[{"_1":2,"_111":-5,"_112":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6252757,"mediaKeyId","3186581-747baf226e0c2eeca7cde2762182bebd","parentId",3186581,"title","Quincy schools outline book-approval process and emphasize mirrors-and-windows approach to classroom texts","audioSeconds",1804,"startMs",3974000,"endMs",5778000,"viewUrl","/Search/View?dp=1&key=3186581-747baf226e0c2eeca7cde2762182bebd&start=3974&end=5778","thumbnailUrl","https://assets.pipeline.soar.com/3186581-747baf226e0c2eeca7cde2762182bebd/thumbnail_3974000.jpg","articleUrl","/articles/6252757/Massachusetts/Quincy-schools-outline-book-approval-process-and-emphasize-mirrors-and-windows-approach-to-classroom-texts","mediaUrl","https://secure.pipeline.soar.com/6252757-cb391b435c29a299e51ab4737ec31d7b/orig.mp4?Expires=1771154743&Signature=PgmvqV8x0v8v72Vg-qnIVaKpqUAGPvaAQj36MqQYBKFCRaZEmSxLaoX6QbzLJsoyUsprhh3ZdxWzHlycbSpe43QQJMdf4mdyb7mrGmISAsbyv~ydA-oxieiDZm9QlGbmjtjknVyBl1mD~Jf2vffxSaYsxTOdDKOLWGCyGK9oHDPpJPgnlvQsN8HtjyX9I539KS2eN~ZaR-V73W8165vJ9JIg4Snkuz8oMW7f2WfVyDpjl2ruu~8AAuRPFbcGZ3-C5GV31AeBg3~pNwvWF5va0GAPI629vqqOlMRyqwUATll2ACNCfUNxuZls4DJc~TalBo16vIK-esm90lGFSEOUNw__&Key-Pair-Id=KUT5TJCACFTXG","author","Quincy Public Schools, MA","date","2025-05-01T16:48:37Z","article","At a Teaching & Learning subcommittee meeting on April 30, Quincy Public Schools’ literacy staff reviewed how the district selects classroom texts, described tools used to evaluate books and showcased classroom practices that prioritize both representative and diverse literature.

Bridget Vaughn, coordinator of literacy and ELA for grades K–8, described the district’s reliance on the Massachusetts Department of Elementary and Secondary Education frameworks and described a multi-phase selection process used for curriculum adoptions: learn and prepare, investigate and select, launch, and implement and monitor. Vaughn said the district uses evaluation tools such as EdReports, the NYU culturally responsive scorecard, Common Sense Media and teacher review panels (CURATE) and pursues grants such as GLEAM (Growing Literacy Equity Across Massachusetts) to support access to high-quality instructional materials.

Grade-level teachers explained how the district’s novel-approval process works. Spencer Matthews, a grade 6 reading teacher, said a teacher who wants to use a whole-class novel checks an approved list in the district Google Drive, discusses the choice with their principal, completes a two-page form explaining curricular alignment and handling of sensitive content, and submits it to the literacy coordinator for review. Matthews cited two recently approved middle-grade novels as examples and noted the form prompts teachers to explain standards alignment and text complexity.

Teachers and students described classroom practice that balances assigned reading with self-selected independent reading. Abby Nazaro, an eighth-grade ELA teacher, said her class begins each day with 10 minutes of independent reading from a choice novel, and Victoria Cronin, a seventh-grade reading teacher, said her classes rely on daily choice reading to build stamina and engagement. River of student comments described preference for books with characters their age and the value of author visits and book-fair connections; one student said choice reading “is more rewarding” because it allows them to “challenge myself with the reading level.”

Vaughn framed selection and instruction through the mirrors-and-windows concept, citing Rudine Sims Bishop’s metaphor: windows offer views into unfamiliar experiences while mirrors reflect students’ own identities. She said teachers should audit classroom libraries for cultural representation, offer culturally specific and culturally neutral texts, and scaffold discussions so students can find both windows and mirrors in literature.

Committee members asked about student feedback on assigned books, the role of classics, parental concerns and choices for independent reading. Vaughn and classroom teachers said that while the district maintains a formal approval process for whole-class novels, independent-reading choices are handled more flexibly: teachers request parental permission for independent-reading books when needed and will remove or restrict individual titles if a parent or teacher judges a book inappropriate for school. Staff emphasized that classics remain part of curricula at appropriate grade levels and that literature circles and concurrent novel options can offer alternatives when students object to a particular assigned text.

No policy changes were proposed at the meeting; staff said they will continue to implement the approval process, support classroom libraries, and use professional development and author events to expand student access to diverse, high-quality texts.","mediaType","Video","parentTitle","Quincy School Committee: Subcommittee (April 30, 2025)","oneSentenceSummary","Quincy Public Schools’ literacy leaders described the district’s book-approval process, state-aligned selection criteria and classroom practices that use diverse texts to provide students both “mirrors” and “windows.” Teachers described student choice reading and district efforts to broaden access to diverse literature.","taxTitle","Quincy Public Schools, School Boards, Massachusetts","taxId",14433,"location","Massachusetts","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6252762,"Quincy parent advisory group secures mayoral funding for summer \"I Can Bike\" program",466,3052000,3518000,"/Search/View?dp=1&key=3186581-747baf226e0c2eeca7cde2762182bebd&start=3052&end=3518","https://assets.pipeline.soar.com/3186581-747baf226e0c2eeca7cde2762182bebd/thumbnail_3052000.jpg","/articles/6252762/Massachusetts/Quincy-parent-advisory-group-secures-mayoral-funding-for-summer-I-Can-Bike-program","https://secure.pipeline.soar.com/6252762-8b1dfc65395fcbd175a308e4dc61e03c/orig.mp4?Expires=1771154743&Signature=j5tROmIeV2xSCHXsu3vBB9jT-DLNBavelKT4wl7YPVS~pPsRN0M3iewJYXBGmKINfsArILOJqxpS8J8Hbapj3H80l58aysdJh-fLnQYmE2OFyakgtfsKxJnwzRXIhStmL~fGu7e-tFe~TNw8-Yy4AG4lgjm5Xx4GZY50Dx~rydS1B9UDoZZGYjWjPJX02pKXK2iETihRaLKDfqPs92dtuu0feJOTL-7k7jBO0~pndzuNhf6z3PqJGFTgLIYSuV9aPrBQaSWnIewrx1FUmhkTVVjvUBz-Lz9QJ0dnZWHxPS4YGho2lBL9JT8Sz84aSNZIQbGAcB0ikrHFTovG3aqAdA__&Key-Pair-Id=KUT5TJCACFTXG","Sarah Wood, a representative of the Quincy Special Education Parent Advisory Council (CPAC), told the special education subcommittee on April 30 that CPAC has grown membership and has secured funding from the mayor’s office to run an \"I Can Bike\" program this summer for students with special needs.

Wood said the program will be a five-day session the week of Aug. 18, with 75-minute sessions each day and a firm requirement that participants commit to attending all five sessions. She said the program is for students age 8 and up, is limited to about 40 participants, and will require two volunteers per student during the learning sessions.

Wood said the council secured funding from Mayor Koch to cover the cost so families would not have to pay; she thanked him for that local support. She asked staff and community members to help recruit volunteers, noting that high school teams, sports teams and college students have been potential volunteer pools in the past.

CPAC also discussed other parent-focused programming: a May 27 presentation by a special-education attorney covering topics such as guardianship and Social Security appeals, and an end-of-year celebration on June 7 behind the learning center with family activities. Wood said parents of preschool and early elementary students have joined CPAC in larger numbers this year and that feedback from families connected to the learning center has been positive.

CPAC and committee members discussed logistical needs for the bike program, including volunteer recruitment and age-appropriate groupings so older students are not grouped with much younger children. Committee members offered to help recruit volunteers and support outreach.

No formal committee action was taken; CPAC requested continued district communication and permission to share program details through district channels. Wood said CPAC will post information on its Facebook page and the CPAC website and send email notices to parents when sign-ups open.","The Quincy Special Education Parent Advisory Council announced an August 18 weeklong I Can Bike program for children with special needs and other summer activities; the council said Mayor Koch provided funding to cover the program cost.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6252768,"Quincy projects drop in out-of-district placements as De Cristoforo Learning Center enrollment grows",652,1920000,2572000,"/Search/View?dp=1&key=3186581-747baf226e0c2eeca7cde2762182bebd&start=1920&end=2572","https://assets.pipeline.soar.com/3186581-747baf226e0c2eeca7cde2762182bebd/thumbnail_1920000.jpg","/articles/6252768/Massachusetts/Quincy-projects-drop-in-out-of-district-placements-as-De-Cristoforo-Learning-Center-enrollment-grows","https://secure.pipeline.soar.com/6252768-6a07f66aa47a4ca519f64ac2eb161536/orig.mp4?Expires=1771154743&Signature=VZYxbr7chyhCqDrBAGwTCPpGwQuXmrU4aAX~8p~RrS9oACW24jHuJqcXULSsqYchAbI43TqxM9hZVGU7xnI0Fb6OjVXDHMWzMNMcggxAJKkl~Jf1VKntYsiDh-C7hSKj~Pm9uyShRiS4Tl4lyYGUAd~27HMrSsSVRghBOBB4MLsS6LX-ikoGybk49rpy2TbgLUGfeo6YxkbE4WGLG9Scc9WvGCrJyGazC67jh0XdUOrbIrQ7gMH2bKJ44EdwbtVgMe5bIqkr5PMwHfSkHzuaWnV1pmqq~Y3caF~EV7xQho6yEkki2VCPoeyXBaHJA5y5iw3kh-tpHINH~XwJo9bHVw__&Key-Pair-Id=KUT5TJCACFTXG","Quincy Public Schools staff told the special education subcommittee on April 30 that the district expects out-of-district special-education placements to fall as more students enroll at the De Cristoforo Learning Center (RDLC), a Quincy-run program for students with intensive needs.

Ms. Graham, a Quincy Public Schools staff member, said the district projects 143 students in out-of-district placements for 2026 under current enrollment and fiscal-responsibility rules. She said Quincy will become fiscally responsible July 1 for three students who moved into city limits prior to April 1 and already had placements accepted elsewhere.

Quincy officials presented current and projected enrollment at the RDLC: 48 students in grades K–8 for 2024–25 and a projection of 54 students for 2025–26. The district estimated that keeping about 30 of those kindergarten-through-third-grade students in Quincy rather than sending them to out-of-district placements would save roughly $5.2 million per year in tuition and transportation costs compared with typical external placements.

Staff provided examples of tuition and transportation costs for other programs used by Quincy students. The presentation listed typical annual tuition and an approximate transportation cost of $40,000 per student for several out-of-district options: South Shore Educational Collaborative mini school tuition roughly $83,699 (total with transport about $123,699); Melmark School tuition $150,257 (about $190,257 with transport); May Center day program $153,054 and residential $318,254; New England Center for Children day program $156,000 and residential levels from about $312,000 to $455,000. Staff noted two recent residential placements that moved into Quincy with previously accepted placements and annual tuitions of about $297,540 and $335,986, which the district must now fund.

District staff explained that an individualized education program (IEP) team determines placements and that Quincy tries to exhaust in-district options, choose sites close to home to limit travel time and require parental consent to change placements. Ms. Graham said the district draws its data from the Aspen/SIMS report as of March 1 each year and that historical increases in tuition drive the savings argument for in‑district capacity.

Committee members asked for details about residential placements and travel times. Ms. Graham said residential placements numbered “about half dozen or so” in recent reporting and that nonresidential students typically travel up to about an hour each way depending on traffic. Mrs. Lebo and Mrs. Hubley praised the RDLC program for keeping students in Quincy and for enabling families to participate in school events and oversight.

On growth and next steps, staff said the district already submitted an application to the state Department of Education and has documentation for expanding RDLC programming as students age; they noted that adding high-school classes is a straightforward, incremental process under their existing approval. Staff said they will monitor enrollment, program capacity and costs and provide updates to the committee.

No formal vote occurred; the item was an update and discussion. Staff offered to provide exact counts of residential placements and additional budget detail on request.","Quincy Public Schools officials reported on out-of-district special-education placements and projected savings from the district-run De Cristoforo Learning Center, citing reduced tuition and transportation costs compared with external placements.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6252773,"Quincy presentation highlights naturalistic pivotal response treatment for young students with autism",0,3133000,"/Search/View?dp=1&key=3186581-747baf226e0c2eeca7cde2762182bebd&start=3133&end=3133","https://assets.pipeline.soar.com/3186581-747baf226e0c2eeca7cde2762182bebd/thumbnail_3133000.jpg","/articles/6252773/Massachusetts/Quincy-presentation-highlights-naturalistic-pivotal-response-treatment-for-young-students-with-autism","https://secure.pipeline.soar.com/6252773-23310c71fb1339d4742a24dc9391e5e9/orig.mp4?Expires=1771154743&Signature=cN7qUQ0cscmrLDSgsiaRIGVEE21XNpZRoJtB1R3v4yz~diz6hqSVu0uHnNLNswN7rKhhp6x54usBtnkiv9T8Xl2ASEc0IHxZr9vrqhFsY4ZAADV7FiwkiW1mrOqUE7FZf1lmQu2aLUsU9HBwdtd-0qIlMDCmXyU12IXGbAsENsHZAqVDJ4O8C2Xa4sZ1WZ~IeC8~gP-f5kVQgN3F6z~YoO4kbO41f4SLPBP5cKAx0VBSb8sBhgz7Ngnj1yw~ijhjkxkye5X8enzvY0KyOxhQJB7sbJ8Rcetr5dxz~~kO6EbMvk7YZm6Qo6KdTs8dV8jAr4Hks5~iETac3dWxrjNIiA__&Key-Pair-Id=KUT5TJCACFTXG","Quincy Public Schools on April 30 heard a presentation on pivotal response treatment, or PRT, from outside partners and district staff about using a naturalistic form of applied behavior analysis inside classrooms.

Michelle Sullivan, executive director of the South Shore Autism Center, described PRT as “the more naturalistic ABA intervention” that emphasizes child-led instruction, motivation and embedding learning in everyday activities. Jamie Shaughnessy, a board-certified behavior analyst (BCBA) at the South Shore Autism Center, said the approach focuses on foundational or “pivotal” behaviors such as motivation, attention to multiple cues, initiation with others and self-management so students can learn more broadly without needing repeated isolated drills.

Presenters contrasted PRT with discrete-trial ABA. Sullivan said discrete trials are “adult led, adult driven” and typically highly structured; PRT, she said, is implemented across teachers, locations and materials and uses preferred activities and praise as rewards. The presentation included classroom video clips showing teachers gaining students’ attention, differentiating instruction, embedding instruction in play and rewarding attempts as well as correct responses.

Quincy Public Schools staff described the district’s existing partnership with the South Shore Autism Center. District staff said the relationship began with one-to-one applied behavior analysis services and has expanded to consultative support, paraprofessional trainings, program evaluation and direct services in pre-K and elementary programs, including work at the De Cristoforo Learning Center (RDLC).

Committee members praised the classroom examples and the presenters’ energy. School Committee member Mrs. Lebo said, “It was great to see how much fun they were having and how much they enjoyed it,” and added that PRT felt “a stark difference from the regular ABA.” Mrs. Hubley and other committee members also commended the work and the videos shown during the presentation.

No formal action or vote followed the presentation; the session served as an informational briefing for the special education subcommittee. Staff and the South Shore Autism Center said they are available for follow-up training and to provide the committee with further information on implementing PRT strategies in Quincy classrooms.

The presentation clarified that PRT is evidence-based and intended to increase communication, social skills, play, academic engagement and flexibility of interests so students can participate more independently in school routines and peer interactions.

Quincy Public Schools staff and the South Shore Autism Center invited questions from the subcommittee and offered contact information for districts or families interested in further details.","Quincy Public Schools hosted a presentation by the South Shore Autism Center on pivotal response treatment (PRT), a naturalistic form of applied behavior analysis aimed at increasing motivation, communication and generalization of skills in classroom settings.","actionData","errors"]

Article not found

Quincy schools outline book-approval process and emphasize mirrors-and-windows approach to classroom texts

Quincy parent advisory group secures mayoral funding for summer "I Can Bike" program

Quincy projects drop in out-of-district placements as De Cristoforo Learning Center enrollment grows

Quincy presentation highlights naturalistic pivotal response treatment for young students with autism