St. Helens SD 502 reports low third‑grade reading proficiency, outlines K–3 literacy plan

Jeff Burns, St. Helens SD 502 Superintendent for Teaching and Learning, presented the district's annual integrated guidance report to the school board on Oct. 8, saying the district has trained its K–3 teachers in systematic phonics and the science of reading and will use that training and targeted interventions to raise student literacy outcomes.

Burns said, “Every teacher in the district has been trained in science of reading,” and described targeted classroom interventions and a district expectation to increase third‑grade language arts data by about 2% each year.

The report is part of state Student Investment Account (SIA) reporting requirements that, Burns said, require districts to set longitudinal growth targets, report quarterly on expenditures and present an annual narrative to the governing board. “SIA is that's the funding source,” Burns told the board, noting the statute requires grantees to review and publish progress and to set and report progress markers tied to grant goals.

Why it matters: the district's most recent state assessment results, Burns said, show a third‑grade ELA proficiency rate of about 29%, a four‑year graduation rate of about 79% for 2023–24 and a ninth‑grade on‑track rate of roughly 80% — a 2% improvement over the prior year. Those measures guide the district's literacy investment and intervention planning.

Burns described classroom‑level and school‑level steps the district is taking: universal implementation of systematic phonics and phonemic awareness in K–3, literacy coaching, a "walk‑to‑read" model that provides small‑group and targeted instruction during designated intervention times, and aligned benchmark assessments to monitor skill gaps. He said building leaders will conduct walkthroughs to check fidelity to the literacy model and teacher teams will analyze common assessment data to plan instruction and intervention.

The presentation also addressed equity and nonacademic barriers. Burns said the district will continue work on restorative practices, consistent discipline and attendance data reviews, and professional development to reduce disparities in discipline and attendance outcomes. "Policies with an equity lens require constant data to review patterns of digital marginality and adjust interventions," he said.

Board members asked about the relationship between local benchmark results and state test scores. Burns said some local benchmark percentages are higher than state proficiency rates and suggested practice and test‑familiarity work will help students demonstrate skills on state tests: "When they see this assessment and we practice and done the work along the way, they can be like, that's just like what we do every day. And give them it's not teaching the test, but it's exposing them to be prepared for what that assessment looks like."

Burns said the district will share updated state assessment data and benchmark results with the board in 2025 and provide ongoing updates about progress on literacy, attendance and discipline during the school year.

He also noted challenges: some groups (special education, economically disadvantaged students) remain below state averages, and the district will use tiered family engagement strategies, SEL and targeted supports to raise outcomes over time.

Ending: Burns said future board briefings will include Division 22 reporting and additional SIA narrative updates; he will return with updated state assessment and benchmark data when those results are available.