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District staff details integrated programs, literacy work and expanded college-readiness testing
Summary
District presenters reviewed integrated grants and how the Student Investment Account and other programs support science-of-reading, literacy interventions, professional development and expanded testing opportunities for high-school students.
Coos Bay School District staff presented the district's integrated-programs report on Oct. 13, describing how federal and state grants are being used to support early-literacy work, intervention systems and expanded college- and career-readiness assessments.
Why it matters: Integrated-programs reporting collects multiple grants'financial and performance information in a single presentation so the district and the community can track how state and federal funds are used to improve student outcomes.
What staff said: - Literacy/Science of Reading: Staff described progress in third-grade English-language arts tied to the district's shift toward science-of-reading materials and aligned intervention and assessment systems (core materials, intervention curricula and assessment vendors were cited). Staff reported ongoing professional development and vendor-based training to help teachers implement the materials consistently. - Professional development: District staff said they provided multiple sessions so staff, educational assistants and specialists would share consistent language and practices, including training in Lexia Letters (language essentials for teaching reading and spelling) and vendor-supported modules. - Secondary offerings and testing: Presenters said the district has increased advanced coursework availability, AP offerings, dual-credit "2+2" classes and online course options, and that the district now pays test fees to expand access to SAT, ACT, AP and ASVAB testing for students. - Performance markers and goals: Staff referenced the state-selected long-term performance goals and local progress markers that are reported to ODE. They also noted variability in graduation rates over the last five years and flagged attendance as an ongoing concern affecting outcomes.
Next steps: Staff asked the board to review detailed metric spreadsheets and progress markers linked in the presentation; building-level data will be presented by administrators at upcoming board meetings.
