Board reviews needs assessment; district outlines how SIA, high‑school success and literacy grants will be used

Newberg‑Dundee School District staff presented a needs assessment tied to the district's integrated grant programs — the Student Investment Account (SIA), High School Success, early intervention systems and the early literacy grant — and outlined how community feedback will guide grant investments for the 2025–27 biennium.

Jillian, a district presenter, told the board that SIA funding and related grants have been braided to support attendance initiatives, career and technical education, early literacy and high‑school success programs. She said SIA funding in the current year is “4,000,000 plus dollars,” High School Success is about $1.5 million, the early intervention grant is roughly $12,000 and the early literacy grant was about $350,000 in the most recent year. Jillian said the district used YouthTruth surveys, a ThoughtExchange and in‑person events to gather community feedback.

Nut graf: The assessment prioritized academic challenge and student support, curriculum consistency, safety and mental‑health resources. Staff mapped the top community recommendations to allowable grant uses: SIA funding for English‑language development, literacy specialists, special‑education instructional assistants and counselors; High School Success for career‑technical education staffing, dropout prevention and credit recovery; early intervention for data and intervention systems; and early literacy for professional development, high‑dose tutoring and extended learning.

Public comment that preceded the discussion emphasized federal civil‑rights protections for students with disabilities and marginalized groups. Community member Stacy Gott, who identified herself as a district school psychologist and parent, urged continued federal oversight and protections, saying, “Abolishing the Department of Education will harm children, not protect them.” That comment framed her argument for maintaining supports that guarantee access and accommodations for students with disabilities.

Board members acknowledged differences in feedback between elementary and secondary families. Several board members asked staff to continue refining the grant investment plan and to present it again with the public‑comment period at the Feb. 25 board meeting, when the district will accept additional input before finalizing the 2025–27 grant application.

Ending: Staff said the investments listed in the presentation are the district's top planned uses, but that additional items appear in the district's annual report on the SIA posted to the district website. The board will revisit the proposed grant allocations at a future meeting and accept public comment on Feb. 25.