Rochester School Department seal address and phone Home transparent square for spacingd
"The Rochester New Hampshire School District provides a personalized experience for all students to be, responsible, and contributing citizens, who can read, write, communicate, problem solve and calculate with clarity.  The learning environment includes present day instructional practices, innovative thinking, collaboration with families, lifelong learning for all and a meaningful relationship for all students."
How to Reach the 90% Reading Goal
Reasons for the goal
How to reach the 90% reading goal
Planned, Incremental, and Continuous Improvement
The district expects planned, incremental, and continuous improvement at kindergarten through third grade from each school's baseline to the goal over the next five years. We will continue to expect 90% reading at grades 2 to 10 with yearly reports on the progress. The chart below lists the planned incremental growth expected using NWEA results as a baseline, with 90 % of the third grade students achieving grade level RIT scores in reading by Spring of 2006.
  • Provide your child with a mentor (adult, neighbor, community member, high school student).
  • Encourage participation in enrichment activities outside of the classroom.
  • Create/provide activities that enrich and relate math to daily life (cooking, hobbies, grocery shopping, sports, etc.)
  • Monitor daily/weekly assignment notebooks.
  • Encourage study of math facts at home, in car, waiting in line, etc.
  • Use computer programs to enhance math skills at home.
  • Use family math activities at home (card games, board games, newsletter activities, etc.)
  • Provide a consistent family math activity at home.
  • Monitor daily work and be aware of the content and goals being studied.
  • Send your child to school every day.
  • Make sure your child gets to school on time every day.
  • Other
    Adapted from list compiled by South Madison Community School Corporation
Grade 3 Reading Goal
We have learned that 90% to 95% of poor readers, prevention and early intervention programs that combine instruction in phoneme awareness, phonics, fluency development and reading comprehension strategies, provide by well-trained teacher, can increase reading skills to average reading levels.
G. Reid Lyon