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Students and teachers showcase projects; district details integrated‑program spending and new staff benefits
Summary
Presentations from Winter Lakes Elementary and Coquille Junior/Senior High showcased student literacy and robotics projects; the curriculum director reviewed integrated-program grants and spending priorities, and administrators highlighted new insurance and daycare benefits for staff.
Students, teachers and district staff used the board meeting to present classroom work and to report how grant and district funds are being deployed to support students and staff.
At Winter Lakes Elementary, Principal Tommie Sinko described campus routines and community events — morning assemblies at 8:21 a.m., a campus newsletter, seasonal activities (wooly-bear project, rock‑painting, chalk art), and family events scheduled for mid‑October and Oct. 29. Staff members Angie Fano and Cheryl Johnson were introduced for their roles supporting student learning and outreach. Kim Gallagher described supports for online learners, including weekly Google‑Meet appointments and expanded project presentation opportunities. Gallagher reported that 11 students took a food-handler course last year and 10 earned Oregon food-handler cards; the program has expanded this year.
At Coquille Junior/Senior High, Albert Dixon introduced Miss Little, an ELA teacher, and students Abby and Miley who spoke about writing projects, a "first‑chapter Friday" reading program, Socratic seminars and leadership activities. Separately, student presenters described a remotely operated vehicle (ROV) competition in which students designed and built submersible vehicles, learned electronics and programming, and operated on a limited budget (presenters said under $200 for their entry).
The curriculum director (introduced as Tanya Cinco) summarized the district's integrated‑program funding streams: the High School Success Student Investment Account, early intervention system, and a new early‑literacy grant focused on ages 3 through grade 3. The director said money from these streams has primarily funded personnel (academic counselors at the high school, social‑emotional counselors, CTE staffing and partial salaries) and curriculum purchases such as Frog Street for early learning and phonics interventions (Gardner's New Alphabet and Secret Stories). The report noted the district's coordination with the ESD and use of no‑cost curricula resources (UFLI) where available, and that staff and building SIP plans guided allocations following community surveys and campus meetings.
Separately, a board presentation on district compensation and benefits highlighted salary comparisons and newly negotiated classified‑staff contract provisions: the district will fully fund certain medical insurance premiums for enrolled employees and their families on the selected plan; 63 staff enrolled in plan 5 with the HRA while 29 opted out and received a $500 stipend. The district also reported daycare subsidies (employee children using on‑site daycare for $10/month) and signing bonuses/contract terms to support recruitment and retention.
What happens next: district staff will continue to implement classroom and extracurricular programming, monitor grant reporting obligations, and the administration will execute the personnel and budget actions approved by the board.
