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A meeting of the Quincy School Committee was held on Wednesday, October
12, 2022 at 6:30 p.m. in the School Committee Room at the Coddington Building. Superintendent Kevin Mulvey called the roll
and present were Mayor Thomas P. Koch, School Committee Chair and School
Committee Members Mr. Paul Bregoli Mrs. Tina Cahill, Mr. Douglas Gutro, Mrs.
Kathryn Hubley, Mrs. Emily Lebo, and Mr. Frank Santoro, Vice Chair.
Also present were:
Superintendent Kevin Mulvey, Assistant Superintendent Erin Perkins, Ms.
Kim Connolly, Ms. Allison Cox, Ms.
Julie Graham, Mr. James Mullaney, Ms.
Maura Papile, Ms. Kimberley Quinn, Ms. Madeline Roy, Mr. Keith Segalla, Mr.
Lawrence Taglieri, Mr. Christopher Tierney, Ms. Bridget Vaughan; Quincy
Education Association President Gayle Carvalho; and Ms. Laura Owens, Clerk.
A moment of silence was observed in memory of the following
retired Quincy Public Schools employees:
Margery Bowker, an elementary
school Guidance Counselor for 18 years; Patricia Nee, an elementary school Special Education
teacher for over 30 years; and Anita
Simon, an elementary school teacher for 35 years.
Mr. Santoro read the following
statement into the record: Pursuant to the Open Meeting Law, any person
may make an audio or video recording of this public meeting or may transmit
the meeting through any medium.
Attendees are therefore advised that such recordings or transmissions
are being made whether perceived or unperceived by those present and are
deemed acknowledged and permissible.
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Regular Meeting
Vice-Chair Presiding
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Quincy Public Schools October 1
Enrollment & Class Size Data was shared with School Committee. Superintendent Mulvey noted that the official October 1, 2022 enrollment total
for QPS is 9,834, an increase of 222 students from October 1, 2021. In June
2022, enrollment was at a level not seen since the 1970s at 9,936
students. Since October 1, 32 students have completed registration
and another 50 students have registrations pending, so enrollment will likely
reach 9,900 by the end of October. A
breakdown of new registrations and transferring students by level to provide
context for the administrative workload related to the over 1,500
transactions was shared. There are significant
enrollment increases at North Quincy High School (+63 students) and Quincy
High School (+26 students). The high school enrollments are almost
identical at 1470 for NQHS and 1475 for QHS.
Atlantic (+27) and South~West (+45) have seen the largest increases at
the middle school level. At the
elementary level, Clifford Marshall has an increase of 44 students and has
returned closer to the pre-pandemic level of enrollment.
The class size average for Kindergarten through Grade 5 is
very favorable at 19 students. For
Grades 6-8 Core Curriculum classes, 88.1% of classes have 24 or fewer
students, the low end of School Committee’s class size range. No classes are above 28 students. For Grades 9-12 Core Curriculum classes,
80.1% of classes have 25 or fewer students. 2.4% are above class size
range of 28, a total of 15 sections between the two high schools, most are
honors or AP sections. Detailed class
size information at the school level will be shared during the School
Improvement Plan presentations in November and can be further discussed at
Subcommittee meetings.
Mayor Koch asked about undocumented students, Ms. Owens said
families are coming from a variety of countries, with six families recently
arriving from the Ukraine.
Mrs. Lebo asked for detail on Out of District placements, this
information will be included in the Special Education Program Improvement
Plan in November.
Mrs.
Lebo asked about South~West Middle School, the building was constructed for a
capacity 390 students. Enrollment is
above this level by 40+ students, additional lockers and furniture were
procured during the last school year.
Superintendent Mulvey announced that Athletic Director Kevin Mahoney who was recently named as the
MIAA District 9 nominee for the state-wide Ted Damko Award. This award
recognizes an athletics administrator with five or fewer years of experience
who exemplifies the highest standards of the profession and has made
significant contributions to their school.
Upcoming Quincy Public Schools and
City of Quincy Events
include the Massachusetts Instrumental & Choral Conductors
Association’s Statewide Marching Band Competition at Veterans Memorial
Stadium on Sunday, October 23 at 11:00 am. Twenty-one High School and
Regional Marching bands are scheduled to perform, including the Quincy/North
Quincy High School Marching Band & Colorguard.
Mr. Santoro noted that the Quincy/North Quincy High School
Marching Band & Colorguard has been outstanding at their recent
performances.
Mr. Bregoli said that the band directors have upgraded the
program and this will hopefully open doors for our students in terms of
college scholarships.
Mrs. Lebo thanked the Quincy Band Booster parents for their
support.
Mayor Koch said that the Quincy/North Quincy High School
Marching Band & Colorguard recently marched in a parade in Roslindale
recently, heard that it was a very impressive performance from a Quincy
resident.
The first English Learner Parent Advisory Council (ELPAC)
Meeting of the year will be held on November 3 at 6:00 pm on Zoom. The dedication of the new Abigail Adams
statue on the Hancock Adams Common will be held on Saturday, November 5 at
11:00 am.
Our Instrumental Music teachers have recently completed
instrument demonstrations for all Grades 4 & 5 students and held an
Instrument Rental evening event for parents with our partner K&C
Music. There has been an outstanding response, with over 250 students
across all school sites enrolled in the instrumental music program.
Superintendent Mulvey concluded
his report with a GLEAM Grant Update,
announcing that Quincy Public Schools has been awarded an
additional $147,278. Together with the original $594,942 award reported
at the last School Committee meeting, the total grant for this school year
will be $742,220.
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Superintendent’s
Report
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Superintendent
Mulvey, Assistant Superintendent Erin Perkins, Senior Curriculum Director
Madeline Roy, Ms. Kimberly Quinn, Mr. Christopher Tierney, and Ms. Bridget
Vaughan presented the Superintendent’s 2021-2022 Goals Reflection &
Spring 2022 Assessment Data.
Superintendent Mulvey thanked all Quincy Public Schools staff members,
their dedication to our students and families mitigated the impact of the
last two difficult school years. In
Spring 2022, this was the first year of full test MCAS test administration
since Spring 2019. There are signs of
recovery in the data and identified areas of growth; there were increases in
Math scores, declines in ELA scores, and slight increases in Science. Overall, Quincy Public Schools’ results
mirrored the state’s results and student absenteeism remains a challenge,
with the rate doubling over pre-pandemic levels. Accountability data was shared by the state
as a new baseline, Quincy Public Schools was above the state average in
participation rates for all grades and all subjects. Parent/Guardian MCAS reports will be mailed
out by October 21, 2022.
For
Mathematics, the Superintendent’s Student Learning Goal was for students in
Grades 3-8 to show evidence of achievement in Mathematics as measured by an
increase of 3 achievement percentage points in the Spring 2022 MCAS
Mathematics test over Spring 2021 results.
This goal was reached for Grades 3, 4, 6, and 8. Grade 10 students exceeded the state
average. For the MAP Mathematics Goal,
all grades 3-8 met the growth target for increases in RIT points from Fall
2021 to Spring 2022, including exceeding the national norms. The Grade 2 MAP assessment shifted mid-year
from the K-2 to the 2-5 assessment so the comparison was not possible.
For
the 2022-2023 school year, students in Grades 3-8 will show evidence of
achievement in Mathematics as measured by a total increase of 3 achievement
percentage points in Exceeding of Meeting Achievement Levels from Spring
2022, as evidenced by the Spring 2023 PE305 MCAS District Achievement
Distribution by Year Report. For the
MAP assessment, during the 2022-2023 school year, students in grades 2-8 will
show evidence of growth in math as measured by the following increases in RIT
points above the fall average, indicated in the Spring 2022-23 MAP District
Summary Report: 10 RIT points for
grade 2; 8 RIT points for grade 3-4; and 5 RIT points for grades 5-8. Thanks to the support of the School
Committee, Math Interventionists are now assigned to every elementary school
to assist with small group and individual interventions. Targeted action steps for Grades K-5 and
6-8 Mathematics were shared with School Committee.
For
Science, the Superintendent’s District Improvement Goal #1 was for students
in Grades 5 & 7 to show evidence of achievement in Science and
Technology/ Engineering as measured by an increase of 3 scaled score points
in the Spring 2022 MCAS Science test over Spring 2021 results. This goal was reached for Grade 8, but not
for Grade 5 which maintained the previous average scaled score. Grade 10 students exceeded the state average. For the MAP Science Goal, Grades 6-8 met
the growth target for increases in RIT points from Fall 2021 to Spring 2022,
including exceeding the national norms for all Grades 4 through 8.
For
2022-2023, students in Grade 5 will show evidence of achievement in Science
as measured by a total increase of 3 achievement percentage points in
Exceeding or Meeting Achievement Levels, from Spring 2022, as evidenced by
the Spring 2023 PE305 MCAS District Achievement Distribution by Year Report. For the MAP assessment, students in Grades
4-5 (4.5 RIT points above the Fall average) and 6-8 (4 RIT Points above the
Fall average) will show evidence of growth in Science as measured by
increases in RIT points, indicated in the Spring 2022-2023 MAP District Summary
Report. Targeted action steps and
initiatives to support these goals were shared for elementary, middle, and
high school.
For
English Language Arts, the Superintendent’s District Improvement Goal #2 was
for students in Grades 3-8 to show evidence of achievement in English
Language Arts as measured by an increase of 3 achievement percentage points
in the Spring 2022 MCAS ELA test over Spring 2021 results. This goal was reached for Grade 8, but not
for Grades 3-7. All grades were above
the state average, with the exception of Grade 6. Grade 10 students exceeded the state
average and showed an increase in the percentage of students meeting or
exceeding expectations. For the MAP ELA
Goal, Grades 3-5 and 8 met the growth target for increases in RIT points from
Fall 2021 to Spring 2022, including exceeding the national norms for all
Grades 3-8. The Grade 2 MAP assessment
shifted mid-year from the K-2 to the 2-5 assessment so the comparison was not
possible.
For
the 2022-2023 school year, students in Grades 3-8 will show evidence of
achievement in English Language Arts as measured by a total increase of 2
achievement percentage points in Exceeding or Meeting Achievement Levels from
Spring 2022, as evidenced by the Spring 2023 PE305 MCAS District Achievement
Distribution by Year Report. During
the 2022-2023 school year, students in Grades 2-8 will show evidence of
growth in reading as measured by increases in RIT points above the Fall
Average (10 for Grade 2, 5 for Grades 3-4, and 3 for Grades 5-8), indicated
in the Spring 2022-2023 MAP District Student Growth Summary Report. The Early Literacy Screening is administered
three times per year to Grades K-2 and Grade 3 will be added in the 2022-2023
school year. Targeted action steps
were shared for elementary and middle school levels, including common writing
assessments using the criteria from the ELA MCAS rubric for scoring.
Accountability
data was shared for Graduation Rate and Annual Dropout Rate for 2020 and
2021, Chronic Absenteeism for 2022, and the Advanced Coursework
Completion. Next steps for MCAS, MAP,
and accountability data includes school-based analysis, development of
Program and School Improvement Plans, vertical and grade-level team meetings,
Integrated Learning Team meetings, Department Meetings, and Student Support
Team meetings.
Mrs.
Hubley requested that the accountability data to be expanded to include the
number of students, not just the percentages.
Superintendent
Mulvey then reflected on the progress towards the non-Curriculum goals and
presented sources of evidence. (1) Superintendent’s Professional Practice
Goal: Administrative Mentoring During
the 2021-2022 school year, the Superintendent will evaluate all Principals,
Directors, and Coordinators. In
addition, the Superintendent will mentor and support new school and district
administrators to ensure retention. Superintendent
Mulvey reviewed the evaluation cycle with School Committee, Principal and Superintendent’s
Leadership Team members are reviewed in the fall, since their goals are data
dependent. These evaluations will be
completed as the Program and School Improvement Plans are finalized and
approved.
(2)
Superintendent’s District Improvement Goal/Home~School Connections: During the 2021-2022 school year, the Superintendent’s Leadership and
Principal Teams in collaboration with the Quincy Parent Advisory Council to
Special Education, the English Learner Advisory Council, and the Citywide
Parents Council will plan and execute at least ten home-school connections
events. Quincy Public Schools in collaboration with
Quincy College hosted a
series of Parent Academies focused on Post-Secondary Initiatives, including
the Early College High School Pathway, DUAL Enrollment, and CVTE
Pathways. Parent Informational
Sessions included: Overview of Pathway Initiatives, Admission
Criteria, Cost Savings, Scholarships, Student’s Perspective, and Future
Opportunities. Student Support presentations included: A Night of Vaping Prevention
and Intervention with Rebecca Fiddler; Social Media and Bias with Dr.
Englander, Director of MA Aggression Reduction Center (MARC). Quincy Public Schools also collaborated with
the Quincy Parent Advisory Council to Special Education on joint events such
as Trunk or Treat, Drums Alive, and Gingerbread House Decorating Night. Home-School connections with our families of English Learners
supported by Heather Wojcik and the Family Liaisons included the high school
Course Selection events, Atlantic Tea with English Learner Teachers and Families,
report card conferences, the Multicultural Festival, U & I Mentoring
Celebration, and our Summer Camp Can Do. The
focus of last year’s collaboration with the Citywide Parent Council was on
Equity, Diversity & Inclusion and the Superintendent’s Leadership Team attended
quarterly meetings, created a forum for the EDI subcommittee to meet with
Principals, and the planned and executed the spring Multicultural Festival.
(3)
Superintendent’s District Improvement Goal/System Initiative Management: The Superintendent will work with Principals, Superintendents
Leadership Team, the school community, and stakeholders to renew, establish,
and manage a minimum of 15 system initiatives. During the 2021-2022 school year, initiative
effectiveness will be measured through School Committee and subcommittee
presentations, benchmarks, actions steps and sources of evidence. Superintendent Mulvey reviewed some of the
initiatives from last school year: Management/response
to COVID-19; Budget Development and Monitoring; QSCP Partnership Events;
Reach Program; New Curriculum Pilots; Project Lead the Way; Mentoring Program;
Teachpoint Implementation; Restorative Practices; Multi-Tiered System of
Support (May Institute); Post-Secondary Initiatives: Early College High School,
Dual Enrollment, and CVTE Pathways; Technology Planning and Training’ MSBA
Projects; Parent Liaisons; and the DOVE Partnership.
Superintendent
Mulvey thanked School Committee for the support, we have a tremendous team of
administrators and staff to provide the best for our students and families.
Mrs.
Lebo asked about COVID-19 absences, those were counted as absences in DESE
data, no differentiation between excused and unexcused absences.
Mrs.
Lebo asked about filling the Science Team Administrator position,
Superintendent Mulvey said this is in progress.
Mrs.
Lebo asked for information on how many Grade 11 students need to retake one
or more MCAS assessments and also requested a Grade 10 Science goal since 10%
of students did not pass the MCAS.
Mrs.
Lebo asked about the VOCAL data, Ms. Perkins it will be presented at an
upcoming School Committee or Subcommmittee meeting.
Mrs.
Lebo noted that the Superintendent’s Summative Evaluation is the next step in
the evaluation process.
Mr.
Gutro is concerned about the Graduation, Drop Out, and Chronic Absenteeism
data and the proportion of high-risk subgroups affected. Mr. Gutro asked for an analysis of Chronic
Absenteeism and performance on MCAS.
Ms. Perkins said Chronic Absenteeism should be improved this year as
there is no mandated quarantine for COVID-19 exposure. Ms. Papile has a Dropout Intervention team
to work with students at risk and our numbers are significantly below the
state level. Mr. Gutro asked to review
this data further in the EDI Subcommittee.
Mrs.
Cahill asked about the Fall MAP data, Ms. Perkins said there is historically
a drop at the beginning of the school year.
The fall data allows schools to provide targeted interventions for
students before the school year is too far along. The next MAP administration is in
January.
Mrs.
Cahill asked if students seem more engaged, Ms. Perkins said this has been a
more normal school year than previous years.
Mr.
Bregoli asked about the MCAS retest for high school students in November, Ms.
Perkins said that students who score Partially Meeting requirements can
graduate with a diploma under the Educational Proficiency Plan (by completing
an approved course). There have been
waivers in place related to COVID-19 that this year’s seniors can still
benefit from, but all will expire this year.
Mr.
Bregoli reminded School Committee that comparing grade levels from year to
year is inaccurate because it is comparing different groups of students,
asked to resume cohort comparison next year when data is available.
Mayor
Koch thanked the presenters, the MCAS is one measurement but doesn’t always
reflect the strengths of the student. School
attendance is a shared responsibility between the students, families, and the
school administration.
Mrs.
Lebo said that she has heard positive feedback from students, families, and
teachers about the return to normalcy this year.
Mr.
Santoro asked if Open Response and Essay questions are the most difficult for
students in the MCAS administration.
Ms. Perkins and Ms. Roy agreed, since the tests inception in 1999,
this has always been an area of concern.
Mr. Santoro said the shared sense of responsibility across curriculum
areas has proven to be a successful strategy in his experience.
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New Business
Superintendent’s
2021-2022 Goals
Reflection
& Spring
2022 Assessment
Data
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