Quincy School Committee approves multiple school improvement plans; new special-education center outlines goals

The Quincy School Committee on the record heard improvement plans from several elementary schools and the district—s new special-education learning center and approved the plans by voice vote.

Principals highlighted a mix of academic growth and continuing challenges. A presenting principal (unnamed in the record) described increased referrals to guidance, a new calming room and expanded social-emotional learning, noting MAP math growth but weaker MCAS ELA results in some grades. That presenter said, “Just this fall of this school year, we partnered with Cradles to Crayons, gave each student a backpack filled with school supplies,” and summarized classroom grouping and IEP practices used to support students.

Wallston Elementary Principal Jim Hennessy said Wallston exceeded state averages in several MCAS and MAP measures and credited staff and district maintenance for recent building upgrades, saying, “I am Jim Hennessy, the proud principal of the Wallston Elementary School.” Hennessy outlined plans to continue CKLA, implement ST Math districtwide, and expand family engagement through events such as a winter dance and publishing parties.

Board members pressed principals for disaggregated data and operational details. One member asked whether the district could separate test results for general-education classes and students with disabilities; presenters confirmed assessment portals allow that level of analysis. Committee members also raised class-size concerns (one Grade 3 class was reported at 26 students), local facility issues (a hallway oven and a leaking Univent that required replacement), and the process for moving facilities requests into the Facilities Subcommittee and budget review.

The meeting included an extended presentation about the Richter/Christopher Learning Center, a newly opened district learning center for students with specialized needs. Officials, citing implementation of the Unique Learning System curriculum and a behavior-management program called the WELL, described family-engagement plans, parent workshops on assessment reporting, and intentions to expand PTO/CPAC participation. The presenters said the center currently enrolls about 45 students with three open classrooms and that staff have already brought one student back from an out-of-district placement; they said additional returns are under discussion.

Each school improvement plan presented during the meeting was approved by a motion and voice vote. The record shows motions to accept the respective plans were made and seconded; where names are recorded, movers included Mrs. Hooper (first plan on the agenda) and Mrs. Pudley (Wallston); the committee chair announced approval by voice vote on each plan and did not read individual tallies.

The committee also asked for follow-up material in forthcoming reports: more detailed disaggregated assessment tables (general education vs. students with disabilities), facility prioritization for safety issues, and incident data for the new learning center as its SSDI reports become available. The meeting concluded with a motion to adjourn.