Oak Harbor Superintendent Highlights Student Support, Calls For Reconnection

Dr. Michelle Kuss-Cybula used the district holiday message to summarize what she described as early progress in Oak Harbor classrooms, while flagging further work on inclusion and consistency across grade levels. She highlighted a key metric from the fall, writing, "This fall, 80 percent of our students shared that they have an adult at school who truly cares about them." That measure anchors the superintendent's assessment that relationships between staff and students are a foundation for learning.

The message described classroom observations of increased student engagement in inclusive settings and a willingness among students to take "healthy academic risks" that deepen skills. District staff are spending professional learning time to align instruction across grades so transitions from year to year produce clearer expectations for students and families. The superintendent said the district will continue to define what inclusion looks like locally, and that alignment remains a priority as teachers collaborate to ensure access to "meaningful, high quality learning."

Kuss-Cybula acknowledged that work ahead will include "learning moments and challenges" as the district refines its approach. She pledged a process of partnership and transparency, writing, "We remain committed to moving forward thoughtfully, transparently, and in partnership with you." That language signals an administrative commitment to communicate changes and involve families in implementation decisions.

For parents and caregivers the letter combined data and practical counsel. The superintendent encouraged families to use the winter break to reconnect, advising them to "take time to slow down together. Put technology aside when you can." That guidance frames the return to school on January 5 as not only an instructional reset but a community moment to reinforce stability and support for students.

Locally the message matters for voters, taxpayers, and the many families who interact with the schools. The district is presenting measurable indicators of student support while also preparing stakeholders for continued adjustments in practice and policy. With students due back after the break, the superintendent’s note sets expectations for ongoing engagement between families and the district as officials pursue smoother transitions and more inclusive classrooms.