Alekz Hirschmann, Committee Chair, directed the Committee's attention to Laura Edouard, Principal, who welcomed the Committee and transitioned to the Academic Data Updates. Edouard highlighted a 5% increase in passing rates from Progress Reports to the End of Quarter 3, consistent with historical trends. She pointed out that Special Education students perform comparably to General Education peers. Comparative data analysis revealed upward trends in English and Math courses over recent years, albeit with fluctuations in subjects like US History and Spanish. Notably, Edouard mentioned Science courses have shown significant improvement, credited to the dedicated efforts of the Science team. Edouard also mentioned adjustments in student assignment methods affecting ELD class performance, resulting in a gradual decline due to the growing population of English learners and newcomers.

Edouard then provided updates on the latest MCAS developments, focusing on qualitative feedback due to pending numerical data. She noted that during the English MCAS, students exhibited improved punctuality and sustained focus, representing a notable improvement from previous years. Additionally, students reported finding the test less challenging than anticipated, which is a positive sign. Edouard informed the Committee about the School's Saturday practice tests, with a Math session scheduled for May 4th and a Science session for 9th graders on May 11th. Teachers will analyze these outcomes to refine preparation strategies accordingly.

Finally, Edouard addressed the Action Plans going forward. She reiterated that Saturday practice testing sessions remain in place. Furthermore, she emphasized the continued activity of the attendance buyback plan, enabling students to attend a two-hour session after school on Fridays to offset excessive absences. In addition, students now have the opportunity to earn attendance credit by collaborating with teachers after school, with their accumulated hours and work contributing to attendance credit. Edouard highlighted the provision of after-school English support by the 11th-grade English teacher, who identified students requiring assistance through the quarter 3 grades tracker. Students attending these sessions are eligible for attendance credit, and active encouragement is provided by teachers to foster participation. Lastly, Edouard underscored the ongoing leadership meetings with families, aimed at addressing concerns for students at risk of grade repetition or summer school attendance failure. Action plans are underway for these students, with approximately 75% of the meetings already conducted.