Superintendent's Corner

Volume 1, No. 4 October 31, 2024

This year has already brought a few challenges, but also many successes. Madison and Eastside teams handled the power outage with resilience and grace, and the Millicoma staff navigated the start of the year with unexpected water damage. Thank you all for your adaptability and dedication in supporting our students and each other.

Pre-ACT

I also want to recognize our secondary teachers for implementing the Pre-ACT for the first time to all 8th, 9th, and 10th graders. Although there were a few hiccups in testing protocols, it went smoothly for our first attempt. By introducing our 8th, 9th, and 10th graders to the Pre-ACT, we are helping them develop critical testing skills and assess their readiness for postsecondary education. Taking standardized exams is an important life skill, as these testing experiences will support students in their academic journeys and future professional lives.

Activities

In addition to our academic initiatives, our extracurricular programs in the CBSD are critical in keeping students engaged, challenged, and connected. To our coaches and club advisors, thank you for providing opportunities where our students can grow, build meaningful relationships, and develop the personal skills that will benefit them in all aspects of life. Your coaching and mentorship is invaluable.

Elementary Teachers

Our elementary teachers have shown exceptional professionalism in participating in the DILT (District Instructional Leadership Team) and BILT (Building Instructional Leadership Team) walkthroughs. These collaborative processes have been a showcase in outstanding teaching, pedagogy, and classroom management. Thank you for your engagement and flexibility in these efforts, which are vital to creating an environment where every student’s strength and need are known and supported.

Support Staff

Again, I can’t thank our support staff enough for their continued commitment to our students and community. Our bus drivers, cafeteria staff, educational assistants, IT, maintenance, and district support staff are outstanding! We couldn’t engage in this mission without your support and professionalism. Your dedication ensures that our students have a safe, nurturing, and efficient environment to learn and grow. From the early morning bus rides to the nutritious meals, the technical support, and the maintenance of our facilities, every role you play is crucial. Your hard work and unwavering dedication do not go unnoticed, and we are deeply grateful for everything you do. Thank you for being the backbone of our schools and for making a difference every single day.

Alignment

Across CBSD, our commitment to a revitalized Professional Learning Community (PLC) process, the Science of Reading at the elementary level, Multi-Tiered System of Supports (MTSS), and ensuring ALL students receive 120 minutes of daily reading, writing, and discussion reflect our shared goal of advancing both student and adult learning. Thank you for fostering a district-wide culture where students and adults are engaged in robust learning experiences. It reminds of the saying, "when adult learning is high, so is student learning."

Halloween

Tonight is Halloween, a festive time for creativity, community engagement, and fun! As we celebrate, let’s keep safety at the forefront—encouraging our students to stay visible, travel in groups, and enjoy the evening responsibly. Halloween is a wonderful chance for our community to connect, and we hope everyone has a fantastic night filled with treats, costumes, and memorable moments.

Civil War Game

Adding to the excitement this week is the Friday Civil War football game between the Pirates and Bulldogs, a historic rivalry that unites our two communities and highlights the hard work of NBHS and MHS student-athletes and coaches. We invite everyone to join in the festivities, supporting the Pirates with pride, sportsmanship, and enthusiasm.

Thank you for your unwavering commitment to our students and community. Together, we are creating a district where ALL students are known by name, strengths, and needs, and ALL students graduate with a plan: Enrolled, Employed, or Enlisted (3Es). Let’s continue to push forward with purpose, building a culture that supports each CBSD student and ensuring, as always, that “the students who need the most deserve the best.”

One Compass—One Goal—One Mission,

Dr. Justin Ainsworth

Superintendent of Schools

Our mission of knowing ALL students by name, strengths, and needs and ensuring they graduate with a plan requires district-wide alignment. We are moving away from site-based autonomy to a coherent, aligned system where elementary schools provide consistent programming, curriculum, and standards to create equitable student experiences. Secondary schools are aligning vertically, enabling a seamless academic pathway from middle school to high school, with alternative education pathways that support and align with our vision.

Duality of Principal Leadership (leadership & management):

Being a principal is one of the most challenging roles in our district, requiring strong leadership and the ability to manage multiple responsibilities and stakeholders. Principals wear many hats as they lead and support certified and classified staff, communicate with parents, engage with community members, and interface with Board members, district office staff, and—most importantly—our students. To fulfill these duties while focusing on instructional leadership, principals are being asked to spend at least one-third of their day engaged in instructional practices. To achieve this, principals will be strategically delegating non-instructional responsibilities to support staff (new principal evaluation model illustrated below).

Our support staff play a vital role in enabling this focus on instructional leadership, and as principals shift their practices, support staff will need to adopt increased managerial responsibilities. “It’s not the principal’s job alone to manage the building. It’s everyone’s job to manage the building.” This team effort is essential to maintaining a focus on our mission of supporting all students and ensuring their readiness for the 3Es.

Standards and Curriculum: One of our primary goals in CBSD is to ensure that every student has access to a robust, guaranteed, and viable curriculum that supports their academic growth. Moving toward a standards-based curriculum ensures consistency, equity, and rigor in every classroom. As Dr. Robert Marzano emphasizes, “A guaranteed and viable curriculum is the single most important initiative a school or district can engage in to raise student achievement.” This approach means that every student is guaranteed access to the same essential knowledge, skills, and learning experiences across classrooms, while focusing on essential standards and prioritizing depth over breadth. Our commitment to a standards-based approach reflects our dedication to educational equity and excellence, paving the way for each CBSD student to reach their full potential and graduate with a clear plan—whether Enrolled, Employed, or Enlisted.

Advanced Placement (AP) Access: Expanding AP course offerings at the secondary level is a priority. By broadening our range of AP subjects and supporting more students to enroll, we are building essential critical thinking skills and preparing students for the rigor of college-level work. AP courses also provide potential college credit, which can reduce the cost of higher education. This expansion aligns with our goal to create a high-expectation, high-support environment that prepares students for a wide range of postsecondary pathways.

Upper-Level Math Opportunities: To raise academic expectations in mathematics, we are creating systems to support more middle school students in completing Algebra 1 and even Geometry before high school. Starting advanced math in middle school raises the “math ceiling” for these students, allowing them to pursue higher-level math courses in high school. This expansion opens doors to STEM fields and prepares students for competitive postsecondary programs and high-demand careers.

To align resources with our strategic goals, several critical adjustments are planned:

• Graduation Requirements: We are exploring adjustments to graduation requirements, including a potential research course (such as AP Seminar) for all students to build skills in academic writing, collaboration, and presentation. Additionally, we are considering requiring four years of math for all students, supporting their readiness for college and career.

• Master Schedules: Secondary master schedules should reflect our commitment to high academic standards by increasing access to upper-level math, additional AP courses, CTE, Fine Arts, and ensuring ALL students have access to grade-level courses, standards, and curriculum.

• Special Education and TAG Services: Special Education and TAG Services are critical in creating an inclusive environment that addresses the full range of academic and developmental needs within our student body. Enhancing our instructional models for SPED and TAG students is essential to ensuring that each learner has the individualized support and challenge they need to thrive. By strengthening these services, we reaffirm our commitment to equity and excellence, recognizing that all students deserve opportunities that align with their strengths, potential, and unique needs.

• Principal Evaluation, PLC Process, and Data-Driven Information Process (DRIP): To strengthen instructional quality, we are introducing a revised Principal Evaluation Process (below), a structured PLC process, and the Data-Driven Information Process (DRIP). The Principal Evaluation Process will center on instructional leadership and measurable outcomes; PLCs will facilitate collaboration and best practices; and DRIP will drive data-informed decision-making, promoting a culture of continuous improvement. Manuals for the Principal Evaluation Process, PLC Process, and DRIP are forthcoming and will be shared soon.

In the Coos Bay School District, we believe that a well-organized and clean classroom is essential to fostering a positive learning environment. A tidy, orderly space not only reflects professionalism but also sets the stage for clear thinking and effective learning.

When students walk into an organized classroom, they experience a sense of stability and focus. A clutter-free environment reduces distractions, allowing them to engage more fully in their educational experience. It also instills the value of personal responsibility—when students take ownership of their surroundings, it reinforces their capacity for self-discipline and respect for shared spaces.

As educators, our classrooms serve as models for students. By maintaining a clean and structured environment, we contribute to their academic success and personal growth, creating an atmosphere where learning can thrive. Let’s continue to lead by example, ensuring that every classroom is a place of inspiration, focus, and pride.

This quote illustrates and reinforces the importance of our PLC model. According to the author, "Teachers are being asked, in essence, to become part of a team where once they were lone operators. This same issue is being faced in medicine where doctors are asked to be less "cowboy" and more "pit crew" in order to produce better outcomes for patients. Because professional literature has emphasized the need to de-privatize teaching for the past decade, many school administrators now understand that teachers need the opportunity to collaborate with colleagues and schedule times for collaboration."

Our district's new mission statement is central to all that we do: Each student is known by name, strengths, and needs, and ALL students graduate with a plan: Enrolled, Employed, or Enlisted (3Es). This mission reflects our commitment to ensuring that every student in Coos Bay is prepared for life beyond school. It guides our work and reminds us daily of the importance of knowing our students as individuals, recognizing their unique abilities, and supporting them to achieve their full potential.