
3 | Professional development will be targeted to include updated policies and procedures for handling high risk situations | Oct-June | Updated procedures were created and discussed with staff in an October training during staff meeting | All Student Support Staff, Health Interventionist and School Psychologist | New | ||
4 | Professional Development training to learn about suicide prevention and Trauma Informed SEL practices (NAN, DOVE, Open Parachute, Restorative Practices, etc) | Oct-June | Documentation from QPS leadership team | All Student Support Staff, Health Interventionist and School Psychologist | New | ||
5 | In consultation with NAN representatives a meeting will be held to plan to tailor implementation to the needs of all students to have training for suicide prevention. Staff will collaboratively create action plans for those of whom were experiencing conflict in a timely manner with outreach to agencies, families and special educators as needed. Lessons from the NAN Project will be piloted with the 11th graders to promote mental health and wellness | November | Schedule to be created for NAN project classroom lessons from December to January for Grade 11 | All Student Support Staff, Health Interventionist and School Psychologist | New | ||
6 | Assess the quality and effectiveness of the NAN platform through ongoing monitoring and evaluation with the district and site team members | Nov-June | Pre- and post-tests, student reflection, and group discussion. | All Student Support Staff, Health Interventionist and School Psychologist | New | ||
Special Education Department Goal: By the end of the 2023-24 school year, each liaison in the special education department will have administered a transition planning assessment, met with the respective student and developed a comprehensive Transition Planning Form (TPF) to present at the Individualized Education Program (IEP) meeting.
In order to create this transition plan, the liaison will consider each aspect of the planning form as compared to the DESE issued TPF template. This information will then be utilized in the construction of various aspects of the IEP; including, the Vision Statement, the PLEP A and B pages, and the specific learning Goals.
We will know this goal has been reached when, in June 2023, each liaison meets with the Department Head to review their caseload IEPs and confirms that 100% of their students have a current, active and workable Transition Plan as confirmed by the DESE template.
Action Steps/Monitoring Plan
Step # | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued |
1. | Special education liaison identifies a transition assessment that will elicit the most appropriate/ necessary information for the Individualized Education Program’s (IEP) Transition Planning Form (TPF) for a student on their caseload*. | At least two weeks prior to the respective annual IEP meeting. | Completed TPA | Case manager/ special education liaison.
*Caseloads range between 23-25 students per liaison & per school year. | Continued |
2. | Liaison meets with the student after he/ she/ they have completed the assessment. | At least one full week prior to the IEP meeting. | Draft development of the TPF. | Case manager/ special education liaison & IEP student. | Continued |
3. | Liaison utilizes the interview and assessment results to inform the development of a personalized TPF. This TPF will include specific areas of need and ways in which these needs are addressed in IEP Goals. | Due the Friday of the week prior to the IEP meeting by NOON. | Draft IEP and completed TPF that adheres to the DESE guidelines. | Case manager/ special education liaison & IEP student. | Continued |
4. | Liaison presents the TPF at the IEP meeting. This TPF is also reflected in the IEP development. | Annual IEP meeting (either Review or Re-eval) | Draft IEP with notations and observation of the TPF presentation by the Department Head. | Case manager/ special education liaison & IEP TEAM. (Department Head, when applicable: Re-evaluation, Initial, Grade 9 and “other” meetings). | Continued |
5. | Each caseload liaison meets with the Special Education Department Head to ensure that their TPFs were completed and adhered to the specific criteria provided within the DESE issued Template. | First week in June 2024. | Meeting notes, template comparison as a rubric, by caseload. | Department Head and Special Ed. Liaison. | Continued |
CVTE Department Goal: During the 2023-2024 school year, all CVTE students will enhance their reading comprehension, and critical thinking skills and expand their vocabulary by reading at least one in-depth research-based article and reflecting on the main idea. They will write a one-page executive summary including the main thesis, key points, and their thoughts on the article. Students will be assessed using the Shares Knowledge Effectively rubric, and the class will achieve an average grade of 80%.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Educator will identify article/articles pertaining to their subject area | Dec. 1,2023 | Copy of Article | CVTE Educator | New | ||
2 | Educator will prepare the students by reviewing the assignment along with the grading rubric | Mar. 8, 2024 | Copy of Assignment and Rubric | CVTE Educator | New | ||
3 | Educator will set aside a dedicated time for reading articles | Mar. 8, 2024 | Class Agenda and/or Plan | CVTE Educator | New | ||
4 | While reading make sure the students are taking notes, underlining key points, and defining unfamiliar terms | Mar. 8, 2024 | Copy of student notes | CVTE Educator | New | ||
5 | After finishing the article, have the student’s write a brief summary or reflection. Include the main thesis, key arguments, and their thoughts on the article. | Apr. 5, 2024 | Copy of student work | CVTE Educator | New | ||
6 | Grade students using the Shares Knowledge effectively Rubric | Apr. 12, 2024 | spreadsheet with grading data | CVTE Educator | New | ||
Deans Goal: During the 2023-24 school year, the deans will identify students with attendance concerns of seven (7) or more unexcused absences in each term and work with stakeholders to mitigate academic failure and improve attendance by 10 percent over the course of the school year.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Sources of Evidence | Team/ Person Responsible | Timeline | Status New, Revised or Continued |
1 | Work collaboratively with stakeholders (students, parents, teachers and counselors) to develop student success plans for identified students | Student Success Plans, emails, meeting notes, SST notes | Deans | September 2023-June 2024 | Continued |
2 | Participate in independent and site provided opportunities for professional development in areas regarding, PBIS, SEL, culturally responsive and restorative justice practices | Certificates of completion, agendas and feedback | Deans | September 2023-June 2024 | Continued |
3 | Communicate expectations regarding school attendance regularly and clearly with families and students | Phone calls, emails, letters, attendance hearings, Google Classroom reminders, | Deans | September 2023-June 2024 | Continued |
4 | Continue to use a multi-tiered system of support to address student needs | SST, conferences with families, counselors, and health staff | Deans | September 2023-June 2024 | Continued |
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters | Goal # |
9/5/23 | 9:00 am -12:00 pm | Auditorium | All Staff | Principal PD: Review teacher handbook Review safety, security and lockdown procedures Review mandated Reporting (51A), physical restraint, civil rights, harassment policies, Internet and technology policies, educator evaluation Review updated health guidelines for students | Administration, Guidance | All |
9/13/23 | 1:00 - 3:00 pm | Auditorium | All Staff | Open Parachute | Administrators, Student Support | All |
10/11/23 | 1:00 - 4:30 pm | Auditorium | All staff | Assessment Day 1 Review and analyze MCAS and Vocal test results to find strengths and weaknesses, to guide in the planning and creation of action steps and improvements for the 2022-2023 school year | Principal, Assistant Principal, Assessment Team | All |
1/10/24 | 1:00 - 3:00 pm | Auditorium | All staff | NEASC | NEASC Liason | All |
2/14/24 | 1:00 - 3:00 pm | Auditorium | All Staff | NEASC | NEASC Liason, NEASC Coordinators | All |
3/13/24 | 1:00 - 2:30 pm | Classrooms | All Staff | Departmental Meetings | Department Heads, Principal, Assistant Principal | All |
5/15/24 | 2:30 - 4:30 pm | Media Center | All Staff | Departmental Meetings: Reflections on Goals and Action Steps | Department Heads, Principal, Assist Principal | All |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Location |
Academic Decathlon | Mr. D'Amore | Compete with other schools-Topic based | Mondays 2:30-3:30 Room 320 |
Allies (Peer Ed) | Mrs. Farren | students are trained to address teen dating violence | As-needed, during lunch, field trips, or after school |
American Sign Language Club | Mr. Regan | Learn sign language. | 2 Thursdays per month in 308 |
Art Club | Ms. O'Donnell | A club focused on creating art. This is for the student that loves art. Students do not need to be enrolled in an art class to join. | Meet Thursdays 2:30-3:30 |
Book Club | Mrs. Shaw | An informal group that meets to talk about favorite titles or selected books.The group may talk about several different books at once. It's a group for people who love to read. All are welcome. | Meets twice a month with one in person and one virtual meeting. In person meetings will take place after school on Monday, |
Caring Hearts Club | Mrs. Cushman & Ms. Hart | Demonstrate acts of kindness in the school community | Third Wednesday of the Month |
Culinary Club | Ms. Flaherty | Student-led opportunity to explore the world of food. | 7 Fridays per semester |
Curly Hair Crew | Mrs. Tenpow-Negeri | Have, want or love curly hair? Share, learn about and discuss ways to care for curly hair and talk about the implications of having it. Come make new friends, attend life seminars, with the Curly Hair Crew. | Once a month on Tuesdays or Wednesdays. In person and virtual.`` |
Debate Club | Mrs. Crowley | Students engage in a weekly "thought talk" as well as a formal debate. Students are expected to remain respectful of others and follow the rules of debate. | Fridays 2:45 - 3:45 pm in room 304 |
DECA | Mrs. Collins/Mr. Gibbons | DECA (Distributive Education Clubs of America) is an association of students that encourages the development of business and leadership skills through academic competitions. Each competition includes a written test over business and marketing information, as well as two role-playing, problem solving events. | Mondays 2:30 to 3:30 |
Drama Club | Ms. Santos | Plays, musicals, and everything that goes with them! | Rehearsals M-W-F 2:30-4:30. Play weekend of December 10. |
Dungeons and Dragons | Mr. Card | D and D campaigns running throughout the school year. Both new and experienced players are welcome! | Every Tuesday 2:30-4:00 |
ESports League | Mr. Costa | ESports is a competitive video game club that was founded in 2016. The club is open to all students and entries into competitions are free this school year. | Meets on Wednesdays after school. |
Engineering Club | Ms. Flaherty | Student-led opportunity to explore engineering. | Room 441 - Typically two Wednesdays/month (alternating from half days) - Check Google Classroom for updates |
Financial/ Investment Club | Mrs. Cavallo | A club focused on helping students become more financially literate and learn how to invest for their futures. | Every other Monday at 4:00 PM. |
Green Student Movement (GSM) | Mr. Buckingham | Community Clean up and environmental awareness. | Wednesdays in Room 415 |
History Club | Mrs. Fernandez | A club focused on history and exploring historical documents and topics | Bi-weekly on Wednesdays beginning 9/29 in room 316B |
Interact Club | Mrs. Collins | Interact Club is a club with a goal to provide youth at North Quincy High the opportunity to undertake community and international service projects. | First Friday of the Month |
International Club | Mrs. Tenpow-Negeri | Bringing people of all cultural backgrounds together. Explore new cultures through film, music, food and conversation.We will eat out at various ethnic restaurants in Quincy, Boston, and Cambridge. All T accessible. | In person: 1st or last Wednesday of the month. |
Kitty Hawk Air Society | MSgt John DeLorenzo | For inducted AFJROTC Cadet members only | Once a month - date determined each month by member vote. Meeting are only open to Kitty Hawk members |
LOL Club | QARI | A club to support our students in various academic ways | Every Tuesday |
Making Positive Change | Farren, Herlihy, Peng, Xia | We learn about issues related to diversity, equity, and inclusion | Once/twice a month depending on interest/participation |
Marvel Club | Mr. Herlihy | For Marvel fans to come together and discuss everything from the comics, movies and any other Marvel related news! | Every other Thursday 2:30-3:30 PM. |
Mental Health Matters | Ms. Plaskasovitis | Mental Health Club will provide a safe environment for students to learn and express issues surrounding stress and anxiety | Every other Wednesday 2:30-3:30 room 437 |
National Honor Society | Ms. Abbott and Ms. Hart | Chapter of national organization recognizing students for their work in scholarship, leadership, character, and service. For inducted NHS members only | Once a month - date determined each month by member vote. Meetings are only open to NHS members. |
Photography Club | Mr Hanson | A group providing students prompts, feedback and resources for photo students who are interested in creating additional artwork as well as students who could not fit the class in their schedule but would like to explore the medium in a more informal manner | Once/twice a month depending on interest/participation |
Pre-Medical Careers Club | Ms. Abbott | Learn about medical related careers | Bi-weekly on Mondays in room 408. |
Q/NQ Guys A Cappella- Tenor/Bass Chorus | Mr. Carew | Tenor and Bass singers practice and perform choral and contemporary a cappella music | Thursday, 3:00 PM to 4:30 PM in Room 138/9 |
QNQ Jazz Band | Mr. Cavanaugh | Does not usually start until November. | Band Room |
QNQ Jazz Quintet | Mr. Cavanaugh/ Mr. Salvucci | Remote recordings | Quincy High School Before Jazz Band |
Quiz Show | Kriz/Fernandez/ Farren | Knowledge-based competition practice | Wednesdays 7:00-7:45 AM |
Rainbow Alliance | Ms. Tranquillino and Ms. Tenaglia | Open to all students. LGBTQ+ awareness and support. Organize Spring Talent Show. | Tuesdays in room 402 or 411 |
SADD | Mr. Herlihy, Ms. Ginty, Mrs. P, Mr. Edgerly Ms. Wallace | Students Against Destructive Decisions | Thursday after the half day |
D. Family Engagement and Communication
Date | Topic | Target Audience | Location |
8/23/23 | Introduction Letter from Principal | All students & parents | Principal |
8/30/23 | ECHS Orientation | ECHS Parents and Students | ECHS Teachers and Student Support |
8/30/23 | College Application Bootcamp | Seniors | Student Support |
9/1/22 | 9-12 Welcome Back Tours of NQHS | All Students and Parents | Student Support and Student Ambassadors |
First of each Month | Raider Roundup | Parents | N/A |
Every Monday 2022-2023 | Parent Notices | Parents | N/A |
9/20/23 | Back to School Night presentations | Parents | Administrative team; Teachers |
Fall 2023 | School counseling presentations - Transition to High School - Post-Graduation Planning - College Planning Live sessions; also recorded and made available | Parents | Student Support |
August, November, March, June | Athletic Pre-season meetings | Student-athletes, parents, coaches | Athletics department |
10/5, 11/16, 1/18, 2/15, 3/14, 4/25, 5/23 | Monthly Parent Advisory Council meetings | Parents | Administrative team |
11/17/23 | Adams Scholarship Ceremony | Parents and students | Administrative team, Counselors, Deans |
11/29 and 12/6 | Virtual and In Person parent/teacher conferences | Parents | Administrative Team; Teachers |
Fall/Winter 2023 | Student Support presentations - Transition to High School - Post-Graduation Planning - College Planning - Paying for College - Scholarship Information - Virtual College Fair Live sessions; also recorded and made available | Parents, students | Student Support |
12/8-12/9 | Winter Play | Parents/Families | Drama Club |
12/14/23 | Grade 8 Open House | Grade 8 families | Administrative team; Department heads; Teachers; Athletic Director, coaches |
12/19/23 | Winter Concert | Parents/Families | Music Teachers |
1/24/24 | Winter Recital | Parents/Families | Music Teachers |
2/6/2024 | Science Fair | Parents/Families | Science Teachers |
March 2024 | Course Selection & Curriculum Information Night | Grades 8-11 and families | Administrative team and Student Support team |
4/11/24 | Spring Concert | Parents/Families | Music Teachers |
4/20/24 | National Honor Society Ceremony | Parents/Families | Administrators/NHS Advisors |
4/24/24 | QNQ Sprint Recital | Parents/Families | Music/Band Teachers |
5/23/24 | QHS All City Jazz Concert | Parents/Families | Music/Band Teachers |
6/10/24 | Graduation | Parents/Families | All staff |
June 2024 | Class of 2027 Fly-Up Day | Incoming Grade 9 students | Administrative team and Student Ambassadors |
June 2024 | Sports Information Night | All students | Athletic Director, Administrative Team and Coaches |
III. School Demographics as of 11/27/23
Total Enrollment | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
1502 Gr. 9-12: 1470 Post-Graduate Special Education: 32 | 250 (16.6%) 218 (14.8%) 32 (100%) | 640 (42.7%) 619 (42.1%) 21 (65.6%) | 113 (6.8%) 108 (7.3%) 5 (15.6%) | 104 (6.9%) 103 (7.0%) 1 (3.1%) |
Race | Total Subgroup Population |
Asian | 814 (54.2%) |
Black/African American | 52 (3.5%) |
Hispanic or Latino | 68 (4.5%) |
Multiracial, non-Hispanic | 41 (2.7%) |
Native American | 4 (0.3%) |
Pacific Island | 7 (0.5%) |
White | 516 (34.3%) |
Advanced Class Enrollment (Grades 9 - 12) | # of Students in Advanced out of Subgroup Totals | % of Population |
Students Enrolled | 720 of 1470 | 48.9% |
Low Income | 275 of 619 | 44.4% |
Asian | 511 of 808 | 63.2% |
Black/African American | 11 of 49 | 22.4% |
Hispanic/Latino | 10 of 65 | 15.4% |
Multiracial | 15 of 43 | 34.9% |
Native American | 0 of 4 | 0% |
Pacific Island | 4 of 7 | 57.1% |
White | 169 of 491 | 34.4% |
Core Academic Class Sizes (General Education) As of 11/27/2023
22 or fewer | 23-25 | 26 | 27 | 28 | 29 | 30 | |
Gr. 9-12 319 sections total | 182 (57.1%) | 77 (24.1%) | 18 (5.6%) | 16 (5.0%) | 20 (6.3%) | 5 (1.6%) | 1 (0.3%) |
- There are 24 additional core academic class sections this school year, due to the FY2024 Budget increase of 4.0 Academic Classroom Teacher positions and several staff members teaching a 6th section.
- 81.2% of core academic class sections have 25 or fewer students, a 9.3% increase over the 2022-23 school year.
- The 60 class sections with 26 or more students are:
- 9 ELA: Honors classes for Gr. 10, 11, 12
- 27 Mathematics: 39.7% of Math sections, impacts all courses for Grades 9-12
- 2 Science: both Gr. 12 Physics Honors
- 11 Social Studies: 11 4 AP sections, plus Gr. 10 & 11 Honors & Advanced
- 8 World Language: Spanish & Mandarin, all levels/grades
- North Quincy High School is also home to citywide Special Education programs:
- Learning Center: 28 students
- PASS: 48 students
- LEAP (Post-Graduate): 32 students
2022-2023 SSDR Incident Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
104 | 81 | 76.4% |
IV. Facilities
2022-23 Improvements
- New classroom created (room 312)
- Rugs replaced in rooms 224 A, 224 B, 224 C, 217, 219, 309, 310, 312, 314
- Ceiling tiles replaced in selected rooms
- Two new boilers were installed
- Boys and Girls bathrooms on the second floor were renovated: new stalls, new tile, new sinks, hardware, ceiling, lights, and toilets.
2022-2023 SIP Areas of Need | 2023-2024 SIP Areas of Need |
ONGOING |
|
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.) $ 42,000
ACTIVITY STIPEND ACCOUNT $ 40,200
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies $6,750
Science Supplies $6,000
Library $3,060
SPECIAL FUNDING
(gifts, grants, partnerships, PTO, etc.)
P.T.O. (approximate) $10,000
QCSP Mini-Grants (5) $ 1,750
Perkins Funds $43,000
QCSP Mini-Grants $ 8,000
MA DESE Early College High School $75,000
TOTAL $265,760
VI. Appendix
- Spring 2023 MCAS Data
(Spring 2023 MCAS Edwin PE303 Report)
English Language Arts (EE/ME %) | |||
Grade | North 2022 | North 2023 | State 2023 |
10 | 69.6% | 68.7% | 58.2% |
Mathematics (EE/ME %) | |||
Grade | North 2022 | North 2023 | State 2023 |
10 | 63.9% | 71.9% | 49.7% |
STE (EE/ME %) | |||
Grade | North 2022 | North 2023 | State 2023 |
10 | 63.1% | 65.6% | 46.8% |
- 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. | 96% | 4% |
ENG | Within school, I am encouraged to take upper level courses (honors, AP). | 86% | 14% |
ENG | Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation. | 93% | 7% |
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). | 94% | 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. | 89% | 11% |
ENG | My teachers use my ideas to help my classmates learn. | 55% | 46% |
ENG | In at least two of my academic classes, I can work on assignments that interest me personally. | 69% | 32% |
ENG | If I finish my work early, I have an opportunity to do more challenging work. | 77% | 24% |
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 provide advice on how to improve it. | 61% | 38% |
ENG | In my academic classes, students wrestle with problems that don't have an obvious answer. | 71% | 29% |
ENG | In my academic classes, I am asked to apply what I know to new types of complex tasks or problems. | 85% | 15% |
ENG | In my academic classes, students work on long-term group projects (more than one month in length) that they independently carry out. | 57% | 44% |
ENG | Students respect one another. | 82% | 17% |
ENG | Teachers are available when I need to talk with them. | 92% | 7% |
ENG | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 96% | 4% |
ENG | My teachers promote respect among students. | 98% | 2% |
ENV | Students have a voice in deciding school rules. | 43% | 57% |
ENV | The consequences for the same inappropriate behavior (e.g., disrupting the class) are the same, no matter who the student is. | 73% | 26% |
ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 73% | 27% |
ENV | My teachers will first try to help (guide) students who break class rules, instead of punishing them. | 77% | 24% |
ENV | Students help each other learn without having to be asked by the teacher. | 78% | 22% |
ENV | My teachers set high expectations for my work. | 79% | 21% |
ENV | My teachers support me even when my work is not my best. | 86% | 13% |
ENV | The things I am learning in school are relevant (important) to me. | 57% | 43% |
ENV | Teachers ask students for feedback on their classroom instruction. | 73% | 27% |
ENV | My teachers inspire confidence in my ability to be ready for college or career. | 81% | 19% |
ENV | In my school, teachers focus on my understanding of the material and not on my grades. | 78% | 22% |
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. | 72% | 28% |
ENV | I have access to effective help at school if I am struggling emotionally or mentally. | 90% | 9% |
ENV | The level of pressure I feel at school to perform well is unhealthy. | 49% | 50% |
SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 94% | 6% |
SAF | Teachers don't let students pick on other students in class or in the hallways. | 82% | 18% |
SAF | Students at school try to stop bullying when they see it happening. | 61% | 39% |
SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 88% | 13% |
SAF | I have been teased or picked on more than once because of my real or perceived (imagined) sexual orientation. | 14% | 86% |
SAF | I have been teased or picked on more than once because of my race or ethnicity. | 19% | 82% |
SAF | In my school, groups of students tease or pick on one student. | 30% | 69% |
SAF | Students with learning or physical difficulties are teased or picked on at my school. | 27% | 73% |
SAF | Teachers support (help) students who come to class upset. | 80% | 19% |
SAF | I feel comfortable reaching out to teachers/counselors for emotional support if I need it. | 74% | 26% |
SAF | I have a group of friends I can rely on to help me when I feel down (sad). | 89% | 10% |
SAF | I feel as though I belong in my school community. | 92% | 8% |
SAF | Students at school try to work out their problems with other students in a respectful way. | 74% | 26% |
SAF | Because I worry about my grades, it is hard for me to enjoy school. | 75% | 25% |
SAF | I have stayed at home (or avoided school) because I did not feel safe at my school. | 17% | 84% |
SAF | Students are sexually harassed at my school (for example, bothered by unwanted touching and/or indecent name-calling). | 13% | 86% |
D. Completed Action Steps from 2022-2023
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Goal # | ||
1 | Identify readings that provide opportunities to analyze two different texts; create, prepare and implement lessons that focus on improving 9th - 12th grade students’ ability to analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of two different texts relate to each other and to the whole. | Professional Development meetings for the 2022-2023 School Year and within classroom instruction. | Lesson plans, scoring results, student work, rubrics, departmental discussions and meeting notes. | English Department, Department Head | 1 | ||
2 | Review and evaluate strategies used during the year. | April 2023 Department PD Meeting | Meeting agenda notes | English Department,Department Head | 1 | ||
3 | Create targeted lessons and assess areas of concern found in the 2021-2022 data. | November - April | Lesson Plans and/or Assessments | 2022-2023 sophomore teachers | 2 | ||
4 | Provide and familiarize students with the MCAS Reference Sheet | February | MCAS approved reference sheets | 2022-2023 sophomore teachers | 2 | ||
5 | Use the Grade 8 and Grade 10 MCAS practice test through TestNav | February - May | Student results on practice tests | All grade 9 and grade 10 teachers | 2 | ||
6 | CVTE Staff will create a profile in Everfi and then create a class for the Keys to Your Future module. | Oct 29, 2022 | Staff will send a copy of their class code to Dept. Chair | CVTE Staff | |||
7 | CVTE Staff will give an overview of the module to their classes. | Mar 15, 2023 | Copy of class objectives | CVTE Staff | |||
8 | CVTE Staff will meet with and discuss progress/ updates. | Apr 12, 2023 | Copy of meeting agenda/notes | CVTE Staff | |||
9 | CVTE Staff will have assigned all of their classes the module and 80% or more of the students in class will receive a certificate of completion. | May 12, 2023 | Copy of Excel sheets exported from Everfi showing the students grades and completion status | CVTE Staff | |||
E. Staffing: Support Services
2 Nurses
4 Special Education Teachers (Resource Room/Inclusion)
6 Special Education Teachers (Substantially Separate)
9 Guidance Counselors
5 ELL Teachers
1 Speech & Language
1 School Psychologist
0.2 Occupational Therapist
1 Librarian
F. School Council Members
A school council is a representative, school building-based committee composed of the principal, parents, teachers, community members and, at the secondary level, students, required to be established by each school pursuant to Massachusetts General Laws Chapter 71, Section 59C. https://www.doe.mass.edu/lawsregs/advisory/schoolcouncils/
Chair/Principal: Dan Gilbert /s/ Daniel V. Gilbert
Co-Chair: Noreen Holland /s/ Noreen Holland
Teachers: Michael Jorgensen, /s/ Michael Jorgenson
English Department Head
Kipp Caldwell, /s/ Kipp Caldwell
Math Department Head
Parent: Torrey Smith /s/ Torrey Smith
Student: Amy Tan /s/ Amy Tan
Community
Representative: Angela Chen, QARI /s/ Angela Chen