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Sodus officials flag disconnect between I‑Ready and state scores, emphasize fluency instruction
Summary
District staff told the board they see a growing disconnect between I‑Ready diagnostic results and state assessments and outlined steps: use multiple data points, target fluency through DIBELS, loosen I‑Ready usage expectations and produce a comprehensive report in June.
District staff and board members spent substantial time reviewing interim assessment data and debating how the district should use those measures to inform instruction.
A presenter identified as Dave reviewed I‑Ready reading and math participation and emphasized the district’s goal of moving students out of the lowest performance tiers without teaching to a test. “We always do our best to promote that,” he said, adding that I‑Ready is one data point among several used to monitor progress.
Staff described DIBELS (oral reading fluency and the computer‑based maze task) as a newer, quicker fluency measure used this year. They said the DIBELS composite (one‑minute oral read plus the maze) revealed gains in some grades — for example, fourth grade showed about 20 percentage points more students above grade level — but that sixth‑grade fluency remains a concern.
Board members pressed staff about whether test criteria or administration had changed and about apparent mismatches between I‑Ready results and state assessment performance. One board member said some older students appear disengaged from I‑Ready and that some modules in the adopted math curriculum may not align with I‑Ready test items. Staff said they have “loosened our expectations around I‑Ready” and intend to dig into the disconnect; one presenter said a comprehensive report and recommendation will be ready after June testing.
Staff listed immediate actions: continue using multiple data points, strengthen tier‑one instruction, deliver targeted fluency interventions, and refine MTSS/AIS supports. No formal policy change or vote was recorded in the transcript.
