Superintendent outlines student‑achievement metrics, attendance targets and program priorities in 30‑day update

Superintendent Gary updated the Coos Bay School District board on progress during his first 30 days and on data and priorities he wants to carry into the school year.

Listening sessions and early outreach: Gary said he had met with 5 students, more than 35 staff members, six parents and multiple community partners, including local tribal representatives and business groups, to gather local perspectives on priorities such as literacy, expanded CTE offerings, and after‑school access.

Student assessment and program data: Gary reviewed a set of district assessment results the district has been tracking. Highlights and context he presented included: - DIBELS (k–2 early literacy): The district rose from 23% proficiency when Amplify was first implemented to roughly 53% district‑wide earlier this year at the k–6 level; one cohort that has had three years with Amplify increased from 32% to 50% by the end of second grade. Gary said earlier years’ beginning‑of‑year assessments can reflect teach/tester experience and that teachers’ administration quality improves over time. (Transcript: DIBELS cohort figures, conference remarks.) - Math and diagnostics (Sabbath/SuccessMaker): After initial red‑zone results two years ago, the district reported reductions in students scoring in the “red” band on the district diagnostic platform after targeted SuccessMaker intervention time; the superintendent said elementary red‑band rates fell from roughly 66% at the start of the initiative to 33% at year‑end, and middle‑level red rates shrank as well. - PreACT/ACT and AP: Gary said preACT/ACT participation and preparation have increased; Coos Bay reported a projected 44% AP enrollment this year (district figure presented by superintendent), up from 34% last year. He noted the district removed testing fees for Advanced Placement exams to remove a financial barrier and said qualifying AP scores at Marshfield were roughly 40% last year (qualifying = 3+).

Attendance, KPIs and targets: Gary outlined a set of Key Performance Indicators (KPIs) that district leaders drafted with administrators for improvement through 2028. Examples discussed: - Elementary regular attendance target: 90% regular attenders (regular = 90% of school days attended); district recent data showed 65–66% regular attenders and some schools approaching 70%. Gary proposed a multi‑year push to reach state expectations. - Reading and math proficiency: District targets were to lift reading and math proficiency substantially by 2028; Gary presented recent OSAS estimates showing incremental growth but noted state tests and accountability changes still in process. - Algebra I access and AP participation: Eighth‑grade Algebra I enrollment rose materially (from roughly 7% two years ago to a projected 25% this year) and AP enrollment was expected to exceed the state average.

Operational priorities and challenges: Gary flagged several operational and strategic items: - Budget pressure: The superintendent said state revenue projections mean the district should “plan, not panic,” and prepare contingency options for reduced state allocations in the coming budget cycle. He said the district has used reserves since ESSER funds wound down. - Special education and alternative‑education adjustments: New models and the transfer of certain life‑skills programming to the district created added staffing needs and integration work for the special programs office. - Preschool and early‑childhood expansion: Gary proposed longer‑term exploration of universal pre‑K and noted a waiting list for existing district preschool slots; he recommended better community alignment and data collection to estimate unmet need. - CTE, dual credit and co‑curricular access: He advocated increasing CTE pathway options and aligning offerings with Southwestern Oregon Community College (SWOCC), while acknowledging program costs and instructor availability are constraints.

Governance and staff relations: Gary said staff asked for “more positive communication” from district leadership; he described plans to improve evaluation systems, strengthen PLCs (professional learning communities), align social‑emotional learning and behavior practices K–12, and to introduce a monthly admin PD cadence that building leaders would cascade to staff. He proposed a superintendent advisory committee of students and increased student‑voice mechanisms.

Next steps: Gary said he aims to see progress on 4–6 KPIs by year‑end, expand community partnerships, and return regular KPI reporting to the board. He recommended continuing the listening sessions and planning more targeted interventions on attendance and early literacy.