District Improvement Plan
Summary of Plan
Click here to view/print a copy of this year's District Improvement Plan.
In any school, in any district, there are always ways to improve. New learning methodologies may improve reading or math scores. Evaluating policies may uncover a better way to administer schools or more effectively manage resources. At Quincy Public Schools, we have identified and studied six specific areas targeted for improvement in the 2006-2007 District Improvement Plan. These areas are:
- Leadership, Governance and Communication
- Curriculum and Instruction
- Assessment and Evaluation
- Human Resources and Professional Development
- Access, Participation and Student Academic Support
- Financial and Asset Management Effectiveness and Efficiency
As a basis to begin improvement, every area has a key question that is answered in the report. These key questions are evaluated by each of our teams for the purpose of goal setting. View our 2007-2008 Team's Booklet. This page is a summary of the key questions under each standard. Please read the entire document to get a better understanding of how we approached and examined each area, the staff who participated and created this plan, and the outcome of these meetings.
1. Leadership and Governance
Are effective policies, procedures, and practices implemented and enforced? Are efficient processes of decision making, goal setting, and communication in place? Are they followed?
A series of policies, specific review criteria and training programs puts in place procedures for monitoring and improving accountability and performance on every level from the superintendent through students. The school committee and superintendent created a culture of collaboration and developed contracts and agreements which encouraged all stakeholders to work together to support and sustain improved student achievement. School committee members were informed and knowledgeable about their responsibilities under the Education Reform Act, and relied on student achievement data and other educationally relevant data as the foundation of their policy-making and decision-making. Specific measurable goals include performance assessments, printed materials, active membership in professional organizations, business and community leader involvement.
2. Curriculum and Instruction
Are all aspects of the curriculum to the state Frameworks? Are instructional practices developed and implemented toward attaining high levels of student achievement?
The Quincy Public Schools has a proud tradition of developing a standards-based curriculum. Development of the Student Centered Learning System began in the late 1960’s and the School Committee approved curriculum became Quincy’s Design for Learning. The Education Reform Act of 1993 called for the development of curriculum frameworks and grade level standards. These standards have been mapped to Quincy’s Design for Learning and adjustments have been made to our existing curriculum so that we are aligned with the State. Grade level expectations are now measured through a series of standards-based tests beginning in Grade 3 and culminating in a high stakes Grade 10 MCAS test in which students must pass Math and English Language Arts in order to be eligible for a high school diploma. A curriculum team has been established to monitor grade level curriculum and standards, instructional strategies, materials alignment and professional development needs. The assessment team works with the curriculum team on the data analysis of test results. The results are used to identify additional areas of support that can be given to students who are not able to meet the standards. Reading specialists, curriculum vertical teams to increase communication and understanding between grade levels, time on learning and grade 4 and 5 math specialists are a few examples of strategies identified to provided additional support for students.
3. Assessment and Program Evaluation
Are assessment results and local benchmarks used to make decisions, and improve student performance?
District assessment policies and practices were characterized by the continuous collection, analysis, and use of student assessment results by district and school leadership . Through the use of district-generated reporting instruments and report cards, district and school leaders implemented assessment systems to measure the attainment of goals, progress, and effectiveness. These assessment reports were focused on student achievement and were communicated to all appropriate staff and community members. In addition to the MCAS test, the district and school leadership regularly used local benchmarks and other assessment tools to measure student progress and analyzed and disseminated the results in a timely manner to appropriate staff. The district and school leadership regularly engaged in internal and external audits or assessments to inform the effectiveness of its program implementation and service delivery systems. The data from these assessments were provided to all appropriate staff.
4. Human Resource Management and Professional Development
Are effective professional staff identified, recruited, attracted, supported, developed, and retained?
The district’s policies and practices for the identification, recruitment, and selection of professional staff resulted in the employment of an effective teaching force that advanced student achievement. The district’s evaluation procedure for teachers’ performance was aligned with the requirements of the Education Reform Act and was informative and instructive and used to promote individual growth and overall effectiveness. The district provided opportunities for continued professional growth through our 2007-2008 Professional Development Plan. Administrators in the district were held accountable for improving student achievement in their respective assignments as reflected in performance reviews and for the implementation of an effective staff supervision program that considered student performance and student achievement data. The district’s human resources policies and practices encouraged professional growth and recognition and placed high priority on retaining effective professional staff and on creating promotional opportunities for effective teachers.
5. Access, Participation and Student Academic Support
Are comprehensive, accessible, and rigorous academic programs provided? Are support services offered that address the needs of all students, establish effective discipline and behavior practices, and maintain high rates of student attendance through graduation? Are accessible, and rigorous academic programs provided? Are support services offered that address the needs of all students, establish effective discipline and behavior practices, and maintain high rates of student attendance through graduation?
The district administration and staff used aggregated and disaggregated student achievement data on student participation and achievement to adjust instruction and policies for at-risk populations and provided additional programs and supports to assist their progress and academic achievement. District and school leadership implemented policies, procedures, and practices to increase proportionate subgroup representation in advanced and/or accelerated programs, in order to close the achievement gap. At each grade level, the district used formative assessments and summative data to identify all students who did not meet expectations and provided these students with supplementary and/or remedial services that resulted in improved academic achievement and MCAS test proficiency. District administration and staff helped all students make effective transitions from one school, grade level, or program to another. This assistance was focused on maintaining or improving levels of student performance.
6. Financial and Asset Management Effectiveness and Efficiency
Does the district engage in participative, well-documented transparent budget building? Is such a process pointed toward student achievement? Are sufficient financial, physical and capital resources available to provide for student advancement, change, and unanticipated events?
The district’s budget was developed through an open, participatory process, and the resulting document was clear, comprehensive, complete, current, and understandable. The budget also provided accurate information on all fund sources, as well as budgetary history and trends. The district had a system in place to ensure that state procurement laws were followed, that appropriate staff had MCPPO credentials, and that all assets and expenditures were monitored and tracked to insure efficient and maximum effective utilization. The district also competitively procured independent financial auditing services at least every five years, shared the results of these audits, and consistently implemented their recommendations. All procurement, tracking, monitoring systems, and external audits were accurate, current and timely. The district had a formal preventative maintenance program to maximize and prolong the effective use of the district’s capital and major facility assets, to ensure that educational and program facilities were clean, safe, well-lit, well-maintained, and conducive to promoting student learning and achievement. The budget was developed and resources were allocated based on the ongoing analysis of aggregate and disaggregated student assessment data to assure the budget’s effectiveness in supporting improved achievement for all student populations.