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At the October 11 meeting, in addition to the action on the proposed levy described above, the Board accepted a plaque from the Redmond Region Orchestra Boosters that the Guinness Book of World Records organization awarded for the record-breaking String Jam 2010. The Boosters put together the largest string ensemble ever, consisting of 392 players on violin, viola, cello and bass.  The Board awarded certificates of recognition to the National Merit Semi-finalists and Commended Scholars from International Community School and from Juanita High School.

At the September 27 meeting, Deputy Superintendent Traci Pierce reported on End Results 2 (Interdisciplinary Content Knowledge) and 3 (Interdisciplinary Skills & Attributes) for primary grades kindergarten through second grade. These policies define the end results desired for our students and what they are expected to know and be able to do as a result of their educational experience.

Dr. Pierce summarized a number of areas of strength including:

• Approximately 87% of students are meeting the standard in reading by the time they leave kindergarten and the number of students meeting standard grows between kindergarten, 1st and 2nd grade.
• The number of students at "Benchmark" on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment consistently increases from the beginning of year assessments to the end of year assessments.
• Approximately 80% of students are meeting the standard in writing by the time they leave kindergarten and the number of students meeting standard grows between kindergarten, 1st and 2nd grade.

She also outlined areas of question, potential concern and related actions, including:

• Based on data for the class of 2020, the number of students meeting standard in mathematics decreased from kindergarten to 2nd grade. We are continuing to focus on implementation of new mathematics curriculum and assessments.
• The disaggregated data shows the largest gaps in achievement are with our Black students, Hispanic/Latino students, students receiving English Language Learner services and students receiving Special Education services. Through the Continuous Improvement Process, principals are working to identify individual students' needs and strategies to help them achieve.
• We have a challenge in moving students who score at "Intensive" on the DIBELS to the "Benchmark" level. Last year we worked with teachers on progress monitoring and this year we continue to seek intervention strategies for students who require intensive intervention to get to "Benchmark" level.
• At a district level, we are developing a tiers of intervention strategy to better support and enable targeted interventions based on individual student need.

Board members were interested in more information on the students not performing at standard and whether mobility and low socioeconomic status were factors impacting those students' performance.