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Third-graders and teachers demonstrate district—s literacy program and growth since COVID
Summary
Teachers and third-grade students showcased the district—s literacy work (reader's workshop, word work, writers' workshop), reported growth on MAP benchmarks to the 79th percentile, and described district-developed leveled texts and community partnerships that support learning.
Assistant director Adrian Minery introduced the elementary school presentation on the district—s strategic priority of high-quality literacy instruction and invited third-grade teachers and students to present classroom work. Teachers described a comprehensive literacy approach they associated with "science of reading" elements: phonemic awareness, phonics, fluency, vocabulary and comprehension, connected to district-created units and teacher-led curriculum development.
Teachers reported gains on MAP benchmark growth: under a multi-year strategy the district's third-grade growth moved from around the 50th percentile to the mid-60s and, most recently, the 79th percentile for fall-to-spring growth in the 2024—25 school year. Presenters credited sustained teacher training, summer summits, and teacher-district collaboration for those results.
Classroom teachers explained components of reader's workshop, small-group instruction, one-on-one conferring, and assessment-driven grouping. Students read samples: Rainey Bolplume described how reader's workshop makes reading feel like "a quest," and student Oliver Sells read a short informational narrative titled "The ISS Adventure." Teachers also highlighted cross-curricular projects, including a life-cycle unit developed with the South Puget Sound Salmon Enhancement Group and tribal partners Squokomish and Squaxin; students visited Kennedy Creek as a culminating field experience.
Board members and parents praised the student presentations and several directors noted that building a consistent, district-developed curriculum has helped alignment across grade levels.
Why it matters: The presentation offered concrete classroom evidence of the district—s literacy strategy and measurable growth on benchmarks, which board members used to illustrate the value of sustained investment and curriculum consistency.
Next steps: Teachers and district staff said they will continue professional development and provide materials and examples to the community; questions from the board and public were addressed during the meeting.
