Stanfield district outlines integrated-funds plan, highlights data-driven interventions

Beth, a district administrator, presented the district's required integrated funds plan for the 2024—25 reporting year and explained how the money is allocated across early literacy, high school success, special initiatives and student engagement. "We have been growing a data culture where we look at our student data 3 times a year to help create interventions for the kids that are not making progress," Beth said, framing the plan around frequent progress checks and targeted supports.

Beth walked the board through intended outcomes tied to the SIA and related funding buckets, noting the district met its 3rd-grade reading targets and certain 4-year graduation targets for focal populations but missed 9th-grade on-track and some 5-year completion targets. She identified concrete investments funded by the plan this year, including a literacy specialist (Kim Arwood), a behavior specialist, a social worker, expanded CTE pathway courses, kindergarten transition supports, and tuition reimbursement to retain special-education staff. Beth referenced a handout with the specific percentages for the common metrics and said the board can review the detailed tables in that packet.

The presentation included a discussion of data limitations: Beth said state reporting emphasizes achievement over growth and that the district is continuing to refine how it measures and celebrates longitudinal student growth. Board members asked clarifying questions about which targets were met and where small sample sizes affected results; Beth said the handout contains the numeric breakdowns and that staff will continue to adjust interventions midyear when students slip off benchmarks.