During the meeting, a comprehensive analysis of student performance on the Massachusetts Comprehensive Assessment System (MCAS) exams was presented, focusing primarily on math and English Language Arts (ELA). The data revealed that 66% of students scored at or above expectations in math, with an average scale score of 508 and a student growth percentile of 54%. This performance was notably 25 percentage points above the state average. The committee reviewed a cohort study that tracked the same group of students from third to sixth grade, highlighting consistent performance within the 55% to 65% range, despite some fluctuations.

The discussion delved deeper into ELA results, exploring performance trends and the impact of a newly implemented curriculum. The analysis began with a third-grade essay prompt evaluation, where students wrote a three-paragraph essay based on a reading passage. The scoring rubrics assessed idea development and standard English conventions, utilizing a variety of question formats, including selected responses and constructed responses. The latter required shorter writing responses, scored on a three-point scale.

The transition to the new ELA curriculum was acknowledged as a factor contributing to initial performance dips. Emphasizing deeper understanding over rote learning, the curriculum posed challenges to immediate performance metrics. An analysis of ELA clusters identified integration of knowledge and ideas as a strong area, with an 80% correct response rate. However, writing emerged as an area for growth, with only 43% of students meeting writing standards.

In fifth grade, a particularly challenging testing year, only 47% met expectations, with an average scale score of 501 and a growth percentile of 42.5. Similarly, in fourth grade, 54% of students met expectations, with an average score of 502 and a growth percentile of 48.3. While key ideas and details in reading were strengths, writing and conventions of standard English were marked for improvement. The new ELA program, HMH, was selected to address these writing weaknesses.

Acknowledgment was given to the gradual nature of grammar education, with the hope that grammar instruction from kindergarten through third grade would lead to improved performance in conventions of standard English over time. The conversation underscored ongoing efforts to improve student writing skills and the challenges of adopting a new curriculum, emphasizing the need for continued adaptation in teaching practices.

In addition to the MCAS results, the committee approved significant donations from the Norfolk Parent-Teacher Organization (PTO) totaling nearly $22,000. These contributions included $7,400 for homework club stipends and indoor recess supplies, $2,210 for HOD fall grant requests, $2,380 for Freeman Kennedy fall grant requests, and a notable $10,000 allocation for a projector project intended to upgrade the auditorium’s equipment. The committee unanimously voted to accept these gifts, recognizing the PTO’s impactful support for the schools.

Further discussions during the meeting included updates on para-professional negotiations, which were progressing positively with tentative agreements reached on several points. Financial aspects of the negotiations were set to continue into January after the winter break.

The committee also highlighted recent events such as parent conferences and Scholastic Book Fairs at Hol Day and Freeman Kennedy, which provided opportunities for parental engagement and discussions about student progress. A presentation at the Norfolk Citizens Academy, in collaboration with Superintendent Dr. Rich Drole from King Phillip, focused on the school budget process and critical needs, drawing about 20 attendees. This presentation, filmed for public access by Norfolk Cable, facilitated community engagement and dialogue on school finance.

Upcoming events such as a schoolwide assembly and a winter sing-along at Freeman Kennedy were anticipated. The school was noted for a successful hat and mitten drive and an event where students earned over 10,000 feathers, culminating in a basketball shooting competition. This event encouraged inclusivity, allowing all students to participate as competitors or cheerleaders, and concluded with a well-received staff basketball game.

The meeting concluded with a presentation by the new director of curriculum, Katie Young, who contextualized the MCAS results as a snapshot of student performance over a limited time. She emphasized the variability in student responses under testing conditions and the importance of examining trends rather than relying solely on isolated assessments. The district employs multiple forms of assessment, including benchmark assessments and daily checks for understanding, to comprehensively gauge student progress.