CBSD State of the District

As we approach the final stretch of the school year, I want to extend my gratitude to the CBSD team for your dedication and team work. This year has been marked by significant achievements and the revival of numerous initiatives, including the re-establishment of our PLC model, engaging in data dialogues, conducting instructional tours, implementing a new math curriculum, setting sprint goals, and ensuring 120 minutes of reading, writing, and discussion each day. Your commitment to the science of reading and to improving student outcomes has been inspiring. Let's finish strong and continue to build on the incredible progress we've made together.

As we strive to improve the experience for staff and students in the CBSD, I frequently receive several pivotal questions. Addressing these questions with honesty and transparency is crucial for fostering trust and understanding within our district. It ensures everyone is informed about the challenges and opportunities we encounter, aligns our collective efforts towards common goals, and reinforces our commitment to making thoughtful, well-informed decisions that benefit all students.

As we approach the final stretch of the school year, we have much to celebrate—and just as much to reflect on. This is a pivotal moment for CBSD. It’s a time to honor our progress, confront the "brutal facts", and recommit to the work that matters most—preparing our students academically and socially for the future. We are building momentum, and with focus and clarity, we are positioned to make lasting impact.

The CBSD has many dedicated individuals who work hard for students and the community. Although effort is abundant, there are extreme gaps in student outcomes. Stating the "brutal facts" is not meant to lower morale but to provide a realistic assessment of our current reality. This should help us identify gaps and learning outcomes. With clarity and best practices, we aim to become one of the top-performing school districts on the Oregon Coast and eventually the state of Oregon.

Our most recent data slide deck (below) highlights clear "glows and grows." We’ve seen meaningful progress in areas like student attendance and reading and math growth. At the same time, we continue to see gaps that require attention. These results don’t define us, but they guide us. Our glows included increased math minutes using SuccessMaker, Pre-ACT and ACT Reading achievement, and K-2 literacy growth. Grows include on-time graduation, decreasing our F rate, Algebra 1 readiness in 8th and 9th grades, and increasing grade level proficiency in math, reading, and science.

Our financial realities are shifting. COVID-era relief funding has expired. The CBSD will serve fewer than 3,000 students due to declining enrollment. We are also managing rising PERS costs, uncertainty in federal funding, and in some grade levels and departments extremely small class sizes. This is not to cause alarm, but to offer transparency. Until we begin to grow, over the next several years we will need to absorb positions through attrition, and others realigned to better reflect our most pressing priorities and aligned with the Board's strategic plan.

In public education, we often focus heavily on inputs—how much we spend, how many staff we have, or how many programs are in place. While inputs are crucial since they lay the foundation for educational activities, we must also be accountable for outputs—student attendance, achievement, engagement, and post secondary.

Balancing the need for inputs and outputs involves a comprehensive approach where resources and efforts are strategically directed to yield meaningful results. Investments in quality teaching staff, robust curricula, interventions, and technology are essential inputs that can drive better academic outcomes. However, without a clear focus on outputs, these investments may not translate into the desired improvements in student performance.

I don’t have all the answers. But I believe the, "smartest person in the room is the room" and that we already have the expertise and the experience to solve our biggest challenges. According to John Hattie, collective teacher efficacy—our shared belief in our ability to make a difference—has the highest impact on student outcomes with an effect size of 1.57. That’s where improvement begins. However, collective efficacy must be matched with aligned systems and practices. Hattie’s research also identifies:

• A guaranteed and viable curriculum aligned to standards (effect size: 0.39)
• Response to intervention (RTI), a key part of MTSS (effect size: 0.77)
• Formative evaluation (0.68) and teacher clarity (0.75)

These practices, along with clear learning targets, 120 minutes of daily academic discourse, robust electives (e.g., STEM, music, CTE, art, and activities), and K–12 academic alignment, are essential. And none of it works without strong student-staff relationships, which carry an effect size of 0.72.

We can't control state funding, federal policy, or parents, but we can control our relationships with students and staff, the quality of our teaching, our energy, outlook, customer service, and the supports and interventions we provide. By focusing on what we can influence and leveraging our strengths, we can make a significant impact on our students' success and create a positive learning environment.

Oregon’s new accountability framework places high value on these assessments. They directly influence whether a district like ours will be placed on a coaching or intensive needs list, where the state can provide direct coaching and direct up to 25% of our funding. If the accountability framework were implemented next year, we would be placed on the intensive coaching list. This means 25% of our funds would be directed by ODE to improve student outcomes and we would receive intensive coaching support from ODE. The Board and our principals, assistant principals, and district team are committed to avoiding this placement. Key performance indicators include:

• K-12 attendance
• 3rd grade reading
• 8th grade math
• 9th grade on-track
• On-time graduation

We are asking all staff to encourage our students to do their best for these important assessments, to help reduce opt- outs and improve student outcomes. These assessments aren’t just compliance—they’re tools to identify progress and address gaps. They matter for our students and for our district’s future. I think most people prefer internal accountability over external accountability.

I’m often asked, “what is the primary role of the school board?” We are fortunate to have a committed and visionary School Board. They represent the values and expectations of our community. Their primary roles include ensuring K–12 alignment, hiring and evaluating the superintendent, and holding the system accountable to students, families, and the broader community. They focus on long-term governance and impact, and their leadership allows us to stay focused on what matters most. When you get a chance, please thank them for their commitment to the community and the Coos Bay School District.

1. Improving student outcomes for ALL students.

1. Expanding alternative education opportunities to ensure every student has access to the resources and support they need to succeed.

1. Utilizing data to improve instruction and report progress, ensuring that our teaching methods and systems are effective and that we are transparent about our achievements.

1. Exploring additional programs to enrich the student experience in the CBSD, aiming to provide a well-rounded education that prepares students for their future endeavors.

This spring, I’m conducting listening tours at every school. I’ll be spending a full day at each building, observing, learning, and—most importantly—sitting down for 1-on-1 conversations. I want to hear from you directly. What’s working? What’s not? What do we need to reimagine? These conversations are crucial to our collective growth.

This has been an incredible year—filled with growth, challenge, and progress. Thank you for supporting my family's return to Coos Bay. The community and staff have been amazing to my three children and wife. The Ainsworth family appreciates your support and patience as we continue to transition back to the Coos Bay community.

Also, thank you for supporting one another, for partnering with families, and for making our schools a place where we, “Know ALL students by name, strengths, and needs and ALL students graduate with a plan to be either: Enrolled, Employed, or Enlisted (3Es). ”

One Compass—One Crew—One Mission,

Dr. Ainsworth

Coos Bay School District