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District leaders report literacy gains, lower major behaviors and new literacy coach grant
Summary
School leaders told the board that K–12 literacy scores and tiered interventions produced measurable growth this year, attendance and behavior indicators improved in multiple buildings, and the district secured a DPI grant to fund a two‑year literacy coach position.
District administrators presented a year‑end set of building reports showing gains in literacy diagnostics, reduced major behavior incidents at secondary levels and stronger attendance across sites.
Elementary results: FLC leaders said K–2 phonics proficiency was "just over 62%" and that grade‑level growth from fall to spring showed pockets of 20% or more improvement. They credited consistent tier‑one instruction, CKLA/Amplify curriculum use, and coaching cycles. The building plans to continue MTSS interventions and to store behavior data in Next Path to better track supports.
K–8 and middle school: Trevor reported a K–8 baseline literacy of 36% that rose markedly during the year; the K–3 phonics goal was 80% and the final reported result was 78.25%. Middle‑school leadership said they experienced increases in two specific behavior categories (physical aggression and abusive language) and will use an added dean position to shift from reactive discipline to proactive instruction and restorative supports. Attendance across schools was consistently high (examples given: FLC ~95% ADT; middle/high ~95–97%).
High school: Administrators described the launch of targeted literacy interventions and a buildingwide SLO that produced above‑goal gains (one cohort rose to 64% proficiency). They reported a 32% reduction in major high‑school behaviors compared with last year and a 53% reduction compared with two years prior; the leadership team credited clearer expectations and consistent accountability.
Grant and programmatic supports: District leaders announced they applied for and were awarded a DPI grant that will fund a two‑year literacy coach to support K‑3 and Treffort coaching work. Staff also described plans to expand interventions to math, continue coaching cycles across grade bands, and pilot outdoor “Timbernook” programming for social‑emotional learning.
What they said - On staffing and coaching, a leader said the coach position will "free up Jen and I to do more of that 4–12 work," enabling more intensive coaching cycles. - On interventions, Trevor noted the district had strong progress‑monitoring practices and planned to refine "power hour" time to focus the second half on targeted gaps.
What happens next: Staff will onboard the literacy coach, continue weekly progress monitoring and refine intervention schedules for the 2026–27 year. The administration will present more detailed forward assessment data in the fall.
