Beaverton School District

This 100-Day Plan for the Beaverton School District outlines the superintendent's initial goals and activities, focusing on community engagement and alignment with the district's existing strategic plan. It is structured around three primary pillars: Belong, which emphasizes student success through feeling seen, valued, and connected; Believe, which centers on recognizing the potential of every student and supporting their growth; and Achieve, which targets high performance in all aspects of the district to deliver results for students. The plan aims to build trust, foster stakeholder engagement, and review key areas to understand the current state and identify opportunities for improvement, ultimately reinforcing the district's core commitments.

The meeting focused on the selection of instructional materials for social studies, specifically contrasting comprehensive platforms with collections of targeted materials. The presenter introduced 'Inquiry Journeys', a K-5 inquiry-based social studies curriculum that incorporates student-led investigations, primary and secondary source analysis, and informed action projects. Discussion included aligning the curriculum with state standards, the integration of multicultural and diverse perspectives, and the importance of professional development and implementation support through an inquiry-based model.

This Long-Range Facilities Planning Report for Beaverton School District details an equity-centered planning process conducted from August 2024 through January 2026. The plan aims to address declining student enrollment, aging facilities, fiscal pressures, and the need for equitable access to high-quality educational environments. Guided by four 'North Stars'—Known, Seen, and Supported; Equitable and Sustainable Resource Stewardship; Culture of Connection and Belonging; and Preparing Students for Future Success—the report provides recommendations to achieve fiscal stability and ensure consistent, outstanding educational experiences for all students.

The Budget Committee meeting focused on reviewing the proposed budget, addressing committee questions, and discussing final comments from various zones. Key topics included strategic planning, the impact of staff cuts, the allocation of resources for special education support, literacy interventions, and the necessity of advocating for sustainable public education funding at the state and federal levels. The committee also touched upon the importance of fiscal responsibility and long-term sustainability while managing enrollment trends.

The work session focused on student assessment systems and multi-tiered systems of support (MTSS). Presentations covered the three forms of assessment used in Oregon schools—formative, interim, and summative—and their specific roles in guiding instructional decisions and monitoring student progress. The discussion included the balance between daily formative assessments and standardized summative assessments, the use of STAR as an interim universal screener, and the importance of using disaggregated data to inform educational outcomes. Additionally, the Board addressed common data interpretation pitfalls, opt-out policies, and the differences between short-term academic performance metrics and long-term graduation data.