Schenectady schools outline MTSS plan to reverse "upside-down" student performance distribution

Schenectady City School District officials told the board on Nov. 5 that fall screening data show more students below grade level than expected and described a set of measures to strengthen academic supports across grades 3—12.

Assistant Superintendent Anani Guzman and Dr. Erica McFarland, director of student intervention services, framed the districts work under a multi-tiered system of supports (MTSS). McFarland said tier 1 "is where we always want to start. Tier 1 means what everybody gets," adding that tier 2 provides extra, targeted supports and tier 3 is the most intensive level.

The presenters showed iReady fall results indicating a larger-than-expected share of students scoring below grade level in reading and math, which McFarland described as an "upside-down triangle" of performance. That distribution, they said, means the district must focus on strengthening universal instruction (tier 1) rather than relying solely on downstream interventions.

Specific steps outlined:

- Strengthen tier-1 instruction through adoption of culturally and linguistically responsive curriculum aligned to state standards and focused professional learning for teachers.

- Align and standardize targeted interventions (AIS) across buildings so students receive consistent supports and can carry goals across schools; expand evidence-based programs such as Lexia for early readers and PowerUp at the high school.

- Provide allowable accommodations on screeners (for example, read-aloud for questions where permitted) and use Spanish-language versions of some assessments for English learners.

- Use regular data meetings, professional learning communities (PLCs), and targeted walkthroughs to monitor implementation and progress.

- Deploy an RFP-driven special audit in special education (announced separately during the meeting) and include family focus groups in that audit process.

Board members asked whether iReady reliably predicts state results, how cohort growth is tracked year to year, and whether staffing can be shifted quickly to match needs. Staff said iReady has linking studies that provide predictive value but not a 100% match to state tests, and promised follow-up cohort and disaggregated data; they also said the district is currently staffed for AIS but still must manage scheduling and credit constraints at the high school.

Why it matters: District leaders said focusing on core instruction and preventive supports gives the best chance to raise proficiency across grades; identifying students early and aligning interventions aims to reduce the need for more intensive services later and to address disparities in outcomes.

What comes next: The district will publish additional disaggregated data and convene audit vendors through an RFP process for special education. Staff said they will return with more detailed cohort and intervention-outcome data in subsequent meetings.