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Wareham schools show mixed MCAS and NWEA results; committee discusses chronic absenteeism and intervention gaps
Summary
Administrators presented 2024–25 MCAS accountability results and fall NWEA (MAP) baselines. The district reported improvement in math at some grades and overall progress toward DESE targets, but committee members raised concerns about third-grade ELA scores, chronic absenteeism and limited intervention staffing at the elementary level.
District administrators presented state MCAS accountability results and NWEA (MAP) baseline data to the School Committee on Oct. 16, reporting progress in several grades but highlighting continuing challenges.
An administrator identified the district’s DESE accountability progress as “53 percent” toward targets and said Wareham Elementary and Wareham Middle School were not listed as requiring assistance or intervention. The superintendent read a letter recognizing math gains: Wareham had raised math MCAS achievement at grades 3 through 7 to pre-pandemic levels, a result the district shared as a certificate received from the new state commissioner, Pedro Martinez.
Presenters reviewed school-level detail. At the elementary level, speakers said growth and achievement varied by grade and subject. The district noted strong fall baseline NWEA results in math and reading for many grades and described new “boost” small-group interventions in grades 1–4 focused on ELA and writing. One administrator explained the challenge of third-grade ELA testing logistics: third graders must type longer responses on small screens and the MCAS rubric is strict, which the administrator said contributes to lower third-grade meeting/exceeding rates.
At the middle school, Doctor Russo reported grade-level student growth percentiles (SGPs) above state averages in several grades; the middle school posted high SGPs in ELA and math for particular cohorts. At Wareham High School, presenters and committee members said the district’s accountability rating remains lower and that the removal of MCAS as a graduation requirement the prior year may have contributed to some students completing the exam quickly or not taking it seriously in grade 10, which affected results.
Committee members pressed administrators on chronic absenteeism and intervention capacity. One committee member asked how students identified as red/orange on NWEA are supported; administrators described a daily “Viking Block” at the middle school (a dedicated period used for interventions and advanced work) and said teachers provide interventions during that time. At the elementary level, administrators acknowledged there are no dedicated full-time interventionists; small-group interventions and paraeducator support are used, but the district said it lacks separate tier-2 or tier-3 pull-out intervention staff at the elementary level.
Committee members asked for follow-up data, including student migration figures and more detail on interventions. Administrators said they would provide additional attendance and DART data in future meetings, and committed to reporting on intervention implementation and to bringing additional information about student mobility and the NWEA-to-MCAS correlation.
Ending: Administrators framed NWEA as a practical, three-times-per-year assessment tool that informs instruction in real time; committee members accepted the presentation and requested further reports on absenteeism, intervention staffing and third-grade ELA progress.
