Rochester Public Schools Reviews MCA Performance, Charts Path for Future Improvement
District officials discussed the nuances of Minnesota Comprehensive Assessments and ongoing strategies aimed at enhancing student achievement across all grade levels.
Rochester Public Schools (RPS) leadership recently convened to review insights gleaned from the Minnesota Comprehensive Assessments (MCA) results, providing an update on student performance and outlining strategic directions for future educational improvements. The discussion underscored the importance of these state-mandated tests as key indicators of group-level progress and highlighted the district’s commitment to continuous adjustment in its instructional practices.
Peter Ruck, Director of Research and Evidence for RPS, elaborated on the nature of the MCA tests. He explained that MCAs are fundamentally a group-level measure. “It's a computer adaptive test,” Ruck stated. “So what that means is in no two kids in the same classroom will ever get the same form of the test… The point is that once you average it all out across a group, a grade level at a bigger school or a school as a whole and certainly at a district our size that it provides insight into where everyone is.” This perspective emphasizes the test’s utility for informing broader educational strategies rather than individual student evaluation.
The conversation also touched upon the complexities of interpreting MCA proficiency rates. Superintendent Ken Fela cautioned against viewing proficiency as a singular, definitive metric. He noted that “the proficiency rate is a single point on a 100 point continuum. We can have progress or decline above it and progress or decline below it that doesn't show up in the proficiency rate.” This highlights the need for a comprehensive view of student growth beyond a simple pass/fail threshold, acknowledging incremental gains that may not immediately register as proficiency.
Efforts in literacy were particularly emphasized, with officials noting the substantial time investment required to see district-wide shifts. Wona Perkins, Chief Academic Officer, expressed cautious optimism regarding current initiatives. “I do think we're on the right path for literacy,” Perkins affirmed. “I just think it it takes time takes time to move an entire district. Um, but I I do we're doing the right things and we're continuing part of doing the right things is the continual adjustment as we gather more information.” This ongoing process involves constant evaluation and adaptation of teaching methodologies to better serve student needs.
The district's focus on these assessments, including the MCA, is intrinsically linked to its broader strategic plan, aiming to ensure students are well-prepared for post-secondary education and career pathways. The insights gained from MCA results play a crucial role in identifying areas of strength and areas needing targeted intervention, guiding the allocation of resources and instructional development across Rochester Public Schools.
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Votes (2)
Performance Measure Update on MCA Reading, Math, and Science Results
The presentation focused on 2026 MCA results, noting district-wide reading proficiency slightly above the state average, and gradual math gains. The new MCA4 test in reading and science limits trend analysis. Speakers debated the utility of MCAs, their alignment with real learning, and the potential benefits of replacing them with the ACT for high school. The team outlined ongoing curriculum and intervention strategies for elementary and secondary reading, math, and science. Concerns were raised about test bias, interpreting large year-over-year shifts in small subgroups, and the timeline for seeing impacts of new literacy initiatives.
RPS 2030 Strategic Plan Recommendation
Superintendent Fela introduced the RPS 2030 Strategic Plan, categorizing its 13 'change projects' under 'Challenging Learning,' 'Purposeful Pathways,' 'Supportive Communities,' and 'Organizational Excellence.' He tied the plan to societal trends like declining achievement, inequality, diversity, school choice, mental health, and AI. Key implementation aspects discussed included a flexible roadmap, annual budget alignment, integration of some priorities into school improvement plans, and new performance measures. A significant focus was placed on prioritizing 10 specific mindsets and behaviors (e.g., self-efficacy, time management, emotion regulation) to foster academic success and life skills, embedding them into middle school, high school career pathways, and elementary MTSS for behavior initiatives.
Notable Quotes (8)
It is a group level measure. It's a computer adaptive test. So what that means is in no two kids in the same classroom will ever get the same form of the test... The point is that once you average it all out across a group, a grade level at a bigger school or a school as a whole and certainly at a district our size that it provides insight into where everyone is.
Broadly stated, I think the constellation of skills in our state standards is reflected in the ACT... I think the benefits of a test that high school students will take serious and that has important consequences for their admission into postsecary education outweigh the places where the ACT might not measure particular standards.
I do think we're on the right path for literacy. I just think it it takes time takes time to move an entire district. Um, but I I do we're doing the right things and we're continuing part of doing the right things is the continual adjustment as we gather more information.
The proficiency rate is a single point on a 100 point continuum. We can have progress or decline above it and progress or decline below it that doesn't show up in the proficiency rate.
The idea that our students in our schools today will live better than their parents and grandparents is deeply deeply at risk. The change projects in our strategic plan that are designed to address that are high quality advanced coursework and career pathways.
But if we continue with the strategic plan operating only at the central office level and schools setting their own priorities and their skips, we risk becoming two trains that never meet.
This is not voting anyone off the island, but it's saying we're going to focus on these 10 competencies if approved.
Implementation is everything.
Ordinances & Resolutions (19)
A new district resource gathering information for staff to put together family engagement events.
Program offering virtual workshops for caregivers and parents.
School-level plans developed for improvement; basis for board member visits and a focus area for the strategic plan.
State-required report focusing on disparities and progress among demographic groups.
State-required report, to be discussed with ANI report in December.
Minnesota's state accountability tests in math, reading, and science (MCA3 and MCA4 versions were discussed).
College entrance and career readiness exam, discussed as a potential replacement for high school MCAs.
A screener assessment designed to detect missing skills in students.
Minnesota state legislation concerning reading instruction, related to the new reading test implementation.
New science curriculum implemented in elementary classrooms.
Math curriculum currently being piloted in elementary classrooms.
Two math curriculums being piloted at the secondary level.
Mathematics assessment being piloted at Mayo High School.
The proposed long-term strategic plan for Rochester Public Schools, encompassing four categories and 13 change projects.
A calculation method for MCA results that focuses on students exposed to the district's instruction.
International assessment mentioned in context of declining student achievement worldwide.
A framework for school improvement from the University of Chicago, highlighting components for successful schools.
District plan to ensure communication and engagement in families' preferred languages.
Framework chosen for defining excellence and evaluating teachers.
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Other Topics from This Document
School Board Updates & Community Recognition
RPS 2030 Strategic Plan Recommendation
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