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Continuous Improvement Plan (CIP)

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School Year: 2019-22

 

Last Updated: November 19, 2019

Beaverton School District

 

District Goal

WE empower all students to achieve post-high school success.

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Comprehensive Needs Assessment Summary

Data Examined

Data informing the development of the Continuous Improvement Plan include:

  • ORIS Needs Assessment results

  • Stakeholder perception data (elementary, middle, and high school students, staff, parents)

  • Student outcome data: student achievement and growth on state assessments, college-readiness testing results, regular attenders, 9th grade on track, graduation disaggregated by student group and reported to the School Board in February each year.

All student outcome data is disaggregated by student group and reported annually to the School Board and community.  Student, parent, and staff perception data is also disaggregated by race/ethnicity, gender identity, and sexual orientation.

Identified Strengths and Opportunities

Strengths

In 2019, greater percentages of Beaverton students meet or exceed state standards on the Oregon Statewide Assessment System (OSAS) than their peers statewide in all subjects tested at all grades.  BSD student groups also earned a higher percentage of Level 3 and 4 scores on the Smarter Balanced assessments than their peers statewide with the exception of migrant students. Cohort graduation rates in Beaverton are also higher than state averages for all student groups, again with the exception of migrant students. Over the past 5 years, the district has narrowed gaps in graduation rates for Black and Latino students at a greater rate than district statewide.  District average ACT scores are above the state average in all five subjects (even though the district tests all 11th grade students) and a greater percentage of our graduates enroll in two- or four-year colleges than their peers in Oregon.  

With the one exception identified below, the district has fully implemented all components of the ORIS Framework.  Many components of the Framework are monitored for overall effectiveness and continuously improved. Stakeholder Engagement was rated the highest of the five ORIS domains.  

In 2018-19, five in six students report their school has a safe, inclusive, and respectful environment, although this has declined slightly from the 2016-17 school year.  Black and LGBQ students report markedly lower rates that other students. At least 80% of all student groups report there is at least one adult at school who cares about them. Students in middle and high school report that there are lots of chances for students in their school to get involved in extracurricular school activities. 

More than 90% of parents reported in 2018-19 that they feel welcome and accepted at their child’s school and that they received good or excellent customer service from the school.

More than 90% of staff reported in 2018-19 that they feel welcome and accepted at their place of work and that they feel well-informed about what is going on in the district.

Opportunities

Students from historically underserved groups are not achieving at the same level as other student groups.  We must continue to improve curriculum and instructional practices to meet the needs of all learners, as well as to improve the design and delivery of educational supports to meet the needs of students from historically underserved groups. Priority areas for improvement are embedded in the District Strategic Plan Measures: student achievement in English Language Arts, mathematics, and science; college-readiness, career-related learning, and graduation rates for high school students, and regular attendance. 

The ORIS needs assessment results indicate a need for the development and implementation of a district-wide Multi-Tiered System of Support (Domain 4.5).  This was the only domain rated less than fully implemented.

Results from the 2018 Student Wellness Survey indicate that many students in the district face challenges in the social-emotional domain.  Fully 1 in 3 students in grade 11 rate their emotional and mental health as only fair or poor. 1 in 4 8th graders and 1 in 3 11th graders reported ceasing at least some of their usual activities for two or more weeks in a row over the course of the past year due to feeling sad or hopeless. These rates rose 4 percentage points from the 2016 survey and are markedly different from 2012 and 2014 as well. Responses by 10% of students in grade 8 and 15% of students in grade 11 indicate they may be experiencing a mental health concern requiring further assessment. Only 3 in 4 students report that there is an adult at school who can help them make decisions.

The district’s multi-year phase- in of pre-K programs provides an additional opportunity for investment as do the elements of the District’s High School Success plan, especially social-emotional learning support at the secondary level.  

Stakeholder feedback during the needs assessment for Student Success Act funding (described below) surfaced three potential opportunities for the district to consider in order to increase academic achievement and reduce disparities among historically underserved student groups:

Investment Opportunity

Most Frequently Identified By Stakeholders Representing
Increase the number of adults available to students/ reducing class size
  • All stakeholder
  • Students with disabilities
  • Emerging bilingual students
  • Migrant students
Increase behavioral health/social-emotional learning supports
  • Students navigating poverty
  • Homeless students
  • Students in foster care
  • LGBTQ students
Expand well-rounded learning opportunities available to students (including AP/IB, CTE, fine arts and PE)
  • Historically underserved race/ethnicity

 

Stakeholder Involvement

In addition to annual public reporting on strategic plan measures and efforts to the community, stakeholders (district and school staff, parents, and students), review data to identify needs and assess the effectiveness of improvement efforts.  Venues for assessing needs include District Cabinet, department meetings, the District’s ESSA Committee, school leadership meetings, the Multilingual Department Cabinet, the Special Education Advisory Committee, The Native American Parent Advisory Committee, the Superintendent’s Internal Advisory Committee, and the Beaverton Student Advisory Committee.