Board hears Integrated Guidance report; district spent full allocation and won new comprehensive literacy grant

District staff on Tuesday presented the board with the twice-yearly Integrated Guidance report that summarizes state-directed bundles of grants used for early intervention, high school success, student investment accounts and early literacy.

The report summarised program goals, use of funds and recent grant awards.

Why it matters

Integrated Guidance groups multiple state grants that support instructional interventions, graduation efforts, CTE and dual-credit opportunities. Board members were told the funding helps the district cover dual-credit tuition and CTE certification costs and supports interventions in K–3 through updated curricula and evidence-based materials.

What staff reported

- Program goals: Staff described district goals including increasing access to college and CTE exposure for historically underserved students, raising the graduation rate (the board’s stated target was 93 percent) and expanding mental-health and restorative-practice supports. Jody (district staff member) summarized the goals and said the district pays dual-credit tuition and CTE certification costs for students. Ken (district staff member) added that college partners include Treasure Valley Community College (TVCC), Oregon Tech, Eastern Oregon and Central Oregon Community College for culinary instruction.

- Early-literacy funding and curriculum: District staff said the EarlyLit funds (a narrowly prescribed K–3 literacy allocation) arrived late last year and were used to purchase updated intervention curricula for K–3. Staff also said the district was recently awarded a separate comprehensive literacy grant covering pre-K–12, which could broaden literacy work across grade levels. Christie Swan (literacy programs coordinator) was identified as overseeing the district’s literacy programs and instructional coaches.

- Spending and accountability: Staff reported that the district spent its $24,250 allocation for the integrated guidance bundle and said "we spend every penny" of that allocation; EarlyLit has more prescriptive allowable uses so less flexibility exists in reallocating those funds. Staff said the district conducts frequent progress monitoring and interim assessments and that state-level reporting requirements may evolve.

- Graduation and supports: To help increase graduation rates, staff cited rigorous attendance systems, restorative-practice training for staff, Link Crew for ninth-grade transition, community-building circles in classrooms, accountability projects K–12 and structured supports ("structured day") for students returning from suspension. Jose (counseling supervisor) coordinates counseling supervision and some interventions.

Staff cautioned that some state data remain embargoed and that final graduation-rate calculations will rely on state-released figures. The board did not take action on the Integrated Guidance report; the presentation was informational.

Quotes

Jody said the district "paid, I think, 40 or $50,000 last year just in tuition for kids" for college credits; staff framed the expenditures as investments in student access to dual credit and CTE. Christie Swan was identified in the packet as overseeing literacy work and instructional coaches.

What was not decided

The board did not vote on reallocations or policy changes tied to Integrated Guidance at the meeting. Staff noted that some grant amounts for the coming year are not yet finalized and that the district may need to reimagine programs if future grant awards change.

Next steps

Staff will continue semiannual reporting to the board, monitor interim assessment requirements from the state and report back when embargoed state data become available.