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Cascade SD 5 details RTI, Acadience and early‑literacy work to lift third‑grade proficiency
Summary
Administrators described use of Oregon RTI, Acadience benchmarks and targeted interventions to improve foundational reading by second grade and third‑grade OSAS performance, citing current foundational reading at about 55%.
District presenters described a multi‑pronged effort to lift early reading and third‑grade proficiency. Mr. Dyer said the district uses Acadience (also referred to as DIBELS) to benchmark foundational reading three times a year and monitors student progress through tiered RTI supports. He reported last year's foundational reading rate at roughly 55% and said the district is targeting an 80% proficiency goal by third grade.
"Our last goal on there is about increasing what are called nontraditional students in our CTE program..." Mr. Dyer said as part of a review of multiple goals, but when asked specifically about foundational reading he added, "We measure this through acadians or dibbles is what we would call it. And, kids are benchmarked 3 times a year, and we collect that data." School leaders also described teacher training in the science of reading and work with external RTI consultants to align intervention tiers across schools. Administrators stressed that growth is tracked as cohorts move through K–12 and flagged testing‑reporting challenges when comparing different yearly cohorts.
Board members expressed concern about teacher workload and asked whether the district is adding responsibilities to classroom teachers without removing other tasks. Presenters said RTI and specialist supports (reading specialists, instructional assistants) are intended to streamline work, but acknowledged capacity concerns.
