Ontario SD 8C superintendent details K–3 reading initiative, expanded coaching and EOU partnership
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Summary
Superintendent Nikki outlined a district focus on ensuring students read proficiently by end of third grade, including K–3 teacher training, 45 minutes of reading intervention for K–5 students, dyslexia screening, and a January after-school reading clinic through Eastern Oregon University.
Superintendent Nikki told the Ontario School District 8C board that ensuring all students read proficiently by the end of third grade is the district’s second main goal and described a set of interventions, coaching and partnerships the district is deploying.
"Goal number 2 is ensure all students can read proficiently by the end of third grade," Nikki said, putting the effort in the framework of a multi-year target.
Nikki described several specific measures: targeted foundations-of-reading training for all K–3 teachers and instructional assistants; literacy coordinators and instructional coaches in every building who have completed more than 70 demonstration lessons; and a district policy that every K–5 student receives 45 minutes of reading intervention at their instructional level. She said coaches meet with teachers and instructional assistants every six weeks to review intervention progress.
Instructional staff have been trained to screen for dyslexia as early as kindergarten, and students not responding to two rounds of intervention enter a problem-solving and progress-monitoring process. Nikki said the district also offers "accelerated above-grade-level interventions" for students ready to move faster.
The superintendent described a forthcoming partnership with Eastern Oregon University and a grant-funded reading clinic: starting in January, EOU will help provide after-school reading supports for K–2 using certified district teachers, and dual-language literacy kits were distributed to kindergarten families at meet-the-teacher events.
Nikki said Christy will present midyear reading data in January so the board can see progress from the start of the year. She noted external literacy expert Barb Steinberg visited and complimented the district’s trained classified staff for delivering instruction.
"She has never seen such well trained classified staff in delivering instruction she has had in this district," Nikki recounted, citing Steinberg’s observations.
The board asked brief clarifying questions and discussed adding transparency or communications goals so the public better understands district priorities; Nikki said she would consider how to share clearer updates with the community.