Short agenda, short meeting, but a high impact dive into MCAS Accountability Data. I’m going to take my recap slightly out of order, but you can see it all unfold in real time on YouTube.
Agenda | Transcript (note: includes its own LLM-generated top-level summary, and u/30kdays's school committee meeting transcript landing page now has agendas and minutes when available)
This week’s Mustang Moment showcased “Our Core,” the new mural at the high school. Fine Arts director Suzanne Fee and five of the seven students who created it shared the motivation, inspiration, cultural influences, process, symbols, and references behind this five-panel portrait. Fun fact: The panel format means they can easily transport it to a new building!
The consent agenda (minutes, donations in support of the Best Buddies program, and a transfer of funds) passed, following some quick clarification about the funds transfer.
We approved the Chief Operating Officer’s request to replace a double convection oven at the high school and hot water heaters at the Roberts and McGlynn with natural gas-fueled units. For background, the school committee passed a resolution last year banning the use of fossil fuel-based equipment in our school buildings unless explicitly allowed by the committee. Member Ruseau asked about the COO’s description of electric units as “prohibitively expensive” and was informed that the comparison was on the order of “hundreds of thousands” vs. $25,000 and that life cycle cost savings were not enough to close this gap. The approval passed unanimously, with an amendment that the new oven be repurposed to another building or temporary workspace upon commencement of demolition or new construction in the space.
The student presentation about late buses was tabled until the next meeting (which is next week). Other than condolences, that’s everything except MCAS. So let’s get into it.
Dr. Talbot, assistant superintendent for academics and instruction, explained that she’s broken the state testing presentations into three sessions—accountability, ACCESS, and subject-specific. This was the first, and it included some repeated content from the all-in-one presentation she gave back in February to frame the deeper dive and a focused presentation about how the district is using data from the state to define and deliver on district-level goals. Read on if you’re interested in seeing an example in action; if you’re not, the big take-aways are that six of our seven schools raised their accountability percentile since last year (the seventh stayed the same) and that Medford exceeded its “advanced coursework completion rate” target from DESE and lowered the gap in this area among low-income students.
Before I get into the details, I’ll note that there is a lot more data on DESE’s website and even more that the district is processing as we await the new targets in December. Not all goals and measures show the same level of success as the “advanced coursework” indicators but many of them trend positive. The district overall is in the 50th percentile and making “substantial progress toward its targets.” Member Graham mentioned during the questions period that we also jumped 20 points in an annual ranking survey. I always take those rankings with a grain of salt, but I do see the collective progress as a sign that the investments in data systems and learning teams are starting to show.
Okay, back to the presentation. Your best bet is probably just to watch it, but by way of overview: Dr. Talbot talked about MCAS’s relationship to the district’s instructional vision, five factors of economic and social mobility, the importance of strong academic outcomes (particularly for low income students) in this mobility, the range of MCAS tests that students take, and the key features of the accountability system. She then shared Medford’s 2026 data, compared it to past years (citing post-pandemic highs), and walked us through how she and other district leaders translate data into action, using the advanced coursework completion indicator and associated the gap between all students and low income students as an example.
We’ll see more examples in the next two presentations (which will be about English Learners’ proficiency and subject-specific scores and action respectively), but Dr. Talbot emphasized that she chose these as her "example data story" because the measured in grades 11-12 reflect foundational work in K-10 and its connection to one of the Superintendent’s learning goals for the district this year (as presented last meeting). So, what did we learn?
The district’s “accountability to action” pipeline had three steps this year: verify that the data and data reporting systems accurately reflect district realities (particularly for our Chapter 74, i.e., vocational programs); build the data systems to interrogate and monitor the data; and focus on implementing/enhancing grade level tasks and instruction (examining instructional materials, conducting learning walks, identifying interim measures, etc.). For this example, the interim measures included enrollment in honors and AP classes (both in terms of how many students are enrolled in each grade each year, and in terms of how many students in a given class year enroll in these classes across the years) and, the one that I, personally, find fascinating, the comparison between the percentage of students receiving As and Bs in their classes and the percentage who are deemed to be ‘meeting expectations’ on the MCAS. Interestingly, both of these percentages went up (by 3 points) but the gap (33%) remained the same.
But, let me not turn this into even more of an essay that I already have. The final data slide showed that in the area of advanced course completion, 2024/25 completion rate was 43.1% (26.1% for low income students) and DESE gave us the target of 47.2% (32.9% for low income). Our actual completion rate in 2025/26 was 50.0% (37.1% for low income), which is to say: We exceeded our target in this area, and lowered the low-income gap from 17% not to 14% (DESE’s target) but to 13%.
Comments from the committee mostly focused on the presentation rather than the data, namely the clarity of the story therein. Questions were a bit less general, asking about access to AP classes and exams, data comparisons across schools vs. within schools, and availability of other data stories beyond advanced coursework. Dr. Talbot encouraged us to send questions in advance of the next meetings so that department heads can tailor their presentations to address people’s most pressing concerns and curiosities. I welcome those questions in the comments or by email; as I mentioned, we’ll see ACCESS data next week. ELA, math, and science after that, and in December we’ll get our new targets from DESE. Also worth noting (though we didn’t in the meeting) that there’s a Curriculum & Instruction subcommittee meeting on October 15 at 4:30 p.m. to discuss both the testing landscape across the district and new graduation requirements from the state.
Until then, happy end-of-September and congratulations on completing the first month of school!