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District shows mixed accountability results; Raposa highlights growth and targeted supports
Summary
Assistant Superintendent Brian Raposa told the committee that while districtwide proficiency is largely flat, several schools posted improvements and the district will use tiered, school‑level supports and short‑term goals to accelerate growth.
Assistant Superintendent Brian Raposa presented the district’s accountability data, describing areas of progress alongside persistent gaps.
Raposa said chronic absenteeism has decreased in several groups but remains high in students with disabilities, and he highlighted gains at schools such as Fonseca, Watson and Durfee. "We have to look at growth alongside performance data," Raposa said, underscoring that while some schools improved their percentile rankings markedly, overall proficiency remains flat in some grades.
The administration outlined next steps that include a district prioritization plan with measurable benchmarks, continued partnership with DESE for targeted supports, a school partnership model with centralized directors working in pods, and short-term academic and SEL goals monitored every 8–10 weeks. Raposa said the district will prioritize grades 4, 8 and 10 for focused interventions in ELA and math, particularly for students with disabilities.
Committee members asked for follow-up analysis — for example, correlating course completion or TLE evidence with MCAS outcomes — and requested periodic updates on whether the new competency determination policy affects high school results.
