Belmonte Middle School
School Improvement Plan
2015/2016
School Council Members:
Kerry R. Robbins, Principal
John French, Teacher
Patricia Johnson, Teacher
Maureen Lueke, Guidance Counselor
Gregory Nickolas, Community Member
Gayle Coluccio, Parent
Bernadette Ganino, Parent
Radostina Rogers, Parent
Belmonte Middle School
SCHOOL PROFILE
2014-2015
Leadership:
Administrative Staff:
Kerry R. Robbins Principal
Myra Monto, Assistant Principal
Frank Woods, 0.5 Assistant Principal /0.5 STEM Director
Important Teams:
School Building Council
Behavioral Support Team
Parent Teacher Organization
Recent Improvements and Accomplishments:
Things We're Most Proud Of:
Continued to support small group math enrichment classes for title one students
Provided structured time for teachers to meet in collaborative teams to strengthen learning
Department Time for Faculty Members during Faculty Meetings
Parent X2 access implemented: parents can track academic progress, behavior, etc. online
New Classroom technology: 21 Bright Link projectors
School Day/Learning Time:
Hours: 7:50am.-2:10pm
Comprised of Seven 48 minute learning blocks: M-F
After-School:
Teachers available 2x per week for extra help:
2:10-2:55pm
Strengthened necessary academic and social/emotional supports for students at risk
Junior National Honor Society
Belmonte Institute available for Faculty/Staff
WEB Program enhanced to monthly activities along with 6th grade orientation
Staff Profile:
Faculty: 53
Administration: 3
Office Staff: 3
Counseling/Nurse: 4
Paraprofessionals: 13
Custodial Staff: 7 (includes matron)
Average Class Size: 23
Student Demographics( according to DESE)
Enrollment: 653
Male: 332
Female: 321
Afr-Am:
4.3%
Asian:
3.7%
Hispanic:
9.2%
Native American:
0.2%
Native Hawaiian/
Pacific Islander
0.2%
White:
82.1%
Multi-race:
0.5%
School Programs and Support Services:
·
Core Academic Subjects meet every day: Math, Language Arts,
Science, Social Studies, Spanish (8th)
·
Math classes 2x /day for grades 6
·
Language Arts classes 2x /day for grades 7
·
Technology & Engineering: offered to all grades (6,7,8)
·
ENCORE subjects include: Physical Education, Wellness, Drama,
Art, General Music, MCAS Math, Spanish, Computer Technology,
Math Enrichment for Title One Students in grades 6 and 7
·
Band and Chorus ensembles (6, 7, 8). Members meet every
other day for the full year.
·
Special Education Teacher and Paraprofessional assigned to
each academic team (2 per grade) for inclusion support services,
except in 8th where they share one special education teacher
between two teams
·
Intensive special needs program servicing students with a wide
diversity of physical, emotional, and academic needs.
·
Full-time school adjustment counselor and school psychologist
on-site for counseling support, individual student counseling, and
evaluations.
ELL Courses Developed and Implemented
MCAS Results (Overall % of students scoring Advanced or Proficient):
School Performance Data:
2014
2013
2012
2011
% Proficient + Advanced in: 6th Math
64
66
65
58
% Proficient + Advanced in: 6th Language Arts
63
62
61
72
% Proficient + Advanced in: 7th Math
45
47
48
47
% Proficient + Advanced in: 7th Language Arts
60
63
64
67
% Proficient + Advanced in: 8th Math
36
43
38
31
% Proficient + Advanced in: 8th Language Arts
70
74
75
71
% Proficient + Advanced in: 8th Science/Tech
27
27
22
25
Met Adequate Yearly Progress: ELA
No change
No change
yes (on
target)
yes
Met Adequate Yearly Progress: Math
Met Adequate Yearly Progress: Science
No change
Improved
below
target
No change
yes
Yes
(exceeds
target)
yes (all); no
(subgroup)
Student Recognition:
High Honor Roll Breakfast / Honor Roll Zinga Certificates
National Junior Honor Society
·
Guidance programs: anti-bullying workshops/seminars for
students. Drug and alcohol awareness.
End of the Year Celebrations by grade level and award ceremonies
Moving on Ceremony
Washington, D.C. trip for eligible 8th graders
Extracurricular Activities:
Athletics :Football ,Wrestling, Cross Country, Girls/Boys Soccer, Field Hockey, Girls/Boys Basketball,
Hockey, Track, Cheering, Indoor Track
Drama Performances
Band and Chorus Performances; Spring Competitions and Six Flags
Community Service Club
Web Leaders
Math Team
Student Tutoring
Washington, D.C. trip for 8th Graders
Student Dances
Recycling Club
Model UN Club
Expanded Peer Leadership Program: WEB leaders
Homeroom Representatives
Quiz Bowl
Science Club
Active and Supportive Parent Teacher Organization that supports after school events for all students
Spirit Club
School Improvement Plan (2014-2015)
Belmonte School Council Members – 2014-2015
Kerry Robbins
Principal
John French
Teacher
Patricia Johnson
Teacher
Maureen Lueke
Guidance Counselor
Gregory Nickolas
Community Member
Gayle Coluccio
Parent
Bernadette Ganino
Parent
Radostina Rogers
Parent
School Council Meeting Dates – 2014-2015
September 30, 2014
October 28, 2014
November 25, 2014
December 15, 2014
Future Dates:
January 27, 2015
February 45, 2015
March 31, 2015
April 28, 2015
May 26, 2015
Vision Statement:
The A.J Belmonte Saugus Middle School is a diverse partnership of students, staff, parents and community
members dedicated to the establishment of a safe and nurturing environment in which all try to become lifelong
learners. We will strive to advance the intellectual, social, emotional, and physical development of all our students.
Technology, hands-on activities, and interdisciplinary instruction will enhance teaching and learning. Curriculum
development will be an ongoing process geared to the needs of the children in accordance with state-mandated
standards. Faculty will recognize the skill levels, learning styles, and uniqueness of its students while servicing each
individuals immediate needs within an environment that promotes success for all students. Faculty, students, families,
and the community will be actively involved in the educational process to create a safe, supportive environment where
students are motivated to learn and believe that success is attainable. Everyone will honor and respect the differences and
uniqueness of each individual while developing a sense of responsibility toward themselves, their school community, and
the community at large. We, at the Belmonte Middle School, envision that our mission, in partnership with the total
school-community, is to provide students with a middle school program which will meet the unique needs of
preadolescence. Programs strive to recognize academic and cognitive development, while also addressing
social/emotional and physiological characteristics of developing preadolescence.
Component A: Analysis of Student Performance and Achievement
I. DESE Accountability Data and Assistance Levels: Measuring School Performance with the New Progress
and Performance Index (PPI):
Following the approval of the Massachusetts waiver to be exempt from the federal NCLB regulations, schools
are now being measured for performance in a different manner. Starting in the fall of 2012, districts and
schools are held accountable for student performance using different benchmarks and targets. The previous
NCLB goal of achieving 100% proficiency in math and ELA by 2014, has been replaced with the new goal of
cutting the proficiency gap in half by 2017. Districts are no longer categorized with the old NCLB
terminology/labels: improvement, corrective action, or restructuring. Last school year all MA districts and
schools received a state accountability/assistance level (1-5), an annual PPI (Progress and Performance Index)
rating, and a cumulative PPI that represented performance over a four year period. The PPI values combine
several different achievement indicators: a PPI of 75 or higher represents a school or a group of students who
have met their target towards narrowing the proficiency gap. Progress towards this target is broken down
annually and school districts are expected to improve each year across multiple performance indicators:
●
●
●
●
●
Narrowing proficiency gaps in English Language Arts, Mathematics, and Science, Technology, &
Engineering
Increasing percent of students scoring in the Advanced category and decreasing percent of students
scoring in the Warning category
Student Growth Percentile (SGP) in English Language Arts and Mathematics
Annual dropout rate
Cohort graduation rate
Districts are provided both an annual and a cumulative PPI value, a weighted average over a four year period
(2010-2013). PPI values are calculated for all students in a given school, as well as an identified “High Needs”
subgroup which combines students designated as special needs, low income, and English Language Learners
(ELL). For each indicator, 0 means decline in performance, 25 means no change in performance, 50 means
improvement but not to target, 75 means hit improvement target and 100 means exceeded improvement target.
PPI is then calculated by finding the average (mean) across all indicators.
DESE uses the cumulative PPI to identify accountability and assistance levels (1-5) to districts and schools.
The district as a whole regressed in 2014 and as a result, Belmonte Middle School and the district have been
reclassified from a Level II to Level III.
II. Summary PPI Data and Gap-Halving Targets for 2014/2015 School Year:
Cumulative and Annual PPI:
Cum
PPI:
2011
2012
2013
2014
All Students:
47
55
55
55
95
High Needs:
48
45
80
65
20
Low Income:
52
96
43
79
25
Students w/
Disabilities
33
13
81
19
25
Analysis: Although the annual PPI for all students showed a significant increase in 2014, students in the high
needs subgroup struggled and continue to be an area of concern and focus. With focused interventions
supported by DSAC and curriculum leadership, over a multiple year span, the Belmonte Middle School can set
a realistic goal of meeting improvement targets and re-achieving status as a Level II school.
CPI Target Analysis:
All Students:
CPI
2014:
2014
Target:
2015
Target
PPI:
Rating:
ELA:
85.3
90.5
91.5
25
no change
Math:
75.1
79.9
82.1
25
no change
STE:
67.8
71.4
74.5
50
Improved below target
High Needs:
CPI
2014:
2014
Target:
2015
Target
PPI:
Rating:
ELA:
75.9
83.2
85.1
0
Declined
Math:
63.6
72.3
75.4
25
no change
STE:
59.8
63.3
67.7
25
no change
CPI – Composite Performance Index; A + P – Students Proficient and Advanced; SGP – Student Growth
Percentile:
English Language Arts
Mathematics
Science And Technology Ed
Year:
CPI:
A+P:
SGP:
Year:
CPI:
A+P:
SGP:
Year:
CPI:
A+P:
SGP:
2014
85.3
64
34
2014
75.1
49
36
2014
67.8
27
n/a
2013
86.3
67
42
2013
76
52
42
2013
67
27
n/a
2012
86.8
68
34.5
2012
77.3
50
46
2012
61.9
22
n/a
2011
87.3
69
40
2011
73.2
47
47
2011
61.8
25
n/a
Component B: Statement of Needs or Identification of Gaps in Student Performance
Part I – Identify Gaps in Student Performance:
English Language Arts:
2014
2014
2014
2014
CCSS Reporting Category/Item Type (NEW)
6th
7th
8th
Overall
Multiple Choice
Open Response
Writing Prompt
66%
72%
52%
NA
67%
76%
51%
65%
67%
74%
53%
NA
Language Anchor Standard
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Usage
75%
41%
NA
81%
76%
76%
NA
75%
64%
53%
45%
72%
Reading Anchor Standard
Craft and Structure
Integration of Knowledge and Ideas
Key Ideas and Details
65%
76%
42%
64%
67%
66%
84%
67%
68%
70%
NA
72%
Writing Anchor Standard
Production and Distribution of Writing
Text Types and Purpose
NA
65%
80%
54%
NA
Grade 6 Analysis: Overall, BMS sixth grade performance was consistent with 2013. In 2013, 66% of BMS sixth
graders were rated either “Proficient” or “Advanced” on the ELA MCAS. In 2014, that number was 64%.The
6th grade is slightly below the state average for performance. BMS sixth graders averaged 66% correct on the
spring 2014 MCAS exam, as opposed to the 69% for the state. Similar results are found when examine the
results by standard. BMS sixth graders were one percentage point below the state in the Language Anchor
Standard, and three percentage points below in the Reading Anchor Standard.
Grade 7 Analysis: Overall, BMS seventh grade performance on the ELA MCAS was fairly consistent with the
2013 performance. In 2013, 63% of BMS seventh graders were rated either “Proficient” or “Advanced” on the
ELA MCAS. In 2014, that number was 60%.The seventh grade is below the state average for overall
performance. BMS seventh graders averaged 67% correct on the spring 2014 MCAS exam, as opposed to 72%
for the state. Similar results are found when examining the results by standard. BMS seventh graders were five
percentage point below the state in both the Language Anchor Standard and the Reading Anchor Standard.
They were four percentage points below the state in the Writing Anchor Standard.
Grade 8 Analysis: Overall, BMS eighth grade performance on the ELA MCAS was fairly consistent with the
2013 performance. In 2013, 74% of BMS eighth graders were rated either “Proficient” or “Advanced” on the
ELA MCAS. In 2014, that number was 70%.The eighth grade is below the state average for overall
performance. BMS eighth graders averaged 67% correct on the spring 2014 MCAS exam, as opposed to 72%
for the state. Similar results are found when examining the results by standard. BMS eighth graders were four
percentage points below the state in the Language Anchor Standard, and five percentage points below the
Reading Anchor Standard.
Mathematics:
2014
2014
2014
2014
6th
7th
8th
Overall
Multiple Choice
Open Response
Short Answer
71%
74%
64%
71%
65%
67%
59%
69%
61%
65%
53%
58%
Expressions and Equations
74%
72%
53%
Apply and extend previous
understandings of arithmetic to algebraic
expressions.
71%
n/a
n/a
Reason about and solve one variable
equations and inequalities.
85%
n/a
n/a
n/a
80%
n/a
69%
63%
n/a
Analyze and solve linear equations and
pairs of simultaneous linear equations.
n/a
n/a
41%
Understand the connections between
proportional relationships, lines, and
linear equations.
n/a
n/a
59%
n/a
n/a
70%
Functions
n/a
n/a
57%
Define, evaluate, and compare functions.
n/a
n/a
54%
Use functions to model relationships
between
n/a
n/a
58%
Geometry
70%
64%
73%
Solve real-world and mathematical
problems involving area, surface area, and
volume.
70%
n/a
71%
Draw, construct, and describe geometrical
figures and describe the relationships
between them
n/a
52%
86%
n/a
75%
n/a
CCSS Reporting Category/Item Type
(NEW)
Solve real-life and mathematical problems
using numerical and algebraic expressions
and equations
Represent and analyze quantitative
relationships between dependent and
independent variables.
Work with radicals and integer exponents.
Solve real-life and mathematical problems
involving angle measure, area, surface
area, and volume.
Solve real-world and mathematical
problems involving volume of cylinders,
cones and spheres.
n/a
n/a
86%
Understand and apply the Pythagorean
Theorem.
n/a
n/a
64%
n/a
n/a
74%
Ratios and Proportional Relationships
73%
61%
n/a
Understand ratio concepts and use ratio
reasoning to solve problems
73%
n/a
n/a
Analyze proportional relationships and
use them to solve real-world and
mathematical problems.
n/a
61%
n/a
Statistics and Probability
55%
66%
58%
Summarize and describe distributions
55%
n/a
n/a
Draw informal comparative inferences
about two populations
n/a
58%
n/a
Investigate chance processes and develop,
use, and evaluate probability models
n/a
70%
n/a
Use random sampling to draw inferences
about a population
n/a
47%
n/a
Investigate patterns of association in
bivariate data
n/a
n/a
58%
The Number System
77%
59%
55%
Apply and extend previous
understandings of multiplication and
division to divide fractions by fractions.
70%
n/a
n/a
Apply and extend previous
understandings of numbers to the system
of rational numbers.
74%
n/a
n/a
86%
n/a
n/a
n/a
59%
n/a
n/a
n/a
55%
Understand congruence and similarity
using physical models, transparencies, or
geometry software.
Compute fluently with multi-digit
numbers and find common factors and
multiples.
Apply and extend previous
understandings of operations with
fractions to add, subtract, multiply and
divide rational numbers
Know that there are numbers that are not
rational, and approximate them by
rational numbers.
Grade 6 Math:
The 6th grade continues to be at or above the state average not only in overall
performance, but in 5 out of the 6 reporting categories.
Grade 7 Math: The overall Grade 7 math exam scores are slightly below (-2%) with the state. As indicated
above, the scores for the individual reporting categories found the Saugus students slightly below the state
average in most categories.
Grade 8 Math: The grade 8 scores continue to be slightly below the state average (-5%). Performance on
individual domains and clusters continues to lag behind the state average, but large gains were made by BMS
students in the following areas statistics and probability (-12% to -4% of state average) and the number system
(-28% to -14% of state average). Geometry continues to be a strength of the grade 8 curriculum coming in at
state average.
Science, Technology, & Engineering:
Science and Technology/Engineering: Average % Correct by Standard Area and Item Type:
2011
2012
2013
2014
6th
7th
8th
6th
7th
8th
6th
7th
8th
6th
7th
8th
Earth and Space Science
-
-
61
-
-
56
-
-
61
-
-
58
Life Science
-
-
57
-
-
56
-
-
61
-
-
58
Physical Sciences
-
-
56
-
-
47
-
-
52
-
-
50
Technology/Engineering
-
-
58
-
-
61
-
-
67
-
-
69
Multiple Choice
-
-
66
-
-
63
-
-
66
-
-
63
Open Response
-
-
38
-
-
36
-
-
47
-
-
49
Overall
-
-
-
-
55
-
-
60
-
-
59
Reporting Category/Item Type:
Grade 8 Science and Technology/Engineering: The grade 8 STE scores remained stagnant after a huge gain in 2013.
The BMS Technology Engineering Department continues to show growth, although it still remains slightly below state
average. The open response item type continues to improve and is now only 1% below state average.
Part II – Statement of Needs:
1. Assessment: Comprehensive formative and summative assessment practices and benchmarks must be in place to
develop a learning environment where all students are expected to learn, achieve, and improve. In order for all
students to achieve academically and consistently improve on their performance in the classroom, teachers must be
consistently monitoring/assessing progress in real-time. Staff cannot rely on one measure (i.e. MCAS or performance
on summative tests) to determine what a child may or may not need to access curriculum and learn effectively. In
order to create a classroom environment that supports diverse learning needs and sets high expectations for all
students, a teacher must constantly assess for understanding, clarify performance standards utilizing criterion
referenced rubrics, and inform instruction/curriculum priorities by periodically benchmarking progress.
●
●
●
●
●
●
Teachers continue to develop formative and summative assessment tools designed to continually enhance
student learning and inform effective teaching practice.
Teachers in all subject disciplines will utilize common assessments to benchmark progress, diagnose
specific gaps (either in curriculum or instruction), and set goals to improve student learning.
Faculty will collaborate, both as departments and as inter-disciplinary teams to use data to inform
instruction and intervene with students struggling academically.
Teachers will develop and integrate rubrics specific to authentic assessment activities in the classroom.
Rubrics will be reviewed, and developed, with the students ahead of time utilizing exemplars to make
criteria clear prior to beginning the assessment activity. This will provide clarity and encourage students
to independently monitor the quality of their own work.
Teachers will develop effective methods to formatively assess and check for understanding while
teaching a lesson (ex. dip-sticking, exit tickets, medial summaries, end of lesson debriefing, etc).
Barrier(s) to Meeting This Need:
● Budgetary Constraints: STEM and Humanities Directors must be re-instated full time to allow each
department to have on-going, professional development academic support around curriculum
implementation, direction and data analysis.
● The district needs to secure a new data management system to replace Data Director in order for proper
data analysis to occur regularly.
● Teachers must have shared understanding and professional development with regard to developing and
utilizing rubrics effectively to clarify expectations with students and assess work in a meaningful,
consistent, and authentic manner.
● Teachers must continue to have the time and access to collaborate and share best practices.
2. Professional Development: Belmonte administrative team continues to meet with DSAC and plan professional
development strategies to remediate the current needs of the school. The staff needs to continue strengthening
internal professional development and collaborative mechanisms that are directly linked to student achievement and
improved performance in the classroom. The structure of the schedule has provided time for teachers to meet and
collaborate consistently, both as interdisciplinary teams and curriculum specific teams. This structure and time needs
to be utilized in the most meaningful way possible. In order for this to happen, priorities and goals must be articulated
clearly. The development of professional learning communities is critical to address the following:
● Continue to implement and refine comprehensive formative and summative assessment practices and
benchmark assessments.
● Continue sharing and developing effective differentiated instruction strategies to engage all learners.
● Continue to focus on co-teaching/inclusion best practices. Understanding and applying effective
techniques to manage multiple learning needs, provide necessary individualized support, and strengthen
achievement for students with special learning needs.
● Develop and share techniques designed to implement daily checks for understanding in all middle school
classrooms
● Share and train peers on utilizing available classroom technology to enhance teaching and learning.
● Support the academic and social/emotional needs of all students effectively.
● Establish smooth and meaningful transitions between 5th and 6th grade and 8th to 9th grade
● Develop and provide teacher to teacher professional development as regularly
● Secure and implement a school (district) wide social-emotional curriculum.
● Secure and implement a cross curricular literacy program
Barrier(s) to Meeting This Need:
● Budgetary Constraints: STEM and Humanities Directors must be re-instated full time to allow each
department to have on-going professional development and academic support around curriculum
implementation, direction and data analysis.
● Budgetary Constraints: lead teacher positions must be re-instated to provide support around curriculum
implementation, professional development, program direction and data analysis.
● Budgetary Constraints: Secure funding for both the social-emotional and literacy programs.
● Budget Constraints: Secure funding for NELMS assessment.
● Teachers must have an open mind regarding differentiated instruction and effective inclusion techniques.
In some instances, deep-seated beliefs with regard to how students learn and how a classroom should be
managed must get broken down.
● Staff needs to feel comfortable and supported in learning new techniques from one another.
● Leadership must be open and willing to provide teachers time to observe other classrooms and actively
explore new and different student engagement techniques.
● Collaboration between schools must be enforced, regardless of time constraints and differences of
philosophies.
3. Student Academic/Social/Emotional Intervention Program: Belmonte staff is continually refining and enhancing
safety net support systems for struggling students. This includes revising criteria to identify students who are
struggling, collaborating on available solutions and strategies, exchanging of ideas, communicating with families, and
setting up remediation and intervention services that will get results. This will include mechanisms to provide extra
individualized support to students during and after the school day.
Barrier(s) to Meeting This Need:
●
●
●
●
●
●
Budgetary Constraints: Secure funding for both the social-emotional and literacy programs.
Budgetary Constraints: Secure funding for additional guidance counselor.
Budgetary Constraints: Secure funding for at-risk behavioral specialist.
Budgetary Constraints: Secure funding to re-instate 2 full time assistant principal positions.
Scheduling constraints: in order to provide additional academic support during the course of the school
day, staff must problem-solve when this support will happen and what a student will be giving up in order
to have a time slot for additional academic support.
Staffing: teams will need to be flexible in coming up with solutions on who will be providing the
additional academic support and how it will be facilitated given the schedule.
4. Classroom technology: Belmonte Middle School should have a 3 to 5 year technology plan that supports the
maintaining and updating of all technology. Teachers should receive professional development training on integrating
current technologies into daily lessons with students. This technology plan should afford students the opportunities to
have updated and current technology available to them across the curriculum.
Barrier(s) to Meeting This Need:
● Secure a technology line item in the BMS budget for any additional technology equipment
updates and maintenance.
● Secure and implement professional development for staff focused on instructional applications
for classroom and student instruction and assessment.
5. Personnel: Maintain and improve the current schedule and improve the effective delivery of encore subjects to all
students and to follow mandates in individual students’ educational plans. The Principal, Encore staff, Special
Education Director, ETL and District and Curriculum Directors are currently working on ways to refine and improve
operations our schedule. It is critical that funding for the positions that made the programming and scheduling change
possible must remain intact in order for Belmonte Middle School to function effectively as a comprehensive middle
school program. In order for any of the above needs to be met, the basic structure of the schedule must remain intact.
Barrier(s) to Meeting This Need:
● Budgetary Constraints: Secure funding to re-instate the BMS Librarian who would be placed in the
encore rotation
●
●
●
●
●
Budgetary Constraints: Secure funding for additional guidance counselor who would be placed in the
encore rotation.
Budgetary Constraints: Secure funding for at-risk behavioral specialist.
Budgetary Constraints: Secure funding for additional paraprofessionals to support individual students’
educational plans.
Any schedule changes must support the middle school philosophy around meeting all students’ needs
academically and socially/emotionally.
Any potential budget shortfalls facing the town and/or the school district that would require a reduction in
force.
6. Physical Plant: In order to maintain the cleanliness the building requires we re-instate a custodial position. Also,
although the MSBA repair project has been completed, there remain many projects which need to be addressed in a
financial 3 to 5 year plan to fully complete the renovation of the Belmonte Middle school as a 21st century learning
facility, including:
★ the completion of security camera installation (areas in the school still require security cameras for student safety)
★ complete flooring removal and replacement (floor tiles are consistently pulling up from the ground)
★ completion of safety system activated hallway door installations (there are doors in the building that still do not
have the safety activation installed)
★ completion of interior painting
★ gymnasium renovation including installation of bleachers (currently gym floor does not allow for competition and
there are no bleachers in the gym)
★ replacement of student lockers (at a minimum ¼ of the current lockers are too damaged for students to use)
★ replacement of classroom blackboards and furnishings
Barrier(s) to Meeting This Need:
● Budgetary constraints: Secure funds to re-instate the custodial position
● Budgetary constraints: Secure funds to support the 3 to 5 year plan to complete the renovations needed at
Belmonte Middle School
Component D: Establish Objectives
Objective 1: To meet internal CPI gap-halving targets for all students and students in the high needs subgroup for English
Language Arts, Mathematics, and Science, Technology, & Engineering. We will aim to close the performance gap
between general education and special education students to reach a Level II school status. Students will also earn a
minimum of a 51% Student Growth Percentage (SGP).
Action Steps:
All teachers use released MCAS results
and other performance data to set
SMART goals related to student
learning/achievement.
Teachers utilize team and department
time to monitor student progress relative
to goals set.
Students review individual MCAS
results with subject area teachers to
identify strengths, weaknesses, and goals
for improvement.
Provide more time for collaboration
between special education teachers and
academic team teachers to boost support
for students on IEPs.
Expand MCAS pep rallies and positive
incentive programs to all grade levels.
Get students motivated for test sessions.
Plan for MCAS Enrichment after school
program
DSAC initiatives utilized during staff
meetings, professional development days
and other structured times throughout the
school year.
Accountability,
Responsibilities:
Principal;
Assistant
Principal;
Curriculum
Team; teachers
Teacher teams
Timeline:
Evaluation of
Progress:
Ongoing
Fall 2014;
Winter 2014
Implementation
Benchmarks:
SMART goals completed by
November 1. Strategies to
support students
implemented during school
year.
Ongoing student data
including benchmark
assessments and DDM’s;
team agenda/minutes
Student MCAS profile sheet
completed by students
Teachers;
Students
Principals; ETL
Winter 2015,
Spring 2015
Meeting notes; observation
reports; student monitoring
Ongoing
Principal;
Assistant
Principal; BST
team
Principal;
Curriculum
Team; teachers
Spring 2015
Rallies and/or incentive
programs initiated at all
grade levels.
Fall 2014
Letters and Recruitment
completed, program pre and
post tests implemented
Principal;
Assistant
Principals,
Curriculum
Team; teachers
Ongoing
MCAS results, teacher
evaluations, student
assessments, curriculum and
data team agendas
All grade levels
are participating
by the Spring
2015.
Program
completion prior
to the
Math/Science
MCAS in Spring
2015
Ongoing
Fall 2014
Fall 2014;
Spring 2015
Ongoing
Completed by
January 2015
Objective 2: To strengthen the overall sense of physical and emotional safety for staff and students. The school
community will formalize clearly defined safety protocols, research ways to integrate responsible decision-making as part
of daily instruction, and support students with tools and strategies to avoid high risk behaviors.
Action Steps:
Participate in Saugus Public
Schools/Town Safety Planning
Meetings.
Research at-risk classrooms/programs to
support students who are not on IEP’s.
Practice fire drills with Saugus Fire
department
Get draft lock-down protocol approved
by school crisis team and district safety
council.
Accountability,
Responsibilities:
Principal;
Timeline:
Principal; BST
and Teachers
Fall
2014,Spring
2015
Fall 2014;
Spring 2015
Principal;
Assistant
Principal; Crisis
Team
Principal
Fall 2014;
Spring 2015
Fall 20114
Implementation
Benchmarks:
Agenda and minutes; safety
protocols established with
Police and Fire.
Programs observed,
suggested program criteria
created
Evaluation from Fire
Department
Evaluation of
Progress:
Ongoing
Lock-down procedure
approved and ready to drill.
Winter 2015
Spring 2015
Ongoing
Conduct a lock-down drill with
assistance from Saugus Police
Department.
Research student-centered character
development programs/curriculum that
are middle school appropriate.
Implement classroom lessons by grade
level to be delivered by BMS counselors
and assembly based programs on
bullying and safe choices.
Continue to strengthen WEB leadership
program to encourage positive peer
modeling.
Principal; Crisis
Team
Winter 2015
Drill completed in the
Winter of 2015.
Feedback from
Saugus PD in
Winter 2015
Accepted in
School Budget in
January 2015
Principal;
Assistant
Principals,
Curriculum
Team,
Counselors;
Counselors;
teachers, BST
Team
Winter 2015;
Spring 2014
Curriculum/programs
proposal accepted by the
district and School
Committee.
Fall 2014,
Winter 2015,
Spring 2015
Counselors in classrooms,
assemblies scheduled
2014/2015
school year
Principal; WEB
advisors; WEB
leaders
Ongoing
WEB activities advertised
and conducted by 8th grade
WEB leaders.
Ongoing
Objective 3: To identify common assessments and continue the implementation of District-Determined Measures
(DDM) across all departments: English Language Arts, Mathematics, Science, Technology/Engineering, Social Studies,
World Language, Wellness, and Fine Arts.
Action Steps:
Accountability,
Responsibilities:
Curriculum
Team; Principal;
Teachers
Timeline:
Collaboration across all content areas to
continue the implementation of common
assessments to meaningfully measure
academic growth/progress.
Curriculum
Team; Principal;
Fall 2014;
Spring 2015
Implement and analyze common
assessments identified as DDMs across
all departments.
Use data and curriculum planning time
to discuss students’ growth and review
assessments to effectively deliver
instruction so that sustainable growth is
achieved for all students
Solicit and gather feedback on data
District Determined Measures from all
staff members.
Review released questions in Math,
Science and ELA –support teachers at all
levels in reviewing this assessment.
Curriculum
Team; Principal;
Teachers
Curriculum
Team, Principal,
Teachers
Fall 2014;
Spring 2015
Curriculum
Team; Principal
Spring 2015
Attend professional development on
DDM’s to ensure students are making
effective growth.
Curriculum
Team; Principal;
Winter 2015
Ongoing
Fall 2014;
Spring 2015
Implementation
Benchmarks:
Staff attends PD and
provides evidence of a firm
understanding of DDM’s
and their purpose
Common planning time
utilized for teachers to
implement common
assessments across course
sections.
Common assessments
administered and results
analyzed for student growth.
Agenda notes form team
meetings
Evaluation of
Progress:
Ongoing
Survey on assessments
generated; results from staff
analyzed
Teachers aware of released
MCAS questions; access to
database of questions for
use with students.
Completed June
2015
Ongoing
throughout the
year.
Ongoing
Ongoing
Ongoing
Objective 4: Continue to enhance the use of technology in the classroom and implement the many tools acquired by the
district and the school. This includes active use of white boards and chromebook carts.
Action Steps:
Complete installation of bright links in
all necessary classrooms
Secure 8 Chrome book carts for 6
academic teams and encore team
Accountability,
Responsibilities:
Principal,
Director of
Technology,
Curriculum
Team
Principal,
Director of
Technology,
Curriculum
Timeline:
Winter 2015
Winter 2015
Implementation
Benchmarks:
All brightlinks installed and
being used by teachers in
their classrooms
Evaluation of
Progress:
Completed in
Winter 2015
8 Chrome book carts
stationed on each academic
team and encore team
Completed in
Winter 2015
Support staff around using cell phones
and other personnel technologies to
enhance student learning and create
multiple interactive digital learning
opportunities for all students
Research other technologies used in
classrooms to ensure our students are
working in 21st Century classrooms
Team
Principal,
Assistant
Principal,
Curriculum
Team,
Technology
Director,
Teachers
Principal,
Director of
Technology,
Curriculum
Team, Teachers
Ongoing
Teachers implementation of
the new SC Policy
Ongoing
Ongoing
Research and analyses done
on new products and
purchases made for any
additional technology
needed to support our
students
Ongoing
Objective 5: Staff will utilize team time to effectively support the needs of students, refine and strengthen
curriculum/instruction techniques, and share best practices. Teachers will collaborate across teams and departments to
provide a more consistent educational experience for all students.
Action Steps:
Continue to secure team time by grade
level in the BMS school schedule
Implement department time during BMS
monthly faculty meetings
Collaboratively design and implement
with staff common expectations for
teams and departments
Create a Program of Studies for our
courses
Secure NELMS to review the middle
school program
Review encore course selection to create
a balanced encore program selection for
each grade level
Accountability,
Responsibilities:
Principal,
Assistant
Principal
Timeline:
Spring 2015
Implementation
Benchmarks:
BMS schedule completed
Evaluation of
Progress:
Spring 2015
Principal,
Curriculum
Team,
Principal,
Curriculum
Team, Program
Leaders
Principal,
Assistant
Principal,
Guidance,
Principal,
Curriculum
Leaders
Principal,
Teachers,
Guidance,
Curriculum
Team
Ongoing
Faculty Meeting Agenda
Ongoing
Ongoing
Common expectations
implemented, written in
teacher/team syllabi and
school handbook
Program of Studies
published
Ongoing
Spring 2015
Review Complete
2015-2016
School Year
Spring 2015
Review completed and any
changes to the encore
selection made
Summer 2015
Spring 2015
Spring 2015
Objective 6: Incoming 6th grade families and outgoing 8th grade families will be supported in making a successful
transition to Belmonte and Saugus High School. BMS leadership will collaborate and communicate with elementary and
high school staff to ensure all students are supported and prepared for their new learning environment. BMS will have a
full variety of after school programs exposed to them in order to support all students academically, socially and
emotionally.
Action Steps:
Transition meetings held for 5th and 6th
grade teachers and 8th and 9th grade
teachers
6th Grade PIN for Parents/Guardians
6th Grade WEB Orientation
Accountability,
Responsibilities:
Principals,
Curriculum
Team
Timeline:
Principal,
Counselors
Principal, WEB
Advisors
May 2015
Implementation
Benchmarks:
Scheduled transition
meeting during our April
Professional Development
Day
Pin Night Agenda
August 2015
6th Grade WEB invitation
April 2015
Evaluation of
Progress:
Professional Day
completed
Completed May
2015
Completed
August 2015
Research and propose a variety of after
school enrichment and remedial classes
designed to support our students
academic, social and emotional needs
Principal,
Teachers,
Guidance,
Community
Outreach
Director
Spring 2015
Courses proposed to
Community Outreach
Director
June 2015