Integrated programs report: Salem‑Keizer highlights early‑literacy investments, CTE gains and funding challenges

Rob Schoffer, director of integrated programs, presented the Salem‑Keizer 2024–25 integrated programs annual report at the Oct. 14 board meeting, highlighting braided grant investments, early‑literacy staffing and career‑technical education outcomes.

Schoffer said the district funds foundational skills specialists across all 42 elementary schools and at Edge by braiding the early literacy grant with Student Investment Account (SIA) funds. “We braid funds with our early literacy grant and SIA to fund these positions in all 42 elementary schools and at Edge,” he said, explaining the specialists support professional development, interventions such as high‑dosage tutoring and data tracking to identify students who need extra time to master early literacy skills.

Schoffer also highlighted career technical education (CTE) results: students who meet the district’s definition of CTE concentrators (at least two semesters in a career pathway) attended school and graduated at higher rates than nonparticipants, he said. The integrated programs supported a busy summer of learning in 2025, including credit‑recovery offerings across high schools, transition programs for incoming sixth and ninth graders and community‑partner enrichment programs at organizations including the Kroc Center, YMCA, Boys & Girls Club, Los Capaces and the Salem‑Keizer Coalition for Equality.

Schoffer identified two principal challenges to implementation: an absence of instructional coaches in many buildings and volatility in federal funding and policy, which complicates long‑term planning. “Without this dedicated support, adoption of evidence based practices has been slower and less consistent,” he said of missing instructional coaches. To mitigate funding volatility, Schoffer said the grant‑management team is strengthening processes for braiding funds and making contingency plans if restricted funds do not arrive as anticipated.

Board members praised specific local programs and shared positive observations from school visits. Directors asked for additional outcome data on instructional coaching effects; Schoffer said the district would provide more detailed analytics on request and work to expand targeted district‑level professional development, peer observation opportunities and other supports where coaches are not available.

Why it matters The integrated programs bundle multiple federal, state and local grants to target student groups and priorities, including literacy, CTE and mental and behavioral health supports. The district’s approach ties those investments to board goals and its new strategic plan, Climbing Together (2025–27).

What’s next District staff will continue to post full integrated program reports to the district website, provide the required Student Investment Account financial audit in winter, and supply the board with more detailed outcome data where directors requested it.

Ending Schoffer closed by noting improved alignment between integrated grant activities and board initiatives for 2025–27 and by thanking community partners who supported summer programming.