STATE OF THE OAKVILLE SCHOOLS ANNUAL REPORT By Dr. Brian R. Metke, Superintendent, Oakville School District January 9, 2006

            A recent poll¹ of registered voters in the state of Washington, conducted on behalf of Partnership for Learning confirms that voters continue to support the hallmarks of Washington's education reform efforts, including stronger academic standards and new graduation requirements.  More than half of poll respondents said Washington schools expect too little of students, and 80 percent favored raising academic expectations.  About 70 percent said graduation requirements should include an exit exam.  Support for an exit exam rose significantly when respondents learned students will have several opportunities to take the test, and that extra options exist for special education students.

            Conversely, the past two Governors now out of office are voicing disapproval over the new WASL² requirements, citing portfolios and like alternative programs as more authentic assessment instruments for prospective employers.

Oakville Hires New Superintendent

            Dr. Brian Metke assumed the helm of Oakville School District, July 1, 2005.  He immediately introduced himself at community³ forums highlighting his background in leading small rural schools in Oregon.  While he cannot remember anyone's name, he has made immediate strides in establishing district goals, a management team organizational flow chart, and by directly involving himself with instruction⁴ and monthly staff development meetings.  He is presently working with a terrific group of staff⁵ to thoroughly diagnose the efficiency, quality, funding and workings of the entire Oakville education system.

Funding

            Oakville School District operational budget took a severe hit this past year in forfeiture of Federal Impact Aid entitlement dollars in excess of $180,000.  Along with continued declining enrollment⁶ and declining state revenue allocation, five staff members were not replaced in the fall of 2005.  To bring district expenditure levels in line with anticipated revenues, the Board took immediate steps to limit spending by adopting a "5% year end spending authority cap" of the new superintendent.  To retrieve additional revenue, a February Levy Adoption Resolution doubling past tax certification from local patrons was adopted.  With an affirmative vote, Oakville SD could be on stable financial footing by 2008, otherwise more staff will be released through year-end attrition.  Fiscal discord has promoted a passive collective bargaining relationship with little ongoing progress to date for all agreements.

WASL Scores

            Oakville School District consistently scored below grade level, K-12 in all tree subject areas, reading, writing and math.  Student performance begins with an opportunity to perform.  Much work is needed to integrate curriculum K-12 as well as shared staff among buildings according to each staff member's educational talent.  Continued segregation of building staff and programs is unacceptable.  The certified, classified, and administrative staffs need to perform together as a team in order to provide students a variety of authentic learning and thinking skill units of instruction based upon reading, writing and computational literacy emphasis.  Student work must be recorded, celebrated and stored in multiple portfolio assessments while participating in benchmark rite of passage opportunities throughout their K-12 school experience.  Presently, portfolio work ends at the third grade and there are no elementary of middle school commencement exercises or alternative rite of passage events listed on the school calendar.

Effective Schools & Community Outreach

            We have received positive feedback regarding this past year's implementation of the Effective Schools⁷

facilitation procedure.  Monthly correlate committee minutes of goals and projects are available at the district office.  One major goal is to better communicate the real educational successes of our schools through increased community news articles and district representation with the Chehalis Native American constituency.

            Merging tribal committee and school correlate committee membership participation will go a long way in fostering a better understanding of cultural and academic expectations through a team effort in order to provide the best educational opportunities for all students under our combined jurisdictions.

Restructuring

            Immediate focus in raising over-all student scores in reading and writing by providing supplemental reading support to staff⁸ and initiate a K-12 writing articulation by identifying appropriate grade level/subject matter anchor papers, portfolio assessment, latch-key projects and by obtaining new writing texts and "Alpha Smart type" keyboards to provide additional writing opportunities to students.

            Math focus is on restructuring 7th and 8th grade math classes according to ability grouping starting second semester, January, 2006.

            Wednesday secondary block offers a unique opportunity to expand elective and thinking skill opportunities to students through computer, college Gear Up, mechanical, science research, spatial and visual LITERACY exposure, as well as provide foreign language contact to elementary students at least once a week.  The bell schedule needs to be expanded t make-up loss of instruction due to early release Wednesdays for correlate team meetings.  While staff development is critical in reshaping Oakville Schools into Blue Ribbon institutions, this should not be done at the expense of lost instructional time for students.⁹  Future calendars need also include building level rite of passage events as well as seasonally coordinated tribal celebrations.

            Building future school budgets with an emphasis on authentic student experience opportunities in concert with their respective building level portfolio and rite of passage academic expectations are in order for students to easily, far surpass, state minimum requirements.

Potential for Excellence

            There is no doubt in this educator's mind that Oakville School District's future is bright.  Most school settings across our nation would be envious of our small adult-student ratio and vast (while decaying) building space to provide multiple, authentic, education experiences to our youth.  Through teamwork and being open to documented, alternative, award-winning learning strategies, Oakville will progress to the forefront of excellence of schooling within the state of Washington.

¹  The poll was conducted by the research firm of Davis, Hibbitts & Midghall.

²  Washington Assessment of Student Learning

³ Chehalis Tribe, Chamber of Commerce, various Churches

⁴ Fourth, Seventh and Tenth Grades

⁵ The McGregor Inventory was administered to all staff and reveals a theory "Y" talent pool.

⁶ One local newspaper publication article listed Oakville School District as having the fifth highest drop-out rate

   in the state of Washington

⁷ This addresses 7 correlates of team management fostering excellence within a school setting.

⁸ K-3 community reading volunteers; 4-8 HOSTS; and 9-12 Read Right.

⁹ Nowhere in district policy does it define an 8-hour workday for staff nor "seat time" for student credit.