ODE Integrated Guidance Information

To review details of the 2025-2027 Student Investment Account grant agreement, please click the link below.

Centennial SD Student Investment Account Grant Agreement

Centennial Plan: Key Investments Maintained

• Dropout prevention staff
  • Youth transition, reconnections, senior success, graduation coach
• Electives for middle and high schools
• After school sports for middle schools
• Classified staff professional development
• College-level opportunities
  • AP classes, student assessment fees, community partnerships, Center for Advanced Learning, dual credit
• Elementary assistant principals
• Career Technical Education
  • Staff, equipment, 8^th grade support staff
• Centennial Virtual Academy
• ELD supports
• Systematic communication
  • Staff, program
• Mental & behavioral supports
• Tier team meetings (MTSS0
• Strategic plan implementation
  • Add Profile of a Graduate
• Implementation fo Integrated Plan

Centennial Plan: Key Investments Added/Changed

New Investments/Strategies

• Kindergarten educational assistants
• PK-3 Early Literacy TOSA

Changes to Investments

• Freshman On Track program: change from teaming model to 8th-to-9^th grade transition success focus
• LIcensed mental and behavioral support (Shift from SIA to M98 – 1.0 FTE)
• Reduce out-of-district Special Education placements and increase in-district placement

Reduced Expenses

• CMS REAP (M98)
• Integreate College and Career program with HS Counselors (M98 – 1.0 FTE)
• Centennial Virtual Academy (K-8 1.0 FTE certified, 1.0 FTE classified)

Some aspects of the Integrated Guidance process require the review or approval of the Board of Directors. Districts are required to post the minutes of Board meetings where these reviews/approval occurred. Please see the links below for Board meeting minutes relevant to the Integrated Guidance application process.

Wednesday, November 13, 2024

Wednesday, February 12, 2025

Wednesday, April 23, 2025

Wednesday, September 10, 2025

Wednesday, December 10, 2025

• Outcome A: Goal #1 – Each student in Kindergarten through 3^rd Grade will develop early literacy foundational skills necessary to position them for success.
  • A1: Ensure well rounded education for schools through additional administrative staff.
  • A2: Implement targeted instructional supports focused on early literacy.
     
• Outcome B: Goal #2 – Each student will feel safe, supported as learners, and experience inclusive classrooms and school communities that nurture their sense of belonging.
  • B1: Provide targeted support focused on dropout prevention.
  • B2: Provide additional electives at the middle school level.
  • B3: Implement culturally responsive and rigorous pedagogy for equitable outcomes for all, while integrating transformative social and emotional learning, and professional learning (PD, consultant, materials, time.)
  • B4: Enhance the college preparedness opportunities for high school students.
  • B5: Enhance the Career Technical Education opportunities for high school students.
     
• Outcome C: Goal #3 – Each student will be empowered to use their voice and exercise choice within their classroom and school communities.
  • C1: Increase the after school options for students at the secondary level.
  • C2: Implement a middle school CTE learning program to align with the high school.
     
• Outcome D: Goal #4 – Each student will engage in rigorous learning and receive the necessary support and resources to ensure their success in the academic pathways of their choosing.
  • D1: Continued implementation of a K-12 virtual academy, including enhanced college and career readiness at the high school.
  • D2: Provide staffing to support students receiving English Language Development.
  • D3: Provide staffing to support students who experience disabilities.
  • D4: Enhance core math and reading programs through curriculum and assessment materials.
     
• Outcome E: Goal #5 – All students will graduate with the skills necessary to thrive in a diverse and rapidly evolving world.
  • E1: Provide staffing and services to enhance our systematic communication across the District.
  • E2: Fully implement a K-12 multi-tiered system of support to include mental and behavioral health supports.
  • E3: Engage in long range planning to identify and implement our District’s strategic plan.
  • E4: Provide staff to provide oversight of various state grants reflected in the Integrated Plan.

This report was structured around guiding questions. Below, you can view each guiding question along with context and a response.

1. As you review your progress markers/overall reflection responses and reflect on plan implementation, how do you see your progress contributing to the Outcomes and Strategies in your plan and your Longitudinal Performance Growth Targets (LPGT)/Local Optional Metrics (LOM)?

We have seen the clearest implementation progress toward Outcome A: Each student in Kindergarten through third grade will develop the foundational literacy skills necessary for success, particularly through Strategy A2, targeted early literacy supports. The District strengthened training and leadership support for structured literacy programs and foundational literacy assessments, conducted monthly UFLI walkthroughs with administrator calibration, and used DIBELS benchmarking, progress monitoring, and weekly UFLI assessments to guide High Dosage Tutoring. Grade-level teams across all six elementary schools also aligned pacing, focal standards, learning targets, and expectations for proficiency. These actions create a more coherent connection among curriculum, professional learning, classroom implementation, and student evidence. They are intended to accelerate early literacy growth and contribute directly to the District’s early literacy LPGTs.

Progress also supports Outcome D: Each student will engage in rigorous learning and receive the support and resources necessary to succeed in the academic pathway of their choosing. The District reviewed its assessment system and determined that Smarter Balanced Interim Assessments provide stronger alignment to Oregon standards and grade-level learning than the previous system. A plan is now in place to strengthen the use of curriculum-based formative assessments within rapid PLC improvement cycles in 2026–27. The District also completed a Roadmap ’27 dashboard tracking 12 strategic metrics, convened school and district Data Summits, and developed more targeted ninth- and tenth-grade data reviews. A new high school schedule will provide freshman teams with common preparation time for weekly review of grades, attendance, assessment, and discipline data. These structures are designed to strengthen instructional response, Ninth Grade On-Track, regular attendance, credit attainment, and ultimately graduation.

Other important progress includes strong partnerships with Schools Uniting Neighborhoods (SUN), culturally specific mental-health providers, Multnomah County, and other community organizations; the launch of a District Equity Advisory Committee; and Profile of a Centennial Graduate pilot projects that culminated in elementary and secondary Student Summits. Together, these efforts advance Outcomes B, C, and E by expanding student voice, authentic demonstrations of learning, community partnership, and public transparency. However, we view these primarily as improvements in implementation capacity. Continued monitoring will be necessary to determine whether they produce sustained improvement in the District’s LPGT and local metrics.
 

2. Where have you experienced barriers, challenges, or impediments to progress toward your Outcomes and Strategies in your plan that you could use support with?

The most significant challenge is progress toward Outcome B: Each student will feel safe, supported as a learner, and experience inclusive classrooms and school communities that nurture belonging. Spring 2026 survey results show a substantial decline in students’ positive perceptions as they move from elementary to secondary school: 80% of elementary students reported belonging at school, while only 48.5% of secondary students reported belonging at school. Only 64% of surveyed staff agreed that staff ensure all students feel they belong. Despite several years of culture- and climate-focused efforts, the District has not yet seen sufficient traction at the middle or high school levels. Multi-tiered Systems of Supports (MTSS) implementation varies considerably among schools, restorative practices are used more often in response to incidents than proactively, and the purpose and quality of advisory and SEL instruction are inconsistent.

A related barrier affects Outcomes B, C, D, and E: systems for PLCs, MTSS, attendance, student well-being, and academic intervention exist, but they do not yet operate as a coherent continuous-improvement system. Teams have access to growing amounts of information, but staff need additional training and usable protocols to disaggregate data, identify systemic patterns and root causes, select high-impact instructional or programmatic responses, and monitor whether those responses improve outcomes. Credit recovery generally begins after a student fails a course, rather than through a comprehensive system of preventive core support. Emerging bilingual students receive support through ELD courses, but intentional language-development supports are not yet consistently embedded across content-area instruction.
Authentic student and family partnership also remains uneven. The District has expanded surveys, family events, ParentSquare use, student focus groups, and the Equity Advisory Committee, but many engagement practices remain consultative rather than co-designed. Student and family advisory structures are not yet consistently active, participation and retention on the Equity Advisory Committee need strengthening, and feedback loops do not always clearly communicate how input changed a decision.

Support from ODE and regional partners is valuable in developing coherent MTSS and early-warning systems; strengthening secondary belonging, attendance, and dropout-prevention strategies; building administrator and teacher capacity for short-cycle formative assessment and PLC inquiry; and identifying culturally responsive models for engaging multilingual families and students as ongoing partners. Sustained and flexible funding is also important. Centennial’s progress depends on maintaining structured literacy training and coaching, High Dosage Tutoring, culturally specific mental-health partnerships, data-system development, and the staffing and collaborative time needed to turn emerging structures into consistent practice and measurable student outcomes.

 

Integrated Programs 2024-25 Annual Report

2024-25 Integrated Programs Annual Report Narrative

2024-2025 Integrated Guidance Supporting Materials

• CSD School Board Report Nov. 13, 2024 Q4 SIA Reflection Presentation
• CSD School Board Report Nov. 13, 2024 Q4 Reflection Questions
• CSD School Board Nov. 13, 2024 Meeting Minutes

2023-2024 Integrated Guidance Supporting Materials

• CSD School Board Dec. 13, 2023 Meeting Minutes – Draft
• CSD School Board Report SIA Dec. 13, 2023 – Presentation
• 2023-2024 SIA Grant Agreement

2022-2023 Integrated Guidance Supporting Materials

• Integrated Application Narrative - March 2023
• Integrated Planning and Budget Template
• CSD School Board Meeting Minutes 
  • March 8, 2023
  • March 22, 2023
• CSD School Board Report SIA March 22, 2023 – Presentation

For Student Investment Account information prior to the 2022-2023 school year, please contact info@csd28j.org.