Because all children have the right to read and succeed. 3115 NE Sandy Blvd, Suite 229 | Portland, OR 97232 | (503) 477-8176 | www.readingresultspdx.org

About Reading Results

Working toward the vision that all children finish third grade reading at grade level, Reading Results partners with schools serving students who are low-income and students of color to provide a proven reading intervention program. Reading proficiently by third grade is critical to a child’s educational development. Falling behind creates challenges that negatively affect a student’s educational experience and self-esteem for years to come. Working through an equity lens, Reading Results is committed to helping struggling learners get on the path toward academic success and a brighter future. Our Reading Intervention Program

Reading Results identifies first, second and third graders falling behind in reading and provides a data-driven, evidence-based, highly-individualized direct and explicit reading intervention program. Our highly trained tutors (licensed teachers and parents and community members from the school communities we serve) deliver a culturally-responsive program designed to accelerate literacy and foster an academic mindset. Tutors meet 1:1 or 1:2 with struggling readers for 30 minutes, three times per week for 30 weeks of the school year.

Our Results

• Students who complete a full year in our program make an average gain of 16 months of reading skills over an eight month period

• Students who complete a year in our program make an average gain of 32 words per minute in reading fluency

Our Future

During the 2019/20 school year we’ll serve 800 students, but we know that there are more than 4,000 students in our current service area who need and deserve our program. Our work wouldn’t be possible without the generous support of local foundations, corporate citizens, individuals and partners like you. Please consider supporting Reading Results and join us in realizing our vision – because all children have the right to read and succeed.

www.readingresultspdx.org

Because all children have the right to read and succeed

Reading Results

Our Program 1. Service

• Three thirty-minute sessions/week for 30 weeks of the school year

• Students and tutors work 1:1 or 1:2

• 18-22 first, second and/or third grade students served at each school (standard program)

• Instruction reinforces foundational reading skills, and is highly individualized, evidence- based, direct, and explicit

• Instruction is strategy-centered by teaching students specific strategies and skills necessary to become confident readers

• Students are guided toward developing an academic growth mindset, including internalization of the concepts “I belong at school” and “I’m responsible for my own learning”

• Individualized instruction sends a strong message to students that the community cares about them and that reading is important

• School-wide Family Literacy Events provide techniques to parents to support emerging readers at home

2. Assessments

• Baseline student assessments are conducted at the beginning of the school year and guide instruction

• Weekly progress monitoring guides lesson planning

• Mid-year and end of year comprehensive assessments are provided to school principal and classroom teachers

3. Staff

• The team at each school is comprised of two parent tutors, one senior tutor and a program site manager

• Senior Tutors are retired teachers or professional reading skills tutors

• Parent Tutors are recruited from the school community and trained by Reading Results to provide excellent instruction in foundational reading skills

4. Partnership

• We believe that the core of teaching and learning happens in the classroom

• We partner with each school/school district served to support the prioritization of

successful third grade reading and acceleration of reading skills

• Reading Results Program Team collaborates with school staff to coordinate student services and drive student achievement

5. Organization

• Reading Results follows an officially-adopted Racial Equity Policy which informs both our program delivery and employment practices

• We follow a continuous improvement model

Reading Results

Board of Directors 2019/20 John Wendland (Chair), President, Portland Bindery (503) 223-1145 | john@portlandbindery.com Mark Berkovitch (Treasurer), Director of Sales, CenturyLink Business (503) 892-2503 | mark@berkovitch.com

Payal Ramakrishnan (Secretary), Strategy Consultant (718) 790-8985 | payal.ramakrishnan@gmail.com

Kevin Bacon, Director, 3 to PhD Collaborative, Concordia University (503) 493-6335 | kbacon@cu-portland.edu

Brian Lenius, 2nd Vice President and Actuary, The Standard (971) 321-8550 | brian.lenius@standard.com David G. Mertens, Managing Director, Jensen Investment Management (retired) (720) 480-4075 | dave_mertens@outlook.com

Margie Rosenthal, Former Special Education Teacher, Organization Co-Founder (503) 341-4441 | rosenthalpdx@comcast.net

Reading Results Our Financials – 2019/20 Fiscal Year

REVENUE

Foundations $500,000

Schools / School Districts $192,000

Fundraising Event $135,000

Corporations $55,000

Individuals $35,000

Government $6,000

Organization Cash $31,592

Interest Income / Other $100

Total $954,692

EXPENSES

Program $766,180

Fundraising $111,549

Administration / General $76,963

Total $954,692

Reading Results School Partners

20 Schools

Centennial School District

• Butler Creek Elementary School

David Douglas School District

• Earl Boyles Elementary School

Portland Public Schools

• Boise-Eliot/Humboldt School • Bridlemile Elementary School • Capitol Hill Elementary School • Chapman Elementary School • Duniway Elementary School • Faubion School • Grout Elementary School* • Irvington Elementary School • James John Elementary School • KairosPDX • Martin Luther King Jr. School • Rosa Parks Elementary School • Sabin School • Scott Elementary School* • Sitton Elementary School • Vestal Elementary School

Reynolds School District

• Davis Elementary School • Glenfair Elementary School

*New school partner for 2019/20

Boise-Eliot/Humboldt (PPS)

Sitton (PPS)

James John (PPS) Rosa Parks (PPS)

Faubion (PPS)

KairosPDX (PPS) MLK Jr. (PPS)

Sabin (PPS)

Irvington (PPS)

Scott (PPS)

Bridlemile (PPS)

Capitol Hill (PPS) Duniway (PPS)

Vestal (PPS)

Earl Boyles (DDSD)

Glenfair (RSD) Davis (RSD)

Butler Creek (CSD)

Grout (PPS)

2019/20 School Partners

Chapman (PPS)

Reading Results

Partners/Funders Reading Results is grateful for the support of the following foundations and corporate sponsors:

Alaska Airlines Amazon Smile Foundation AT&T - Oregon Autzen Foundation Anita and Alan Beck Charitable Trust Becker Capital Management, Inc. Benevity Community Impact Fund Anne A. Berni Foundation Braemar Charitable Trust CareOregon Children’s Institute of Oregon Chiles Foundation Christ Church Episcopal Parish The Collins Foundation Columbia Bank Columbia Benefit Solutions The Concordia Foundation Dame Consulting East Portland Action Plan, City of Portland East Portland Rotary Foundation Elliott, Powell, Baden & Baker, Inc. Epping Family Foundation Fairbridge Foundation Ferguson Wellman Capital Management Fred Meyer Community Rewards The June & Julian Foss Foundation Leotta Gordon Foundation Goulder Family Foundation The Healy Foundation Hibler Franke Foundation Henry Lea Hillman Jr. Foundation Summer Lea Hillman Foundation The Holzman Foundation Hoover Family Foundation The Howard Wallis Irwin and Dorise Carlyon

Hinton Irwin Foundation The Jackson Foundation Jensen Investment Management The Johnson Charitable Trust (check) Kinder Morgan Foundation The Mason Charitable Trust Maybelle Clark Macdonald Fund Meyer Memorial Trust

James F. & Marion L. Miller Foundation Moda Health Multnomah County NW Natural Nutter Family Foundation OnPoint Community Credit Union Baron/Gilbert Fund of The OCF CHS Fund of The OCF Gaylord-Eyerman Family Fund of The OCF Fred Fields Fund of The OCF Ned and Sis Hayes Family Fund of The OCF Leatherwood Family Fund of The OCF Morton and Sophie Pelzner Memorial

Fund of The OCF Nike Community Impact Fund of The OCF Robert and Barre Stoll Fund of The OCF Thrasher Family Fund of The OCF Catherine and Mark Turner Fund of The OCF Charles and Nancy Tauman Family Fund of The

OJCF Kathleen and Louis Jaffe Family Fund of The OJCF Oregon Jewish Community Youth Foundation Pacific Power Foundation The Pestcoe Family Foundation Portland Children’s Levy Portland General Electric Portland Timbers Community Fund of The OCF Robert D. and Marcia H. Randall Charitable Trust Reading Results Board of Directors RE/MAX Equity Group Foundation The Renaissance Foundation James and Shirley Rippey Family Foundation Ross Stores, Inc. Rotary Club of Portland Arlene Schnitzer The Harold and Arlene Schnitzer CARE

Foundation The Dan and Irene Hunter Fund of The Seattle

Foundation SEMpdx Schlesinger Family Foundation Silicon Valley Community Foundation Silver Family Foundation

Reading Results

Social Venture Partners Portland Spirit Mountain Community Fund The Stimson-Miller Foundation The Swigert Foundation The Standard The Standard Giving Campaign Trail Blazers Foundation Fund of The OCF Herbert A. Templeton Foundation Rose E. Tucker Charitable Trust U.S. Bank/U.S. Bancorp Umpqua Bank Charitable Foundation Union Pacific Foundation United Way of the Columbia-Willamette Vartanian Family Foundation Juan Young Trust WaterStone Wells Fargo Community Bank Wells Fargo Advisors Joseph E. Weston Public Foundation Wheeler Foundation Windermere Foundation Wintz Family Foundation The Wobbrock Family Fund …and THANK YOU to our many dedicated

individual donors!

Reading Results

Racial Equity Policy

Mission: Working toward the vision that all children have the right to read and succeed, Reading Results partners with schools serving low-income students to provide a proven reading intervention program.

The board, leadership and staff of Reading Results are dedicated to closing the opportunity gap and accelerating early grade reading mastery for students of color and students who are low-income. We strive to support the schools and school districts we serve by partnering to put students on track for third-grade reading success and, ultimately, graduating high school prepared for college or career.

Educational equity at Reading Results means (1) narrowing the gaps between the lowest and highest performing students and (2) eliminating the racial predictability and disproportionality of which student groups occupy the highest and lowest achievement categories. The concept of educational equity goes beyond formal equality - where all students are treated the same - to fostering a barrier-free environment where all students, regardless of their race, have the opportunity to benefit equally. Educational equity benefits all students, and our entire community. We support school district and school efforts to achieve educational equity, by providing additional and differentiated resources to support the success of all students, including students of color.

With these commitments in mind, Reading Results will work to:

1. Raise the reading achievement of early-grade learners while narrowing the gap between lowest and highest performing students;

2. Eliminate the racial predictability and disproportionality in early-grade reading;

3. Target our financial and human capital resources towards Title I schools serving large populations of students of color;

4. Disaggregate outcomes data by race/ethnicity, language spoken at home, and gender with theexpress purpose of utilizing data in updating practices to address inequity;

5. Employ a workforce reflecting the diversity of the students we serve and operate with equitableemployment practices;

6. Provide ongoing professional development designed to ensure staff deliver culturally competentpractices, curriculum, and guidance;

7. Provide challenging curriculum dedicated toward driving accelerated learning, and in whichstudents see themselves reflected;

8. Embody high expectations for the students we serve and foster development of an academic

mindset so that students see themselves as learners and collaborators in their own education;

9. Proactively stay informed of, and act within, an equity lens and policies of school districts and

schools served.

Adopted by vote of the READING RESULTS Board of Directors on November 20, 2014:

Date: November 20, 2014

Signature: Ashley Vaughn, Secretary, Board of Directors

Reading Results What People are Saying

“Reading Results has had a positive impact on our student data. The partnership allows us to target specific needs of our students, and we have seen growth in their reading ability because of the interventions provided by the Reading Results team. Reading Results has provided job opportunities for our parents, which helps raise the confidence and opportunities in our community. I value our partnership with Reading Results and consider the support a valued asset to our student’s success!”

-Ericka Guynes, Principal Earl Boyles Elementary School 2013 Oregon Elementary Principal of the Year

“All of us who run businesses in this region are so dependent on a vital, diverse, fluent, educated and literate work force. The work Reading Results is doing is critical to our future.”

- Mike Golub, President of Business, Portland Timbers

“Our students in Reading Results experience reading gains at a higher rate than those students who don’t have Reading Results.”

- Tamala Newsome, Former Principal, Portland Public Schools “Reading Results is one of the best examples in our community of an organization that has succeeded in building effective partnerships and delivering quality instruction to academic-priority children. The fact that the schools themselves invest in the program, at a time when resources are so scarce, is a sure sign of the high regard with which principals and teachers value the Reading Results program.”

- Dan Ryan, Former CEO, All Hands Raised “Our partnership with Reading Results has been amazing for our students. The confidence they experience as they become readers and the joy they experience when they can unlock text and all the worlds that books provide is really powerful.”

-Dana L. Nerenberg, Principal, Sitton Elementary School

“Not all children need an intervention program like this one. However, all children must learn to read and read well. Reading is the gatekeeper to their future. The work of Reading Results assures that gate will be open to more children.”

-Jane Fielding, Former Principal, Portland Public Schools

Reading Results

Our Program in Action

2018KIDS COUNTDATA BOOKSTATE TRENDS IN CHILD WELL-BEING

152018 KIDS COUNT DATA BOOK

Since 1990, KIDS COUNT has ranked states annually on overall child well-being using an index of key indicators. The KIDS COUNT index uses four domains to capture what children need most to thrive: (1) Economic Well-Being, (2) Education, (3) Health and (4) Family and Community. Each domain includes four indicators, for a total of 16. These indicators represent the best available data to measure the status of child well-being at the state and national levels. (For a more thorough description of the KIDS COUNT index, visit www.aecf.org/resources/the-new-kids-count-index.)

This year’s Data Book presents current data and multiyear trends, which — whenever possible — compare data from 2010 with those from 2016, the most recent year available for most indicators. These data allow the Foundation to assess how the country’s children have fared during the economic recovery experienced after the Great Recession. State rankings focus only on the most recent data.

NATIONAL TRENDS IN CHILD WELL-BEING

Data over a recent period of six or so years reveals positive and negative developments in child well-being nationally (see pages 16 and 17). Broadly speaking, children experienced gains in the Economic Well-Being domain, but saw mixed results in the Health, Education and Family and Community domains.

All four Economic Well-Being indicators improved during the recovery. Fewer children were living in poverty, more parents were employed and fewer families were spending a disproportionate amount of their income on housing costs.

Nonetheless, in 2016, one in five children lived in poverty.

In 2016, the national unemployment rate was 4.9 percent; it has since declined to 3.9 percent.30 Given this change in unemployment — one of the key factors to improving the financial stability of families — the Foundation expects to see ongoing progress in this area.

Meanwhile, two of the four Education indicators — fourth-grade reading proficiency and high school graduation — showed some improvement. Notably, with 84 percent of high school students graduating on time in the 2015–16 school year, the nation’s graduation rate reached an all-time high.

The Health domain largely remained unchanged except for children’s health insurance. Far fewer children lacked access to coverage in 2016 than before the recession. The Foundation attributes this precipitous drop in the number of uninsured kids to expanded public health coverage.

Trends in the Family and Community domain were mixed. The teen birth rate continued its decline, reaching a new low. And a smaller percentage of children were living with parents who lack a high school diploma. However, the percentage of children living in single-parent families, who tend to have fewer resources, was higher in 2016 than in 2010.

Especially troubling is the number of kids growing up in high-poverty neighborhoods. Although the percentage of children in these neighborhoods declined compared with last year’s measure — the first decrease since the recession began — 13 percent of the nation’s children continued to live in communities where poverty rates were at or above 30 percent in 2012–16.

30 STATE TRENDS IN CHILD WELL-BEING

EDUCATIONThe early years of a child’s life lay the foundation for lifelong success. Establishing the conditions that promote educational achievement for children is critical, beginning with quality prenatal care and continuing into the early elementary years. With a strong and healthy beginning, children can more easily stay on track to remain in school and graduate, pursue postsecondary education and training and successfully transition to adulthood. Yet our country continues to have significant gaps in educational achievement by race and income.42 Addressing these gaps will be key to ensuring the nation’s future workforce can compete on a global scale.

Fourth-Graders Not Proficient in Reading: 2017

NATIONAL AVERAGE

AFRICAN AMERICAN*

AMERICAN INDIAN*

ASIAN AND PACIFIC ISLANDER*

LATINO

NON-HISPANIC WHITE

TWO OR MORE RACES*

65%

81%

79%

44%

78%

54%

60%

BETTER

BETTER

BETTER

BETTER

BETTER

BETTER

BETTER

Note: Improvements occurred between 2009 and 2017. Source: U.S. Department of Education, National Center for Education Statistics, 2017 National Assessment of Educational Progress. Data are for non-Hispanic children.*

332018 KIDS COUNT DATA BOOK

FOURTH-GRADERS NOT PROFICIENT IN READING

Reading proficiency by the end of third grade is a critical marker in a child’s educational development. By fourth grade, children use reading to learn other subjects. Therefore, mastery of reading becomes important for students to keep up academically. Children who reach fourth grade without being able to read proficiently are more likely to struggle academically and eventually drop out of school. Low reading proficiency also reduces earning potential and chances for career success as adults.46 Although there have been some improvements since the early 1990s, progress has been slow, and racial and income disparities remain.

Data Highlights

• An alarming 65 percent of fourth-graders in public school were reading below proficiency in 2017, a slight improvement from 2009, when 68 percent scored below proficient.

• State differences in fourth-grade reading levels among public school students were wide. In 2017, Massachusetts had the lowest percentage of fourth-graders who are not proficient in reading, at 49 percent, compared with a high of 75 percent in New Mexico. Massachusetts was the only state where more than half of fourth-graders were proficient in reading.

• In 2017, 81 percent of African-American, 79 percent of American Indian, 78 percent of Latino and 60 percent of multiracial fourth-graders were not proficient in reading, compared with 54 percent of white and 44 percent of Asian and Pacific Islander students.