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Middleborough reports large year‑over‑year MCAST gains, district to plan competency steps after state changes
Summary
District officials said Middleborough’s Criterion‑Referenced Target percent rose sharply in 2024, reporting growth from about 33% to 69% and improved performance in several grades; the administration will craft plans for diploma competency after the state removed MCAST as a graduation requirement.
District leaders presented 2024 assessment results at the Jan. 9 meeting and highlighted substantial gains in the state’s MCAST portfolio assessments and ACCESS data for multilingual learners.
Dr. Terry Martis, director of curriculum and instruction, told the committee the district’s Criterion‑Referenced Target percent increased from 33% to 69% — a 36‑point jump — and that several grade levels outperformed the state in ELA and math. "That is tremendous...that 36% increase is really unheard of," Dr. Martis said, crediting teachers, coaches and instructional changes including new literacy and math strategies.
Presenters reviewed ACCESS results for multilingual learners (107 students tested in January 2024) and described progress in special‑education and alternative assessment populations. The district also identified areas for continued work — including some grades and student groups where performance remains below state levels and targeted supports for students with disabilities.
Committee members asked how the state’s decision to remove MCAST as a graduation requirement might affect test participation and data interpretation. Superintendent Lions said the high‑school team is developing a plan for competency determination for the Class of 2025 and will present a formal plan to the committee. "We are collecting information across multiple areas...we are going to put forward a plan for meeting competency determination for this year seniors and then beyond that plan will be presented to the school committee," the superintendent said.
District leaders described curricular adjustments tied to data (implementation of Empowering Writers, structured literacy in K–3, benchmark assessments in middle and high school) and outlined professional development and monitoring steps to sustain gains.
The presentation materials will be posted online per the superintendent; committee members asked staff to examine next‑year reporting needs given state policy changes.
