District reports early literacy gains and math interventions; board presses on equity and tech use
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Summary
District staff reported fall-to-winter literacy gains after adopting science-of-reading curricula and described an iReady-driven math strategy with optional Algebra supports; directors sought clarity about benchmarks, support for English-language learners and balancing digital tools with print instruction.
Bellevue School District staff presented data the board described as encouraging on early literacy and diagnostic math tools, while directors pressed for clarity on benchmarks, equity, and implementation for students who need extra support.
Teaching-and-learning staff said the district has adopted science-of-reading curricula (UFLI and ARC) and is seeing measurable fall-to-winter literacy growth in early grades. Kindergarten teacher Maureen Hallock showed classroom examples and a video of students applying phonics and writing practices. Hallock said, “When we teach students to both decode and encode from the start, we are not just teaching reading, we are building confident, capable learners.” Presenters described plans for refining MTSS (multi-tiered supports) and expanding intensive interventions for students who do not respond to core instruction.
On math, the district framed a five-year goal to improve proficiency for all students and reduce gaps for historically underserved groups by 15 percentage points by 2030, with a 3-point annual target. Officials described adoption of iReady as the district diagnostic (first-year completion above 92% reported) and the launch of algebra-support seminars in middle schools. Curriculum developer Brenda Santiago cited a 10 percentage-point increase (fall to winter) in a subgroup shown in their internal report and said the district will add intervention materials and tutoring to close gaps.
Directors asked several implementation questions: which benchmark the district used for eighth-grade comparisons (staff clarified iReady reports against eighth-grade standards, not Algebra 1), how iReady accounts for English-language learners and students with attention challenges, and whether optional algebra supports reach students who need them. Director Carolyn Watson asked specifically whether seminar seats are available to students who need but might not self-select into support classes.
District leaders said iReady is a tool, not a silver bullet; they emphasized teacher-led small-group instruction, tutoring and continued monitoring. The presentation concluded with a plan for more in-depth study sessions and a goal that 100% of elementary teachers be trained in the science of reading.