Rochester Public Schools presents CACR dashboard and spotlights early‑childhood programs

The Rochester Public Schools board received its state‑required Comprehensive Achievement and Civic Readiness (CACR) report and an extended presentation on early‑childhood programs at its Nov. 18 meeting.

Chief Academic Officer Mona Perkins said the district’s North Star results were 46.6 for reading and 39.6 for math this year, both showing upward three‑year trends though the one‑year kindergarten‑readiness target in reading was not met. “Two data points does not a trend make,” Perkins said, urging attention to multi‑year patterns and subgroup outcomes as indicators of progress.

Perkins reviewed other measures: college‑ and career‑ready cut scores on the ACT (22 in reading and 22 in math), postsecondary credit attainment (about 42.6%), and graduation targets the district met in seven of nine subgroups. She noted the CACR goals will be revised next spring to align with a new district strategic plan.

Erica Schumacher, director of early learning and enrollment, described district programs — Early Childhood Family Education (ECFE), early childhood screening, Rochester Public Preschool, and early childhood special education — and said RPS serves roughly 34–36% of children who enter kindergarten each year through district programs. Schumacher outlined partnerships with Head Start and community providers and a new early‑childhood–kindergarten community of practice to smooth transitions.

Two classroom teachers gave concrete examples of learning in action. Teacher Jackie Schwietzer described a student‑led sign project that sparked writing interest; teacher Candace Boettcher told the board how asking a 4‑year‑old student to write a grocery reminder led the child to “really working hard to write,” an example used to illustrate engagement and emergent literacy.

Board members focused questions on measurement and access. One director asked whether the postsecondary enrollment measure counts apprenticeship programs; presenters clarified the current target tracks 2‑ and 4‑year enrollment. Members raised concerns about supporting five‑year‑olds whose attention or readiness differs from more structured kindergarten expectations; presenters emphasized play‑rich, developmentally attuned approaches and routines that promote social‑emotional skills.

The board took no final action on CACR targets at the meeting; Superintendent McCall and staff said they will bring revised goals to the board in spring for approval and will share drafts with the community for feedback.