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District outlines expanded tutoring, project-based learning and new high-school courses
Summary
Board received reports on integrated programs, the start of a high-dosage early literacy tutoring program (19 tutors serving about 60 K–3 students), project-based learning expansion (Defined Learning), and multiple new high school course proposals including cybersecurity, advanced construction pathways, welding articulation with Clackamas Community College, health sciences, and a financial literacy graduation requirement.
District staff presented a suite of teaching-and-learning updates Dec. 12 focused on integrated programs, early-literacy interventions and new high-school course proposals.
Speaker 9 reviewed the district's annual integrated-programs submission to the Oregon Department of Education and highlighted outcomes including expanded student engagement measures (Studer survey) and work on attendance and engagement barriers. He reported the district has launched a high-dosage early literacy tutoring program for K'3 students: 19 trained tutors (a mix of certified and classified staff) are servicing about 60 students in 1:1 or 1:3 sessions twice a week for a 10-week cycle. "We have about 60 students that are being serviced," Speaker 9 said, and described transportation and timing logistics for after-school tutoring.
On curriculum, Speaker 12 outlined proposed high-school offerings designed to strengthen career-technical pathways: transcripted cybersecurity credit, advanced construction A/B (framing/roofing and electrical/plumbing) with internships and industry partnerships, welding course articulation with Clackamas Community College leading to initial welding certificates, an intro to health sciences and a financial-literacy course aligned with a new state 0.5-credit graduation requirement for the class of 2028. The board discussed options for sequencing, flexibility in taking A/B courses, and partnerships with local industry and Clackamas Community College to support certification and work-based learning.
Board members praised the proposals and asked for follow-up details on enrollment impacts, staffing and long-term program sustainability. Superintendent-level staff said they will present measurable outcomes and a district scorecard in January to track integrated-program metrics.
What happens next: staff will provide the board with the full integrated-program annual narrative (available in board packet/BoardBook), bring scorecard metrics to the January meeting, and return with implementation details for course articulation and internship pathways.
