Tom Barnes, the district's data analyst, told the education committee that Council Rock's assessment picture is mixed: some early-grade benchmarks and AP participation are up while certain state-level proficiency measures showed district- and statewide volatility between 2024 and 2025.

"If a test is not answering some kind of question we as educators, administrators, and communities have, maybe we should do it," Barnes said, framing his presentation around choosing "high-value" measures that inform instruction rather than generate excess testing.

Barnes presented three-times-a-year DIBELS data for K-3, cohort comparisons that show year-over-year growth for many early-grade cohorts, and correlations between locally administered benchmarks and PSSA outcomes. He flagged that cohort effects can make year-to-year comparisons misleading and urged the committee to consider cohort and diagnostic analytics rather than raw single-year comparisons.

The presentation included AP and National Merit data: Barnes said AP participation increased (433 students taking AP exams, up from 364) and the number of 3-plus scores rose, although percentiles can shift if more students take AP exams. He also noted that some screeners have stronger predictive correlations for certain grade levels and that beginning-of-year scores sometimes correlated better with PSSA outcomes than end-of-year administration for specific cohorts.

Board members pressed on statistical significance and whether the DIBELS or CDT should be the primary screener for middle and upper elementary students. Barnes and other administrators said the district will keep evaluating which measures provide the most actionable classroom information and that assessment calendars will be realigned to support any reporting changes.

The committee asked administration to continue school-by-school analysis and to prioritize assessments that align with instruction so teachers can use results to differentiate and reduce unnecessary testing.