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Family of 4 at the Hometown Hustle 5K race biting their medals
RCS Foundation Hometown Hustle celebrates 21 years
Hometown Hustle
The Rochester Community Schools Foundation enhances academics, arts and athletics for Rochester Community Schools students.
This year, the Hometown Hustle 5K and 1-mile color run celebrated its 21st anniversary and longstanding commitment to education. More than 900 volunteers, 1,500 participants and numerous business partners had fun raising funds to enhance programs and services for RCS students.
To learn more about giving opportunities, please visit the RCS Foundation at: rcs-foundation.org.

 

RCS students in Florida on a boat holding RCS banner
Real-world experiences enhance preparedness
Real-world experiences enhance academic preparedness
AP Capstone™ is a rigorous two-year diploma program created by the College Board “to develop the critical thinking, research, collaboration, time management and presentation skills students need for college-level work.”
Through the program, high school students take two yearlong courses: AP Seminar and AP Research. Both courses offer students the ability to explore various topics that complement other AP courses they are taking.
“A great opportunity that we offer through the AP Capstone program is that students get to experience real-world, hands-on fieldwork, often in other areas of the country,” said Kara Sears, an AP Capstone educator in the district.
Most recently, AP Capstone students traveled to Florida. In a partnership with the University of Miami’s Shark Research and Conservation Lab, their study included tagging sharks, collecting fluid samples and testing for parasites.
Previous research projects enabled students to complete an ungulate study with Ecology Project International in association with the University of Montana and Yellowstone National Park; explore dolphin and manatee research with the Clear Water Aquarium in Florida; investigate green sea turtle research with the Ocean Alliance Project in Oahu, using facial recognition to locate turtles; and conduct water quality, microplastic and invasive species field work in Suttons Bay with the Inland Seas Educational Association.
“Student interest in the AP Capstone continues to grow each year. It’s a great opportunity for academically prepared students who want to challenge themselves by choosing a meaningful research project and formulating potential solutions,” said Josh Wrinkle, assistant superintendent for secondary and adult education.
During the 2025-26 school year, 81 RCS students graduated with an AP Capstone Diploma.
young student with teacher in classroom
Providing a strong foundation in literacy
Providing a strong foundation in elementary literacy
This fall, Rochester Community Schools introduced the Magnetic Literacy curriculum across all 13 elementary schools, advancing the district’s commitment to robust, research-based instruction for students in kindergarten through fifth grade. 
This comprehensive transition provides students and educators with the essential building blocks for reading success. Aligned with the science of reading, Magnetic Literacy explicitly and systematically develops foundational decoding skills, phonemic awareness, phonics, fluency, vocabulary and text comprehension across all grade levels. In addition to key skill work, the program uses inquiry-based essential questions and connected text sets to encourage students to analyze complex ideas, engage in collaborative discussion and express their thinking with clarity.
The curriculum is featured on the Michigan Department of Education’s expanded list of approved Tier 1 class-wide reading curricula, directly supporting the district’s adherence to Public Act 146. This state-level alignment ensures RCS classrooms utilize evidence-based instructional materials designed to strengthen literacy skills for all elementary learners.
To support educators throughout this transition, RCS has established a sustained, yearlong professional development framework.
Teachers receive continuous professional learning, paired with onsite instructional coaching. Furthermore, grade-level teams conduct regular analysis of student progress via unit assessments. This ongoing data review allows teachers to evaluate growth in real time, refine core instruction and plan targeted small-group instruction tailored to individual student needs.
Magnetic Literacy connects reading, writing, phonics and grammar with high-interest units that build meaningful content knowledge. From kindergarten to fifth grade, students have expressed excitement to learn about the topics within the new resource. During a recent classroom visit, first graders were eager to return to the previous day’s work, saying, “We loved that book. Can we read it again?”
Families are encouraged to support learning at home by engaging in regular, shared reading, discussing new vocabulary in daily conversation and exploring topics of interest together to cultivate curiosity and a deeper understanding of the world.
“Literacy truly is the foundation of all learning,” said Kimberly Hempton, assistant superintendent of elementary and early childhood education. “By pairing a high-quality instructional resource with a sustained investment in ongoing professional learning, we empower our teachers to meet the unique needs of every student. This combination creates meaningful opportunities for our K–5 learners to build skills, think critically, analyze complex ideas and build lasting confidence.”
Mr. Russo and student at the Hometown Hustle
Welcome to the 2026-27 school year!
We have so much to celebrate at Rochester Community Schools. The key milestones that have been accomplished over the years reflect the hard work and dedication of everyone who makes an impact on student success.
I believe that a strong, cohesive culture is the very thread that binds us together. It helps us lead with kindness and purpose, so everyone who walks through our doors feels safe and welcome. It replaces the fear of failure with the pursuit of curiosity and innovation. It reassures us that when someone stumbles, there are many hands to help lift them up.
Over the past two years, I have seen this culture being lived out in our buildings every day. It is the cornerstone of the student and staff experience.  That is how our team arrived at the theme for this year, which is “Everyday actions. Lasting impact.”
All of these seemingly simple, but extremely powerful and intentional interactions, set the tone for student success and provide a sense of belonging for all who walk through our doors.
It is truly an honor to lead our school community. Thank you for joining me on this journey and for making RCS the best place for each and every student to learn, grow and achieve.
Superintendent Nicholas Russo
Students and cell phones in school hallway
Wireless Communications Device Guidelines
Overview

Michigan House Bill 4141 (Public Act 2 of 2026) amended the Revised School Code to require the board of a school district or the board of directors of a public school academy to implement a wireless communications device policy that prohibits students from using such a device on school grounds during instructional time. Exemptions include:
  • Medically necessary devices.
  • District-owned devices, such as school-issued tablets and laptops.
  • Devices designated by the district to be used for instructional purposes.
  • Devices used for special education programming.
  • Devices provided as an accommodation to a student as required under section 504 of Title V of the federal Rehabilitation Act of 19731, or as part of an individualized education plan under Title II of the federal Americans with Disabilities Act of 1990.
  • Lesson-specific academic assignments, at the limited and direct discretion of a classroom teacher.
  • Emergency situations, as described in an emergency operations plan, although the use of a wireless communications device must not interfere with school emergency protocols or the actions of first responders or endanger students or faculty.
Definition of a wireless communications device
  • Wireless communications device refers to an electronic device capable of text messaging, voice communication, entertainment, navigation, accessing the internet, sending and receiving photos and videos, or producing email. A basic telephone would not be considered a wireless communications device.
  • Wearable technology includes the use of smartwatches (e.g., Apple Watches, Gizmo Watches, Garmin smartwatches, etc.), personal Bluetooth earbuds/headphones, and artificial intelligence eyewear.
  • Basic telephone refers to a device primarily used for voice calling that cannot support third-party applications, except those preinstalled, and does not support access to internet platforms via applications or web browsers.
  • School grounds refer to a building, playing field, or property used for functions and events sponsored by a school, but would not include a building used primarily for adult education or college extension courses.
Wireless Communications Device Guidelines By Learning Level
Elementary School:
  • Students are not permitted to use a wireless personal communication device during school day.
  • Students are not permitted to use wearable technology during the school day.Middle School:
Middle School:
  • Students are not permitted to use a wireless communication device during the school day, unless permitted by the teacher for instructional use only.
  • Students are not permitted to use wearable technology during the school day.
  • Students are permitted to use a wireless communication device before and after school.
High School:
  • Students are not permitted to use a wireless communication device during classroom instruction, unless permitted by the teacher for educational use only.
  • Students are not permitted to use wearable technology during the school day.
  • Students are permitted to use a wireless communication device during passing time, lunch, and before and after school.
Disciplinary actions
For students who do not comply with the Rochester Community Schools wireless communications device policy, the following disciplinary actions will be taken:
  • First offense: A verbal warning or a directive to put the phone away.
  • Second offense: Confiscation of the communication device by the teacher or administration until the end of the school day.
  • Repeated offenses: Confiscation, where a parent or guardian is required to physically come to the school to retrieve the device, a parent-teacher conference, and/or a Code of Conduct infraction.
child riding e-scooter outside
E-Bike and E-Scooter safety on district property
E-Bike and E-Scooter Restrictions on District Property
 
Safety is always our priority.
 
Riding electric bicycles or electric scooters is prohibited on RCS property.
Dismount and walk electric devices immediately upon entering district grounds.
 
Prohibited areas
Parking lots • Sidewalks • Driveways • Bus loops • Playgrounds
Building entrances • Bike areas • Courtyards • Athletic fields
 
Parking rules
  • Park only in designated bicycle areas.
  • Do not block entrances, sidewalks, fire lanes, accessible routes or traffic.
  • Users are responsible for securing their own device.
Device requirements
  • Class 3 e-bikes cannot be operated by individuals under 14 years old. (MCL Sec 257. 662a)
  • Electric motorcycles or e-moto bikes must be licensed as a moped or motorcycle and must be operated by a licensed/insured driver. (MCL258.658)
  • Devices must be legal under Michigan law with no modifications for higher speed or performance.
  • Devices must be safe and well-maintained. Damaged or unsafe batteries are prohibited.
Safety requirements
  • Helmets are required for riders under 18 years old on Class 3 e-bikes. (MCL Sec 257. 660)
  • Helmets are required for riders under 19 years old on e-moto bikes.
  • Lights and reflectors are required when riding in the dark. (MCL Sec 257.662)
  • Obey all traffic laws and signals. Yield to pedestrians. Helmets recommended for all riders.
  • No passengers are allowed unless the vehicle is specifically designed for multiple riders.
Consequences for violations
  • Violation activates a warning and parent notification.
  • May include revocation of privilege, disciplinary consequence and/or law enforcement referral.
Vehicle classification
Class 1: e-bike, max 20 mph, pedal assist
Class 2: e-bike, max 20 mph, pedal/throttle assist
Class 3 e-bike: max 28 mph, minimum age 14, helmet required 14-18
E-moto: over 28 mph, licensed driver, age 16+, helmet required under 19
 
Click here for printable version:
Mr. Russo and Mr. Marando with students and a 100 year old bell standing outside of Baldwin Elementary
Remembering 100 years at Baldwin Elementary
As part of Baldwin Elementary's centennial celebration, Superintendent Nicholas Russo and Principal Marco Marando joined students and staff on the playground for a ceremonial ringing of the bell that called children to the original one-room schoolhouse 100 years ago.
Additional activities included 100 acts of kindness, shared memories from alumni, an old-time carnival, art projects and school murals celebrating 100 years of learning and a video screening of “Baldwin: A Century of Learning."
Excellence in Education 2026 winners with Joann Beydoun, Barb Anness, and Nicholas Russo
Honoring Excellence in Education

The Rochester Community Schools Foundation awarded Excellence in Education Awards to four exceptional RCS professionals for their outstanding service. Congratulations to Jack Barraclough, math teacher at Van Hoosen Middle School; Claire D'Addario, Spanish teacher at Rochester High School; Lena Haidar, RCS English language development parent liaison coordinator; and Charles Hong, fifth grade teacher at Musson Elementary.

Recipients were selected from over 50 nominations. The Rochester Community Schools Foundation presents these awards annually, in partnership with Michelle Beitelshees of the Pino Insurance Agency. Awardees each receive $1,000 to benefit students and enhance their classroom, program or school.

We are proud of their commitment to excellence!

Student and teacher at small table page 1 community update
Responsive instruction meets needs of each student

Teaching – a science and an art

Highly skilled educators at Rochester Community Schools bridge data-driven instructional strategies with in-the-moment adaptations for a variety of learning styles to meet students’ needs.

“Classroom learning goals center the responsive instructional cycle as we strive to meet every learner’s needs. Matching research-based instructional strategies with a student’s readiness and current mastery from formative assessment drives the decision-making process for classroom instruction,” said Julie Schmidt, middle school math instructional coach.

Responsive instruction is the artistic application of this science. By implementing the three elements of the responsive instructional cycle-- formative assessment, timely feedback and instructional adjustments--teachers gain a deep understanding of each student, allowing them to adjust their pacing, scaffold the lesson and use different engagement methods to help each student advance.

“Responsive instruction is the essence of teaching and learning,” said Lindsay Woodberg, K-12 English language development coach. “It ensures that teachers proactively recognize and respond to learner needs. The learning goal is the same for all students. However, having a clear understanding of each learner allows teachers to provide adjustments in the process to support or extend the goal.”

Across the district, RCS staff are familiar with the multi-tiered system of supports (MTSS) framework that integrates academic and behavioral expectations to cultivate skills and tools for student growth through levels of proactive support. At their core, responsive instruction and MTSS work together to meet the needs of all learners by adapting to greater levels of support and extension as needed.

Continually assessing steps in the learning process

Through this cycle, daily classroom routines incorporate consistent formative assessments to identify areas of need. These regular, ungraded check-ins provide insight for teachers to better understand where students are in the learning process. 

As formative assessments are utilized, teacher feedback is specific, goal-referenced and actionable for each student, so individuals can understand very directly where they need to adjust their learning. Likewise, teachers can adjust instruction accordingly.

 

In order to gather continual feedback, elementary educator Marlee O’Connell likes to do an in-the-moment quick thumbs-up/thumbs-down signal for students to indicate if they are ready to move on.

“These are things teachers already do in the classroom every day,” O’Connell said. “Formally gathering, acknowledging and naming these tools serves as a good reminder of the many options available for personalized learning and growth.”

Formative assessments help teachers provide specific, personalized feedback for each student. For example, middle school teacher Lindsey Belzyt avoids generic statements like, “Great work.” Instead, she provides goal-referenced observations communicating clearly to students their progress toward the learning goal, explaining, “These two examples strongly explain your reasoning, but this last point is not as clear. Try using synonyms of the key words to show the connection.”

Through the RCS strategic plan, educators are inspired to implement and assess responsive instructional practices for students in kindergarten through grade 12 and adult special education. During year two of the strategic plan, approximately 30 committee members and 12 pilot teachers developed a user-friendly instructional playbook of tangible strategies and resources that help educators deepen their personal understanding and implement the responsive instructional cycle. Participating staff have reported positive results in instructing students who may need support or extension.

Adapting instruction to personalize learning

Using timely data about student learning, teachers can make instructional adjustments related to the content, product, process or environment in the moment. Karen Davies co-teaches high school classes and offers responsive instruction and differentiated support in a variety of ways. She uses colored pencils to color-code related concepts. She restates goals for verbal clarity, saying things like, “Here is another way to describe it” or “I visualize it like this,” and she sometimes breaks students into small groups to work through more complex topics, so they can participate in a low-stakes environment, without fear of failure.

There are many tools available to meet students’ needs. “Interactive flat panels are a great use of instructional technology to help students make their thinking visible with audio and visual support,” Davies said. “Students can create a diagram, sketch a flowchart of steps in the process, listen to audio instructions or review practice questions without worrying about being graded. These creative tools help students develop critical skills and master their learning goals in meaningful, personalized ways.”

“It’s incredibly satisfying to be a part of those little moments where students ‘get it,’” Davies said.

An important component of this particular strategic plan is professional development and continued districtwide implementation. Elementary teacher Sydney Vancoppenolle expressed gratitude for this instructional playbook that empowers newer professionals and veteran educators to meet every student at their level with the appropriate pacing, breadth, depth and level of challenge.

“It’s inspiring to share professional learning, research and resources with our colleagues,” she said. “We can learn a lot from one another and will continue to refine the toolbox to impact students and meet their individual needs. We are proud to continue shaping the art and science of teaching and learning in positive, tangible ways.”

 

Five AHS graduates 2026 holding diplomas
Celebrating the Class of 2026!
“Congratulations to the Rochester Community Schools Class of 2026! Graduates, as you leave the nest of RCS, I encourage you to take on different experiences – each one is part of your story. Embrace the unrepeatable and unanticipated. Continue to involve yourself in your community. And find opportunities to contribute through it all. Just like the elements of any great novel, the characters are many, and the storyline has unexpected, exciting, and challenging parts. As the main character and author in your story, accept them all, keep writing, and enjoy each and every chapter. Through it all, know that this community remains here for you, and your positive participation in your community, wherever that may be, remains paramount.”
~Superintendent Nicholas A. Russo, Ed.S.

 

Math class with Mr. Rizzi and students
Newly approved classes meet student needs
The Board of Education has approved the addition of four new high school courses that expand advanced academic opportunities for Rochester Community Schools students. Options include two new college-level math electives and two advanced placement courses in cybersecurity and business/personal finance.
Mastering math
Two new math electives, Calculus 3 and Differential Equations, will be offered for dual enrollment credit through Lawrence Technological University, with a major location perk. Classes will be taught by an RCS teacher within our high schools during the regular school day, making dual enrollment more accessible by eliminating concerns about afterschool scheduling conflicts.
“There are many benefits to this partnership with Lawrence Tech and the onsite availability of college-level classes for RCS students,” said Jill Gumz, district high school math coach. “Because they are offered during the school day, students don’t have to choose between extracurriculars and academics; they can do both. In addition, classes offer college credit before high schoolers graduate, and at no cost for students or families.”
In alignment with the RCS strategic plan, this initiative supports high-achieving and high-ability students. “These courses provide a rigorous, nationally recognized option for students seeking academic challenge, ensuring equity in access to high-level math coursework,” said Taylor Antoski, district Multi-Tiered System of Supports (MTSS) coach.
As an added benefit, Lawrence Technological University will train RCS educators, providing all textbooks and resources, including math liaison support, with LTU scholarship funding available to students who continue their college careers at LTU after high school.
Advancing business opportunities
Future business and computer science professionals may be interested in two new advanced placement courses, AP Cybersecurity and AP Business with Personal Finance, which offer college-level preparation for career readiness. 
“Cybersecurity is one of the fastest-growing fields in the global job market,” said Michelle Reckling, computer science teacher at Rochester High School. “Exposure to material about information technology, network protections, risk assessment, threat detection and response/recovery builds career competence for aspiring professionals.”
Furthermore, this work supports state and national education priorities by expanding learning in STEM (science, technology, engineering and math), CTE (career and technical education) and computer science.
Addressing another high-demand college major and field of study, the new business class offers several advantages. “Students seeking to build business skills now have an AP option that adds college-level academic rigor in high school,” said Lorie Hand, Rochester High School business educator.
“The AP Business with Personal Finance course supports careers in business, finance, marketing and entrepreneurship, providing practical experience that colleges and employers like to see,” said Karen Malsbury, CTE and career readiness director. “We are educating career-forward students prepared for the future.”
Making college-level classes more accessible
All four new course selections reduce barriers to college-level learning. Dual enrollment options are typically offered outside regular school-day hours on local college campuses, like Oakland Community College and Oakland University.
“RCS learning options are designed to advance academic offerings, support workforce readiness, meet students where they are and align with emerging state graduation requirements,” said Pasquale Cusumano, assistant superintendent of secondary and adult education. “We are proud to see our students taking advantage of the rich, rigorous, high-quality education offered across Rochester Community Schools.”
New course offerings will begin in the 2026-27 school year.
Making sense of number corner, elementary student in classroom
Making sense of math through Number Corner
Math workouts are taking place in elementary classrooms across the district as students gather for Number Corner exercises each school day.
A key component of the Bridges in Mathematics curriculum is Number Corner, which focuses on hands-on engagement with math concepts through five daily activities including calendar grid, calendar collector, computational fluency, problem strings and solving problems.
Right from the start, students are eager to share their thoughts: “I see a pattern. I think the next angle will be acute. Those shapes are congruent. The numbers are increasing, like the date. That’s the inverse of the shape before it. The digits double each day.”
With students gathered around the calendar, each daily square presents a shape or structure for discussion. Depending on the grade level, items in the calendar grid may include a series of dots, shapes, angles, fractions or Egyptian numerals, for example. Over time, students make observations and predictions about how the patterns and concepts are related.
“Differentiated activities for kindergarten through fifth grade provide engaging, real-life application of math concepts,” said Mike Gittner, elementary program consultant. “Manipulatives like cubes, sticks, shapes, coins, or data markers help students practice counting, computation and solving problems. Number lines, ten frames and grids may help with visual interpretation of abstract concepts.”
Each day involves some sort of data collection that gets added to a cumulative data set. Students may measure the volume of liquid, or weight of objects. They may use a spinner to add numbers and complete graphs or charts. They may even cheer when a pie chart is filled or a number grid is completed.
“It’s empowering for students to talk about math and make personal connections to their world,” said Kim Mroczek, elementary program consultant. “We’re normalizing questioning, conversing and diving deep into mathematics. Through these collaborative classroom routines, students gain confidence and become leaders in their learning.”
As one third grader eagerly volunteered, “Hey, hey. I figured it out. Can I tell you what I think?”
Each day is new opportunity to make math connections through engaging Number Corner routines in RCS classrooms.
AP capstone raises the level of academic rigor, high school teacher with student
AP Capstone raises the level of academic rigor
When offered the opportunity to challenge themselves academically, highly driven Rochester Community Schools students continue to enroll in the research-intensive AP Capstone Diploma program in increasing numbers each year.
RCS launched the nationally recognized, two-year AP Capstone program in 2018, with its first graduates in 2020. The number of participants has increased consistently, with 75 students completing the diploma program in 2025. Since it began, a total of 181 students have earned an AP Capstone diploma, after completing one year of AP Seminar and one year of AP Research.
Now, five years of data indicates that RCS AP Capstone students and alumni have excelled in college-readiness and academic achievement. As one indicator of the program’s success and popularity among students, mentorship opportunities have formed between AP Seminar classes, AP Research classes and AP Capstone alumni at all three RCS high schools.
“Students embrace the work and have established their own community of scholars,” said Rochester High School educator Kara Sears, who has taught the program since its inception at RCS. “It’s really gratifying to see such significant motivation and learning growth in these young adults.”
A more flexible alternative to an International Baccalaureate program, AP Capstone is a two-year College Board research program that offers high school students two rigorous yearlong courses that develop skills in research, analysis, evidence-based arguments, collaboration, writing, presenting and college-readiness.
“It focuses on learning skills, rather than one particular content area,” said Tony Lafferty, Stoney Creek High School teacher. “That innovative shift means AP Capstone teaches students how to study, rather than what to study, making the work more personal and engaging.”
The project-based nature of the curriculum allows students flexibility to explore their own passions through scholarly research, choosing topics that are meaningful.
“It’s really impactful,” a group of seniors agreed. “For starters, we’ve developed a framework for research that helps us in all our classes. But additionally, we have discovered effective ways to use our ideas and voice to make a difference.”
Subjects under investigation this year include: nuclear energy expansion in the United States, child marriage in southeast Asia, factors motivating volunteers in nonprofit organizations, lowering the voting age to 16, optimizing water efficiency, true crime media consumption, food waste and more.
“The ability to collect and analyze data is critically important,” said Adams High School teacher Allie Danielson. “But what’s equally important, is that students develop soft skills for the real world: time management, leadership, communication and resolution management, just to name a few.”
According to Aden Barghouty, a recent RCS graduate who now attends the University of Michigan, “No class or high school activity prepared me better for college than AP Capstone. I am grateful for the long-lasting benefits of this program. The skills I learned continue to serve me well.”
 

 

Unified basketball program with six students
Unified Basketball program inspires authentic inclusion

“It’s not an exaggeration to say that this basketball team is changing the high school experience for students,” said Rebecca Gibson, a Rochester Community Schools teacher consultant and coach of the Triple Threat Unified Basketball team.

A new Unified Sports initiative brings together athletes and partners from all three Rochester Community Schools high schools, where students with and without disabilities work together to build social relationships and most importantly, authentic experiences.

Gibson explained the importance of making this a true high school sports season, with uniforms, practices and games played in the school gym in front of classmates, parents and fans. “Our athletes love coming to practice, having their names and nicknames announced when they score, and wearing their team shirt to school on gamedays, just like the JV and varsity athletes in the building,” she said. 

“Game days are my favorite,” said Whitney Batey, a Rochester High School student athlete. “I get to be with my friends.”

When asked if the other team had a chance of winning, Adams athlete Jacob Robinson confidently said, “Not on my watch.”

Lucy Meteyer, an Adams High School student and Triple Threat partner, said what’s most important to her is the opportunity to build true relationships that extend beyond the basketball court. “We’ve become friends,” she said of her teammates and classmates. “We say hello in the cafeteria. We talk outside classes. We hang out between games. Basketball has connected us with students we may not have known otherwise.”

Unified Sports is a collaboration between Special Olympics Michigan and the Michigan High School Athletic Association (MHSAA) to promote meaningful social inclusion through sports training and competition. The RCS Triple Threat team plays against six other Oakland County programs. A highlight during this inaugural season was playing during the RCS Crosstown Showdown on a big stage at the Oakland University O’rena.

RCS has launched its program as a recipient of the Special Olympics Unified Champion Schools grant which challenges schools to improve their culture by embracing inclusive sports, inclusive youth leadership opportunities and whole school engagement.

"We embrace a participation model so that all students have the same opportunities for engagement. Students are able to meaningfully connect with each other through their shared interests and experiences,” said Amanda Sawka, special education supervisor. “Our goal is to build equitable, authentic experiences that form a foundation for school sports and the school culture overall. In this way, everybody wins.”

2026-27 school calendar highlights listed
2026-27 school calendar highlights

We have received inquiries about the 2026-27 school calendar so families can plan accordingly. Dates for the district calendar are determined through a collective bargaining process between Rochester Community Schools and the Rochester Education Association. Major holiday breaks for the 2026-27 school year are in line with the Oakland County Common Calendar.

  • Teachers' first day: Tuesday, Aug. 18, 2026
  • First Day of school for all students (half day): Monday, Aug. 24, 2026
  • Holiday Break: Monday, Dec. 21, 2026 – Sunday, Jan. 3, 2027
  • Winter Break: Feb. 15 – 16, 2027
  • Spring Break: Friday, March 26 – Sunday, April 4, 2027
  • Last Day of school for all students (half day): Wednesday, June 9, 2027

We anticipate being able to communicate the complete 2026-27 calendar by late March.

2026-27 school calendar highlights

 

 

e Two students with cellos at orchestra concert
Continuing as leaders in music education

With a rich curriculum and outstanding instruction, Rochester Community Schools has again been recognized as one of the 2025 Best Communities for Music Education by the NAMM Foundation. This is the 11th time the district has earned this designation for its commitment to music education as an integral part of a well-rounded education for all students. Thank you to our instructors for providing this passion and foundation across the district.

e Two students with cellos at orchestra concert

 

Student and school employee reading a book with a iPad and headphones
Special education supports all learners

RCS continues to grow its special education programs to support all learners. For the 2025-26 school year, the district will open a new high school classroom for students with severe and multiple impairments. This program will give students important opportunities to learn and build friendships alongside their peers, while still receiving the personalized support they need.

RCS is also expanding its autism programming at the elementary level to better support students who benefit from more specialized academic, social and behavioral services within a highly structured learning environment.

As one of the largest districts in Oakland County offering a wide range of special education options, RCS is committed to helping students get the support they need in their home district.

Student and school employee reading a book

 

Male teacher with female student and chromebook
RCS students personalize learning using AI tools

When utilized properly, artificial intelligence (AI) tools have the power to personalize learning, build lifelong critical thinking skills and guide students to use their voices more effectively.

“We are better students because of AI,” said a group of Stoney Creek High School seniors. They explained how their experiences with AI have prompted them to improve their arguments with evidence, enhance their writing, prepare personalized review materials, identify content areas where they need more practice, and share their voice.

SchoolAI is one of the tools approved for use in Rochester Community Schools. After interacting with SchoolAI in several classes, students say they have learned to structure their study habits more effectively. “AI has taught me to write something and then evaluate it, add more detail, provide examples, consider other perspectives and think more deeply about my work. It helps me identify and refine my own ideas and voice,” one senior said.

As schools, businesses and people around the world adapt to AI, a team of 26 RCS educators spent the last year developing generative AI guidelines and approved tools for the district. “RCS recognizes the transformative potential of artificial intelligence and is committed to fostering a learning environment where innovation thrives alongside the purposeful and ethical use of AI,” said Pasquale Cusumano, assistant superintendent of secondary and adult education. “Our students and teachers are using AI as another tool to enhance teaching and learning.”

AI tools should primarily serve to enhance student learning experiences, promote personalized learning and empower students to develop critical thinking and problem-solving skills. Current RCS-approved tools for teachers include Gemini, NotebookLM, Canva Code and others.

By adapting curriculum materials, AI can provide more student-centered, personalized learning strategies. At the middle school and high school levels, many early-adopter educators have uploaded the lesson plans they created over the years and applied AI to suggest creative new ways to present and review the content.

“Teachers can feel confident that students are getting the same, reliable foundation, but with additional ideas for interactive lessons, group activities, discussion prompts, review materials and visually appealing resources and guides,” said Bryan Lindstrom, Adams High School economics teacher. “AI tools help refresh and update my lessons, without compromising the integrity of the information. Additionally, AI can tailor the material for different learners and present content in a variety of meaningful ways.”

Teachers notice that students are becoming stronger writers as AI provides suggestions for clarity and improvement. “At RCS, we don’t allow students to use AI tools to generate content,” said Sarah Millard, Stoney Creek teacher. “Instead, the tools analyze the work a student submits, then AI can make suggestions and prompt the creator to refine it. The tools do not replace human interactions or judgment, so the personal learning process remains intact.”

Rachel Mainero, instructional technology specialist, agrees. “Our tools don’t allow students to simply find the answer and fill in the blank,” she said. “Instead, AI resources enhance the process of learning and meet individual needs, so students can think deeply and understand how they arrived at the answer.” 

Thanks to spell check, Siri, Google maps and other common tools, AI is already embedded in our daily lives, and many people don’t even realize it. This year, teachers are introducing AI to elementary students, so they understand what it is and how it works in the classroom.

Brooklands teachers Andrew Krupp and Jennifer McKay say their students benefit from AI tools to help make lessons more engaging. For example, each year, fourth graders write a biography on an interesting individual, using resources from the media center and online to conduct research. With new AI tools, students can activate a character chatbot to have a “conversation” with their subject and ask questions, like sharing Thomas Edison’s “voice,” speaking from colonial times.

In the same way, elementary teachers benefit from AI tools that help personalize information to meet diverse student needs. For example, teachers may level the text in a passage, use audio overviews and videos, or create visual planners for various instructional and learning preferences. “It remains student-centered. That’s what counts,” Krupp said.

As technology evolves, RCS will continue to provide professional development and adapt AI guidelines to help students and staff navigate a diverse, interdependent and changing world.

“Ultimately, the goal is to foster AI literacy and equip our school community with the skills to navigate AI while upholding academic integrity,” Cusumano said. “We are using innovative tools to deepen student learning and elevate student voice.”

ParentSquare logo
Connect with RCS community groups

Rochester Community Schools recently launched ParentSquare as its official communication platform to share information with students, staff and families. 

Community members may sign up for RCS community groups through the ParentSquare app to receive districtwide information. This self-sign-up feature is available for the following groups: 

  • districtwide general updates
  • employment opportunities
  • enrichment activities
  • RCS Foundation
  • retired employees
  • high school alumni 

Users who choose to sign up for a group will be prompted to create a free ParentSquare account. CLICK HERE to join a ParentSquare community group.

RCS staff with Centegix badges
RCS advances safety with Centegix platform

Rochester Community Schools remains committed to enhancing processes that empower staff members to act effectively during an emergency. To that end, the district is adopting the Centegix safety platform, an incident response solution that supports emergencies, from everyday situations to the extreme. 

“Nothing is more important than the safety and well-being of our students, staff and community. In an emergency, every second matters. We will do all we can to strengthen district processes that support emergency preparedness and response in our school buildings, on the playgrounds, parking lots or athletic fields,” said Superintendent Nicholas Russo.

The Centegix safety platform leverages digital mapping, real-time locating capabilities, and an easy-to-use wearable panic button to support a faster response for safety situations.

“Every adult member of our team has been issued a breakaway lanyard that holds a crisis alert badge. Using the Centegix system, staff can call for help anywhere on school grounds, simply by pressing a button. Once activated, support teams will know exactly where the incident is taking place and can provide an immediate response for help,” said Dr. Neil DeLuca, deputy superintendent.

The Centegix platform provides two types of alerts. The “I need help” alert immediately notifies on-site staff of a localized situation on campus, such as a medical emergency or altercation on school property.

“Response times can impact the outcome of a situation. For example, if there’s an accident on the playground, our teams can call for help without delay. We anticipate that the vast majority of our alerts will originate from these types of day-to-day interactions,” said DeLuca.

For more extreme situations, a campus-wide alert, or lockdown, may be required. Here, the system not only notifies on-site personnel of the emergency, but also central office administrators, 911 dispatchers and first responders.

“New and innovative technologies are constantly emerging, so we did our due diligence to make sure the platform would provide a lasting benefit, is secure, easy to use, easy to install, accepted by local law enforcement and integrates with our current systems,” said Jeff Frankowiak, technology director.

“An intentional focus on training ensures that school resource officers, first responders and nearly 2,000 district employees have the knowledge to support the alerts and respond quickly,” said Frankowiak.

When the badge is activated, school communities receive visual and auditory alerts. A strobe light flashes; an intercom message provides verbal direction; and mobile and desktop computer alerts indicate the location of the emergency on a map.

“The Centegix safety platform does not replace other safety measures that are currently in place in the district. It is meant to enhance operations,” said RCS Safety Consultant Steve Schettenhelm, former Rochester Police chief. “This multi-layered approach to safety includes districtwide emergency response protocols, emergency radios, cameras, CPR and first-aid training and other strategic investments that make the crisis response for the district even better.”

Additional benefits of the Centegix partnership include a comprehensive visitor management system that will be installed in all 25 Rochester Community Schools buildings in the fall 2025. The system alerts staff if an individual has a background that could jeopardize a safe environment and provides building administrators with the ability to see if visitors are entering restricted areas. It also offers greater efficiency by providing a self-service kiosk for visitors, while eliminating the need for manual clipboard and check-in sheets.

“A visitor management system improves security for our staff and students. Knowing who is in the building, along with their purpose, will also improve our ability to account for and assist our guests in the case of an emergency situation,” said DeLuca.

“Keeping our school community safe is a team effort. New processes and procedures may not always be convenient, but they are essential in this day and age. We remain grateful for our community members who partner with us to support the safety and well-being of each and every student, staff, family member, visitor and guest on school grounds,” said Russo.

RCS staff with Centegix badges

 

Orchestra event 2025, students playing instruments
RCS celebrates first orchestra graduates

Rochester Community Schools celebrates first orchestra graduates with the Class of 2025

On April 1, 2025, Rochester Community Schools hosted the debut performance of the districtwide RCS orchestra, featuring 540 musicians in grades 6-12. Among these students are the first 28 graduates of the orchestra program, which began in 2018 during their sixth grade year.

“We are proud to celebrate the growth of music education in Rochester Community Schools,” said Superintendent Nicholas Russo, Ed.S. “It is an honor to witness the talent and collaboration of these outstanding students who have developed their knowledge and skills to become accomplished musicians as the orchestra program has grown over the past seven years.”

All RCS orchestra musicians gathered in the Adams High School gymnasium this April to perform “A Woodland Chronicle” for the first time together as a group. The original musical selection was composed by Dr. Brandon Ulrich, Stoney Creek choir and orchestra director. It represents the growth of the RCS music program as it develops from a seedling into a strong oak tree that flourishes through the seasons and spreads into a vibrant forest.

With overwhelming community support, RCS orchestra instruction was first offered to sixth graders in the 2018-19 school year, in addition to existing band and choir opportunities. New violins, violas, cellos and double bass instruments were added to music rooms. The program attracted participants quickly and grew each time those initial orchestra students advanced to the next grade level. Today, the program features students from Hart, Reuther, Van Hoosen and West middle schools, and Adams, Rochester and Stoney Creek high schools.

For 10 consecutive years, Rochester Community Schools has been honored with the Best Communities for Music Education designation. RCS is one of only 21 school districts in the state of Michigan to receive this honor and the staff remains committed to a curriculum and student experience that values rigorous academic and arts instruction.

The RCS music curriculum is well-rounded and begins early in each child’s educational journey, with an exploration of musical textures, forms and compositions. It advances from preschool through high school, to include musical understanding, evaluation, analysis, expression and performances.

“RCS is fortunate to have had longstanding leadership teams that value a high-quality music education program, committed to providing students with learning opportunities in vocal, instrumental and orchestral music, Russo said.

The district remains grateful to the Rochester Community Schools Foundation, a steadfast supporter of the arts for RCS students. The RCS Foundation helped establish the orchestra program with a $137,000 donation – the foundation’s largest gift ever awarded.

“As our inaugural orchestra students prepare to graduate and continue their education and training beyond high school, we wish them great success. We hope they reflect on the wonderful creative opportunities they have had at RCS, allowing them to flourish,” Russo said. “The orchestra program continues to thrive, enriching the music curriculum for RCS students and creating a legacy of pride in excellence.”

Orchestra event 2025, students playing string instruments
Orchestra event 2025, several students playing string instruments