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Exeter principals report midyear i-Ready gains; district staff outline tiered supports
Summary
At a regular Exeter School District School Board meeting the district’s principals reported winter i-Ready and other assessment results showing midyear gains and described tiered interventions and progress-monitoring practices; board members pressed staff on how WIN cycles and cohort tracking guide instruction.
Principals at Exeter’s elementary schools reported midyear gains on i-Ready assessments and described how the district uses multiple measures and tiered instruction to guide classroom support.
At the board meeting, the principal of Main Street School said, “in the fall we had 43% of our students that were on or above and then in the winter that has shifted to 65% of our students,” noting that the district interprets i-Ready as an end-of-year skills benchmark. The principal emphasized that tier 1 instruction should serve 80–85% of students, with tier 2 and tier 3 interventions used for smaller groups.
Lincoln Street School’s principal reported reduced counts of students classified as at risk, saying the number fell from about 121 students in the fall to about 102 in the winter and describing movement of students into higher-performance categories. District staff added that midyear math data show growth, with the district observing a rise in students in the green category versus last year and fewer students in the lowest red bands.
Board members asked how the WIN model and other interventions adapt when midyear assessments show students reaching grade-level benchmarks. A staff member explained that WIN operates on six-week cycles: “Teachers will take not only the i-Ready data, but they’ll do kind of like an end of MathWIN mini assessment…that will be used as well, as well as the classroom data,” and that teachers meet in collaborative teams to adjust group placement.
District staff noted that they triangulate i-Ready with classroom work, unit assessments and other diagnostics before changing supports, and that NAEP participation recently included roughly 30 Lincoln Street students. The presentations emphasized the use of targeted programs for phonemic awareness and phonics (named in the report as Heggerty and INSPIRE) as part of the district’s multi-tiered approach.
The board did not take additional action on assessment policy at the meeting; staff said deeper cohort analyses are reserved for end-of-year reports when fall-to-spring comparisons are most meaningful.
