Assistant Superintendent Jennifer Belleville presented findings from the district’s comprehensive review by the Massachusetts Department of Elementary and Secondary Education (DESE) and its partner, the American Institutes for Research, and reviewed current enrollment and accountability data.

Belleville said the district ended school year 2024–25 with 6,755 students and reported current October enrollment of about 6,625; DESE submissions remain open for verification through December. She said the district has seen a decline in newcomers and students living in shelters and hotels, and that English‑language learner counts are down by about 50 students from 24–25. She also reported a longer‑term increase in students with disabilities — “we have seen an increase of approximately 225 students on IEPs since 2019” — and a rise in the portion of students the district classifies as high needs.

Belleville summarized the 111‑page review as recognizing district strengths — strategic focus, collaborative leadership, transparent budgeting and strong stakeholder engagement — while identifying priority improvement areas: reducing chronic absenteeism, addressing student mental‑health and behavioral needs, improving consistency of data use across buildings, and strengthening elementary curriculum implementation and alignment.

On accountability and MCAS, Belleville explained that districts still face state reporting and accountability measures. She noted the state’s recent assessment changes (Question 2), which affected student testing behaviors statewide, and said the district will rely more on internal benchmark systems measured three times a year to monitor academic growth. Belleville said the district exceeded targets in several accountability areas at the district level this year, including progress toward English proficiency and reductions in dropout rates.

Belleville highlighted attendance gains: October attendance was 94.9% and chronic absenteeism fell to 14.3% from 19.7% the prior year. She said the FACE office, attendance teams and intervention trackers are in active use; the district has also rolled out a graduation tracker and intervention trackers to track student supports and progress. She noted some schools — for example, Chicopee Academy — saw “huge successes” in reducing chronic absenteeism.

Committee members asked whether the strategic plan and the DESE recommendations align; Belleville said they do. Members also raised questions about MCAS policy language and staff attendance reporting; Belleville and counsel clarified the committee will see proposed wording for graduation and competency policies. Belleville said the full 111‑page report will be posted to the district website by the end of the week.

Belleville’s presentation emphasized that while district accountability percentiles declined in several schools the prior year, deeper review of subgroups and building‑level progress showed pockets of substantial growth, particularly where instructional leadership teams and common planning were functioning well.

No formal committee action was taken on the DESE report at the meeting; it was received for discussion and future follow‑up.