Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Assessment And Curriculum topic
No spam. Unsubscribe anytime.
Leominster leaders seek clearer assessment data after MCAS messaging misstep
Summary
District administrators reported gains in some measures but acknowledged confusing messaging about MCAS that they say reduced student effort; the committee asked staff to provide grade-level and tenth-grade benchmark data by January to reconcile differences between AP enrollment gains and lower MCAS results.
Leominster School Committee members pressed district staff on how recent assessment results and curriculum changes line up, asking for grade-level benchmark data after administrators acknowledged problems with the district’s messaging around state MCAS tests.
At a committee meeting, a high-school administrator (Speaker 12) said the district "crashed on the messaging on MCAS," arguing that staff had repeatedly told students "don't worry about this" in ways that reduced student effort even as Advanced Placement enrollment rose. Melissa Phillips, presenting school improvement goals, described a two-year plan to raise I-Ready stretch growth to 55% for students currently below grade level.
Committee members sought clearer evidence that instructional materials and practices are producing consistent gains across cohorts. Committee member Speaker 6 asked specifically for an analysis of tenth-grade assessment data and midyear benchmarks "to see if this product needed to be replaced," and requested that staff bring those common-assessment and benchmark results to the committee in January. Superintendent Desmond and school leaders agreed to provide the requested data and benchmark assessment reports.
Administrators said they already use quarterly data cycles and professional learning communities (PLCs) to monitor progress. Josh (Speaker 12) and other staff described PLCs, common benchmark cycles and unit-level diagnostics as the operational evidence they use to adjust instruction; the committee asked for those data extracts rather than high-level summaries.
Why it matters: The committee said it needs timely, grade-specific data to decide whether curriculum materials should be continued, revised or replaced. Members emphasized that while some metrics (AP participation, advanced coursework) show strong outcomes, they want confirmation that the district’s approach closes gaps for students who are behind.
Next steps: District staff committed to bringing tenth-grade and other benchmark assessment data to the committee at the January meeting so members can review the evidence that supports curriculum choices and implementation fidelity.
