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Board reviews community engagement work, integrated grants and Cognia accreditation timeline
Summary
District staff updated the board on community-engagement follow-up from the bond campaign, detailed the integrated grants (SIA, early literacy, high-school-success, Perkins) process and timelines, and previewed the district's self-assessment for Cognia accreditation.
District staff briefed the Oregon City School Board on progress implementing board goals for community engagement and on preparations for the state’s integrated grants application and the Cognia accreditation self-assessment.
Staff described outreach conducted during the bond campaign and a continuing plan to maintain community ties through neighborhood and civic organization meetings and school visits. The board asked that staff produce a sustainable, verifiable sign-up system for events so members can coordinate attendance without exceeding public-meeting limits.
On integrated grants, staff summarized the state funding streams that must be combined in the district application and provided the district's latest projections: Student Investment Account (SIA) about $6.8 million; High School Success about $1.8 million; Early Literacy about $500,000; and Perkins career-technical education at roughly $65,000. Staff noted the projections are preliminary and will be finalized in the application.
Staff detailed allowable uses under each grant area. Early literacy funds are restricted to K–3 evidence-based literacy activities, professional development and high-dose tutoring; staff said high-dose tutoring is the intensive, frequent intervention targeted at students by data. Staff said the district is already funding a K–3 TOSA (teacher on special assignment) and using grant funds for professional development and to plan high-dose tutoring pilots.
The board discussed trade-offs for summer and extended-day programs because early-literacy funds are tightly restricted to K–3; staff said summer programming for older elementary grades will depend on layering additional funding (for example, Title I or other sources). Staff emphasized using data (student achievement, perception and health surveys, and focus-group feedback) to prioritize interventions and to test theories of action in pilot sites before scaling.
Staff also previewed the Cognia accreditation self-assessment process. The district collected survey and focus-group evidence aligned to the accreditation's key characteristics and standards and will submit the self-assessment to Cognia in April for review; Cognia's response is expected in June. Staff said the accreditation team has used an Atlas protocol to analyze data and identify missing data to guide next steps.
Board members asked for more detailed data packages and requested that the full integrated-grants application be presented at the next meeting. Staff said the application will be available to the board at the next meeting and that the board is scheduled to vote on the application on April 14. Staff will submit the finalized application to the state on the state timeline in May.
No formal vote was taken at the meeting; staff requested board guidance and will return with the application and recommended allocations for board action.
