Love, Care, Serve
SEE A NEED, FILL A NEED
District to Complete Tiger House & Hand Keys to GRH
BY TRISH YERGES
The construction of the district’s first Tiger House project, a two-unit townhouse at 905 and 907 I Avenue in La Grande is nearing completion and slated to be finished in January 2025. An open house will be held and announced through the district’s website.
GCT Land Management, owned by Gust and Karen Tsiatsos, is the general contractor for the project. They are working with CTE Teacher and Construction Supervisor Parker McKinley and La Grande High School students. In addition, many local contractors and subcontractors have also worked on site and instructed students on their specific trades.
The nearly finished Tiger House represents the culmination of a six-year-long process and the vision of LGSD’s Superintendent George Mendoza. In his first year at the district, Mendoza experienced two things that became the driving force behind the project.
“I realized we needed to create more affordable housing in La Grande, and we needed to help our students learn trade skills in construction, so they could be the potential plumbers, electricians, concrete workers, construction managers or local contractors that we need in our community,” Mendoza said.
The community was supportive of this idea and for the district to be part of that solution. That’s when Mendoza started to think about making the high school woods program into a construction program. In Mendoza’s second and third years, he started studying other districts’ home building programs. By the fourth year, La Grande School District bought land from Zion’s Lutheran Church on I Avenue and started instituting high school classes and courses that would allow students to build homes.
“It took six years to get to the point where we could hire somebody to make sure we could create the pathway and pipeline to home construction, and it all started from having people express a need,” Mendoza said.
Funding Strategy
The district used funds from Oregon’s Measure 98, also called High School Success funds to purchase the land for the project. These state funds support programs to improve graduation rates, college readiness, and career and technical education (CTE).
Mendoza looked for land in proximity to the high school, so students could easily walk to and from the worksite. Finally, the groundbreaking ceremony happened on August 8, 2023.
To acquire the seed funding for building, Mendoza had to strategize.
“I built a relationship with Senator Jeff Merkley’s Senior National Resources Advisor and Field Representative Jessica Keys, and we went over the project and vision we had for the Tiger House,” he said. “She helped me work for a path through a congressional funding bill.” Mendoza and Assistant Superintendent Scott Carpenter worked with Keys and the offices of Senator Ronald Wyden and Merkley to get their support for a congressional spending bill for the Tiger House construction. Mendoza was trying to avoid using general fund resources, so he was motivated to find an outside funding source. He knew from Keys that the federal government gives grants to schools, so he explained the Tiger House vision to her, and she replied, “That’s a good project, and I think you would get funded.”
LA GRANDE SCHOOL DISTRICT
FROM THE Superintendent’s Desk
George Mendoza
LA GRANDE SCHOOL DISTRICT SUPERINTENDENT
Dear Parents, Guardians, and Community Members,
As the holiday season comes to a close, it’s a perfect time to reflect on what matters most— family. Our school community thrives when we treat each other as extended family, and I’m continually reminded of the vital role we all play in helping our students grow, learn, and thrive. Your support and involvement are the foundation of their success, and for that, I am truly grateful. I hope your winter break has brought moments of rest, reflection, and joy with friends and loved ones. As we enter 2025, it’s the perfect opportunity to celebrate our accomplishments, learn from the past, and set new goals for the year ahead. Together, we continue to focus on building a brighter future for our students and community.
Celebrating Our Successes in 2024
This past year has been filled with remarkable achievements. Here are just a few of the highlights that showcase the dedication, hard work, and success across our district:
Student Achievements:
• State Champions: Our Girls Wrestling Team and State Choir brought home championship titles.
• Top Performances: Girls Cross Country, Boys and Girls Swimming, and Band teams placed in the top 4 at OSAA State Championships.
• OSAA Cup: Ranked 7th in the State for excellence in academics, activities, and athletics.
•Coaching Excellence: 1 National Head Coach of the Year (Wrestling), and 3 State-level Coach of the Year awards.
Strategic and Academic Growth:
•Significant progress in our Strategic Plan indicators, with increases in club, sports, and activity participation.
• Continued improvement in academic growth, as measured by district-level assessments.
• Graduation and completer rates that far exceed the state average.
Community and Partnerships:
• Expanded collaboration with Eastern Oregon University, including reading tutoring programs, the Tiger-Mountie HUB classroom, and a direct admissions pathway for students.
• We will also wrap up our first Tiger Home Construction Project in December with an open
house in January, 2025. We have worked with many local and regional partners to make this an impactful program for our students, families, businesses, and community.
Facility and Program Improvements
We’ve made great strides in upgrading our facilities and programs to better serve our students:
• Wildcat Center: Successfully opened and commissioned our new multi-purpose center.
• Greenhouse Expansion: A new, larger greenhouse at La Grande Middle School.
• HVAC and Boilers: Modernized heating, ventilation, and cooling systems at LHS.
• Playground Equipment: New installations at Greenwood Elementary and Island City Elementary.
• Safety and Security: Upgraded cameras, lighting, and communication systems across all schools and buses.
• Nutrition Program Enhancements: New walkin coolers, freezers, dishwashers, and serving counters.
• Campus Modernization: Digital signs, window improvements, and enhanced signage throughout the district.
• Seismic Enhancement to our high school auditorium, upgraded courtyards, parking and landscaping—Five Year Maintenance plan, High Cost Capital projects, use of state grant funds and bond-funds have allowed for these projects
Looking Ahead to 2025
It’s inspiring to celebrate all these “good things” from 2024, and we’re excited to build on this momentum. As you enter the new year, I encourage you to reflect on your goals and accomplishments with your family. Share your hopes, listen to your children’s dreams, and celebrate the many victories—big and small— that come your way.
I look forward to welcoming everyone back when school resumes on Monday, January 6, 2025. Together, let’s make 2025 a year full of growth, achievement, and success!
With gratitude and optimism,
George Mendoza Superintendent
Tiger
House Continued on from page 1 Keys spent time going over the grant application with Mendoza and Carpenter and her support of the district made a real difference. “This was the first time we tried something like this specifically, but it worked, and we were happy to start with grant dollars instead of general fund dollars,” Mendoza said.
The district was awarded a $515,000 grant for building the first Tiger House.
Mendoza also considered potential buyers for the home and one organization with a need came to mind, Grande Ronde Hospital (GRH).
GRH Becomes a Partner
In March 2023, Mendoza reached out to the hospital’s CEO Jeremy Davis to discuss his vision and whether a Tiger House would offer adequate space and appeal to working professionals at GRH.
“I loved the idea,” Davis said. “The fact that George would come up with this plan and he knew we were short of workforce housing--I was just grateful that he thought of us as a potential community partner.”
The benefits were twofold – for GRH and LHS students in the home construction class. The Tiger House’s location in close proximity to GRH and its clinics makes it convenient for medical providers living there.
GRH’s Davis said the hospital has challenges recruiting new medical professionals who want to work in La Grande but can’t find housing. The townhouses will allow GRH to rent on a temporary basis to newly hired physicians, nurse practitioners, nursing assistants and staff until they can find their own housing. The townhouses may also be used for traveling medical providers.
strategic partners at local and state levels to bring the vision to fruition.
“On behalf of Grande Ronde Hospital, we’re grateful for that work. We’re excited for what it means not only to our organization, but also for the community,” Davis said.
Final Touches on Tiger Home
LHS Construction Teacher McKinley said the two townhouses are about 90% completed. Each one has two bedrooms, one and a half bathrooms, a laundry area, kitchen and living room. “There are lots of windows and some good views toward Morgan Lake,” McKinley said.
Projects left to complete are some finish carpentry work, including cabinets, installing stair railings, staining beams, laying the flooring, base trim, and installing sinks, faucets, and toilets, and some light fixtures. The landscape will follow in better weather.
McKinley said the first Tiger House experience was very good for students. “I love it for the kids,” he said, “and I’m excited for us to have many more years in this program.” He said the biggest win for students has been their exposure to all the trades and contractors in the community. “We’re excited about the number of kids who want to be part of the program.”
Superintendent Mendoza expressed his gratitude to all the partners in the project, including Gust Tsiatsos of GCT Land Management, local tradesmen, Parker McKinley, LHS students, and Scott Carpenter, Assistant Superintendent. Mendoza also mentioned the local businesses, Miller’s Home Center, OTEC, Boise Cascade, Woodgrain, City of La Grande, Grande Ronde Hospital, and senators Merkley and Wyden and field representative Keys.
email: george.mendoza@lagrandesd.org.
Davis commends Superintendent Mendoza, the school district board and the district’s leadership for recognizing an unmet need in Union County and working with
“There are many more people and businesses to thank, and it would be a long list, but we’re very grateful to them all for their help in making the first Tiger House a success,” Mendoza said.
INCLEMENT WEATHER School Delay/Closure Information for Families and Community
When weather conditions make travel unsafe, schools may either close for the day, open two hours late with regular bus routes, or open with snow bus routes. Changes to the school schedule are usually announced by 6 a.m.
• Phone: Monitor your phone for a call and text from “Thrillshare,” the District’s automated calling system. Calls and text messages will be placed to the primary phone number listed in each student’s record.
• Website: Go to www.lagrandesd.org, live updates will be posted here.
• Facebook: Live updates will be posted on La Grande School District’s Facebook Page.
• Radio: Tune to La Grande radio stations for live updates:
• KCMB – 104.7 FM or 101.3 FM
• KWRL – 102.3 FM or 99.5 FM
• KVBL – 103.1 FM
• KHKF – 92.9 FM or 96.5 FM
• KUBQ - 98.7 FM
• KLBM - 1450 AM* Can operate during power outages
• KOOL – 105.9 FM
To make it clear- If we cancel school for the day due to inclement weather we are cancelling all educational programs and services for the day; This is due to unsafe driving conditions for staff, students, or other stakeholders going into school/work sites.
Schedule for 2024-2025 School Year (School Start Times)
How are decisions made?
The decision to open, delay or close schools is based on careful analysis of all of the facts available at the time of the decision.
• District administrators closely monitor the weather. Most often, decisions are made in the early morning rather than the night before so that the most current weather conditions and forecasts can factor into the decisions. The District receives several reports, including a report from Mid-Columbia Bus Company, County Roads Department and City of La Grande Public Works to determine the condition of roads throughout the town, Island City, Summerville, as well as county roads to Cove, Union and Imbler.
• We closely monitor National Weather Service reports as well as most up to date radar information available.
• Our District also consults with Eastern Oregon University as well as Intermountain ESD who is in contact with other
local school districts for updates on their road conditions, determinations for closure or delays, etc.
• We recognize the impact on family schedules, and will communicate any decision as quickly as possible. In the early morning hours (typically beginning around 4:30 a.m.), District and Mid-Columbia Bus Company staff drive main roads to assess driving and walking conditions.
• All of the above information is compiled and reported to the Superintendent, who will make the decision based on the best available information at that time.
• A decision to delay school two hours may be made in order to allow additional time to monitor weather or allow for weather conditions to improve, permit road crews to plow and treat roads, allow our staff to clear parking lots, clear off sidewalks, sand or
treat entry ways, etc. A final decision to close school will be made by 8:00 a.m. if the start of school was initially delayed two hours.
• We understand these decisions disrupt family life and appreciate your patience during these severe weather situations. While we know that our students and families are best served when we are open, our top concern is the safety of our students and staff.
What if the storm begins when children are already at school?
We try, if at all possible, not to dismiss school early due to weather, except in rare extreme weather conditions. Young children will not be dropped off at bus stops without an adult and releasing early is problematic when families are not expecting it. Families may choose to pick up their children early. In most cases staying at school until the regular release time is the safest option. Delay
PROFESSIONAL COLLABORATION School District and EOU partners in education
BY TRISH YERGES
Student success is the focus of great academic programming and a committed partnership between the La Grande School District and Eastern Oregon University (EOU).
None are more aware of the benefits for district students than La Grande School District Superintendent George Mendoza and Assistant Superintendent Scott Carpenter, who continue to collaborate with EOU to help K-12 students.
“Among those programs are EOU lunch buddies, where EOU athletes come in and eat lunch with our kids and then go outside and play sports with them,” Mendoza said.
Then there are the EOU reading tutors program for grades K-5, where students receive tutoring from EOU reading tutors, who have been trained in the science of reading.
“This reading program provides interventions to district elementary students who need extra support in reading. We have seen significant gains with the great work of our teachers and these EOU reading tutors,” Carpenter said.
EOU professionals also provide training to district staff and para-educators in terms of the science of reading and reading strategies that would best impact district kids so that they can learn how to read.
“We also have a location called the Tiger Hub, which includes EOU and Blue Mountain Community College (BMCC),” Mendoza said. “They [EOU and BMCC] come to the high school, and they have a designated space where they help our kids understand the programs that they have.”
At Tiger Hub, the kids meet professors and talk about the classes and courses they would take, and they learn about financial aid. For this program, EOU and BMCC have staff members at our schools part-time.
The Oregon Teacher Pathway program is for high school kids who want to be a teacher or want to explore education. It gives them a chance to be in classrooms and learn and grow. It’s also attached to programming and scholarships at EOU. They get
“It’s a great program to locally grow our own educators.”
Scott Carpenter Assistant Superintendent
discounted tuitions and get fast tracked into the EOU education college.
“It’s a great program to locally grow our own educators,” Carpenter said.
We do a lot with EOU and GO-ASAP (After School Activity Program) that EOU does for our middle school students. We appreciate the university supporting our middle school students and opening doors to activities that can develop a life-long passion such as: skiing, biking, climbing,” Mendoza said.
“We also have a partnership with GO STEM Hub out of EOU
to provide instructional tools and units and supplies of materials to our elementary students. We appreciate the deep reservoir of tools and expertise the GO STEM Hub provides to our district and others in the area,” Carpenter said.
The district and EOU share facilities for some sports. That means the district shares Community Stadium and the baseball fields at Pioneer Park with EOU.
At the middle school and high school levels, the district is collaborating on conferences and opportunities to visit EOU campus.
“At high school, there’s opportunities for students to earn dual credits and college credit opportunities,” Carpenter said.
A new program this year is the Tiger Mountaineer Direct Program, where students that finish their junior year with a 2.5 GPA or above can fill out a request to have their student transcript sent to EOU and be immediately admitted without an application or paying the $50 fee.
There are many EOU events they host that district students and staff can attend, such as music and social media conferences. The district has staff wellness events and activities with EOU support, such as nutrition classes and podcasts.
The district gives significant support when it comes to EOU’s student teacher experiences, practicums and mentorship. The district also works on cultural awareness and receives sensitivity training from EOU staff.
The La Grande School District appreciates the relationship it has with EOU.
LA GRANDE SCHOOL DISTRICT
PERIODIC REVIEW
Strategic Plan: 2023-2025
Strategic plan re-evaluated and updated
OUR CORE VALUES The La Grande School District is Committed to...
We strive to create high quality, integrity-driven, equitable educational experiences by providing safe and caring environments in which to learn and grow.
We focus on the well-being of all students and staff members. This includes social, emotional, and academic needs.
Goal 1
Ensure All Students Are Ready to Learn
Indicator 1A: The district will implement, monitor, and expand Culture of Care strategies, effective, tiered student interventions, and a robust health and wellness program to meet the needs of students and staff.
Indicator 1B: The district will improve the Regular Attender rate (90% attendance or better) at all school sites and communicate frequently with students and parents on the importance of attendance.
Indicator 1C: The district will continually update its comprehensive safety plan, enhance relationships with emergency services, and provide ongoing training for all staff and students.
Indicator 1D: The district will continually update its school sites and physical facilities to provide the best environments for students and staff to learn, work and thrive.
BY TRISH YERGES
The La Grande School District’s Strategic Plan is currently under committee review for an update to reflect current needs and goals of the district.
“The State of Oregon requires districts to go through a strategic planning process every two years,” Assistant Superintendent Scott Carpenter said. “We’re now in that process of re-evaluating it so that we can meet the timelines of the State of Oregon for various state grants.”
Every two years LGSD reaches out to our community to learn from them how the strategic plan is impacting them. A committee was formed to start the re-evaluation process on November 18th, and includes partners from all over the community, including parents, staff, and other community agencies.
“We appreciated the 786 surveys that people completed to help us know whether we are engaged in the right work
We aspire to have respectful relationships in all school district and community interactions to build trust and belonging within the district between our staff, students, parents, and community.
Goal 2
Foster Increased Academic Success
Indicator 2A: The district will annually increase the Freshman On-Track rate (6 or more credits) for all students and identified focal populations.
Indicator 2B: The district will annually assess, implement interventions/extensions, and report student growth and grade-level achievement in core academic areas.
Indicator 2C: The district will annually increase the percent of students graduating and/or completing high school with a diploma or other certificate.
We believe exceptional education creates life-long learners, develops students to their potential, and builds positive character traits and job skills. In addition, we highly value involvement in meaningful community service and beneficial partnerships.
We strive for positive and
and
staff in making positive outcomes for students.
Goal 3
Develop Civic-Minded, Engaged, Life-Long Learners
Indicator 3A: The district will annually increase the percent of students who participate in community service and clubs, sports or activities.
Indicator 3B: The district will annually increase community and regional partnerships to support students in developing into college and career ready adults.
Indicator 3C: The district will update its technology systems, devices, and infrastructure to provide effective learning and work environments for students and staff.
or misaligned to needs of students, staff, and the community,” Carpenter said.
“That was the largest survey response that we’ve had to date, and generally it was very supportive.”
Most indicators showed between 75% to 80% of our community were in support of various aspects of the district’s strategic plan.Carpenter was excited the district received that level of support on current goals and indicators for success.
The first committee meeting was about letting the committee listen, learn, and understand the district’s strategic plan, since for some of them it was their first exposure to the process.
“In our upcoming meeting in January, we’ll start to look at adjustments we’re thinking of making,” Carpenter said. “We’re not there yet, but we’ll definitely be looking at those as we get further into the process.”
Any changes or updates to the strategic plan will then go before the La Grande School District Board of
Directors at their March meeting.
“As we update the board, we’ll definitely take community feedback,” Carpenter said.
Strategic plans are never complete or perfectly implemented, but Carpenter said all indicators are that the district is moving in positive directions, whether that’s with the district’s facilities, attendance, or student achievement.
“We’re seeing improvements in those areas, some perhaps slower than others, but there’s great work being done by our staff and we’re continuing to see progress,” Carpenter said.
More information on the upgraded strategic plan will be available to read on the district’s Profile Focus Guide, the Work in Action video segment, and virtually every other communication stream that the district has will focus on some element of the strategic plan.
The strategic plan has definitely proved helpful to the district in focusing on goals and working to achieve them.
TOP THREE PARENT CHALLENGES IN LA GRANDE? AGREE? DISAGREE? BY
CALANDRA JOHNSON, SCHOOL COUNSELOR
Have you heard of AI as in Artificial Intelligence? Most of us have and pretty much everyone has an opinion one way or the other about AI. But what happens when you ask a Super Powered Computer what they have found to be La Grande’s three biggest Parenting Challenges? Believe it or not, it told us the following:
• Mental Health and Emotional Well-being
About 70% of parents are hearing more from their kids about mental health and are feeling unsure how to address it effectively.
• Screen Time & Social Media Management
Parents are grappling with how to set screen time and keep their kids away from harmful content. It’s often difficult for parents to know what boundaries to set and what tools will keep them safe.
• Balancing Work, Family, and Education
Many adults are struggling to keep a healthy work-life balance and still pay attention to their children’s education. Burnout is common and many are struggling with exhaustion from the many responsibilities they have.
Did any of this sound familiar? If so, here are some quick tips to help with the challenges you’re facing as a parent, grandparent, or guardian:
1. Mental Health & Emotional Well-being
• Keep Calm, Open Communication: Invite your child to express their feelings by showing them you are emotionally open as well. Use phrases like, “I noticed you seem upset. Do you want to talk about it?” This creates a safe space for sharing.
• Use Coping Skills & Keep on Practicing Them
Don’t sell short the power of deep breathing, journaling, counting to 10 or listening to music to manage stress. Make it a daily habit to remind your kids to use their coping skills, too. Do them together. Don’t give up!
• Seek Support from School Counselors or Therapists
You might be surprised to know how many of us in the area are tapping into school counselors or child therapists for additional support. Let your child know it’s okay to ask for help!
2. Screen Time & Social Media Management
• Set Clear Boundaries: Write down the rules about screen time, such as no devices during meals or before bed. Use a chart or apps that limit the amount of minutes (and hopefully not hours) of screen time they may have each day.
• Insist on Other Activities: Give other activities for your kiddos to do like sports, art, or board & card games, playing outside, biking, baking or free play with their toys to reduce the amount of time they are on screens. Make sure devices are not with them at night.
• Model Healthy Technology Use: If your child has a device, install an App like “Bark - Parent Controls” to protect them. Show balanced behavior by limiting your own screen time since kids and teens often mimic their parents’ behaviors and habits.
3. Balancing Work, Family, and Education
• Prioritize Quality Time: Set a time on your phone for 15 - 30 minutes of undistracted time daily to connect with your child. This can strengthen your bond with them and boost their confidence.
• Connect to School Sources to Stay in the Loop: Make sure you’re connected to ClassDojo or Google Classroom and your school’s Facebook page for reminders and updates. This helps you keep track and also reduce last-minute stress.
• Lean on a Support Network: Don’t hesitate to ask family, friends, or community resources for help with tasks like school pickups or tutoring. Building a supportive network lightens your load and benefits your child!
SPORTS UPDATE
A GREAT FALL SEASON FOR LA GRANDE SPORTS BY TRISH YERGES
The Tigers volleyball, cross country, football and soccer teams had a very good fall season in the league and at state.
• The varsity girls volleyball team placed second in the league and then lost in the first round of the playoffs to the #1 seed, Marshfield High School.
• The girls and boys cross country teams came in second in districts.
• The Tigers football team finished third in the league, making it to the first round of playoffs this year. “We only lost five football players to graduation, so next year should be a good, strong year,” said Athletic Director Darren Goodman.
• The girls soccer team won the Greater Oregon League and brought home second place in the State Championship Soccer Playoff against Marist Catholic. “Girls soccer’s overall record was 14-2-1,” Goodman said. “We brought home a second-place trophy that will be on display in the trophy case by the gym.”
• The boys soccer team finished second place in the league, and lost to the #1 seed in the playoffs.
Winter Sports
Goodman anticipates that the winter sports season will be a good season for the Tigers. The girls wrestling team are returning state champions, and the boys wrestling team are always in the top three. The girls basketball team is probably favored to win the league and our swim teams always do well,” he said.
Overall, Goodman was pleased with how the teams made improvements this past season.
“To finish in the top two in every single sport is pretty good,” he said. “Obviously, we’re trying for championships, but the top two is pretty consistent.”
In Depth, Cross Country
Coach Alma Crow, was very pleased with how the boys and girls cross country teams performed this past season saying, “they trained very hard this summer, and some of them were putting in 15 to 40 miles a week, and it showed at district and state.” She added, “More than anything it was the attitude they showed and their commitment to practice even when they were tired and had homework and other things going on in their personal lives.They handled this season with tremendous character.”
Crow continued, “Some of the athletes ran their personal best at state. It showed they put in the work. As their coach I only have positive things to say.”
Tigers cross country athlete, Brook Perry, a junior, received the individual state championship MODA Athlete of the Meet Award for running the Class 4A 5,000-meter (3.11 mi) race in 18 minutes and 35 seconds. Perry said, “I felt excited, but mostly I had an overwhelming feeling of gratitude for my teammates, coaches, family, and especially for God and all the strength he gives me. I felt that I had a lot of help.”
In my 12 years of coaching cross country, I haven’t had an athlete quite like Brooke,” Crow said. “She is a very special, talented girl. She’s going to go places in the running world. She’s very tough and can handle the workload. Mentally she is ready. There’s not a lot of athletes like her.”
Only two boys and two girls will graduate out of the cross-country program this school year, so Crow is very proud of their performance as a young team and looks forward to what will come next year.
In Depth, Soccer
Head coach for the girls soccer team, Chris Gianandrea, was very proud of the team and its performance at state. It was a great season, he said. The team had a goal of getting to state from the very beginning of the year, and they accomplished that---not to mention it was only the second time in the school’s history that has happened for the girls soccer program.
“While we didn’t win and the scoreline might say Marist Catholic dominated, I know every single girl on the team walked off that field proud of how they played,” Gianandrea said.
They played all 80 minutes, and Gianandrea was proud of that too. “That’s all you can ask for from a team,” he said. “There were more tears of sadness because the season was over and not so much that they lost, so that’s always a good sign.”
Despite some inclement weather during the game, Tiger goalkeeper, senior Lyndie Isaacson, ended up with nine saves for the night and was named the player of the game for the Tigers.
Five players made the GOL First Team, Rowan Evans, Lyndie Isaacson, Paige Allen, Mattie Wolcott, and Karli Kretschmer, and three players made the Second Team, Peyton Daggett, Ava Musgrove, and Ava Mendoza.
For the boys soccer team GOL First Team players include Kason Carlson, Riccardo Rossi, and Sirak Kellogg. Isaiah Kast and Eric Villagomez made the Second Team with Honorable mention to Payton Stenkamp.
ACCELERATED LEARNING LMS offers classes for advanced students
BY TRISH YERGES
La Grande Middle School (LMS) Principal Chris Wagner is pleased to offer accelerated learning programs to advanced students, in math and in English. .
“We spend so much time trying to meet the needs of kids that are behind that we don’t want to overlook the kids that are advanced, and this is a neat opportunity to meet the needs of our advanced students,” Wagner said.
Accelerated Math Program
Last year, the middle school debuted an accelerated math curriculum (seventh and eighth-grade) and an Algebra I class (eighth grade) for students who show an interest and aptitude in math.
Algebra I is typically offered in ninth grade, but with this accelerated math program for strong math students, they can fasttrack through high school math credits if they choose.
Joanie Dalton, a math teacher at LMS for the past four years, teaches the accelerated math classes. The seventh-grade students are taught a combined curriculum of seventh and eighth grade math concepts, so that when they enter eighth grade, they are ready to take Algebra I.
“If the student is taking Algebra I in eighth grade, we send a letter home to their parents to sign, allowing their student to get a high school credit,” Dalton said. “In my three years, I’ve only had one parent decline the offer for their child to earn a high school credit.”
Since COVID, 20 to 25 students enroll annually in the accelerated seventh and eighth-grade math curriculum to form one class. If more than 30 students are interested, then two classes would be scheduled. Kim Freeman is the other math teacher at LMS who will teach Algebra I in rotation with Dalton.
“We would make it work if enrollment increases, and that will probably happen in the future,” Dalton said.
Future increases in enrollment are anticipated because Dalton learned from district staff that K-3 kids are showing stronger math skills because they have not been impacted by the drawbacks of the pandemic.
“That’s really exciting to hear,” she said.
The placement selection for the accelerated math program begins at the end of sixth grade, when counselors and teachers assess student tests and weigh in on which students have the interest and aptitude to participate in the seventh grade accelerated math curriculum.
Currently, students in Dalton’s accelerated math class are performing in the A and B range. Academically, these students are the high performers. While most students will take Algebra I in ninth grade, these advanced students will take Geometry in ninth grade and Algebra II in eleventh grade.
“If they choose, they can be done with their high school math credits,” she said.
However, some students want to continue in their math classes with pre-Calculus and other math courses. Student goals and career pathways are different, but in any case, Dalton has not heard of students who weren’t successful in this program.
“Almost every year, I’ll have a seventh grader in Algebra,” she said. “If they can take credit as a seventh grader, then they can go to the high school as an eighth grader and take Geometry. By their freshman year, that puts them in Algebra II.”
Accelerated English Program
This year, LMS Principal Wagner said the school added an accelerated English class taught by Tina Thurman. She has 22 advanced eighth-grade students that were placed in the English 9 class.
The placement process for enrollment into the English 9 class is based largely on outcomes from district assessments, i-Ready scores, their classwork performance, and their state assessment scores.
“If a student is recommended for placement, then the family is given the option to place their child in the English 9 class and earn one high school credit if they decide that’s what they want to do,” Wagner said.
Advanced students that are placed in the accelerated class will forego the normal English 8 class in exchange for the accelerated English 9 class. “We expect a higher level of output or performance
for English 9 than for English 8,” Wagner said. By skipping English 8 like this, the students may miss out on a class reading of some literary works, but students are free to read those works in their leisure if they wish.
The English 9 class for the advanced eighth-grade students is aligned with the high school English class. Thurman consulted with the high school teachers to go over the English 9 curriculum, pacing, and scope of sequence to make sure she would be teaching it in sync with the high school.
“They do follow the state standards for English 9, such as specific pieces of literature they go through as a class or independent reading and then respond to that,” he said.
As Wagner looks ahead, it’s possible that the accelerated learning programs at LMS will continue to grow to involve a class that advanced seventh grade students can take. It’s something the district may consider for next year.
“We are always looking for better ways to serve all our kids at the various levels that we see them, and we endeavor to challenge kids at those levels,” Wagner said. “We’re always assessing our programs and curriculum offerings to meet the needs in our community.”
HEATING THINGS UP LHS welcomes new boiler system
BY TRISH YERGES
Things have been heating up for the La Grande High School ever since a new, three-boiler heating system was installed in November. The new efficiency condenser boilers replaced the 1975 steam boilers that were both costly and inefficient.
Facilities supervisor Brad Sunderman noted the rest of the high school building had been retrofitted to a hot water system and most of the district’s buildings are heated that way through a hot water loop rather than steam. “It was a big leap for us to convert to the new technology, but we needed to get that steam system out of the high school and become more efficient,” Sunderman said.
The old system used to have two old fire tube steam boilers that required a lot of fuel and air that was driven by two 7.5 HP motors and large fans. Every time the boilers ran, so did the fans. Now the fans are gone and the demand for natural gas is reduced.
Sunderman’s maintenance crew performed most of the demolition of the old boiler room with assistance from a contractor. “We had one boiler that already had a pad poured, and it was set, and then we assisted the contractor to set the other two boilers,” Sunderman said. “At that point, we let it go over to YMC Mechanical out of Boise, our professional pipefitters.”
The new boilers are hot water condensing boilers, some of the most efficient heating boilers available. “We bought three of them to replace the two old boilers,” Sunderman said. There are many reasons for that, he said. In the cold seasons, the need for heat would require more than just two boilers running at 100% so this allows more flexibility to provide that needed heat. The new boiler runs on a system called cascade, which means they are all running at the same time. However, they run at different percentages.
“There are three boilers that can run at 100% each, but you might see 40-40-40% running all at the same time,” Sunderman said. “They all just share the load, but it also allows me to shut one down if I have to do maintenance.”
Savings
In the beginning of the project, Sunderman and the district were looking at rebates and getting other partners involved for energy efficiency purposes. Ultimately, in working with the Oregon Energy Trust, this project received a 25% rebate, the sum of which was paid directly to the district instead of through discounted billings.
In addition, Sunderman anticipates that the new heating system will pay for itself in 6 to 8 years or sooner, just based on the savings expected of between 75% and 90% less natural gas.
In contrast, the old steam boilers were either running at 100% or totally shut off. Even when Sunderman only needed the second boiler to run at 10%, it ran at 100% instead because the boilers were not designed with the ability to modulate or run at half capacity.
However, the new boilers can do 2.5 billion BTUs an hour each, so the entire boiler room can do 7.5 billion BTUs an hour. If that’s not needed, the boilers have a 30 to 1 turn-down ratio, which means that a 2.5 billion BTU boiler can still run with all its efficiencies at 125,000 BTUs an hour. That gives the boiler the ability to modulate through that incredible range and only use what it needs.
“You can’t really compare the old boilers to the new technology,” Sunderman said.
The high efficiency condensing boilers are currently utilized in Island City Elementary School and Central Elementary School (since 2016-2017). They work so well with rarely a repair needed that the future installations in the district will be the same technology.
For the first time in many years, the temps at LHS are steady and stable every day. “Makes for a good night’s sleep for me too,” he said.
Sunderman can monitor the temps from his desktop computer, iPad or laptop and remotely control some of the functions of the boiler system. Monitoring temps remotely also helps him to identify and correct any mechanical issues like a stuck valve.
Now with the LHS heating project completed, the district would like to recognize the hard work of Sunderman and his maintenance crew: Adam Slippy, Dustin Knight, Jason Lathrop and Isaac Chamberlain; as well as Sunderman’s HVAC consultant Kevin Griffith of Baker City, who walked him through what he would need to purchase for this big upgrade.
“They were all instrumental in the installation of the new heating system at LHS,” he said.
Future Cooling Project
Sunderman also announced that the district recently awarded a cooling retrofit contract to a contractor. “We’re adding some cooling coils to our existing duct work in schools that don’t have it, creating cooling equity for all learning spaces,” Sunderman said.
That project will be done this summer. The project involves Greenwood Elementary School’s old gymnasium section and the kitchen; the downstairs portion of the middle school and the original old building; and the last remaining areas of LHS, including the Commons, the band room, the choir room, the art room, the library, and the offices.
“Those three buildings, Greenwood, LMS and LHS are next summer’s project for cooling systems,” Sunderman said. “The school district has saved money over the years to pay for this project.”
Senior Day of Service
BY MICHELE MADRIL
In the middle of October, La Grande High School Seniors were out in the community carrying on a tradition and doing some great work! The annual Tigers Give Back Day/Senior Day of Service every fall is an opportunity for students to contribute to La Grande. This year, 157 Seniors participated.
A variety of projects were organized at multiple locations. These included Central Elementary, Island City Elementary School, La Grande High School, Ladd Marsh, La Grande Parks and Rec, Morgan Lake, Neighbors Together, Mt. Emily Recreation Area (MERA), Union County Fairgrounds and Wildflower Lodge.
Projects ranged from painting the trophy cases at La Grande High School to chopping and stacking wood for senior citizens to cleaning up and maintaining trails at outdoor sites.
Tigers Give Back Day/Senior Day of Service is a collaborative effort of staff and community members and seniors that promotes positive interactions/relationships between the school, staff, students and the community. At times, Seniors complete projects in one day that might otherwise take several days to complete.
LHS Principal Chelsea Hurliman spoke to the students in the gym the morning of the event before they boarded the buses. She explained that the day is a chance for them to give back to people in their community who have helped get them where they are today. “Whether you have benefited from athletics or student groups like 4H or FFA during your school years, you have received something from this community and it’s nice to say thank you,” Hurliman said.
Here are some comments from Seniors who participated:
“I like spending time with friends and helping out the community as well; it’s just a good thing to do.”
– Gavin, at Neighbors Together
“I just like the fact that we are able to make a little change that people will notice and will be here for a long time.”
– Maya, painting trophy cases at LHS
“I enjoy being out here and enjoy that it’s for the community.
– Raya, at Union County Fairgrounds
“I’m enjoying seeing the progress we have done, but I am not enjoying the cold.”
– Abby, at Union County Fairgrounds
“I’m enjoying painting the art case, it’s relaxing and something nice to do for the school and give back.”
– Jordan, painting trophy cases at LHS
LHS thanks all of the organizations for their collaboration and all the Seniors for their hard work.
LA GRANDE HIGH SCHOOL
STUDENT ART
Greenwood Kindergarten
Greenwood first grade
Greenwood third grade Parker Cutshall 2nd Grade
Addy Fairchild 4th Grade
Averi Hall 1st Grade
Greenwood first grade
Kaliyah Eldridge 3rd grade
Brielle Lovelace Kindergarten
Promoting Good Attendance
All Winter Long
Every winter, bad weather — snow, slush, freezing temperatures or even heavy rains — can present challenges to getting children to school. So do the illnesses such as colds, flu, fevers and earaches that often come with the winter months. Students might also have to stay home due to Covid-19.
1. Develop back up plans for getting your children to school in bad weather.
a. Check to see who can give your children a ride to school if you aren’t able to take them or the bus doesn’t arrive.
b. Talk with your school about forming a “walking school bus” with other families to get students to school safely.
c. Contact your local government if roads to school are not regularly plowed.
d. Join other families to clear snow from the sidewalks closest to the school.
e. Tell school administrators about transportation challenges, including safety, and ask if they have plans for transporting students.
2. Keep your children healthy.
a. Maintain a regular bedtime and morning routine.
b. Ensure students eat a good breakfast every morning or check to see if your school serves breakfast.
c. Ensure your children visit their medical provider and have received their vaccines, including flu and Covid.
d. Stress hand washing, particularly before and after eating, and after using the restroom.
e. Reinforce the importance of avoiding close contact with individuals who are sick, and not sharing cups and/or utensils with others.
f. If your children seem anxious about going to school, ask teachers, school counselors, your medical provider and parents for advice on how to make your children feel comfortable and excited about learning.
g. If you are concerned your children may have Covid, call your medical provider or school nurse for advice.
3. Keep your children engaged in learning if they cannot attend school in person.
a. Ask your teacher or school for resources that you can use at home to keep your children learning, including computer tablets, internet access and online learning platforms.
b. Identify who can support your children’s learning at home, especially if you must go to work.
c. Encourage your children to call classmates and stay connected to the teacher to find out about what they missed.
