The Malden School Committee received a detailed presentation on Oct. 6 about the district's 2025 MCAS results, ACCESS scores for English learners and a multi-part plan to address areas of growth.

Assistant Superintendent Komal Bassin reviewed statewide accountability data released by the Massachusetts Department of Elementary and Secondary Education (DESE). Bassin said all K'8 schools were listed as making progress toward targets and that district K'8 ELA performance was stable year-to-year. She said high school-level results led to a designation of "requiring assistance or intervention" based on group performance and participation rates.

Bassin and district leaders described targeted strategies already underway: an increase in structured learning time across grade spans negotiated in the current contract; elimination of "directed study" at the high school to give students fuller course schedules; the use of an ongoing lesson-study protocol for educator professional development; frequent non-evaluative leadership walkthroughs; and expanded intervention programs. Specific interventions named in the presentation included an Ignite tutoring grant for early grades, Project Read and UFLI for K'8 literacy, and a Catalyst math intervention layered on existing math resources. The district also said it will hire additional math assistants and invest professional development time to improve curriculum implementation.

Committee members sought more detail about math leadership and supports for students with disabilities. Member Hordy pressed whether the director of STEM would oversee both science and math K'8 and asked how central office would supervise math coaches and interventionists. Bassin said Christina Balcaron, the district director of STEM, is overseeing math interventionists and coaches and that recent central office restructuring reallocates time to support math and science more directly. Members raised concerns about foundational numeracy and about ensuring co-teaching and core instruction for students with disabilities rather than removing them from core classes for interventions.

District leaders cited double-digit gains in ACCESS (language acquisition) scores and said some trends validated earlier interim data, but they emphasized there are no quick fixes. Superintendent Sippel and staff said the district will return in November with additional accountability indicators including chronic absenteeism and high school graduation data, and they plan to recommend specific curriculum adoptions and timelines to support continued improvement.