• Bill introduced the dashboard as a focus on what instructional and school leaders are thinking about this month. Jess presented the dashboard.
• She noted that we are on a similar trajectory to last year in terms of reducing chronic absenteeism. 
• Discipline numbers are very low, which we’re very pleased about.
• Anne asked about the demographic of students with disabilities and whether that’s changed. Jess noted that it did go up slightly when we grew into middle school.  We are also seeing high percentages of students with disabilities enrolling in open seats in our middle school.
• Jess reported out on ANet interim 1 results.  She noted that the “network” is getting smaller and smaller, so it’s no longer as helpful a tool to compare to and we are considering other ways to benchmark our results.  
• Students took their first ANet at the end of October.  Students are performing similarly to last year in terms of network margins, outperforming the network, in most cases by double digit margins.
• Open Architects is doing some data work for us to help us better understand what  scores mean in terms of likely MCAS proficiency.  
• Jess walked through the process of using benchmarks to figure out how many students are trending towards proficient.  She talked about how this tool helps us to support students more individually.  
• Anne asked about who has access to this tool and Jess explained that teachers all have access to it and that instructional leaders are supporting them in using it.
• Jess explained how leaders are supporting teachers at different levels of their development because some are ready to do this analysis and others need more support.   
• Amneris asked about the capacity of our teachers to serve these students.  Jess shared that our staffing model is what makes targeted support like this possible.  The shift we’re trying to make is to make better use of the time we’re already spending with students.  E.g., who are the teachers students are going to first to support them, and why?

• Jess shared the results of Mclass (which we also refer to as Dibels) and STEP and highlighted our new dashboard tool.  Last year we piloted Mclass in a few classrooms and this year we rolled it out to everyone. 
• At this point, 46% of students in grades K-3 are on target on MClass and STEP.
• Bill noted that using these two tools together gives us a much more accurate picture of reading skill development than just using one of them.  We are doing this because we are not aware of one literacy assessment platform that comprehensively assesses all of the skills students need to become strong readers.

The committee discussed the meeting timing. It will move the meeting to 1/24 to noon.