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Redmond SD presents ends-and-results report showing reading gains, uneven middle/high participation
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Summary
District staff reported improvements in K–5 reading and I‑Ready growth targets, flagged lower participation and mixed scores in middle and high school OSAS results, and outlined next steps on math professional development, English learner supports, attendance strategies, and graduation/on‑track efforts.
Redmond School District staff presented a comprehensive 'Ends and Results' monitoring report covering multiple accountability measures, interim diagnostics and next steps intended to close persistent performance gaps.
District leaders told the board they use multiple measures — the Oregon State Assessment (OSAS) as a summative metric and I‑Ready diagnostics for frequent monitoring — and that their K–5 reading strategy has produced measurable gains. One presenter described third grade reading proficiency as a positive development: "we were looking and wanting and hoping for that to go up this year, which it did," and staff pointed to cohort improvements from third to fifth grade as evidence of sustained growth.
At the same time, presenters warned that participation in state assessments declines in middle and high grades, which complicates interpretation of OSAS results. The district outperformed state averages in third through fifth grade for both English language arts and math, while grades 6–11 often lag the state on OSAS metrics. Staff said the district met an aggressive I‑Ready growth goal (80% median progress) for K–5 reading and plans to increase targeted professional development for mathematics while continuing reading implementation supports.
The report also covered English learners (approximately half on track on EL proficiency measures, with a 5–7 year exit horizon for many), ninth‑grade on‑track work (freshmen credit accumulation), graduation and 5‑year completer rates (district progress with a reported 5‑year completion high near 93% and 4‑year rates near 91%), and attendance strategies focusing on vulnerable groups. Staff described next steps: further use of interim diagnostics, expanded math professional development, refining service models for EL and special education, and targeted freshman supports to preserve momentum into high school.
Board members asked clarifying questions about assessment differences (I‑Ready vs. OSAS vs. NAEP), participation effects on accountability calculations, and how budget reporting will align with strategic goals. Staff pointed to an upcoming state chart of accounts change (PBAM) that should make future budget‑to‑goal alignment easier to report.
