Minutes
Quincy School Committee
Teaching & Learning Subcommittee Meeting
Monday, December 7, 2015
A meeting of the Teaching & Learning Subcommittee was held on Monday, December 7, 2015 at 5:00
pm in the Coddington Building. Present were Mr. Bregoli, Mr. Noel DiBona, Mrs. Kathryn Hubley,
Mrs. Anne Mahoney, and Ms. Barbara Isola, Chair. Also attending were Superintendent DeCristofaro,
Mrs. Mary Fredrickson, Ms. Beth Hallett, Deputy Superintendent Kevin Mulvey, Mrs. Maura Papile,
Mrs. Erin Perkins, Ms. Madeline Roy, Mr. Keith Segalla, Mr. Robert Shaw, Ms. Judith Todd; Quincy
Education Association President Ms. Allison Cox; Mr. David Blaton and Mrs. Courtney Perdios from
the Citywide Parents Council, and Ms. Laura Owens, Clerk.
Senior Curriculum Director Madeline Roy presented on the Beyond the Bell E-Day (Enrichment,
Development, Advancement, Year-Long Learning) Resources, a collection of links to enrichment
opportunities for students in Pre-Kindergarten through Grade 12 outside the school day. This new
page on the Quincy Public Schools website currently has 60+ links, including options for CVTE, Special
Education, and ELL. The Curriculum team’s goal is for over 100 links to be posted by early January.
For families without internet access, schools will have enrichment packets available. These
enrichment opportunities feature a full array of concepts and topics, are related to grade-level
curriculum topics and offer opportunities for exploring student interests. The online resources are
free, and principals and SLT members have recommended these websites. Student support resources
are included, on such topics as internet safety for all grades and SAT preparation, career & college
exploration for high school students.
Ms. Isola asked about the rate of internet access for Quincy Public Schools families. This information
is requested on contact cards, so a report can be generated from Aspen. Mr. Keith Segalla will follow
up with a report.
Mrs. Mahoney asked if this is part of the plan for snow days or will Quincy Public Schools provide
more specific materials along the lines of “blizzard bags” that other towns have been piloting. Ms.
Roy said the DESE curriculum mini-units could be utilized for more specific student assignments. Ms.
Isola said a conversation needs to happen about expectations for students on cancelled school days,
is there a certain number of days that need to be cancelled before school work is required. Ms. Isola
requested this be an item on the next Teaching & Learning Subcommittee agenda.
Dr. DeCristofaro introduced the Advanced Program Pathways, and asked Elementary School
Curriculum Director Erin Perkins to begin with elementary. Mrs. Perkins researched opportunities for
elementary advanced learners by beginning with contacting the Department of Elementary and
Secondary Education. DESE’s last report is from 2002 and they acknowledged a lack of funding and exploration in recent years; the DESE team has not met in a year and a half. Mrs. Perkins compiled
information on local programs from the Massachusetts Association of Gifted Students, by researching
public school websites, and contacting school districts directly.
Mrs. Perkins reviewed her research: many districts are focused on instructional differentiation within
the classroom, rather than pulling out at the elementary level. Coaches are common to assist
teachers in differentiating instruction. Mrs. Perkins reviewed that QPS uses Integrated Learning
Teams to plan differentiated instruction for all students and to review them throughout the school
year. Through the Walk to Read and Walk to Math model, students are grouped by ability, so above
level students are together with teacher during these large blocks of time. The expectation for all
students is to provide
Mr. Dave Blaton asked if differentiation is for all learners. Three tiers of instruction address below,
on, and above level learners. Mrs. Perkins explained that the Integrated Learning Team meetings
happen three times per year, each student at every elementary school is reviewed.
Mrs. Perdios asked if there are minutes for the Integrated Learning Team meetings and whether all
students are discussed. Mrs. Perkins said that the class is being discussed as a whole, and shifting
students between tiers of support, including Literacy, ELL, and Student Support.
As a point of order, Ms. Isola asked that this topic be discussed in a general way, not specific to a
school or student.
Mr. Bregoli asked if a student would be allowed the opportunity to move up a grade level for certain
subject instruction. Mrs. Perkins said this is rare, but it would be discussed in ILTs. A move like this
requires careful consideration, especially when a student is approaching transitioning to middle
school or high school.
Ms. Isola asked whether there is a giftedness assessment for K-1 students or if we know how many
students are working at a very advanced level. Mrs. Perkins said Benchmark Assessments, such as
DRA and DIBELS would indicate students working above level. Mrs. Perkins said developmental
appropriateness is important, giftedness is not always displayed in the curriculum area, it can be
based in the arts. Dr. DeCristofaro said we can look into this, but testing does not seem to be a
component of what other towns are doing. Mrs. Perkins said the direction seems to be towards inclassroom supports and away from testing. Ms. Isola said if a student requires a more challenging
environment, parents can request a meeting with their principal.
Mrs. Mahoney suggested that students who are presenting as gifted at Kindergarten may be on-level
at Grade 4 when more challenging material is present. Parents want to be sure that students are
appropriately challenged and suggested having a presentation at School Committee for a larger audience or maybe a Parent Academy. Mrs. Mahoney said it looks like the E-Day Learning Resources
presented earlier can assist with challenging students.
Dr. DeCristofaro then introduced the Middle & High School Advanced Pathways, noting that while the
Grades 5 ELC program to the Grades 6-8 APC at Central program is one route to Advanced Placement
classes, at high school, many more students are instructed at the Advanced level.
Ms. Roy explained that after meeting with middle school principals, it became apparent there were
academically talented students at all our middle schools who would benefit from Advanced programs
for ELA & Mathematics. Middle school and high school teachers met in the spring and summer for
vertical planning of a continuum of expectations from Grades 5 through 12. The Advanced middle
school program is fluid and students can enter and exit at any term or any grade.
Planning work was completed this summer to differentiate middle school classes for standard,
Advanced, and APC instruction, in terms of depth and complexity. All courses meet the requirements
of covering all the Common Core state standards while advanced classes are integrating higher order
thinking skills and more complexity of thinking and writing. Any Grade 5 student can be invited into a
middle-school advanced class, depending on their classroom performance.
For Mathematics, APC students who successfully complete Algebra 1 will have the ability to enter
Geometry in Grade 9. Advanced Math classes will require critical thinking and problem solving at a
higher level, and a faster pace, while completing the Grade 8 math course. In terms of transition,
Grade 8 and 9 teachers are working together this year on analyzing topics, areas for coverage.
The summer planning work began with the Common Core Standards and discussions on
differentiating existing lessons, selecting a more complex text. ELA teachers created sample lessons,
prepared a binder of resources, including instructional activities. Mathematics teachers incorporated
the standards for mathematical practice, rigorous pacing, and also instructional resources. Habits of
the mind embedded in instruction, defend problem-solving and reasoning. In terms of pacing and
alignment, a standard classroom might do 2 chapters, while the advanced classes would do three.
There are different formats for problem sets and assessments for standard and advanced learners
with the Big Ideas math program.
Professional Development for Advanced Class Teachers will include the Vertical Team meetings
throughout the year and opportunities for assessing how the year has gone and making adjustments
to the pacing guides as needed. System Professional Development Days will have targeted
workshops focused on improving teacher practice and student learning outcomes.
Ms. Roy shared the two year Advanced Pathways initiative timeline. For next steps, at the school
level, progress reports are shared mid-way through each term. Teachers communicate with parents
about student adjustment to the faster pace and confer during parent teacher conferences at the end of Term I. Placement reviews will be scheduled as needed throughout the year and at the beginning
of each term, expectations are reinforced. Next steps include updating the Quincy Public Schools
website and the Middle School POS will be revised and posted for parents.
Mr. Bregoli asked about High School Honors classes, Mr. Shaw said these would fall between the
CCP/Standard and Advanced levels. Mr. Shaw said the difference of the three levels is content
(complexity of text, expectations for end products) and pacing.
Mr. Bregoli asked about continuity of instructors – sometimes assignment change and how could that
change the vertical team and preparation. Mr. Shaw said this where the Department Head is
important at the high school level, they ensure continuity within the course framework.
Mr. Bregoli asked how many students are in ELC program, currently 85 students. Mr. Bregoli asked
about the possibility of expanding the program by hiring more teachers so that students had the ELC
program more than once per week. The current model has been in place for close to 20 years. Dr.
DeCristofaro said that at one time, there were site-based instructors who moved between schools.
Mrs. Mahoney suggested that the course descriptions should be more specific for parents. The
descriptive language makes it difficult to determine the expectations for students. Mrs. Mahoney
suggested posting a syllabus to accompany the course descriptions.
Mrs. Hubley agreed that specific examples will assist parents. Mrs. Hubley asked about the possibility
of extending the ELC program to Grade 4; this will be a topic for a future meeting.
Ms. Isola thanked the presenters, we do our students a great service by having these clear paths from
Grade 5 through high school. The information allows parents and students to plan. Ms. Isola said in
the past, high school students were encouraged to pick a subject and move up a level for the next
school year. She suggested that if this is presented as taking an acceptable risk, students may rise to
the challenge and take the leap.
Mrs. Hubley made a motion to adjourn the meeting at 6:30 pm. Mrs. Mahoney seconded the motion
and on a voice vote, the ayes have it.