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District winter i‑Ready data show gains; schools report shift to teacher‑led math WIN support
Summary
Main Street and Lincoln Street presenters told the board that winter i‑Ready reading and math diagnostics show positive midyear trends; Lincoln Street reported red-category readers fell from 21% to 13% and green-category readers rose from 56% to 67%. Schools described changes to a teacher-led WIN ("What I Need") math model.
Exeter School District staff presented winter i‑Ready diagnostic results and described classroom program changes that school leaders said are producing measurable midyear gains.
Tanya, presenting Main Street School’s winter i‑Ready reading and math data, said kindergarten students took the diagnostic this year for the first time and that i‑Ready is an adaptive assessment that measures end‑of‑year skills. She said the district timed the winter administration earlier than usual because of a two‑week December break to provide a reliable midyear snapshot. "This is their first year taking the i‑Ready diagnostic in reading," Tanya said, and the adaptive design "gives material above and beyond where we would expect them to be because it adjusts based on their response."
Lincoln Street staff reported similar trends and offered specific figures: Lincoln Street’s readers in the red category dropped from 21% in the fall to 13% in the winter, and students categorized in the green (on grade level and beyond) rose from 56% to 67% over the same period. Presenters cautioned that a student can remain in the red while making substantial growth toward higher levels; staff highlighted individual progress as evidence of targeted intervention work.
On math, presenters described a district shift in the WIN model (WIN = "What I Need") that places tier‑2 strategic support in the hands of classroom teachers during scheduled WIN time. Julie and other presenters said the change allows instruction to be more responsive: teachers provide targeted support while interventionists and specialists provide extension groups when appropriate. The district reported that roughly 60–65% of students are at or above grade level in math in the winter snapshot, with a number of students close to grade level and eligible for targeted boosts before spring testing.
Staff also explained testing windows: fall diagnostics are administered up to Nov. 15 and the winter window starts after Nov. 15; one presenter said the winter testing period runs into February (a board member referenced Feb. 2 as an endpoint). Teachers said students who take the diagnostic can access individualized learning pathways (recommended 45 minutes per week). Jackie Carlozzi, the district STEAM teacher, was named as an educator who runs extension groups during WIN time.
Board members asked about how to share results with the public. Staff said midyear reports were sent home in January and suggested posting an interactive dashboard tied to the district’s strategic plan; Jill (district staff) was asked to prepare a short district-level summary and web links for broader publication.
District presenters emphasized the i‑Ready diagnostic as one data point among others (progress‑monitoring tools and state assessments) and described the work as one part of multi-year efforts to recover from pandemic impacts. "We've been using this measure for three years now," a presenter said, noting the ability to compare across time as an advantage.
The board heard the presentations during the principals’ data update portion of the agenda and did not take formal action on programs at the meeting.
