Parents and educators urge stronger response to classroom disruptions, special-education funding

Parents and education staff told the North Bend School District Board of Directors on March 6 that ongoing classroom disruptions and uneven supports for high-achieving and special-education students are undermining instruction.

At the meeting's public comment period, parent Neil Jensen said classrooms at the elementary level rely too often on computer-based work instead of teacher-led grouping for higher-achieving students and that disruptions at the middle school are frequent. “We have done a poor job of opening doors for those that succeed,” Jensen said.

Another parent, Sarah Bennett, identified multiple concerns including handling of a bullying incident caught on video, follow-up and accountability for staff conduct, and the district’s use of McKinney-Vento services for families experiencing homelessness. She said an employee she alleged was intoxicated at a school dance was placed on administrative leave and later returned, and that she had to seek information from the principal after not receiving follow-up from the district.

Resident Heidi Figgles (who also identified herself as Ivy) urged earlier intervention for children at risk of falling behind and described homelessness and family instability in the community as underlying factors affecting student behavior.

Association representative Eva Varga reported that local educators met with state Rep. Boomer Wright during a lobby day and said Wright is developing legislation addressing “tier 3” classroom behaviors. Varga said teachers and administrators shared concerns about student behavior and staffing at the state level.

Superintendent Vince Swain acknowledged the issue in his superintendent’s report and explained how special-education funding is structured in Oregon. He said the state traditionally set an 11% funding cap for special education — meaning districts receive additional funds for students up to that share of total enrollment — and reported the district’s current special-education rate at about 18%. “We get additional funding for all the spec students we have up to 11% of our total student body population,” Swain said, adding that legislators are discussing adjustments to the cap and accompanying dollars.

Why it matters: Board members said student behavior and special-education funding affect teacher retention and other students’ academic progress. Parents asked for clearer communication on harassment and bullying investigations, better application of 504/IEP supports, and more targeted instruction for high-achieving students.

Discussion vs. action: The meeting record shows these items were raised in public comment and in staff reporting; no new district policy or disciplinary action was adopted on March 6. Swain and association members said changes may require state-level legislative action and continued local planning.

What to watch: The board is scheduled to continue strategic-planning work in a March work session and will consider adoption items at future meetings. Legislators’ proposals on special-education funding and behavior policy could affect local resources if they move forward.