Beaverton School Board reviews K–12 literacy progress as screening rates rise and tutoring expands

Beaverton School Board members heard an update Jan. 13 on the district’s K–12 literacy strategy, which leaders said has expanded coaching, universal screening and targeted high‑dosage tutoring funded by state and federal grants.

Shelley Regiani, associate director of teaching and learning and associate superintendent, opened the presentation and described the district’s approach as a K–12 literacy framework anchored in equity and three strategic goals: foundations of success, progress on standards, and college and career readiness. District presenters said Renaissance STAR screeners are administered three times a year to monitor the health of core instruction and to identify students for tiered intervention through an MTSS (multi‑tiered system of supports) framework.

The presentation included screening participation and early results: screening participation rose from 77.9% last fall to 91.3% this fall, the presenters said, and STAR data have correlated with OSAS results. District leaders described a K–5 implementation focus this year (elementary use of HMH curriculum in its first full year), a coaching structure developed with consultant Elena Aguilar, and monthly meetings that align building‑level coaches with district leaders.

Grant funding is central to the work. Presenters named the state Early Literacy Success grant (House Bill 3198 and the related early literacy initiative) and a federal Comprehensive Literacy State Development Grant awarded in August as primary funding sources. District materials purchases, coaching positions in elementary schools, and tutoring licenses for grades 1–3 were described as supported, in part, by those grants.

High‑dosage tutoring, a requirement of the early literacy grant, is being implemented in 15 Title I schools (grades 1–5), presenters said. The district reported classroom observations and early screening checks showing student growth; one onsite check reported three of four students who had been tutored showed significant reading growth. Presenters also said three middle schools are piloting Ignite Reading tutoring funded with TSI funds, and staff from those schools reported strong student engagement.

Board members asked for further detail. One member requested a future deep dive showing school‑level and subgroup disaggregation (race/ethnicity, EL status, special education and TAG identification). District staff said they will plan a data session that balances transparency and the need to protect assessment vulnerability, and committed to sharing aggregated progress and the design of that data dive with the board.

Concerns over vendor selection surfaced during questions. One board member said they were uneasy about outsourcing tutoring and noted Ignite is venture‑capital backed; they asked staff to evaluate alternatives (for example, Reading Results) and cost comparisons in the next budget cycle. District presenters did not promise an immediate vendor change but agreed to consider procurement and budget options.

The presentation closed with a staff request to schedule the deeper data review and an affirmation that coaches and principals will continue focused conversations by student group to replicate successful instruction across schools.

The board moved on to its next agenda item; presenters offered to provide the requested data and follow‑up materials to the board and public at a later meeting.