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Scituate presenters outline 2026–28 school improvement goals, STEM and AP gains
Summary
School leaders presented middle- and high-school improvement plans aiming for 75–80% proficiency targets in ELA and math by 2028, expanded MTSS and instructional rounds for teacher accountability, and STEM updates showing strong selected-response MCAS results and rising AP pass rates.
School leaders presented multi-year improvement plans and department updates to the Scituate School Committee on May 4, detailing targets, baseline data and strategies for K–12 teaching and learning.
Gates Middle School council representatives outlined a 2026–28 improvement plan that sets a district-aligned target of 80% proficiency or above in ELA and math by 2028 using STAR benchmarks; the plan emphasizes tier 1 instructional improvement, instructional rounds to observe and benchmark classroom practice, and targeted interventions through MTSS. Presenters noted current baselines (ELA: ~63% proficient at one benchmark; math: 68.5% meeting/exceeding) and staged year-to-year targets for progress.
Principal Lorenzo presented Scituate High School’s improvement plan and enrollment trends: the district reported relatively small class sizes (student–teacher ratio ~14.2), a graduating class of 163 seniors, and a larger incoming class that will raise enrollment. High-school goals mirror middle-school targets (75% in 2026–27, 80% by 2027–28) and rely on CommonLit and STAR benchmark data administered three times per year. Lorenzo said benchmarks are early in adoption and additional administrations will clarify trends.
The STEM/Science update highlighted strong performance on selected-response MCAS items and areas for growth in constructed-response items and scientific modeling. The department reported a high AP pass rate across science courses (pass = 3 or better), expanded Project Lead The Way participation (69 students across offerings), partnerships with Holly Hill Farm and regional research centers, and planned DESE pathway applications in healthcare and engineering.
Committee members pressed for clear teacher-accountability metrics and regular reporting; presenters emphasized instructional rounds, common benchmarks, and more frequent data review as primary mechanisms to monitor teacher practice and student progress. Presenters said some targets may be adjusted after additional assessment cycles.
