Oak Harbor School District 201

The meeting included the adoption of the agenda and the consent agenda. The primary focus was a board mid-year review of district goals, specifically standard three regarding budget allocation and standard four regarding mastery of learning standards. The board reviewed and celebrated student growth data, highlighting individual success stories across various grade levels and campuses. The presentation emphasized the district's intervention programs, including tier one, two, and three supports, and the impact of these interventions on student academic growth and confidence.

The meeting commenced after waiting for a quorum, followed by the pledge of allegiance and approval of the agenda and consent agenda items. Key discussions in the Superintendent's report focused on declining enrollment projections, the potential dramatic reduction in Transitional Kindergarten (TTK) funding, and the insufficient state budget allocation, noting funding levels are projected to be around 41-42% of 100% next year. The board also heard updates regarding enrollment projections being managed in conjunction with Teter Crocker for boundary work. Student board representatives provided updates on their goals, including creating a student voice board policy, working toward a civics credit for their position, and planning a 10-carbon mural. The meeting included recognitions and awards for Oak Harbor High School staff, specifically Erica Shulie, Christy Kellison, Kyle Wling, Monnique OA, and Debbie Herren, as well as students Corbin Hampton and one other unnamed student for exemplifying core values. Recognition was also given to staff and principals for their efforts in securing Impact Aid funding, with Hillcrest Elementary noted as the top returning forms.

The meeting commenced with the Pledge of Allegiance and roll call, noting the absence of Director Oz and the student board representative (excused). The agenda was approved by unanimous consent, followed by the approval of the consent agenda. Public comment featured a presentation from the Oak Harbor Youth Coalition coordinator regarding the dangers of 7-hydroxy-mitragynine (7OH), or "gas station heroin," emphasizing its potency and lack of regulation in Washington state. A second speaker raised safety and social-emotional concerns at Oak Harbor Intermediate School, noting declining performance ratings. The special program report included statistics on students qualifying for McKinney-Vento services (299) and special education (149), noting a decrease of 21 special education students since the previous February. The presentation also detailed funding shifts, the loss of Community Safety Net and Transportation Safety Net funds, and efforts to secure funding via the Individual Safety Net program for 63 students. Discussions also covered progress toward increasing the time students with IEPs spend in general education classrooms, moving from 58% to 70.5% over four school years. Next steps involve an internal review by Dynamic Education Consulting and Solutions, focusing on improving systems, examining preschool operations including a potential collaboration with ECAP due to 230 eligible but unserved children aged three to five, and reviewing past special education task force work.

The Strategic Plan for Oak Harbor Public Schools, adopted on June 10, 2024, aims to empower students and foster collective growth by ensuring every student's success. It prioritizes Academic Excellence, School Safety, Inclusion & Pride in Diversity, and Alignment as #OneOakHarbor. The plan is built on core values of Academic Excellence, Inclusion & Belonging, and Collaboration, and outlines four main goals: fostering an inclusive community, ensuring early childhood readiness, achieving mastery of learning standards, and preparing students for future success, with outcomes extending through June 2030.

The meeting included discussions on the strategic plan progress, focusing on the student experience and ensuring students feel valued. Updates were provided on the alignment with preschool, transitional kindergarten (TTK), and kindergarten programs, as well as collaborations with community partners to address childcare challenges. Data rounds and I-Ready data were reviewed, and the importance of consistent funding for transitional K was emphasized. The board also discussed MTSS work, inclusion practices, and the unpacking of standards in the standards learning process. The academic lettering ceremony and AVIDS giving were highlighted, along with CTE final projects.