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Iroquois Middle School presents assessment data, leaders push to reduce opt-outs
Summary
Middle-school staff presented AIMSweb and New York State assessment results, noting strong accuracy but uneven oral reading fluency and high opt-out rates (as high as 61% for eighth grade). District leaders outlined strategies to use item analysis, targeted interventions and parent outreach to improve participation and instruction.
Middle-school administrators Ross (presenter) and Renee Reedhart told the Iroquois Central School District board that the district’s AIMSweb measures show high decoding accuracy but mixed oral reading fluency (ORF) across grades, and that opt-out rates on state tests remain a major concern for using results to guide instruction.
During a detailed presentation on literacy, Ross and Reedhart said AIMSweb tracks accuracy and ORF; staff reported accuracy levels described in the presentation as roughly mid- to high-90s for several grades, while ORF percentiles vary by grade. Students scoring below the 30th percentile receive response-to-intervention (RTI) supports and teams review progress after multiple benchmark data points.
Presenters emphasized the practical value of item-analysis on released state questions: BOCES-supported teacher accounts let staff examine performance by standard and item. They said that on multiple-choice released items the district outperformed regional averages on most questions, and that item-level reviews are already informing professional development and curriculum alignment.
Board members pressed staff on why ORF metrics dip in some grades. Staff answered that cohort differences (different students in each tested grade), the rollout timing of the new reading program, vocabulary demands of higher-level texts and inconsistent practice opportunities all contribute. They reiterated that the sixth grade cohort, which has had more of the district’s new-reading training, shows improvement and will be monitored as it progresses.
A parent asked about the district’s communication to families about the value of state testing. Presenters acknowledged that traditional outreach (letters, emails, presentations) has had limited success and said they will try more engaging formats—video walk-throughs, event-tied outreach and classroom-level coaching—to build understanding and increase participation.
On opt-outs staff cited historical figures: multi-year opt-outs near 50% several years back, reduced to an example 33% for sixth grade in the most recent year, but a reported 61% opt-out rate for eighth grade in 2025 (presentation statement). Presenters warned that high opt-outs reduce the statistical reliability of proficiency rates reported to the state and federal ESSA system; ESSA reporting separates tested results from opt-outs and, when opt-outs are included in federal metrics, non‑participation lowers reported outcomes.
Ross and Reedhart outlined next steps: continued item-analysis work, cross-content focus on oral reading fluency, targeted RTI interventions, teacher professional development (including consultant Angie Hamlet’s work on explicit instruction), and experimenting with outreach strategies aimed at increasing student participation in state assessments. The board said it will review progress at future meetings.
The presentation concluded with trustees thanking Ross and Reedhart and scheduling follow-up reports during the winter meeting cycle.
