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Beaverton presents integrated programs annual report; attendance and some graduation measures improved, gaps remain
Summary
District staff presented the 2024–25 integrated programs annual report, highlighting progress on universal screeners, improved regular attendance for focal groups and small gains in 5‑year cohort completion. Staff described CTE outreach, paying course fees and reducing application barriers to increase access.
Beaverton School District staff presented the 2024–25 integrated programs annual report to the board on Sept. 9, summarizing outcomes, challenges and actions tied to the district strategic plan.
Staff highlighted five intended outcomes for the integrated grants: increase graduation rates, increase students’ sense of belonging, fully implement multi‑tiered systems of support (MTSS), provide rigorous standards‑based learning, and expand accelerated learning opportunities. The district said it implemented K–12 universal screeners for academics and behavior and worked to improve educators’ data literacy.
Key progress and findings presented to the board: - Regular attendance for focal groups rose substantially; staff reported an 11.7 percentage‑point increase in focal group regular attendance. - The district met the 5‑year cohort completion target for all students by a narrow margin (about 0.1 percentage point). - Teams continued ninth‑grade on‑track supports, mentoring and credit recovery options for students at risk of delayed graduation.
Challenges: staff reported that gaps remain in graduation outcomes for focal populations and that literacy and attendance remain critical priorities. The 2024–25 statewide data release was pending at the time of the presentation.
Career and technical education (CTE): staff described outreach tactics to increase equitable participation, including district‑wide roundtables that took counselors and graduation mentors on site visits to CTE programs, removing course fees for students, and eliminating barriers such as interviews or parent applications for districtwide CTE options. District staff said these efforts coincided with increases in enrollment in some CTE pathways (manufacturing, construction, behavioral health).
Staff said they intend to continue coaching and professional learning to support implementation of newly adopted curricula and to track outcomes tied to state metrics (four‑year and five‑year cohort completion, ninth‑grade on‑track, third‑grade ELA proficiency and regular attendance).
