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Rochester administrators describe K–12 assessment practices, PSAT/SAT prep; trustees ask for clearer i-Ready and cohort data
Summary
District leaders detailed multi-tiered systems of support, grade-level team meetings and a multi-year PSAT/SAT readiness timeline; trustees asked for clearer trend and item-level data for i-Ready and flagged areas of concern in eighth- and eleventh-grade results.
Rochester Community Schools administrators used a Feb. work session to outline district practices for classroom assessment, multi-tiered systems of support (MTSS) and a K–12 timeline for PSAT/SAT readiness. The presentation was informational and generated questions from trustees about i-Ready reporting, cohort trends and item-level analysis.
The presentation, led by district instructional leaders and building principals, emphasized collaborative grade-level meetings, iterative progress monitoring and a “diamond model” MTSS that provides both intervention and extension. “It’s not one singular data point that leads us in any direction,” said a principal summarizing elementary practices, noting that teams triangulate I Ready results with classroom assessments and formative work.
Middle- and high-school principals described a…
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