School leadership presented a preliminary review of ACCESS testing results for multilingual learners (MLLs), noting that the ACCESS assessment is administered annually to measure students’ progress toward English language proficiency goals established by the Commonwealth. Rebecca explained that Massachusetts utilizes a six-year timeline for students to achieve English language proficiency, with annual growth targets assigned based on students’ language acquisition progress. The committee reviewed preliminary accountability data and noted that the middle school earned three out of four accountability points in the “progress toward attaining English language proficiency” category during the most recent accountability cycle. Leadership shared that the high school is expected to receive its first accountability rating in this category now that the school is fully enrolled, which was viewed as an important milestone for the program.

The committee reviewed student growth trends across grade levels and noted strong progress among many students, including several students who met the criteria to exit MLL services this year. Leadership reported that a total of sixteen students across both campuses exited the MLL program during the current school year, representing significant growth compared to prior years. While language proficiency growth data was encouraging, leadership acknowledged that academic achievement data for the MLL subgroup in English language arts and mathematics remains an area of focus and continued improvement. The committee discussed the expectation that stronger language instruction and improved program structures will contribute to stronger academic performance over time.

Leadership also reviewed changes made to the MLL program over the past two years, including expanded staffing, revised instructional structures, and improved alignment between MLL services and classroom instruction. The committee discussed the shift from a predominantly pull-out instructional model toward a more balanced push-in and pull-out approach connected directly to grade-level curriculum and classroom content. Leadership noted that the revised ELA curriculum includes embedded supports and pre-teaching opportunities specifically designed to support multilingual learners. 

The committee also discussed changes in the profile of incoming MLL students, including an increase in students entering at lower levels of English proficiency and an increase in upper-grade students enrolling with limited English language development. The committee commended the progress of the program and acknowledged the significant work undertaken to strengthen systems and supports for multilingual learners across both campuses.

Amy provided the committee with a confidential staffing and teacher compliance update through a screen-shared organizational chart and staffing tracker. Leadership reviewed current staffing projections, teacher return status, and compliance with state educator requirements. The committee discussed current Massachusetts educator compliance expectations outlined by the Department of Elementary and Secondary Education, including required completion of the Communication and Literacy Skills test, subject matter licensure assessments, and Sheltered English Immersion (SEI) endorsement requirements for applicable staff. Leadership noted that the Commonwealth has shifted terminology away from “highly qualified” status toward the broader concept of teachers being “in compliance” with licensure requirements.

The committee reviewed the various categories of educators currently working toward compliance and discussed the distinction between teachers who are actively making progress toward licensure and those who have not demonstrated consistent effort toward meeting requirements. Leadership shared that some educators remain within their allowable first-year grace period under state guidance, while others continue to work toward passing required examinations. The committee discussed the school’s extensive efforts to support teacher compliance, including payment for required examinations, funding for preparation programs and practice materials, and tying salary advancement opportunities to successful completion of licensure requirements. Leadership emphasized that staff members who are actively engaged in the process and demonstrating consistent effort are viewed differently than individuals who have not prioritized compliance expectations.

The committee also discussed the broader staffing landscape and ongoing recruitment and retention efforts as part of the school’s charter accountability and renewal preparation work. Leadership noted that achieving full compliance across the teaching staff remains a major organizational priority and shared confidence that substantial additional progress will be made before the start of the 2026–2027 school year. The committee emphasized the importance of continued monitoring of compliance data and staffing trends through the Academic Achievement Committee as part of the Board’s oversight responsibilities related to organizational viability and academic success.

School leadership provided the committee with a confidential staffing and teacher compliance update through a screen-shared organizational chart and staffing tracker. Leadership reviewed current staffing projections, teacher return status, and compliance with state educator requirements. The committee discussed current Massachusetts educator compliance expectations outlined by the Department of Elementary and Secondary Education, including required completion of the Communication and Literacy Skills test, subject matter licensure assessments, and Sheltered English Immersion (SEI) endorsement requirements for applicable staff. Leadership noted that the Commonwealth has shifted terminology away from “highly qualified” status toward the broader concept of teachers being “in compliance” with licensure requirements.

The committee reviewed the various categories of educators currently working toward compliance and discussed the distinction between teachers who are actively making progress toward licensure and those who have not demonstrated consistent effort toward meeting requirements. Leadership shared that some educators remain within their allowable first-year grace period under state guidance, while others continue to work toward passing required examinations. The committee discussed the school’s extensive efforts to support teacher compliance, including payment for required examinations, funding for preparation programs and practice materials, and tying salary advancement opportunities to successful completion of licensure requirements. Leadership emphasized that staff members who are actively engaged in the process and demonstrating consistent effort are viewed differently than individuals who have not prioritized compliance expectations.

The committee also discussed the broader staffing landscape and ongoing recruitment and retention efforts as part of the school’s charter accountability and renewal preparation work. Leadership noted that achieving full compliance across the teaching staff remains a major organizational priority and shared confidence that substantial additional progress will be made before the start of the 2026–2027 school year. The committee emphasized the importance of continued monitoring of compliance data and staffing trends through the Academic Achievement Committee as part of the Board’s oversight responsibilities related to organizational viability and academic success.