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Board hears state report-card results and public plea for 'science of reading' approach
Summary
District presented state report card and cohort data showing mixed results (third-grade reading ~39%, eighth-grade math modest gains) and outlined targeted literacy work; a public commenter urged adopting evidence-based 'science of reading' instruction and criticized slow statewide implementation.
District staff reviewed the most recent state report-card results and longitudinal cohort charts that the board uses to set improvement targets. The district summary included demographic context (approximately 8,490 students; 35% identified as experiencing poverty) and performance highlights: third-grade reading at about 39% meeting the statewide benchmark, eighth-grade math showing a 4-percentage-point increase, and four-year graduation at 83% (five-year completion 91%). Staff emphasized that participation rates on the Smarter Balanced Assessment have improved in several grades.
"We met as a district in third-grade reading and in eighth-grade math on participation — 97.6% in math and 90–97% in third-grade reading," a district presenter said while noting that participation and state test timing can affect how scores should be interpreted.
Principals from Meadowridge, Memorial and Timber Ridge described school-level work focused on attendance, core instruction, and the CEL 5D instructional framework; Meadowridge highlighted strong stretch-growth data for individual students and a planned ODE garden grant, while middle schools emphasized attendance and core-instruction strengthening.
During public comment, Tom Courdiere urged the board to embrace the 'science of reading' — phrased in the meeting as explicit, direct instruction in phonics, fluency and foundational reading components — and cited national reporting about Oregon's fourth-grade reading ranking. "Question is: is there a consensus on how to best teach kids how to read? Answer is yes," Courdiere said and urged swifter, evidence-based literacy adoption. District staff responded by pointing to planned WestEd-supported literacy work, a comprehensive literacy grant application, and expanded classroom observation and coaching as current remedies.
What happens next: staff said it will continue targeted literacy coaching, use WestEd support for administrator training on quality literacy instruction, and apply SIA and grant funds to focus on early literacy in identified schools.
