Superintendent's Blog

The Superintendent’s Blog serves as a platform to highlight the incredible work happening across Coos Bay School District (CBSD)—from celebrating schools, programs, and individuals making a difference to sharing updates on key district initiatives. This blog is also a space to provide deeper insight into CBSD’s efforts to improve student achievement outcomes, ensuring that our community stays informed and engaged. By sharing stories of innovation, excellence, and progress, we aim to reinforce our district’s commitment to ensuring that all students are known by name, strength, and need—and graduate prepared for their next steps, whether Enrolled, Employed, or Enlisted (3Es).

One of the most powerful phrases I’ve come to embrace in my time as an educator is this: Maslow before Bloom.

It’s a reminder that before we can expect students to reach high levels of academic achievement—represented by Bloom’s Taxonomy—we must first meet their most basic human needs, as outlined in Maslow’s Hierarchy. Said more simply: kids can't learn if they don't feel safe, seen, and supported. This isn't a theory—it’s a reality we see every day in our schools.

What Does “Maslow Before Bloom” Mean in Practice?

It means understanding that a child who is hungry, anxious, grieving, or housing-insecure is not going to be fully available for a math lesson, a writing prompt, or a science lab. As much as we care about academic rigor—and we do—we must always start with care, connection, and compassion.

We are educators, yes. But we are also mentors, advocates, listeners, and protectors. We must create environments where students feel safe enough to take academic risks, strong enough to recover from setbacks, and connected enough to believe that someone in the building truly cares about them.

Meeting Basic Needs: Our Commitment in Coos Bay

Across our district, we are taking Maslow before Bloom seriously:

• Breakfast and lunch are available to all students—because we know that nutrition is not just a health issue, it's a learning issue.

• We’ve invested in mental health partnerships and school-based counseling—because we know many students carry emotional burdens into our classrooms.

• School counselors, behavior specialists, and wellness teams are embedded into our systems—not as afterthoughts, but as core parts of how we support students.

• We are rethinking what it means to “be ready to learn”—and creating schools where students are not just instructed, but truly understood.

Relationships Accelerate Rigor

This truth cannot be overstated: relationships accelerate rigor. For many students, they don’t care how much you know until they know how much you care. Once a student knows that you care about them as much—or more—than you care about your content, something powerful shifts. They begin to engage, take risks, and show resilience.

Once they know you care, many students will work harder, try longer, and invest more—not just because they love the subject, but because they trust the person standing in front of them. That’s the human side of learning. That’s the foundation of academic growth.

High Expectations and High Support

Let me be clear: supporting students’ basic needs doesn’t mean lowering the bar. In fact, it’s quite the opposite. When students feel safe and connected, they’re more likely to stretch themselves, try hard things, and bounce back from failure. We owe them high expectations—but we also owe them the support to reach those expectations.

This is why we are working hard in Coos Bay to expand access to advanced coursework, CTE pathways, and academic intervention—while also strengthening our systems of emotional and behavioral support.

The Bottom Line

Maslow before Bloom isn’t a slogan. It’s a mindset. One that says we can’t teach the whole child if we only focus on test scores and standards.

Every student in our care deserves to be safe. To be seen. To be believed in. Only then can we expect them to analyze, evaluate, create—and ultimately, thrive.

Let’s lead with empathy. Let’s teach with purpose. And let’s always remember: hearts first, then minds.

One Compass-One Crew-One Mission

After 24 Years in Public Education, I’m More Convinced Than Ever: The Smartest Person in the Room Is the Room. That belief was deeply reinforced for me as I read Too Big to Know by David Weinberger several years ago.

In the book, Weinberger explores how knowledge itself has evolved in the digital age. What once lived neatly in books or with designated experts now lives in networks. Knowledge today is distributed, dynamic, and participatory—and that has huge implications for how we lead, learn, and serve in education.

Systems and Core Values Can’t Live in a Single Person—They Must Be Owned by Teams to Be Sustainable, Consistent, and Enduring

He writes: “The smartest person in the room is the room.” That line hit me like a freight train. Because in every success story I’ve witnessed over the last two decades—whether it was a school turnaround, a breakthrough in student performance, or a hard-fought victory—it was never about a single leader. It was always about the team. The room.

From Solo Expertise to Networked Wisdom

When I was a younger leader, I thought I needed to be the one with all the answers. I believed leadership was about carrying the weight, setting the direction, and making the calls. And while decisiveness and vision still matter, I now know this: leadership is not about having all the answers. It’s about creating the conditions where the best answers can emerge.

In Coos Bay, that means we don’t depend on one person to “save” a student or fix a system. We depend on teams—diverse, honest, mission-driven teams. I’ve seen the magic that happens when a group of educators digs into data together, challenges assumptions, and commits to collective action. That’s what it means to be in a smart room.

Weinberger notes that knowledge has moved from publication to participation. That’s true in science, and it’s true in schools. Teaching is no longer about one adult delivering fixed content to a group of passive learners. It’s about continuous adaptation—sharing practices, leveraging technology, learning from mistakes, and elevating voices that were once left out.

Teams Build Culture, Solve Problems, and Sustain Values

Over the years, I’ve come to believe that systems and values cannot live in an individual—not if they’re going to last. A charismatic leader might bring vision or urgency, but when they leave, what happens? If that vision doesn’t live in the habits, beliefs, and systems of the team, it disappears.

That’s why we’re so focused in Coos Bay on ensuring our core values—knowing all students by name, strength, and need, and ensuring all students graduate with a plan (3Es: Enrolled, Employed, or Enlisted)—are not situational or personal. They’re team-owned, system-embedded, and built to endure.

We’ve all seen school systems change direction with new leaders. The Coos Bay School District values are not based on personality. They are institutionalized through:

• Shared leadership and distributed expertise

• Protocols and data systems that persist regardless of who’s in the room

• Continuous learning and capacity building across all roles

24 Years In: What I Know for Sure

Now, with 24 years behind me and new challenges ahead, here’s what I know:

• The best ideas almost never come from the person in charge. They come from the team—when we’ve built the trust to speak freely and the systems to listen deeply.

• Complex problems demand collective thinking. There is no silver bullet. The closest thing we have is disciplined collaboration over time.

• It’s not about who gets credit. It’s about whether students succeed. And that happens when adults put ego aside and lean into shared responsibility.

• We don’t need to be the experts in everything. We just need to know how to build the room where expertise lives and grows.

Looking Ahead

In a world where “facts aren’t the facts,” as Weinberger says, and where knowledge is more fluid than ever, we can’t rely on static solutions. But we can rely on one another. In Coos Bay, our mission is to know every student by name, strength, and need—and ensure they graduate with a plan: Enrolled, Employed, or Enlisted. That mission is too important, too complex, and too urgent to leave to individuals. It belongs to the room.

As I look ahead, I’m focused on building smart rooms—with our staff, our families, and our students.

Because after 24 years, I know this: the smartest person in the room has never been a person at all. It’s been the room itself, every time.

One Compass-One Crew-One Mission

Over the past few weeks, I’ve been thinking deeply about what truly drives improvement in schools. Like many educators, I’m often asked what the “big idea” is—the strategy or program that will change everything overnight. But after years in classrooms and schools, one thing has become clear: there are no silver bullets in education.

What we do have, however, is something even more powerful—the aggregation of marginal gains.

I was recently reminded of this idea while reading James Clear’s Atomic Habits. He describes how Dave Brailsford, the performance director for British Cycling, led one of the most astonishing turnarounds in sports history—not through radical changes, but by committing to dozens, even hundreds, of tiny improvements.

Brailsford believed that if you could improve every aspect of cycling performance by just 1%, those small gains would add up to something significant. And he was right. Between 2007 and 2017, British cyclists won 178 world championships, 66 Olympic or Paralympic gold medals, and five Tour de France titles. These weren’t superhuman athletes—they were ordinary people who made consistent, intentional, small improvements over time.

This lesson applies just as powerfully to education.

In schools, we sometimes fall into the trap of looking for the one curriculum, one piece of technology, or one change that will transform teaching and learning. But real progress happens differently. It’s built lesson by lesson, conversation by conversation, decision by decision—1% at a time.

• One teacher giving clearer learning targets.

• One principal modeling instructional leadership.

• One team improving how they analyze student work.

• One school using time more effectively for intervention.

• One district focusing more on adult learning and less on compliance.

None of these changes will make headlines—but collectively, they transform outcomes.

It’s easy to overestimate the importance of defining moments and underestimate the impact of small improvements made consistently. Getting 1% better each day may not seem like much in the moment, but over time, those gains compound. According to Clear’s math, getting 1% better every day for a year makes you 37 times better by the end. On the other hand, getting 1% worse each day brings you close to zero.

Habits are the compound interest of self-improvement.

This means we don’t need sweeping reform to build excellent schools. We need discipline, consistency, and a shared commitment to getting just a little bit better every day.

Of course, none of us will be perfect every day. That’s why I also love Clear’s "never miss twice" mindset: if you slip, get back on track the next day. One mistake won’t derail you. It's the pattern of falling off and staying off that leads us away from our goals. In our schools, that means failing forward, planning for obstacles, and staying focused on the long game.

As we close out the school year and plan for the next, I challenge each of us—myself included—to look for the 1% gains in our own practice.

• How can I lead with more clarity?

• How can I better support our staff?

• Where can we improve our systems, our communication, our culture?

Success, as Jim Rohn once said, is "a few simple disciplines, practiced every day." Likewise, failure is "a few errors in judgment, repeated every day."

We won’t find our breakthrough in a single initiative. We’ll find it in the thousand small actions we take in the direction of excellence.

Let’s keep showing up. Let’s stay consistent. Let’s keep getting better—1% at a time.

One Compass--One Crew--One Mission

Throughout my career, I have been committed to understanding and implementing strategies that elevate student achievement. Amanda Ripley’s The Smartest Kids in the World: And How They Got That Way (2013) profoundly shaped my understanding of high-performing education systems and the fundamental differences between them and the U.S.

What struck me most was Ripley’s blend of hard data and deeply personal student experiences that highlighted both the strengths and shortcomings of American education. Her work affirmed many of the challenges I see firsthand in our schools and provided a roadmap for improving the culture, systems, and student outcomes in our schools. Ripley states:

The Power of High Expectations and Rigor

One of Ripley’s key findings is that the most successful education systems are built on a shared belief in rigor. Unlike in many U.S. schools, where debates often center around funding, local control, or specific curriculum choices, the true distinction in high-performing nations was a cultural one. These countries had a collective understanding that the primary purpose of school was to ensure students mastered complex academic content (Ripley, 2013).

As a high school teacher and administrator, I’ve seen firsthand how expectations shape student outcomes. When schools prioritize rigor and hold students accountable for mastering challenging material, students rise to the occasion. Inspired by this, we:

• Increased access to advanced coursework, ensuring more students had the opportunity to challenge themselves.
• Focused professional development on high-impact instructional strategies that promoted deep thinking.
• Set clear academic expectations so that all students understood they were capable of mastering complex subjects.

This shift from "completion-based learning" to "mastery-based learning" can help create a culture of perseverance in our schools. Instead of compliance and completion being the standard, mastery ensures that learning is the constant and time is the variable.

Why Math Matters More Than We Think

Ripley also highlights the outsized role of mathematics in shaping student success. Beyond its obvious applications in STEM fields, math develops logical thinking, problem-solving, and pattern recognition—skills that are critical across all professions (Ripley, 2013).

In my experience as a high school educator, I often heard students say, "When am I ever going to use this?" when struggling with algebra or geometry. But math is about more than numbers—it’s about teaching students how to think logically, follow structured reasoning, and apply problem-solving strategies. In short, math is an exercise in logic and reasoning, which is a critical life skill.

To strengthen math instruction, it’s critical that schools:

• Increase access to Algebra 1 in 8th grade.
• Require four years of high school math to graduate.
• Integrate conceptual math with procedures and algorithms.
• Incorporate financial literacy and data analysis, helping students see math’s relevance in everyday life.
• Emphasize math across disciplines, encouraging teachers to integrate quantitative reasoning into science, economics, and social studies courses.

Ripley (2013) points out that math is often seen as the purest form of rigor because it requires precision, structure, and the ability to follow rules while still engaging in critical thinking. By prioritizing strong math instruction, we are not just preparing students for math-related careers—we are equipping them with a way of thinking that translates into better reasoning skills in all areas of life. Without a strong math foundation, many of our students will be shut out of high-wage, high-demand careers. Math is a gatekeeper for many STEM careers, which represent the fastest-growing job sector in the U.S.

Tracking: A Barrier to Access and Rigor

Ripley (2013) highlights how the U.S. is one of the few countries that tracks students at a young age, dividing them into different academic paths through honors classes, magnet programs, Advanced Placement (AP), or International Baccalaureate (IB) courses. Unlike in the U.S., countries like Germany and Singapore ensure ALL students learn the same rigorous core curriculum, with more advanced students simply delving deeper into the material rather than being placed in separate tracks.

As a high school educator, I saw the effects of tracking firsthand. Too often, students were labeled as "high-achieving" or "struggling" early in their education, limiting their access to challenging coursework and reinforcing achievement gaps. Unfortunately, I’ve heard some of my own teaching and administrative colleagues express doubt about the ability of our students to learn at high levels. Instead of blaming students, it’s more productive to consider that many students simply didn’t have the opportunity or support needed to excel.

If we are inspired by the high-performing countries Ripley studied, we should work to:

• Increase access to rigorous coursework for ALL students, ensuring more equitable opportunities.
• Eliminate unnecessary gatekeeping mechanisms, such as subjective teacher recommendations, summer requirements, and testing for advanced coursework.
• Implement academic interventions that support struggling students without lowering expectations.

The goal is clear in these countries: Every student deserves the opportunity to engage in high-level academic work, not just those placed in advanced tracks early in their education. According to Ripley, "One thing was clear: To give our kids the kind of education they deserved, we had to first agree that rigor mattered most of all; that school existed to help kids learn to think, to work hard, and yes, to fail." (Ripley, 2013)

Final Thoughts: What Can We Learn?

Ripley’s work challenges us to reimagine our approach to education. By studying global best practices, we can take steps to create a system where all students have access to high-quality teaching, rigorous learning, and meaningful opportunities for growth.

At CBSD, we are actively working to:

• Invest in high-quality teachers and instructional coaching.
• Promote rigorous coursework while providing structured support.
• Foster a culture of productive struggle—where failure is a step, not an endpoint.
• Protect and invest in the core (i.e., teaching and learning).
• Ensure all students have great teachers, principals, and schools by design—not by chance.

We cannot afford to leave education to chance or luck. We must build systems that ensure excellence—for every student, every day.

One Compass—One Goal—One Mission

During my time as an educational leaders in Alaska, our leadership team engaged in a book study of World Class: How to Build a 21st Century School System by Andreas Schleicher (2018). At the time, we were facing many of the same challenges that school districts across the country experience—lack luster results in terms of student outcomes, teacher shortages, and fragmented systems that left too much to chance.

We knew that if we were serious about improving student outcomes, we had to study what the best school systems in the world were doing—not to copy them, but to learn from them, adapt their best practices, and build a system that worked for our schools, our students, and our community. Schleicher’s research provided the foundation for many of our strategic discussions, helping us move from short-term problem-solving to long-term, systemic change.

There were many important lessons from his work that shaped our strategic plan, systems, and, more importantly, our culture. Schleicher’s insights forced us to ask a few critical questions:

• Are we investing in long-term educational success or just chasing short-term gains?
• Are we developing ALL students, or are we unintentionally sorting them into winners and losers?
• Are we providing real professional growth for support staff, teachers, and administrators, or just offering compliance-based training?
• Do we have strong, clear expectations for what students should know and be able to do upon graduation?
• Are we putting our best educators in the schools that need them most?

These questions shaped the way I approached my work as a district leader—and reinforced something I have always believed: "ALL students deserve great teachers, principals, and schools by design, not luck."

Education as a Long-Term Investment

One of the most striking lessons from World Class is that high-performing school systems don’t see education as an expense—they see it as an investment (Schleicher, 2018).

I saw firsthand what happens when education is treated as a short-term expense. During budget discussions, it was always tempting to cut professional development or delay curriculum updates in order to make numbers work. But Schleicher’s research made it clear: Nations that prioritize education as an investment see long-term economic and social benefits.

This lesson hit home when we had a few robust and heated discussions about teacher training. At first, there was pushback—why spend time and money on teacher development when there were so many immediate needs? But we knew that quality instruction is the single most important in-school factor affecting student achievement.

In the CBSD, this means:

• Prioritizing high-quality curriculum and instructional materials so every student receives rigorous, standards-aligned instruction.
• Investing in teacher training and professional development so that educators continuously improve.
• Ensuring that every dollar we spend is aligned with our mission—that all students graduate with a plan, whether Enrolled, Employed, or Enlisted (3Es).

Moving from Sorting Students to Developing Students

One of the most powerful shifts I experienced as a teacher, school administrator, and now district leader is moving away from the idea that students are naturally “gifted” or “struggling” and instead focusing on developing the talents of every student.

Early in my teaching career, I saw how students were often placed into fixed “tracks” based on their perceived abilities. Those labeled as high achievers were given challenging coursework, while others were steered into remedial programs with little opportunity to advance.

Schleicher (2018) highlights how high-performing school systems have abandoned this outdated approach. Instead of sorting human talent, they develop it.

In the CBSD, this means:

• Maintaining high expectations for all students—no excuses.
• Providing structured interventions like MTSS (Multi-Tiered Systems of Support) to ensure struggling students get real-time help.
• Expanding access and eliminating barriers to AP, dual credit, and CTE programs to ensure that ALL students—not just a select few—are prepared for postsecondary success.

This shift in mindset is not about lowering the bar—it’s about ensuring that every student has a pathway to success.

Teacher Growth and Collaboration Are Non-Negotiable

One of the most affirming parts of World Class was Schleicher’s emphasis on continuous teacher growth and professional collaboration, “The quality of an education system cannot exceed the quality of its teachers and principals.”

Early in my career, professional development was often compliance-driven—something you did to check a box rather than something that truly improved teaching. But in the highest-performing systems, professional learning is embedded in the culture and taken seriously by ALL professionals.

I saw the power of teacher collaboration firsthand in Alaska, where rural schools often struggled with isolation. When we invested in Professional Learning Communities (PLCs) and instructional coaching, teacher engagement increased, and student learning improved.

In the CBSD, this means:

• Prioritizing PLCs, where teachers regularly collaborate and analyze student learning.
• Investing in instructional coaching and ongoing professional development.
• Recognizing that great teaching is not static—it evolves as we learn more about how students learn best.

A Clear End Game for Student Success

One of the greatest challenges of educational leadership is ensuring that all teachers, principals, and staff are working toward the same ultimate goal. Schleicher (2018) makes it clear that in world-class systems, there is absolute clarity about what students should know and be able to do upon graduation.

For CBSD, that clarity is captured in our 3Es framework—Enrolled, Employed, or Enlisted.

Every decision we make—whether it’s about curriculum, instruction, assessment, or student support—is aligned to that mission.

• Does this program ensure students are prepared for college, career, or the military?
• Does this initiative create clear, structured pathways for students to succeed?
• Are we ensuring that students leave our schools with real, applicable skills and knowledge?

That clarity of purpose helps keep our district focused, strategic, and aligned.

Great Leadership in the Most Challenging Schools

As a teacher, I saw firsthand how strong principals create strong schools. As an administrator, I learned that putting the right leaders in the right places is one of the most powerful levers we have to improve student outcomes.

Schleicher (2018) highlights how high-performing systems incentivize their best teachers and principals to work in the most challenging schools.

In the CBSD, we are committed to:

• Developing strong principals as instructional leaders—not just building managers.
• Ensuring that struggling schools receive the strongest support, coaching, and leadership.
• Creating pathways for teachers to take on leadership roles while still staying connected to the classroom.

"ALL students deserve great teachers, principals, and schools by design, not luck." That means being intentional about who we place in leadership positions and ensuring that every school—regardless of attendance boundary or zip code—has the leadership it needs to thrive.

Final Thoughts: Designing a System for Success

My experience as a teacher, school administrator, and district leader has been deeply shaped by the lessons of World Class. The book reinforced what I have long believed—great schools don’t happen by chance. They are built through careful, intentional design.

In the CBSD, we are not chasing quick fixes or silver bullets. Instead, we are building a system that ensures lasting student success.

One Compass—One Crew—One Mission

In the Coos Bay School District (CBSD), we are committed to accelerating student outcomes and opportunities by reducing variance across our schools. Too often in public education, fractured practices, inconsistent systems, and a lack of coherence create high variance and unpredictability for students and families.

Our students should not have to rely on luck—whether they get a great teacher, a strong principal, or a well-structured school. Instead, our schools should be designed to provide predictable, high-quality instruction, strong leadership, and clear pathways for student success. This connects directly to a core belief of our district:

"ALL students deserve great teachers, principals, and schools by design, not luck."

Why Variance is the Enemy

High variance in curriculum, teaching, and leadership creates an unpredictable experience for students and families. If one classroom, school, or program follows best practices while another does not, students' success becomes dependent on chance rather than intentional design.

Reducing variance does not mean enforcing rigid uniformity—it means creating predictability and consistency in the core elements of student learning.

Reducing Variance to Improve Student Outcomes

To ensure equitable, high-quality education for ALL students, we are reducing variance in:

1. Curriculum and Standards Alignment

• Ensuring that all students engage with a curriculum aligned to state standards so there is clarity in what students should know and be able to do.
• Making sure instructional materials are consistent across classrooms so that students receive the same rigorous opportunities, regardless of their teacher or school.

2. Evidence-Based Teaching Practices

• Using the Science of Reading to ensure every student has access to research-based literacy instruction.
• Providing 120 minutes of reading, writing, and discussion per day so students receive consistent, high-quality literacy instruction.
• Implementing high-dosage tutoring for students who are behind grade level, ensuring real-time support rather than delayed remediation.

3. Principal Leadership and Instructional Coherence

• Developing consistent expectations for instructional leadership so that every school has strong, engaged principals focused on student learning.
• Ensuring that all schools follow Multi-Tiered Systems of Support (MTSS), so interventions are provided in real time rather than relying on a “wait-and-see” approach.
• Expanding opportunities for students to accelerate based on their readiness and motivation, rather than being held back by inconsistent policies.

Addressing the Concerns About Low-Variance Instruction

Not everyone embraces a low-variance approach, and we recognize that. Some educators feel that reducing variance limits their professional autonomy or disrespects their ability to make instructional decisions. As Jocelyn Seamer explains:

"Some people feel that a low variance approach is a breach of teachers' professionalism and shows a lack of respect for the teaching profession. They argue that teachers should have autonomy over their teaching, and asking teachers to adopt structured literacy is placing undue pressure on them. But here's the thing, when you teach in a low-variance way, you actually cut your planning and preparation time. Low variance means low prep. You reduce your cognitive load and increase student outcomes at the same time. It sounds like magic, but it's not."

The truth is low variance actually empowers teachers. It creates clear structures, reduces unnecessary workload, and ensures that energy is spent on maximizing student learning rather than constantly reinventing instructional approaches.

Reducing Variance Benefits Teachers Too

Reducing variance in instruction not only improves student learning—it benefits teachers as well.

1. Predictable Routines Free Up Mental Energy

• Consistent, structured lesson routines allow teachers to focus on maximizing student engagement rather than constantly reinventing their approach.
• Teachers who use well-designed, low-variance instructional routines find that the nuts and bolts of lesson planning become automatic, allowing them to refine their craft and make lessons more impactful.

2. Low-Variance Instruction Becomes Professional Learning

• Repetition of effective routines serves as a built-in professional development opportunity for teachers.
• Teachers become more confident and skilled as they master effective instructional strategies that can be applied across different subjects and grade levels.

Building a System Where Success is Predictable

A strong school district is built on intentionality, not chance. By reducing variance in the most critical areas of instruction, leadership, and student supports, we are ensuring that:

• All students receive high-quality instruction, no matter what school they attend.
• Families can trust that their child’s education is consistent and aligned with best practices.
• Teachers are supported with clear instructional structures, reducing burnout and increasing effectiveness.
• Principals are equipped with leadership frameworks that drive student achievement.

Predictability in education is not about limiting creativity—it is about ensuring that the foundational elements of student success are present in every classroom, every school, every day.

At CBSD, we do not leave student success to chance. Instead, we are intentionally designing systems that reduce variance and increase opportunities for every student.

One Compass—One Crew—One Mission

In the Coos Bay School District (CBSD), we are committed to building strong, sustainable systems that work at both the macro and micro levels. A well-functioning school district must operate effectively on both scales—big-picture vision and strategic planning (macro) while also ensuring that daily instructional practices and student supports (micro) align with that vision. As Peter Senge, a systems-thinking expert, states:

“The only sustainable competitive advantage is an organization’s ability to learn faster than the competition.”

To create a district that continuously improves and adapts, we must build systems that work concurrently at the macro and micro levels.

The Macro Level: The Big Picture of System Design

The macro level of a school district is about creating structures, policies, and strategies that guide decision-making and ensure alignment across schools.

In CBSD, our macro-level work includes:

• Strategic Planning – Establishing clear goals and priorities that guide the district’s focus on student achievement, equity, and access.
• Board and Policy Alignment – Ensuring that school board decisions and district policies are coherent, aligned, and focused on improving student outcomes.
• Budgeting and Resource Allocation – Using data-driven decision-making to ensure that funds are distributed equitably to meet student needs.
• Professional Learning Systems – Designing district-wide teacher development, PLC structures, and leadership coaching to ensure instructional excellence.
• Multi-Tiered Systems of Support (MTSS) – Building a district-wide intervention framework that ensures students receive academic and behavioral supports at every level.

At the macro level, we are building a system where every school, every teacher, and every student is working toward a unified mission.

The Micro Level: Where Systems Impact Students and Teachers Daily

While the macro level creates the structure, the micro level is where that structure translates into daily practice. Micro-level systems ensure that big ideas actually improve student learning, teacher effectiveness, and school culture.

In CBSD, our micro-level work includes:

• Classroom Instruction and Curriculum Alignment – Ensuring that what happens inside classrooms aligns with district goals. Teachers are supported in implementing evidence-based practices that drive student learning.
• Data Dialogues and PLCs – School teams use real-time student data to make instructional adjustments, identify learning gaps, and provide targeted interventions.
• Targeted Student Interventions – Schools implement directive, structured supports that ensure students do not fall through the cracks. These include:
• In-class formative assessments to adjust instruction.
• Structured RTI (Response to Intervention) time.
• Individualized support plans based on student progress.
• Principal Leadership and Coaching – School leaders actively engage in instructional leadership, providing direct support and feedback to teachers.
• Family and Community Engagement – Ensuring that district-level goals connect with students and families, creating partnerships that enhance student success.

At the micro level, our work ensures that systems are not just words on paper—they are embedded into daily teaching and learning.

How Macro and Micro Systems Work Together

Strong school districts do not operate in silos. The most effective schools and districts connect macro strategies with micro execution.

• Macro-Level Decision → Micro-Level Impact
• A district-wide MTSS framework ensures every classroom has clear intervention systems.
• A focus on increasing AP participation leads to student access and teacher.
• A strategic focus on attendance translates into real-time school-based interventions for chronically absent students.
• Micro-Level Learning → Macro-Level Adjustments
• Teacher feedback on helps shape district-wide decisions.
• Student performance data from classrooms informs district strategic planning and board goals.
• School-based interventions that prove effective are scaled up to become district-wide best practices.

By building coherence between the macro and micro levels, we create a system where district-wide initiatives and daily instruction work in alignment.

Sustaining Systemic Growth

A strong school district is not built on programs alone—it is built on systems. Programs come and go, but systems create sustainable success.

In CBSD, we are focused on building lasting structures that create a culture of continuous improvement, professional learning, and student success. As Peter Senge reminds us:

“Today's problems come from yesterday's ‘solutions.’”

We are not looking for short-term fixes—we are building a system that ensures long-term success.

One Compass—One Crew—One Mission

The Coos Bay School District (CBSD) is committed to fostering a culture that embraces learning. Teaching and pedagogy are essential, but they are not the goal—student learning is. If students are not learning, we must ask:

• What will adults do differently?
• What will the culture shift to ensure learning happens?
• How will the system be adjusted to remove barriers?

This fundamental shift from a culture of teaching to a culture of learning is what protects the core of our work—teaching and learning. Every decision and system in CBSD is built around ensuring that students are learning and that learning isn’t fixed by time or artificial barriers. This kind of focus brings clarity to decision-making, strengthens school systems, and builds a strong, student-centered culture.

Teaching alone is not enough—what matters is whether students are actually learning. A culture of learning focuses on engagement, mastery, and student agency rather than just delivering instruction.

Learning Over Teaching: A Mindset Shift

A culture of teaching emphasizes lesson delivery, instructional strategies, and curriculum pacing. While these are all important, they are only effective if students are actually learning. In a culture of learning, the focus shifts from:

• What did I teach? → What did students learn?
• Did I cover the content? → Can students demonstrate mastery?
• Are interventions available? → Are interventions directive and required?

A culture of learning means that if students aren’t learning, the adults take responsibility for adjusting instruction, creating interventions, and ensuring success. This is not about lowering expectations—it’s about making sure that all students have the opportunity and support to meet high expectations.

In fact, the argument could be made that a culture of learning is more rigorous and requires more accountability than a culture of rigidness, fixed timelines, and artificial barriers.

Students Take the Path of Least Resistance

Students can often be like water—taking the path of least resistance. If they are given the option to opt out of extra support, many will. This is not a reflection of laziness but a natural response to the systems we create and human nature.

When students struggle academically, they often lack the confidence or motivation to seek help on their own. Even our most driven students will sometimes choose an easier route if one is available. That is why we cannot leave interventions to chance. Instead, we must build directive, structured support that ensure students receive the help they need—even when they don’t actively seek it out.

Directive Interventions: Learning Doesn't Happen by Luck

One of the biggest cultural shifts in CBSD is ensuring that academic and behavioral interventions are directive, not optional. This is where secondary schools can learn from elementary schools.

In elementary schools, no teacher or principal would ever say:

• "I know you’re two years behind in reading. When you’re ready, come opt into a reading intervention."
• "I know you don’t know the times table yet. When you’re ready, come opt into math support."

Instead, interventions at the elementary level are required and intentional. If a student is struggling, teachers immediately step in with structured interventions. Learning gaps are not left to chance. Elementary teachers and principals are masters at real-time interventions and support. They use whole group instruction, small group instruction, and if needed, one-on-one support with high-dosage tutoring.

Yet, at the secondary level, intervention systems are often built around opt-in models—where students are expected to take responsibility for seeking help. This approach does not work. Even the most motivated students will often opt out of interventions unless directed to receive support.

A culture of learning requires a direct approach to intervention. It is the responsibility of adults, the culture, and the system to ensure that students engage in the support they need.

Learning is the Constant, Time is the Variable

A culture of learning does not rely on fixed timelines for mastery. If a student hasn’t learned something yet, it is not the end of the road—it is a “not yet” moment.

• Instead of saying, "The semester is over, and you earned the grade,"
• We say, "We believe you can do better. We are here to help. You will have another opportunity to demonstrate your learning."

This mindset does not make learning easier—it makes it more rigorous. Students recognize that we won’t give up on them and that learning is about growth, persistence, and mastery over time.

Creating Clarity, Removing Judgment

A culture of learning creates hope and accountability while eliminating blame. It rejects the idea of blaming students and parents.

Instead, a culture of learning is anchored in ownership. It asks, "What can we do?" and "How do we take responsibility for improving student learning?"

This shift requires us to move away from a rigid, compliance-based education system and embrace one that values deep learning, growth, and equity in support.

Looking Ahead

In the next blog post, we will explore how a culture of ownership builds on this foundation and ensures that learning is not just an expectation—but a shared responsibility in CBSD.

One Compass—One Goal—One Mission

A Course Designed for ALL Students

If you asked most parents the following questions, I believe the answers would be unequivocally, yes!

1. Do you want your student to be able to work in academic teams?
2. Do you want your student to be able to conduct research?
3. Do you want your student to take a position based on evidence and facts?
4. Do you want your student to be able to write an evidence-based research paper?
5. Do you want your student to learn about a topic from multiple perspectives (historical, geographical, political, sociological, geo-political, etc.)?

The answer to these questions is almost certainly yes—which is precisely why we want all students in the Coos Bay School District (CBSD) to take AP Seminar during their sophomore year.

A Commitment to the 3Es

In CBSD, we are committed to ensuring that all students graduate with a plan—Enrolled, Employed, or Enlisted (3Es). A critical part of that mission is ensuring that students have access to rigorous, research-based coursework that prepares them for college, careers, and informed citizenship.

That is why we are excited to introduce AP Seminar to CBSD—a course designed to develop students’ critical thinking, research, and communication skills while providing them with the opportunity to engage in meaningful academic inquiry.

What is AP Seminar?

AP Seminar is a college-level course that challenges students to:

• Analyze real-world issues from multiple perspectives.
• Develop evidence-based arguments using high-quality research.
• Communicate effectively through writing and presentations.
• Work collaboratively to tackle complex problems.

This course is not about memorizing facts—it’s about teaching students how to think, question, and advocate for their ideas based on evidence.

AP Seminar requires students to take a position based on research and defend that position to their peers. It also emphasizes analyzing a topic from multiple perspectives. Students may examine issues such as:

• The Coos Bay Port Project and its economic and environmental impact.
• The Russia-Ukraine War and its global implications.
• The opening of the ANWR Reserve (oil) in Alaska and its economic, environmental, and political impact.
• Presidential elections, local policies, and international affairs.

Graduation Credit for All Students

Beginning next school year, AP Seminar will count as a graduation credit for all students, starting with next year’s sophomores and freshmen. This course will fulfill one of the two required English elective credits, ensuring that all students have the opportunity to engage in rigorous, research-based learning while also working toward graduation.

Why AP Seminar Matters in CBSD

Aligning with the 3Es

AP Seminar directly supports our district’s 3E mission by equipping students with the skills they need to succeed in college, the workforce, and beyond:

• Enrolled – Prepares students for the demands of college-level research, writing, and argumentation.
• Employed – Teaches critical thinking, communication, and problem-solving—skills essential in any career.
• Enlisted – Develops the ability to analyze information, form strong arguments, and make informed decisions—essential skills in leadership and service roles.

The Power of Evidence-Based Thinking

In today’s world, the ability to analyze information, form an evidence-based position, and communicate it effectively is more important than ever. AP Seminar teaches students to:

• Evaluate sources critically—not just take information at face value.
• Identify bias and misinformation—a critical skill in a world of digital media and fast-moving news.
• Support their arguments with credible research—developing the habits of mind needed for lifelong learning.

These skills will help students succeed in higher education, careers, and civic life by ensuring they can think independently, defend their ideas, and engage in meaningful discussions.

Ensuring Access for All Students

In CBSD, we believe that advanced coursework should be accessible to all students, not just a select few. Expanding access to AP Seminar means:

• Removing barriers to entry so that all students have the opportunity to enroll.
• Providing targeted support to ensure students from all backgrounds thrive in the course.
• Encouraging a diverse range of voices in discussions, ensuring that every student’s perspective is valued.

AP Seminar is not just for students who traditionally take AP courses—it’s for ALL CBSD students to develop essential skills for life beyond high school.

Looking Ahead

Bringing AP Seminar to CBSD is part of our larger commitment to expanding access to rigorous coursework and ensuring that every student has the opportunity to challenge themselves academically.

By providing students with the tools to think critically, research effectively, and communicate

persuasively, we are preparing them for a future where they can lead, innovate, and make informed decisions. We are excited to launch AP Seminar and look forward to seeing all students engage in meaningful, research-based learning.

One Compass—One Crew—One Mission

Great teaching is both art and a science. It requires skill, creativity, and intuition, but it must also be rooted in research, data, and proven instructional strategies.

In the Coos Bay School District (CBSD), we recognize that exceptional teaching happens at the intersection of art and science. The best educators master both, seamlessly blending relationships, nuance, and timing with evidence-based instruction, curriculum, and assessment.

As Dr. Robert Marzano states:

"The art of teaching is understanding who is in front of you; the science of teaching is knowing what strategies to use."

Both elements are critical. A classroom that is engaging but lacks structure and rigor will not maximize student learning. A classroom that is highly structured but lacks relationships and creativity will not inspire deep engagement.

The Art of Teaching

Teaching is not just delivering content—it is about connecting with students, understanding their needs, and creating engaging learning experiences. The art of teaching includes:

• Building strong relationships that foster trust and motivation.
• Delivering lessons with passion, creativity, and adaptability.
• Reading the classroom and adjusting instruction in real time.
• Using storytelling, humor, and real-world connections to make learning meaningful.
• Knowing when to push students and when to provide support.
• Incorporating local and geopolitical context to make learning relevant for students.

A great teacher understands that learning is personal and deeply connected to the world around us. Students engage best when they can see the relevance of what they are learning to real-world events, their community, and their own experiences.

In Coos Bay, the art of teaching also includes incorporating local and regional issues into the curriculum. For example, lessons can include:

• The Coos Bay Port Project and its impact on the local economy and trade with Asia.
• Economic development in the region and how it connects to broader financial and workforce trends.
• Tribal history and contributions, ensuring students understand the rich Indigenous history of the area.
• The history of local industries such as fishing, logging, and tourism.

When students see their community, history, and future reflected in their learning, engagement deepens. This is the art of teaching—making content come alive in ways that resonate with students and families.

The Science of Teaching

While relationships and creativity matter, great teaching also requires a strong foundation in research, data, and best practices. The science of teaching includes:

• Using evidence-based teaching practices that have been proven to improve student outcomes.
• Aligning curriculum, instruction, and assessment to ensure coherence and rigor.
• Using data to drive instruction, monitor progress, and adjust strategies.
• Implementing structured interventions to support struggling students.
• Providing clear learning targets and success criteria so students understand expectations.

As John Hattie emphasizes:

"The biggest effects on student learning occur when teachers become learners of their own teaching."

The science of teaching ensures that instruction is effective, structured, and aligned with how students learn best.

Balancing the Art and Science of Teaching

In the CBSD, we believe that the best educators master both the art and science of teaching. One without the other is incomplete.

• A classroom that leans too heavily on art may be engaging but lack academic rigor or measurable progress.
• A classroom that leans too heavily on science may be structured and data-driven but lack the relationships and personal connections that make learning meaningful.

The best teaching happens when art and science work together.

• A teacher uses relationship-building skills (art) to motivate a struggling student, then uses targeted interventions (science) to close learning gaps.
• A teacher delivers an engaging lesson (art) but ensures it is backed by research-based instructional strategies (science).
• A teacher reads the room and adjusts pacing (art) while ensuring learning goals remain aligned with curriculum standards (science).

Teaching as Both a Craft and a Discipline

Master teachers understand that teaching is both a craft and a discipline. It requires ongoing reflection, professional development, and collaboration. In CBSD, we are committed to:

• Providing professional learning opportunities that strengthens both the art and science of teaching.
• Encouraging collaboration among educators to share strategies and refine practices.
• Using data-driven conversations while maintaining a student-centered approach.

Great Teaching by Design, Not Luck

In the CBSD, we do not leave great teaching to chance. We design systems that support educators in mastering both the art and science of their craft.

When teaching is both relational and research-based, students thrive. When instruction is both creative and data-driven, learning is deeper and more meaningful. When art and science are in balance, students receive the best education possible.

One Compass—One Crew—One Mission

In the Coos Bay School District (CBSD), we believe that learning is the constant, and time is the variable. We know that every student learns at their own pace, and sometimes, they need additional time and support to meet academic expectations. That’s why we are introducing the Pathways to Proficiency Model—a structured, flexible system designed to help students recover and recoup essential learning while staying on track for graduation.

This initiative sends a clear message to our students and families:

• We won’t give up on you.
• Failure is not an option.
• You will have multiple opportunities to recover and demonstrate proficiency.

Through targeted interventions and support systems, the Pathways to Proficiency Model ensures that students meet proficiency standards and stay on track for graduation and their future goals.

Aligning with Our Mission: The 3Es

In the CBSD, our mission is to ensure ALL students graduate with a plan—Enrolled, Employed, or Enlisted (3Es).

• Enrolled: Preparing students for success in college and career training programs.
• Employed: Ensuring students are workforce-ready with essential skills and knowledge.
• Enlisted: Supporting students who choose to serve in the military with the preparation they need to succeed.

The Pathways to Proficiency Model directly supports this mission by ensuring that students master essential learning before moving forward, equipping them with the skills needed for success after high school.

This model isn’t about lowering expectations—it’s about raising them. We are holding students accountable while providing the support they need to succeed in rigorous, real-world ways.

How Pathways to Proficiency Helps Your Student

Students will receive structured support and multiple opportunities to demonstrate proficiency in essential learning. This model shifts from a system where students must seek extra help on their own to one where support is built into their educational experience.

Key Features:

• Early, Proactive Support – Students receive targeted interventions early to prevent them from falling behind.
• Clear Proficiency Expectations – Students must demonstrate mastery of essential learning rather than relying on extra credit or last-minute grade recovery.
• Flexible Recovery Options – Students can recover credits beyond traditional timelines while still meeting high standards.
• Accountability & Growth – The model holds students responsible for their learning while ensuring they receive the necessary support to succeed.

How We Support Students

We are providing multiple layers of support so that students get the help they need in a structured, intentional way.

Tier 2 Supports (During the School Year):

• In-class interventions to reteach and reinforce essential skills.
• Office hours and advisory periods for targeted student support.
• Teacher-led intervention sessions for students needing additional time.

Tier 3 Supports (Extended Opportunities):

• After-school tutoring sessions to provide focused academic support.
• Weekend, spring break, and summer intervention programs to allow students to catch up.
• Additional staffing and compensation for educators providing extended learning opportunities.

This structured intervention model ensures that all students—especially those from historically underserved backgrounds—receive the necessary support to meet high academic standards.

Looking Ahead: Strengthening the Model

The Pathways to Proficiency Model is part of a long-term commitment to student success. As we move forward, Board Policies (BP) and Administrative Regulations (AR) will formalize this system-wide approach, ensuring that every student has access to the resources they need to graduate prepared for their future.

A Commitment to Every Student

In the CBSD, we are not simply reacting to student needs—we are designing a system where all students are known by name, strength, and need, and all students graduate with a plan: Enrolled, Employed, or Enlisted.

The Pathways to Proficiency Model ensures that failure is not an option—but more importantly, it ensures that every student has a pathway to success.

One Compass—One Crew—One Mission

Eastside Elementary Recognized for Excellence in the Science of Reading

We are thrilled to share that the Coos Bay School District, and specifically Eastside Elementary, has been recognized at the state level for their leadership and exemplary work in implementing the Science of Reading. This recognition from the Oregon Department of Education (ODE) highlights the incredible dedication, innovation, and commitment of our Eastside team in transforming literacy instruction and ensuring that all students build strong reading foundations.

A Transformational Shift in Literacy Instruction

The implementation of the Oregon Early Literacy Framework has been a game-changer for the Coos Bay School District. It has helped our educators focus on the essential skills students need to become proficient readers and build upon those skills systematically. By aligning our instructional practices with the Science of Reading, we are ensuring that every student has access to explicit, research-based instruction that supports their literacy development.

Empowering Teachers, Empowering Students

The journey began when our literacy coach introduced the Science of Reading to the Eastside team. Through LETRS training, professional collaboration, and ongoing refinement of instructional strategies, teachers have embraced structured literacy practices that have transformed the way reading is taught in our classrooms.

In our classrooms, we see:

• Students engaging in phonemic awareness activities, such as segmenting and blending sounds—hearing “/c/ /a/ /t/” and blending it to say “cat.”
• Explicit phonics instruction, with students recognizing patterns and rules, such as how every word contains a vowel.
• Excitement and confidence growing among students and teachers alike as literacy skills improve.

The Impact: A Culture Shift in Literacy

As one of our educators shared, the framework has empowered teachers, giving them the knowledge, tools, and confidence to effectively teach reading in a way that is accessible to all students. The most exciting part? We are seeing our data change—proving that these methods work.

“Our kids can do it. If they can do it, we can do it. And it’s working.”

A District-Wide Commitment

The work at Eastside Elementary represents a larger movement within Coos Bay School District to align our literacy practices with the Science of Reading. By focusing on structured literacy and ensuring that all students receive the instruction they need to be successful readers, we are making a long-term investment in our students' futures.

Please join us in congratulating the Eastside team for their dedication, leadership, and hard work in this critical area. Their success is a testament to what is possible when great teaching meets great research—and when a district commits to ensuring that every student learns to read, by design, not luck.

One Compass—One Crew—One Mission

Why Should We Release Students Early on Fridays?

In the Coos Bay School District (CBSD), every decision we make is grounded in what is best for students. Early release Fridays are not about adult convenience—they are about impact. By intentionally setting aside this time, we provide staff with dedicated opportunities to collaborate, analyze student learning, and refine their instructional practices. Each of these early release sessions adds up over the course of a school year, creating a powerful structure for continuous improvement.

We know that the most effective schools operate as professional learning communities (PLCs), where teachers work together to ensure that every student succeeds. This is why Coos Bay School District is committed to using early release time to strengthen our PLCs and build a culture of collective responsibility.

How Do PLCs Impact Student Learning?

In the CBSD, we believe in learning by doing—not just discussing strategies, but actively implementing and refining them based on student needs. As Richard DuFour, one of the leading voices in PLCs, emphasized, “The most powerful strategy for improving student learning is to develop the collective expertise of educators.” This is exactly what our PLCs aim to do.

Our PLCs operate within a cycle of continuous improvement—Plan, Do, Study, Act—which allows teams to test strategies, analyze data, and adjust instruction in real time. This ensures that our professional learning directly impacts student achievement.

At the heart of every PLC in Coos Bay School District are four essential questions:

1. What do we want all students to know and be able to do?
2. How will we know when they have learned it?
3. What will we do when they haven’t learned it?
4. What will we do when they have learned it?

By focusing on these questions, CBSD educators move from simply covering content to ensuring that every student achieves mastery. PLCs ensure that teachers are not working in isolation but are instead collaborating to guarantee high levels of learning for all students.

How Do PLCs Help Teachers at CBSD?

Historically, teaching has been an individualistic profession. Many teachers have operated in silos, responsible only for their own students. At Coos Bay School District, we are shifting that culture. Through PLCs, our educators are moving from thinking about my kids and my classroom to our kids and our district.

PLCs provide several key benefits to teachers:

• Collaboration & Collective Expertise: No teacher and principal has to figure everything out alone. CBSD educators share best practices, problem-solve together, and develop more effective strategies as a team.
• Data-Driven Decision Making: Instruction is guided by real-time student data, ensuring that every decision is based on evidence rather than intuition.
• Increased Professional Growth & Efficacy: When teachers see direct improvements in student learning as a result of their collaboration, they develop greater confidence in their ability to make a difference.

This shift from isolated practice to shared responsibility is not just about professional development—it’s about creating an environment where every student in Coos Bay School District receives the best possible education.

Leaders as Partners in Learning

Principals and assistant principals in the CBSD are not just observers of this work—they are partners in learning. Our school leaders engage in PLCs alongside teachers, asking the same critical questions about student learning and instructional improvement. By participating directly in the process, they model a commitment to continuous learning and ensure that PLCs remain focused, productive, and aligned with our district’s goals. Leadership is not about top-down mandates; it’s about fostering a collaborative culture where everyone is working toward the same vision—success for every student.

PLCs: A Best Practice Across Professions

The PLC model is not unique to education. Many high-performing industries—including healthcare, engineering, and technology—rely on collaborative teams to analyze data, refine strategies, and improve outcomes. While different professions might use different terminology, the core principles remain the same:

• Continuous improvement
• Shared accountability
• Evidence-based decision-making

In the CBSD, we recognize that education, like any other profession, must evolve based on data and research. By adopting these best practices, we are ensuring that our students receive the highest-quality instruction possible.

Commitment to Continuous Learning

Our commitment to PLCs is not just about allocating time—it’s about using that time effectively. Our focus is on learning by doing rather than just planning. Early release Fridays provide the space for this essential work, allowing our educators to engage in ongoing cycles of inquiry, reflection, and action.

By embracing this model, the Coos Bay School District is not just improving instruction—we are building a culture where every student is known by name, strength, and need, and every educator is supported in their mission to help students succeed.

One Compass—One Crew—One Mission

In the Coos Bay School District, we believe literacy is the foundation for student success. Reading is not just another subject—it is the key that unlocks opportunities in education, career, and life. That’s why we are committed to the Science of Reading, an evidence-based approach that ensures every student becomes a proficient, confident reader through structured, research-backed instruction.

How the Science of Reading Supports Our 3Es Mission

Our district’s mission is clear: to know ALL students by name, strength, and need, and ALL students graduate with a plan—Enrolled, Employed, or Enlisted. The ability to read proficiently is essential to achieving this goal.

• Enrolled – Strong literacy skills prepare students for college and advanced coursework.
• Employed – Reading proficiency is a critical skill in nearly every career field.
• Enlisted – Military service requires strong literacy skills for training, communication, and career advancement.

When we teach reading by design, not by chance, we set every student on a path to success beyond graduation.

The Key Components of the Science of Reading

1. Phonemic Awareness – Understanding and manipulating sounds in spoken words.
2. Phonics – Connecting letters and sounds to decode and read words.
3. Fluency – Reading with accuracy, speed, and expression to build comprehension.
4. Vocabulary – Expanding word knowledge to improve communication and understanding.
5. Comprehension – Teaching students how to think critically and make meaning from text.

What the Experts Say

• “Teaching reading is rocket science.” — Dr. Louisa Moats
• “Children do not naturally learn to read, just as they do not naturally learn to swim. They need explicit, systematic instruction.” — Dr. Hollis Scarborough
• "We must teach every child to read because we can. No one has to fail." — Dr. Mark Seidenberg

Our Commitment in Coos Bay Schools

• Training teachers in the Science of Reading so every classroom uses research-based practices.
• Providing structured literacy instruction so that all students, including struggling readers, get the support they need.
• Aligning our curriculum with best practices to ensure all students master foundational reading skills.

The Science of Reading is more than a teaching strategy—it’s our commitment to educational equity and excellence. By ensuring every student becomes a strong reader, we are empowering them to achieve their 3E pathway—Enrolled, Employed, or Enlisted—so they can thrive in whatever path they choose.

Great schools don’t happen by luck. They happen by design. And in Coos Bay, we are designing a future where every student can read, succeed, and lead.

One Compass—One Crew—One Mission

In public education, every decision we make should be centered on one essential question: How do we improve student learning and success? The answer lies in data.

Data is not just about numbers—it is about understanding students, identifying gaps, and ensuring that every child has the opportunity to thrive. In the Coos Bay School District (CBSD), we believe in the phrase: "Measure what you treasure."

If we treasure student success, growth, and opportunity, then we must be committed to measuring progress, evaluating outcomes, and using data-driven strategies to create better schools for all students.

As W. Edwards Deming, a pioneer in data-driven decision-making, stated: "Without data, you're just another person with an opinion."

By using data, we ensure that decisions are based on evidence, not assumptions.

Why Data Matters in Public Education

Data helps us move beyond assumptions and opinions to make informed, strategic decisions about teaching, learning, and school improvement. When used effectively, data allows educators to:

• Identify student strengths and areas for growth
• Close achievement gaps by targeting resources where they are needed most
• Ensure that instructional strategies are working
• Support teachers with real-time insights into student progress
• Hold ourselves accountable for ensuring success for ALL students

In the CBSD, we don’t just collect data—we use it to improve outcomes, refine our instructional approaches, and provide targeted support for students.

Using Data to Drive Every Decision in CBSD

Data is embedded into our decision-making processes at every level. We don’t use data simply as a compliance measure—it is a driver of continuous improvement that impacts student learning and student opportunities in real ways.

• Professional Learning Communities (PLCs): Teachers collaborate using data to adjust instruction, improve student learning, and implement interventions.
• Data Dialogue Meetings: School and district leaders analyze student performance trends to guide teaching practices and instructional support.
• Principal Meetings: School leaders review data to strengthen instructional leadership and ensure alignment with district goals.
• Board Meetings: The School Board uses data to evaluate district progress, set policies, and ensure accountability.
• Strategic Planning: Data informs long-term initiatives to improve student outcomes, equity, and school performance.
• Budget Decisions: CBSD prioritizes funding based on data-driven needs, ensuring resources are allocated to programs and supports that have the greatest impact on student learning.

Because data drives almost every decision in CBSD, we can ensure that our strategies, resources, and interventions are aligned with the goal of improving student success.

The Types of Data That Matter Most

While standardized test scores are often the first thing people think of when discussing data in education, they are just one piece of the puzzle. In the CBSD, we take a comprehensive approach to data, ensuring that we look at multiple measures to get a full picture of student learning.

1. Student Learning Data

• Formative assessments – Ongoing classroom assessments that help teachers adjust instruction in real time.
• Benchmark and state assessments – Larger-scale assessments that track progress toward learning standards.
• Student work samples and portfolios – Evidence of learning beyond test scores.

2. Attendance and Engagement Data

• Chronic absenteeism rates – Identifying students at risk due to frequent absences.
• Classroom engagement metrics – Analyzing student participation, homework completion, and behavioral trends.

3. Social-Emotional and Behavioral Data

• Student surveys – Understanding student well-being, motivation, and school climate.
• Behavior referrals and intervention data – Tracking support systems for students who need additional help.

4. Post-Graduation Outcomes

• College and career readiness indicators – Tracking AP participation, dual-credit enrollment, and workforce certifications.
• Graduation and postsecondary enrollment rates – Ensuring students are prepared for their next steps, whether Enrolled, Employed, or Enlisted (3Es).

Turning Data Into Action

Collecting data is not enough—what truly matters is how we use it to drive meaningful change.

At CBSD, we are committed to turning data into action by:

• Holding regular data dialogue meetings where educators analyze trends, share best practices, and adjust instruction to better serve students.
• Using data to inform interventions for students who need additional support, ensuring that help is proactive rather than reactive.
• Providing teachers with data-driven professional development so they have the tools to refine instruction and meet the needs of all learners.
• Celebrating successes and identifying opportunities for growth, using data to highlight both individual student progress and school-wide achievements.

Because data is used at every level of decision-making in CBSD, we can ensure that our efforts are aligned, strategic, and always focused on improving student learning.

While data is a powerful tool, it is not a replacement for the art of teaching. Great educators balance data with relationships, intuition, and creativity to ensure that students receive personalized, engaging, and meaningful instruction.

Data should inform decisions—not dictate them. It should be used to support teachers and empower students, not as a tool for punishment or ranking.

A Culture of Continuous Improvement

In the CBSD, we are building a culture of continuous improvement, where data is not just a compliance requirement, but a tool for real change.

By measuring what we treasure, we ensure that every student receives the support, instruction, and opportunities they deserve. Great schools are not built on luck—they are built on intentionality, commitment, and a willingness to adapt based on what the data tells us.

One Compass—One Crew—One Mission

In Coos Bay Schools, we are committed to ensuring that ALL students receive 120 minutes of high-quality reading, writing, and discussion every day. This is not just an arbitrary number—it is rooted in research and best practices that show students need sustained, structured engagement with literacy skills to develop deep comprehension, critical thinking, and effective communication.

Why 120 Minutes?

Experts in literacy and education consistently emphasize the importance of dedicated, structured time for students to engage in reading, writing, and discussion. Research shows that when students consistently interact with text, articulate their thoughts, and refine their writing, their literacy skills grow exponentially.

• Dr. Timothy Shanahan, a leading literacy expert, emphasizes that “sustained time on literacy tasks is critical for developing skilled readers and writers. Without it, students don’t get enough practice to master the foundational and advanced skills they need.”
• Dr. Nell Duke, a national literacy researcher, notes that “students need ample time reading and writing authentic texts, combined with rich discussions about what they read. These activities strengthen comprehension, vocabulary, and overall literacy development.”
• Dr. Doug Fisher and Dr. Nancy Frey, known for their work on high-impact literacy practices, highlight that “structured discussion around texts is essential. When students talk about what they read, they develop deeper comprehension and learn to analyze texts more critically.”

What Does 120 Minutes Look Like in CBSD?

In the CBSD, our goal is to provide every student with at least 120 minutes of reading, writing, and discussion each day. This is not just about time—it’s about quality. We are working to ensure that every classroom maximizes this time with high-impact literacy practices that engage all students.

• Dedicated Reading Time – Students engage with a variety of texts, including fiction, nonfiction, and complex informational texts, to build comprehension and critical thinking skills.
• Authentic Writing Opportunities – Students write daily, developing their ability to express ideas clearly, structure arguments, and engage in creative expression.
• Rich Classroom Discussions – Through structured discussions, Socratic seminars, and collaborative learning, students refine their ideas, learn from peers, and develop oral communication skills.

Why This Matters for Our Students

CBSD’s 3Es mission—Enrolled, Employed, or Enlisted—depends on strong literacy skills. Whether a student is preparing for college, entering the workforce, or joining the military, they must be able to read, write, and communicate effectively.

• Enrolled: College coursework demands strong reading comprehension and writing skills.
• Employed: The workforce requires employees who can read technical manuals, write reports, and communicate ideas effectively.
• Enlisted: The military expects recruits to read instructions, analyze information, and engage in problem-solving discussions.

By committing to 120 minutes of reading, writing, and discussion per day, we are building a strong foundation for student success—now and in the future.

A District-Wide Commitment

In the CBSD, we are making literacy a priority across all grade levels and subject areas. From elementary classrooms to high school courses, our educators are implementing evidence-based strategies to ensure that every student receives the literacy instruction they need to thrive.

This commitment to 120 minutes a day is about more than just meeting a benchmark—it’s about creating a culture where all students develop the skills they need to think critically, communicate effectively, and succeed in any path they choose.

Together, we are ensuring that every student in the CBSD has the opportunity to build a strong literacy foundation—by design, not by luck.

One Compass—One Crew—One Mission

In the Coos Bay School District, we are committed to ensuring that every student is prepared for postsecondary opportunities—whether that means enrolling in college, entering the workforce, or serving in the military. That is why we are proud to highlight the AVID (Advancement Via Individual Determination) program at MHS Jr. and MHS, which plays a crucial role in supporting students as they develop the skills and habits needed for long-term success.

What is AVID?

AVID is a college and career readiness program designed to help students develop the organizational, critical thinking, and study skills needed to succeed in rigorous coursework. While AVID is often associated with preparing students for college, its focus is broader than just higher education—it ensures that ALL students are equipped with the skills necessary to excel in any postsecondary pathway.

The program at MHS Jr. and MHS is centered around engaging students in rigorous academic practices, fostering a growth mindset, and providing them with the tools needed to take charge of their learning. Through AVID, students are not only challenged academically but also supported socially and emotionally, creating a culture of high expectations and student empowerment.

AVID and Our 3Es Mission

At Coos Bay School District, our mission is clear: We know ALL students by name, strength, and need, and ALL students graduate with a plan—Enrolled, Employed, or Enlisted.

AVID directly supports this mission by ensuring that students:

• Enrolled – Develop the skills needed for success in college coursework.
• Employed – Learn problem-solving, collaboration, and communication skills that are critical in the workforce.
• Enlisted – Strengthen leadership, discipline, and teamwork skills required for military service.

WICOR: The AVID Instructional Framework

At MHS Jr. and MHS, AVID strategies are woven into daily instruction using the WICOR framework, which helps students develop strong academic habits and take ownership of their learning.

• Writing – Students engage in structured writing activities to strengthen comprehension and communication skills.
• Inquiry – Critical thinking is encouraged through questioning strategies, discussions, and problem-solving activities.
• Collaboration – Students work together on projects, peer reviews, and discussions to deepen their learning.
• Organization – AVID emphasizes time management, note-taking strategies, and structured binders to help students stay on track.
• Reading – Students learn how to actively engage with complex texts through annotation, summarization, and analysis.

By integrating WICOR strategies across all subject areas, MHS Jr. and MHS are building a school-wide culture of rigor, engagement, and student success.

How AVID is Making an Impact at MHS Jr. and MHS

Both MHS Jr. and MHS have taken significant steps to implement AVID practices across classrooms, ensuring that all students benefit from high expectations, structured support, and a focus on critical thinking skills.

• Dedicated AVID elective classes provide targeted support for students who want to challenge themselves academically.
• School-wide use of AVID strategies ensures that all students, regardless of whether they are in the AVID elective, are exposed to high-quality instructional practices.
• A culture of college and career readiness is reinforced through college visits, guest speakers, and mentorship opportunities that help students see the possibilities beyond high school.

A Commitment to Student Success

The implementation of AVID at MHS Jr. and MHS is intentional and strategic—because great schools don’t happen by chance. AVID is a reflection of our commitment to equity and excellence, ensuring that every student—regardless of background—has the opportunity, support, and determination to succeed.

By embracing AVID practices, MHS Jr. and MHS are not only improving student achievement but also creating a culture where all students feel empowered to take control of their future. This is how we design great schools, great teachers, and great outcomes—not by luck, but through intentional, research-based practices.

Celebrating Our AVID Schools

We are incredibly proud of the MHS Jr. and MHS teams for their dedication to AVID and their commitment to preparing students for their futures. Their work is making a difference, and it is exciting to see the impact of AVID strategies in classrooms across our district.

One Compass—One Crew—One Mission

In the Coos Bay School District (CBSD), we believe that great schools are built by great teams, not just great individuals. The foundation of student success lies in the collective belief of educators that they can make a difference—together. This belief, known as teacher collective efficacy, is one of the most powerful drivers of student achievement.

What is Teacher Collective Efficacy?

Teacher collective efficacy is the shared conviction among educators that, as a team, they have the ability to positively impact student learning. Research from Dr. John Hattie, one of the leading experts in education, ranks collective efficacy as the #1 factor influencing student achievement, with an effect size of 1.57—far beyond the typical growth expected in a year.

Simply put: When teachers believe in their collective power to improve student outcomes, achievement soars.

Why Collective Efficacy Matters in CBSD

In the CBSD, our mission is clear: to know ALL students by name, strength, and need, and ALL students graduate with a plan—Enrolled, Employed, or Enlisted. Fulfilling this mission requires more than just individual excellence—it requires a team of educators working together to ensure that every student receives the instruction, support, and encouragement they need to succeed.

• Stronger Instruction: When teachers collaborate, they share strategies, analyze data, and refine their instructional practices, leading to higher-quality learning experiences for students.
• Increased Student Achievement: When educators believe they can collectively influence student outcomes, they take more purposeful actions to address learning gaps, intervene early, and accelerate growth.
• A Culture of Trust and Collaboration: Schools with high collective efficacy foster strong professional relationships, where educators support each other, solve problems together, and hold each other accountable for student success.

Hattie’s Research: The Five Most Impactful Strategies

In addition to collective teacher efficacy (1.57), Hattie’s research highlights several other high-impact strategies that CBSD is committed to implementing:

1. Self-Reported Grades / Student Expectations (1.33) – When students set realistic learning goals and track their own progress, their achievement improves.

2. Teacher Estimates of Achievement (1.29) – When teachers have high expectations and accurately assess student abilities, achievement soars.

3. Cognitive Task Analysis (1.29) – Teaching students how to think, process, and approach complex tasks is critical for deep learning. Explicit instruction and scaffolding strategies are being implemented across CBSD classrooms.

4. Response to Intervention (RTI) (1.29) – Identifying learning gaps early and providing targeted interventions ensures that all students get the support they need to succeed. CBSD is strengthening MTSS and intervention systems across schools.

How the CBSD is Building Collective Efficacy

1. Data Dialogue Meetings: Teachers engage in regular, structured conversations around student data, ensuring that instructional decisions are driven by evidence and focused on student growth.

2. Instructional Tours: School leaders and teachers participate in classroom visits with a learning lens, identifying effective practices and areas for growth while fostering a culture of continuous improvement.

3. Celebrating Glows and Grows: We believe in recognizing strengths (glows) and identifying opportunities for improvement (grows) in a way that supports professional growth and a shared commitment to student success.

4. Focusing on Teaching and Learning: Everything we do at CBSD is centered on improving instruction, deepening student engagement, and ensuring that every classroom is a place of high expectations and high support.

Great Schools Happen by Design, Not by Luck

“ALL students deserve great teachers, principals, and schools by design, not luck.” In the CBSD, we are not leaving student success to chance. We are intentionally building a culture of collective efficacy, where every educator believes in their power to make a difference—not just alone, but as part of a dedicated, high-performing team.

When teachers work together with a shared belief in their impact, students thrive. That’s the power of collective efficacy, and that’s the foundation of our work in Coos Bay School District.

One Compass—One Crew—One Mission

In the Coos Bay School District (CBSD), we believe that every student deserves access to the instruction, resources, and support necessary to thrive. This commitment is at the heart of our Multi-Tiered System of Supports (MTSS), a framework designed to ensure that every student—no matter their background or learning needs—receives the right support at the right time to succeed.

As we continue to strengthen our approach to student learning, we hold firm to the belief that:

What is MTSS?

Multi-Tiered Systems of Support (MTSS) is a research-based framework that integrates academic, behavioral, and social-emotional supports to meet the diverse needs of all students.

MTSS is not just an intervention system—it is a proactive, school-wide approach to ensuring that all students have access to high-quality instruction and support. It is designed to:

• Identify and address student needs early and effectively.
• Provide targeted interventions to students who need additional help.
• Support not just academics, but also behavior and social-emotional well-being.
• Create a collaborative, data-driven approach to student learning and success.

How MTSS Works in CBSD

MTSS is structured into three tiers of support, ensuring that every student gets the level of help they need:

Tier 1: Strong Core Instruction for All Students

• Evidence-based, high-quality instruction delivered in every classroom.
• Universal screenings to assess student progress and needs.
• Positive behavior and social-emotional learning (SEL) strategies to support student well-being.
• Regular teacher-parent communication to ensure student success.

Tier 2: Targeted Support for Some Students

• Small group interventions and additional instruction for students who need extra help.
• Focused support in specific areas such as reading, math, or behavior.
• Structured re-assessment opportunities to allow students to demonstrate growth.
• Increased teacher-family communication to support learning at home.

Tier 3: Intensive, Individualized Support

• One-on-one or small group interventions tailored to specific student needs.
• Specialized instructional strategies and progress monitoring.
• Comprehensive support plans developed in collaboration with teachers, specialists, and families.
• Extended intervention opportunities, including after-school or summer support.

Why MTSS is Important for Student Success

CBSD’s MTSS framework ensures that no student falls through the cracks. It allows us to:

• Meet students where they are by providing different levels of support.
• Address challenges early before they become significant barriers to success.
• Ensure equity by giving every student the resources they need to thrive.
• Improve student outcomes by combining academic, behavioral, and social-emotional supports.

MTSS is not just a system—it is a mindset that helps us design great schools for every student, not just the lucky ones.

A Commitment to Excellence in CBSD

In the CBSD, we are committed to ensuring that every student is known by name, strength, and need. MTSS allows us to take a proactive, structured, and compassionate approach to education, ensuring that all students receive the best possible learning experience.

As we continue to refine and strengthen MTSS across the district, we invite parents, educators, and the community to join us in this work. By working together, we can ensure that all students—especially those who need the most—get the best.

One Compass—One Crew—One Mission

A System Built for Excellence, Not Chance

In the Coos Bay School District (CBSD), we believe that student success should not be left to luck or circumstance. Every student deserves great teachers, great principals, and great schools.

Yet, too often in education, quality feels like a lottery. Some students happen to get a phenomenal teacher, a strong principal, or a school with excellent systems in place. Others, through no fault of their own, may not have the same experience.

This is why excellence must be designed, engineered, and intentionally built into the fabric of our schools, classrooms, and leadership.

What Does It Mean to Design for Success?

1. Great Teachers Are Not Left to Chance

Exceptional teaching should not be a matter of luck. In CBSD, we are committed to hiring, developing, and retaining outstanding educators by:

• Providing high-quality professional development that strengthens instructional practices.
• Creating a collaborative culture where teachers learn from one another.
• Ensuring that every classroom has access to the resources and support needed to deliver high-quality instruction.

2. Great Principals Lead with Purpose

A school’s success is deeply connected to the strength of its leadership. We believe that principals are instructional leaders, not just managers of buildings. In CBSD, we:

• Develop principals as instructional leaders who spend time in classrooms coaching and supporting teachers.
• Build systems that allow principals to balance the roles of management and leadership.
• Ensure principals and assistant principals learn alongside teachers because leadership should be grounded in teaching and learning, not just compliance.

3. Great Schools Have Strong Systems

A great school does not happen by accident, it is the result of intentional design. Schools must be organized around learning and supported by clear structures that ensure student success. In CBSD, this means:

• Multi-Tiered Systems of Support (MTSS) that provide academic, behavioral, and social-emotional interventions to ALL students.
• A commitment to learning over teaching, where student progress—not just content delivery—drives instruction.
• A focus on access to ensure all students have the opportunity to thrive, not just those who can navigate the system successfully on their own.

Rejecting the "Luck" Mindset in Education

When a system relies on chance, students are left hoping for the right teacher, the right principal, or the right intervention. That is not how high-functioning schools or cultures operate. Instead, we must be relentless in our pursuit of excellence by:

• Building intentional structures that ensure students do not fall through the cracks.
• Creating clear pathways for learning, where students receive support based on need, not just availability.
• Holding ourselves accountable to ensure that every student experiences a high-quality education, not just the fortunate few.

If we truly believe that all students deserve great teachers, great principals, and great schools, then we must design systems that make that belief a reality for every student, every day.

Excellence in education is not random. It is built—by design, not luck.

One Compass—One Crew—One Mission