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Board hears integrated programs plan (SIA, High School Success, early literacy); staff invites public feedback
Summary
District staff presented the Integrated Plan (Student Investment Account, High School Success, early literacy) outlining strategies (tutoring, professional development, literacy teachers) and proposed staffing and funding allocations; board discussion focused on K–2 priorities, class sizes and CTE certification pathways.
District staff presented the Integrated Plan (IP) that bundles the Student Investment Account (SIA), High School Student Success funding and early literacy investments.
The presenter described how the plan was built from family engagement nights, surveys, student feedback and advisory meetings and said the plan emphasizes parent/community engagement, high‑dosage tutoring, professional development, social‑emotional supports, academic and CTE access, and college and career readiness. Staff said most SIA expenditures are personnel‑related (about 95–96% per the presentation) and listed funded positions including nurses, counselors, and reading teachers tied to early literacy efforts.
Numbers discussed in the presentation (as read during the meeting) included an SIA total stated in the transcript as $51,500,000, High School Success Act funding around $322,000 and additional early literacy allocations and positions (including 2.5 FTE referenced for elementary staffing). Staff said they will submit the IP and board minutes to the Oregon Department of Education and invited public comment and board questions.
Board members raised practical questions about the early literacy focus (K–2 is the stated priority), whether the district can extend support to K–5 or preschool if funds and need allow, and how class‑size decisions would be made. Staff clarified that the early literacy funds' focus is K–2 but expansion to K–5 is allowable based on need, and described possible staffing models such as a 0.5 FTE split between fourth and fifth grade to address class‑size pressure.
Board members also asked about Career and Technical Education (CTE) certification. Staff described efforts to pay testing, partner with regional providers (Treasure Valley), use ESD support, and develop a portfolio process for competencies where formal certificates are not available.
Staff asked for board direction and volunteers to serve on a negotiating committee related to implementation; a motion to approve the integrated program was moved in the meeting and a committee composition was discussed, although a final roll‑call vote is not recorded in the provided transcript.
