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Committee reviews SEL, ELA and math benchmarking; members press for supports and screening
Summary
Curriculum staff presented benchmarking data for SEL, ELA and math; committee members questioned supports for gender-diverse students, screening for K–2, subgroup declines and middle-school climate, and sought clarification on DIBELS participation and EL pilot measures.
Betsy Grams (Wellness Curriculum Specialist), Karen Wolfson (Math Curriculum Coordinator) and Lauren Egizio (Humanities Curriculum Coordinator) presented a benchmarking report to the Sudbury School Committee covering social-emotional learning (SEL), English language arts (ELA) and mathematics.
Committee members asked targeted questions about supports for gender-diverse students and efforts to improve school climate, whether screening is used with K–2 students, and explanations for declines observed in particular student subgroups. Members also questioned whether middle school students feel less welcome than elementary students and how that sense of connection relates to test scores.
On ELA, the committee sought clarification about whether students who cannot take the DIBELS assessment are represented in the data and asked for details on an English Learner (EL) pilot focus group and indicators for pre-kindergarten students. Math discussions focused on which grade levels were approaching the next benchmarking targets, curriculum approaches to building math fluency, differentiation for advanced learners and school-to-school variability.
The presenters answered questions and discussed next steps for follow-up with Lincoln-Sudbury Regional High School (LSRHS) and for greater clarity around screener usage and subgroup analyses.
