District staff presented a spring data snapshot showing mixed results across climate, multilingual‑learner outcomes and benchmark achievement measures, and laid out next steps to use the data for targeted supports.

Key findings: The spring student climate survey, administered districtwide, produced an overall favorability score of about 80.5 percent; the domain ranked lowest was school engagement at 66 percent. The presenter described participation of roughly 9,500 students in the fall administration and slightly fewer in the spring, and said the survey had been expanded to additional languages this year.

Language progress: WIDA ACCESS results for winter 2025 showed an average scale score of 2.88 (on WIDA’s 1–6 scale) and a district improvement in the “making progress” accountability indicator to about 41 percent, an increase of roughly 8.9 percentage points from the prior year. Staff noted attainment (students exiting EL status) also reached its highest five‑year level in the current cycle.

Local benchmark (I‑Ready) snapshots: Mid‑year I‑Ready results showed gains in reading and math at several grades and emphasized strong movement in some early grades. The district reported a 5.4 percent increase in students on or above grade level in ELA from fall to winter; second grade math showed a notable improvement in students 3 or more grade levels behind (reported a reduction from 63 percent to 40 percent in that subgroup). Presenters noted the assessment correlates moderately with MCAS and will inform targeted supports.

Disaggregated results and equity concerns: Presenters highlighted variations by subgroup. For example, dually identified students (multilingual learners with an IEP) showed similar average WIDA scores to other multilingual learners but were making progress and attaining exit from EL status at lower rates, an equity gap the district said requires coordinated supports.

Planned actions: Staff said the point of the snapshot is to inform action. The district plans further school‑level inquiries into schools that exceeded belonging goals, capacity building via a summer leadership institute, focused case‑study work with principals and teachers, and a landscape analysis of existing supports to identify what is or is not working. The presenter summarized the approach: "the data is our roadmap" and said the district intends to move from reflection to targeted interventions.

Why it matters: The data helps the district prioritize supports for multilingual learners, dually identified students and schools with low engagement scores. Administrators and teacher leaders said they would use the findings to shape professional learning and resource allocations ahead of the next school year.

Ending: The district asked the committee and public to view the snapshot as a starting point, and said more detailed reports and school‑level analyses will be shared in follow‑up sessions and meetings.