The committee received an overview of the upcoming MCAS testing schedule and logistics across both campuses. Testing is currently underway, with high school 10th graders having completed ELA testing in late March and middle school ELA testing concluding earlier this week, with makeup sessions ongoing. Upcoming assessments include middle school math in early May, followed by science and 8th grade civics later in the month. High school math testing is expected at the end of May, with science in early June. It was noted that the testing window is longer than in previous years due to the addition of the high school, and that 8th grade students are now required to complete four separate exams. Despite this, student effort—particularly during middle school ELA—has been strong, with many students demonstrating sustained engagement through full written responses.

The committee then reviewed updates on teacher Highly Qualified (HQ) status and renewal progress. Currently, approximately 48% of teachers meet HQ requirements, with the middle school showing growth from prior years and the high school remaining steady. Advancement on the new salary scale is tied to HQ status, which has driven increased test registration and urgency among staff. A high rate of signed salary letters indicates strong retention intent, and employment verification processes have been smooth overall. While a number of teachers have yet to pass required MTEL exams, many are in their first year and remain within compliance timelines. The committee discussed ongoing challenges, including supporting teachers who have struggled to pass exams multiple times and addressing broader equity concerns, as these barriers disproportionately impact teachers of color. The need for clear criteria around retention decisions and a strong narrative for charter renewal was emphasized.

The committee also reviewed college readiness data in preparation for an upcoming board presentation. While the goal remains for 100% of seniors to gain postsecondary acceptance, with 80% attending four-year institutions, current data shows a high number of under-matched applications and a significant portion of students submitting only one application. Acceptance data is still being collected and is largely self-reported. FAFSA completion rates are relatively strong, though family engagement and follow-through on financial documentation remain ongoing challenges. The committee discussed how to frame the upcoming board presentation as an opportunity for learning and partnership rather than evaluation, encouraging board members to ask reflective questions about counselor successes, challenges, and needed supports. It was also recommended to incorporate student stories to contextualize the data and to provide brief background on discontinued or shifting programs to avoid confusion. An alternative timeline was proposed, using the April meeting to build board understanding of college readiness and reserving a fuller counselor presentation for May when additional data and program updates are available.

• Revisit Highly Qualified (HQ) teacher status at the May meeting, including progress toward MTEL completion and development of clear retention criteria ahead of charter renewal
• Refine and align the college readiness strategy, including embedding supports across the broader school model
• Prepare materials and framing for upcoming board discussions to ensure a clear, supportive, and informative presentation
• Improve systems for tracking and verifying college acceptance data
• Strengthen family engagement strategies around FAFSA completion and postsecondary planning