The meeting began with a discussion on the assessment system discrepancies within the district. The committee acknowledged concerns regarding the differences between student performance on the STAR assessments and the Massachusetts Comprehensive Assessment System (MCAS). The inconsistency has led to issues of “false positives” and “false negatives” in student evaluations. In response, the committee aims to establish a more authentic and meaningful assessment system that aligns more closely with classroom activities and real learning experiences.

Feedback from students during end-of-year meetings played a role in influencing this initiative. Student leaders expressed that the frequency of testing was too high, and the committee is now attempting to reduce testing frequency while collecting better data. A hybrid approach has been proposed: maintaining the STAR assessment for English language arts but reducing its frequency, while utilizing existing core programs for mathematics assessments. This shift ensures that assessments reflect the actual work students are engaged in throughout the year.

For grades K-8, the “Into Math” program’s diagnostic test will be employed to measure student mastery of grade-level standards. Unlike the adaptive STAR test, this diagnostic will focus strictly on grade-level standards, allowing for consistent progress measurement. At the high school level, a different strategy using the Savvas core program will involve pre-tests and post-tests for each unit, along with quarterly assessments to track progress.

Creating an effective system to organize and analyze this new data set presents a challenge, contrasting with the straightforward reporting offered by STAR assessments. The committee emphasized the importance of keeping parents informed, encouraging them to check Aspen, the district’s data management system, for updates on student performance. The introduction of an “RTI block,” referred to as “call back time,” is also planned to provide additional support for students needing extra help during the school day.

In addition to assessments, the committee discussed embedding open response questions to foster critical thinking skills. The importance of aligning assessment types across grade levels was noted, with teachers focusing on higher-level, literature-based questions that challenge students’ analytical skills. This strategy aims to reinforce critical thinking through consistent practice.

The meeting also addressed early literacy assessments for kindergarten and first-grade students, planning to assess students multiple times throughout the year to identify those needing additional support. Strategies are being developed to extend learning opportunities for students who may lack prior classroom experience before entering kindergarten.

Moving on to administrative updates, the committee approved contracts for lighting projects at the Hotness School and Millville Elementary School. The committee emphasized the need to start these projects promptly to meet a December 31st deadline. Specific attention was given to scheduling work during second shifts or when classrooms were not in use to avoid disruptions. A motion was made to allow the superintendent or another designated individual to sign agreements for these projects, which was unanimously approved.

Updates on facilities were also provided, including gym floor repairs, boiler repairs, and the installation of new kitchen equipment. The facilities manager reported ongoing issues with hot water in bathrooms due to jammed mixing valves, which would be addressed by procuring repair kits. Discussions also covered the installation of outdoor basketball hoops and plans for painting game lines, as well as a new GaGa ball pit that had yet to be utilized.

Regarding funding, a cost estimate for gym floor repairs was presented, amounting to between $50,000 and $60,000, with a deductible of $10,000. A motion to approve the use of funds from a miscellaneous revolving fund to cover this deductible was unanimously approved. The committee also discussed the final grant awards for the fiscal year, highlighting an increase in Title I funding. Adjustments will be made to reflect these increases in the district’s budget.

Further, the committee updated the job description for a Registered Behavior Technician (RBT) to better support students with significant behavioral needs. The discussion included whether there were immediate plans to recruit for this position, with indications that while there is no active search, the updated job description positions the district to fill the role as necessary in the future.

Lastly, the committee discussed the transition in the district’s medical support, moving from the long-serving Dr. Perello to Dr. Molly Kane as the new district physician. Dr. Kane, already familiar with many students, will provide essential medical services under a modest contract. The committee expressed gratitude for Dr. Perello’s long tenure and looked forward to working with Dr. Kane.