Beaverton outlines K–12 literacy push including new materials, tutoring and secondary pilots

District staff presented an update on K–12 literacy instruction and interventions at the Beaverton School Board retreat on Jan. 28, describing new curriculum materials, coaching, targeted tutoring and a pilot of secondary English‑language arts materials that will lead to a recommendation to the board in April 2025.

Why it matters: District leaders said strengthening core literacy instruction, adding targeted interventions and aligning professional development are central to improving achievement and narrowing gaps for multilingual learners and students with reading deficits.

Deputy Superintendent Heather Corte and language‑arts staff described the elementary program changes that were implemented under an Early Literacy Success grant. The district selected HMH (Houghton Mifflin Harcourt) materials from the Oregon Department of Education (ODE) approved list and said those materials include built‑in scaffolds for multilingual learners, English language development mini‑lessons and printable organizers intended to build background and comprehension. Staff said academic coaches now support core instruction at all 34 elementary schools to help teachers implement the new materials.

Toshika Marizio, a district instructional leader, said research on language acquisition supports keeping multilingual learners in the classroom to receive structured literacy instruction. “Students don’t have to wait to learn to read until they’ve learned language,” Marizio said, describing the district’s integrated co‑teaching model for multilingual learners at the elementary level.

The Early Literacy Success grant requires five elements, officials said: (1) selection of evidence‑based instructional materials; (2) evidence‑based professional development; (3) academic coaches; (4) high‑dosage tutoring; and (5) extended‑learning opportunities such as summer programs. Staff said the district has implemented those pieces to varying degrees: academic coaches are in place at elementary schools, and high‑dosage tutoring is operating this year in 12 Title I schools through contracts with two vendors, Reading Results and Ignite Reading. Students were selected for tutoring using STAR screener and other diagnostic assessments; student growth is being measured with STAR.

At the secondary level, staff said the district is finishing winter STAR data collection for grades 6–12 and is conducting data‑literacy work with principals to identify instructional practices and teachers showing strong growth. The district has confirmed pilot teachers at almost every middle and high school and will pilot materials from two publishers — three weeks per publisher in most buildings, officials said — with a board recommendation scheduled for April 2025. Staff emphasized a planned sequence of professional development for middle/high teachers that includes adolescent literacy, co‑teaching for multilingual learners and publisher‑specific training, with additional summer work recommended for teacher preparation.

Administrators described in‑day interventions called “Wind Time,” a period in middle schools used to deliver targeted instruction identified by STAR data. Lexia PowerUp is being used as a tier‑2 intervention at middle and high schools; staff said the program is adaptive, provides online work and creates teacher lesson plans for small‑group instruction. Board members asked whether families can see lesson plans used by Lexia; staff said parent access is not currently provided but that would be an item to consider when selecting and scaling tools.

Board members asked about attendance and its impact on screening and growth. Staff said attendance is a district‑wide priority and is addressed through school‑level improvement plans and broader attendance initiatives tied to social‑emotional supports.

Several board members praised the work and asked for ongoing detail on outcomes as pilots and interventions proceed. One principal, Jen De Martino, described an after‑school program that uses Lexia lessons and small‑group staffing; she said the program targets students using STAR data, includes snacks and an activity bus, and this year received funding from the Beaverton Education Foundation (BEF).

What’s next: staff will continue winter data analysis, complete the secondary pilots and return to the board with a materials recommendation in April 2025. District leaders said they will keep monitoring growth measures from STAR and review tutoring and intervention results to guide further investments.

Nuts and bolts/clarifying details from the meeting: academic coaches in all 34 elementary schools; high‑dosage tutoring in 12 Title I schools this year via Reading Results and Ignite Reading; student selection for tutoring based on 2024 third‑grade OSAS outcomes and STAR diagnostic screens; Lexia PowerUp used as tier‑2 at middle and high schools and scheduled into Wind Time at many middle schools; secondary pilots involve two publishers, with pilot teachers in most schools and approximately three weeks per publisher; board recommendation expected April 2025; Early Literacy Success grant required five elements (materials, PD, coaches, high‑dosage tutoring, extended learning).