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Board briefed on $16 million integrated grants application, adds early‑literacy outcome and tutoring
Summary
District staff reviewed the integrated grants application — roughly $16 million in programs that now include early literacy — and outlined five outcome areas, strategies, funding braiding and a timeline toward an April 30 application deadline.
District staff presented an overview of the Gresham‑Barlow School District’s planned integrated grants application, which the presenter said totals about $16,000,000 and combines multiple state and federal programs, including a newly added early literacy grant.
Why it matters: The integrated grant bundle supports instructional alignment, culturally responsive practices, multi‑tiered systems of support, career pathways and early literacy across K‑12. District staff said aligning funding aims to sustain key programs if some revenue streams decline.
Key points staff shared: - The grant application centers five outcome areas: graduation/5‑year completion, ninth‑grade on‑track, third‑grade literacy, attendance and preK‑to‑postsecondary pathways. Early literacy has been added as a required outcome area for the grant cycle. - The district intends to use grant funds to pay for classroom teachers where allowable, add high‑dosage tutors at elementary schools, fund instructional coaching for intervention staff, and maintain curriculum and career‑connected learning pathways. - Staff described an approach of "braiding" funding sources (SIA, high‑school success/Measure 98, early literacy, federal funds) so core strategies remain stable even if a single funding source changes. - The grant requires measurable growth targets; staff reported current year growth on several measures and said they will work with the Oregon Department of Education to set realistic two‑year targets.
Program details: Staff noted that high‑dosage tutoring and coaching are requirements of the early literacy grant and that the district has hired classified assistants for each elementary school who will run structured small groups under licenced coach supervision. The district also plans to continue Panorama social‑emotional data use, alignment of curriculum purchases, and the addition of some classroom staff paid from grants to relieve general fund pressure.
Timeline and next steps: Staff said the application is due April 30 and that the board will be asked to approve the application at the April business meeting. The Oregon Department of Education (ODE) will review the application; ODE will work with districts to co‑develop growth targets and finalize agreements in a post‑award process.
Ending: Staff asked board members to review materials and forward questions before the April 2 meeting, when the board will consider formal approval of the application.
