Bend-La Pine Schools Board of Directors

Top row from left: Marcus LeGrand, Carrie McPherson Douglass, Kina Chadwick

Bottom row from left: Amy Tatom, Cameron Fischer, Shirley Olson, Ross Tomlin

Board Meetings

Bend-La Pine Schools' Board of Directors Meeting Schedule:

• Regular Board Meetings are typically held on the second Tuesday of each month during which regular business is completed, actions are taken and public comment is received.

• Work Sessions are typically held on the fourth Tuesday of each month during which the Board engages in discussion on key Board work and initiatives.

Meetings are held in the Boardroom of the Bend-La Pine Schools Education Center, 520 NW Wall Street, Bend, Oregon; unless otherwise noted.

• Upcoming Meetings:
  • Dates are available on the District Calendar and on the District Meetings page

• Agendas, meeting materials and approved minutes:
  • Documents are available on the District Meetings page.

Board Members

Current board member profiles and contact information is available on the Board Member page.

Becoming a Board Member

Any registered voter who currently lives in and has lived within the Bend-La Pine Schools (BLS) attendance boundary for at least one year immediately preceding the election is eligible to run for a position on the School Board. School district employees elected to serve on the board must give up employment with the district to serve.

Deschutes County Election Info

• May 20, 2025 Election Information

Additional Support:

• BLS Becoming a Board Member
  • Remaking Governance by John Carver
• Oregon School Boards Association (OSBA) Get on Board Resources

School Board Ends

PURPOSE

The Bend-La Pine Schools Board of Directors, in collaboration with the Superintendent and District Leadership, has established Board Ends to provide a common set of goals that guide the work of the district. Measures are defined to ensure that the best available evidence is used to report progress on these goals.

PROMISE

Every student in Bend-La Pine Schools is known by name, strengths, and needs, and graduates ready for college, career and community engagement, and life.

GOALS

Outcomes and Experiences

1. Students are engaged and develop a strong academic foundation as measured by the following, overall and for historically underserved subgroups:

a. Mastery of English Language Arts (ELA) & Math foundational knowledge and skills by the end of 1st Grade, as measured standardized assessments

b. ELA, Math, & Science proficiency rates in 3rd-8th grades, as measured by the Oregon Statewide Assessment System (OSAS)

c. ELA and Math growth rates in 4th-8th grades as measured by the Oregon Statewide Assessment System (OSAS)

d. The percent of 9th graders on track for graduation, as measured by credit attainment toward graduation requirements

e. The percent of students designated as English learners that are on track to acquire English proficiency, as measured by Oregon’s English Language Proficiency Assessment (ELPA)

f. Efficacy of academic programs, as measured by surveys and/or focus groups

2. Students have a passion, purpose, and plan for their future as measured by the following, overall and for historically underserved subgroups:

a. The percent of high school students who graduate in four years, who graduate in five years, and who complete high school in five years

b. The percent of graduates who earn a diploma plus complete at least one of the following career and life indicators:

i. Two or more credits of Advanced Placement (AP), International Baccalaureate (IB), or college credit eligible coursework

ii. Oregon State Seal of Biliteracy

iii. Two years of Junior ROTC

iv. CTE Concentrator (Two or more credits in a program)

v. Meets the college readiness benchmark for both language arts and mathematics on high school OSAS, ACT, or SAT assessments

vi. Meets automatic admission requirements for all Oregon Public Universities

c. Students’ preparedness for their future, as measured by surveys and/or focus groups

3. Students, families, and staff experience wellness, inclusion, and belonging in our schools as measured by the following, overall and for historically underserved subgroups:

a. Student, family, and staff experiences of key elements of school culture (including voice, belonging, and emotional/psychological wellness), as measured by surveys and/or focus groups

b. Bias incident data and trends

4. Operational systems align and support an academically effective and sustainable organization.

Updated and Adopted: 10/11/2022