District reports measurable gains from Title I/LAP interventions, outlines integrated student support protocol

District staff presented data on Title I and the state Learning Assistance Program (LAP), reporting that many students served by those programs showed above-expected academic gains and describing new statewide guidance that requires an integrated student support protocol.

The presenter said the district uses I-Ready diagnostics for grades K-8 and interim SBA assessments for high-school credit-retrieval settings. The district reported that many students in Title I/LAP showed gains equivalent to or exceeding a year's growth in reading and math and that some individual students posted larger gains when measured by months-of-growth on diagnostic tools.

Staff explained changes to LAP allowable uses under state guidance: districts may use up to 15% of LAP allocation to deliver non-academic supports through partnerships if a needs assessment and an integrated student support protocol justify it. The presenter described the five-step integrated student support protocol the district will implement within its MTSS framework: (1) assess strengths and needs; (2) select evidence-based instruction and interventions; (3) build community partnerships and a service matrix; (4) plan integrated supports; and (5) monitor implementation and outcomes.

Board members asked how students served by multiple programs are counted and how the district will measure the fidelity of interventions. Staff said they will provide follow-up reports showing overlap of services (students in both reading and math interventions) and will build professional development and coaching into the plan to ensure fidelity. The district also said family engagement is a required element and that schools will conduct needs assessments before using LAP funds for partnered non-academic services.

No board action was required; staff will return with additional disaggregated data and plans for year-two implementation.