Quincy School Committee accepts elementary school improvement plans; facilities and budget requests referred to subcommittees

Quincy School Committee members on the evening agenda heard presentations from a series of elementary principals and voted to accept the schools’ 2024–25 improvement plans, while moving facility requests and budget needs to subcommittees for follow‑up.

Lincoln Hancock principal Janet Loftus opened the meeting with a three‑year review of student data and school goals. “Our students know they are cared for, they are loved, and that they will be successful,” Loftus said, and described steps aimed at improving literacy and EL access, including expanded Lexia use, added ELA instructional minutes and curriculum reviews. Loftus flagged lower ELA/MCAS results for EL students and said the school will pursue family partnerships and summer supports to reduce gaps. The committee agreed to amend the plan’s “school needs” language to request additional EL supports and accepted the plan as amended by voice vote.

A later presentation on a campus construction project and related temporary enabling work outlined plans to use an existing 1970s building as a temporary school site while phases of the new building are completed. Presenters said enabling work will be funded from the capital project (described in the packet as more than $7,000,000) to cover HVAC, food service and safety upgrades during construction; committee members agreed to review temporary‑condition needs in the facilities subcommittee.

Montclair and Snug Harbor principals highlighted substantial student growth on MAP and DIBELS measures and detailed social‑emotional programming. Montclair cited a kindergarten DIBELS increase from 49% to 90% at/above benchmark year‑to‑year and described use of a LEAP team (learner engagement and attendance partnership) to reduce chronic absenteeism. Snug Harbor presenters said chronic absenteeism fell from 29% to 14.1% after targeted interventions and family engagement events that drew more than 300 attendees.

Beachwood Knoll reported high performance in grade‑5 science and an ongoing focus on writing and EL progression amid a rising English‑learner population. Presenters described restorative practices, monthly climate work and PTO support for extended‑day and family events.

Across the presentations, committee members asked detailed questions about assessment measures, summer learning loss, access for EL students to science content, reach program eligibility, and the process for choosing multicultural literature for classrooms. School leaders generally credited a combination of targeted small‑group instruction, coaching and grant‑funded program pilots (for example, a teacher‑diversification grant and other cultural grants described by presenters) with supporting recent gains.

Votes at a glance: - Lincoln Hancock school improvement plan — motion to accept as amended recorded; accepted by voice vote. - Montclair school improvement plan — motion to accept (moved by Ms. Bregoli; seconded by Ms. Hubley); accepted by voice vote. - Snug Harbor school improvement plan — motion to accept recorded; accepted by voice vote. - Beachwood Knoll school improvement plan — motion to accept recorded; accepted by voice vote. - Additional elementary school plans presented (Vernazani, Bernasani, and others) — motions to accept recorded and accepted by voice vote.

Next steps noted by the committee included routing specific facility requests to the facilities subcommittee and moving smaller school needs into the upcoming budget meeting so the committee can match requests with funding sources. Several presenters said they will return with more detailed plans after subcommittee review and community meetings about temporary construction conditions.

The meeting concluded after the series of presentations and votes; committee members and principals exchanged follow‑up commitments on facility logistics and curricular details.