Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Student Assessment topic
No spam. Unsubscribe anytime.
Medway reports MCAS and diagnostic gains; middle school posts large progress jump
Summary
District leaders presented DESE accountability and MCAS data showing Medway High at an overall accountability percentile of 78% and Medway Middle School rising from 39% progress in 2023 to 84% in 2024; writing gains and targeted math interventions were emphasized alongside continued work on chronic absenteeism and growth monitoring.
Medway school administrators reported measurable gains on statewide accountability metrics and local diagnostics at the Dec. 5 School Committee meeting.
Dr. Murray and Ms. Luisi outlined how the Department of Elementary and Secondary Education (DESE) accountability framework combines current and prior year measures into a weighted accountability percentile. Dr. Murray said the combined result for Medway High School placed the school at the 78th percentile statewide (a modest year‑over‑year increase) and noted that 82% of this year’s accountability indicators were met or exceeded.
Ms. Luisi presented a notable improvement at Medway Middle School: progress toward DESE targets rose from 39% in 2023 to 84% in 2024, a year‑to‑year increase she characterized as "a significant gain." She reported an accompanying rise in the middle school’s accountability percentile and cited double‑digit increases in several content areas (examples given: 10% increase in grade 5 ELA; 14% increases in 7th‑ and 8th‑grade math; 15% increase in grade 8 ELA).
Administrators emphasized strategies behind these gains: adoption of high‑quality instructional materials (StudySync at the secondary level and Illustrative Math in math), increased instructional rigor, structured beginning‑of‑year diagnostics (I Ready for grade 5; IXL for grades 6‑8), consistent data review, targeted small‑group practices, and greater classroom collaboration and walkthroughs among teachers. They also highlighted improvements for high‑needs subgroups (students with IEPs, 504 plans, low‑income and EL students) but noted continuing concern about math outcomes for some cohorts.
Panelists described ongoing monitoring steps: midyear diagnostics in January, continued use of Panorama social‑emotional surveys to track student engagement and growth mindset, and targeted professional development tied to the district’s school improvement plans. Dr. Perez reminded the committee that state changes to MCAS cut scores and the recent Board of Education vote on the role of MCAS in graduation requirements make this an evolving policy context.
Next steps include midyear diagnostics, focus on writing instruction across content areas, continued implementation of new math curricula with professional development, and continued attention to chronic absenteeism as a lever for academic progress.
