Minutes
Quincy School Committee
Teaching & Learning Subcommittee Meeting
Monday, February 29, 2016
A meeting of the Teaching & Learning Subcommittee was held on Monday, February 29, 2016 at 5:00
pm in the Coddington Building. Present were Mr. Bregoli, Mrs. Kathryn Hubley, Mrs. Emily Lebo, and
Ms. Barbara Isola, Chair. Also attending were Superintendent DeCristofaro, Mr. Peter Dionne, Dr.
John Franceschini, Ms. Beth Hallett, Mr. Michael Marani, Ms. Maureen MacNeil, Ms. Courtney
Mitchell, Deputy Superintendent Kevin Mulvey, Mrs. Maura Papile, Mrs. Erin Perkins, Ms. Madeline
Roy, Mr. Keith Segalla, Ms. Judith Todd, Mrs. Ruth Witmer; Quincy Education Association President
Ms. Allison Cox; and Ms. Laura Owens, Clerk.
Dr. DeCristofaro opened the presentation on the Rapid Reset Initiative underway in several Quincy
Public Schools: Sterling Middle School, Bernazzani Elementary School, and Snug Harbor Community
School. During the School Improvement Plan, process, it was noted that several schools moved to
Level 1 status: Atlantic, Point Webster, Parker, and Montclair. At the same time, several schools
declined levels or had indicators that achievement had plateaued or showed signs of decline. Dr.
DeCristofaro reviewed that through the District Improvement Plan process, the mission of success for
all students requires continued review and reflection of goals, action steps, and frequent monitoring
of student success. Through the effective schools model, district support is in place when schools
look to make adjustments during the school year. At all schools, teachers, principals, and
administrators began the year with data analysis and goal setting along with action steps in creating
the School Improvement Plan. In the mid-year reflection process for Assessment Day 2, adjustments
are planned based on student indicators to date in the school year. All schools discuss progress
towards full-year goals and make shifts and adjustments. At each of the three Rapid Reset schools,
the first step for implementing these adjustments was the voluntary formation of a Design Team by
staff members representing all grade levels.
Mrs. Perkins and Ms. Roy shared examples of steps for Rapid Reset from each of the schools. These
are specific to each school and each grade level team. Site-based approach to Professional
Development will be tailored to the specific needs of the building, grade, or subject area. Localized
professional development supports the immediate transfer of knowledge to practice. Professional
Development calendars for the three schools were shared and different areas of focus identified.
Mrs. Witmer is assisting with Sterling Middle School’s Rapid Reset. The Integrated Learning Team
model has been in place for about 10 years at the elementary school and the model has evolved to a
team approach, all teachers in the grade plus the academic program staff. Student work is discussed
and formative data analyzed and student needs are addressed and interventions planned for
students needing additional support. In building a middle school Integrated Learning Team model,
the meetings are vertical by content area. Teachers are collaborating on developing formative assessments that will travel through the grades, so student progress is apparent from Grades 5
through 8. For Mathematics, areas were identified that need additional support and a tutor was
hired to supplement classroom instruction and reinforce foundational skills. Mrs. Witmer shared
examples of the communication of vertical team meetings notes to all staff through the Rapid Reset
newsletter. Through this communication, all staff have a view on the actions of all the grades.
Mrs. Perkins said that the use of data is the driving force behind this initiative and that the majority of
the meeting time is for sharing interventions and supports to assist with struggling learners. Samples
of Mathematics data review, with performance against skills and concepts and DIBELS results for ELA
were shared. Before and after school activities support the Rapid Reset Initiative, including small
group ELA and MCAS prep, homework support. All three schools are communicating in a variety of
ways: staff newsletters, design team and grade-level team notes, calendars, and ILT data
observations.
Moving forward, tiered instruction will be planned for returning and new students so that
interventions are in place for September 2016. Teachers are sharing resources, strategies, and model
units/lessons. District budget resources have allowed for Mrs. Witmer to work with Sterling Middle
School, the services of the data coach, and other professional development opportunities.
Assessment calendars will be created at the school level, utilizing the common formative assessments
being developed. Family-School engagement activities will be offered each trimester, and a culture
of high expectations will continue to be the consistent model.
Dr. DeCristofaro said the teacher leadership piece is the key to the success of this initiative, keeping
the focus on student achievement, smaller class size, consistent population, enhanced school-wide
communication, and just the right level of meetings (not to few, not too many). Dr. DeCristofaro
acknowledged the principals and assistant principals, gave them the opportunity to address the
School Committee.
Dr. Franceschini thanked School Committee for the support, the collegiality of the Sterling Middle
School staff has been wonderful, listening to each other, all teachers both academic and academic
program working together, implementing new strategies schoolwide. Ms. Mitchell said that Sterling’s
tutoring center is staffed by students and volunteer teachers each day after school.
Mr. Dionne shared that the Design Team meetings have been well-attended, with the whole staff
participating enthusiastically. The close reading strategies are the evolution of guided reading
strategies, the opportunities to observe each other’s teaching. Student center time in classrooms has
been refocused to infuse these close reading strategies. The Integrated Learning Team meetings
expanded to include Math data and a close look at all students.
Ms. MacNeil thanked the staff at Snug Harbor for their dedication. Snug Harbor has introduced the
Walk to Read model at Grade 5, is working with the Math consultant, have developed guided Math lessons where exit tickets are generated by students and used as a planning tool. Mr. Marani said the
team meetings are giving the staff opportunities for real-time integration of student achievement
into customizing lessons.
Mrs. Lebo asked about the tutoring; this is being offered in addition to classroom instruction. Mrs.
Lebo said that even though the Rapid Reset was designed for struggling students, she is glad to hear
that all students are being reviewed in ILT meetings as accommodations for all levels of students
important to parents. Mrs. Perkins said that guided math allows for customized work for above, on,
and below level students. All students are being exposed to very complex text, close reading
techniques for all levels. Mrs. Lebo said that modeling is a very powerful tool for teachers, especially
when it is supportive, not evaluative. Mrs. Perkins said we are flipping the notion that professional
development has to happen outside the classroom.
Mr. Bregoli asked how the success of this initiative will be evaluated. Dr. DeCristofaro said that at
each school’s Assessment Day 3 meeting, through professional development evaluations, and in
continuing conversations with teachers. Teacher expectations are strong and they are realistic about
goals and achievement. Mr. Bregoli asked if this will become a system-wide initiative. Dr.
DeCristofaro said the ILT model for middle school is especially desirable. Dr. DeCristofaro said that in
next year’s budget, perhaps there will be opportunity for additional coaching positions.
Ms. Isola said that this is a great example of how a conversation about a concern turned into a
collaborative effort among the Quincy Public Schools staff and administrators. As Dr. DeCristofaro
said, change is difficult, particularly in the middle of the year, and it is great to see the
responsiveness. Ms. Isola thanked all the principals and extended her thanks to their staff.
Mrs. Hubley made a motion to adjourn the meeting at 6:15 pm. Mrs. Lebo seconded the motion and
on a voice vote, the ayes have it.