Redmond SD 2J reviews integrated programs annual report, cites gains in graduation targets and early‑literacy rollout

Speaker 2, the district integrated‑programs presenter, gave an annual report on the district’s nine integrated programs and how federal and state funds were allocated across student investment, high‑school success, early literacy and other initiatives.

The presentation said the Student Investment Account (SIA) received the largest allocation and is funding mental‑health and behavioral supports alongside achievement‑gap strategies. Speaker 2 said the district uses a comprehensive needs assessment and quarterly reporting to set priorities and to guide investments tied to those outcomes.

On graduation and longitudinal targets, Speaker 2 told the board that the district “exceeded all of those for the students that graduated in 23–24,” and cautioned that some statewide datasets are released with a lag; the district will publish final year‑to‑year numbers when the state data are available. The presenter also described using 2025–26 federal school improvement funds to sustain systemwide improvement work after several schools were identified under the state‘s improvement process.

Speaker 2 described early‑literacy work as a standout area: the district implemented a K–5 CPL curriculum, deployed three early‑literacy coaches in the first year of implementation and is tracking fidelity and real‑time outcomes. The presenter said teachers and support staff reported promising engagement and classroom changes and that the district expects data to follow qualitative improvements.

The report also covered tiered supports (MTSS). Speaker 2 outlined the district’s ideal distribution across tiers — roughly 80% tier‑1 core instruction, 15% tier‑2 supports and 5% tier‑3 intensive interventions — and said staff are monitoring to avoid an “inverted triangle” where too many students require higher‑level interventions.

Board members asked clarifying questions about newcomer students and attendance definitions. Speaker 2 said “newcomers” refers to students recently new to the country (multi‑year eligibility was discussed) and explained how regular attenders are counted in district measures. The presentation materials will be posted on the district website, the presenter said.

The report identified challenges including continuity of implementation when staff turnover occurs, budget pressures that reduced some programming, and the long timeline needed for ecosystem‑level change. The presenter stressed that sustaining gains will require continued attention to professional learning communities, coaching and data systems.

Next steps noted by staff include continued monitoring of outcomes, posting the slides and annual report online, and returning in future meetings with updated state data and any required follow‑up items.