Coupeville cuts elementary art specialist to reduce $100,000 budget shortfall

The Coupeville School District voted on Jan. 15 to eliminate the developmental elementary art specialist position at Coupeville Elementary as part of a cost-saving package intended to shave about $100,000 from personnel expenses. The move removes a dedicated art teacher role—salary and benefits that the district identified as its target savings—and redirects some art instruction into existing STEAM classes where teachers can accommodate it.

District leaders framed the decision as a fiscal necessity. The board had earlier passed a resolution giving the administration discretion to remove one elementary specialist program, selecting between Art/Music and STEAM, to help close a projected budget gap. Facing budget pressures and placement on a financial watchlist, the district said reinstating a standalone art specialist will be difficult without improvements to its financial position.

For Coupeville families, the change narrows formal access to studio art time and specialized instruction that many elementary students benefit from. Developmental art classes typically provide structured skill-building, art history touchpoints, and time for sustained creative projects—elements that are harder to maintain when folded into multi-subject STEAM lessons. Parents and caregivers should expect art exposure to continue in blended formats, but with less guaranteed weekly specialist time and fewer opportunities for longer-term arts projects.

The decision reflects a broader trade-off school districts face when budgets tighten: preserve core classroom staffing and programs at the expense of enrichment specialists. The immediate fiscal impact is straightforward: roughly $100,000 in reduced salary and benefits expense. Longer term, the district’s placement on a financial watchlist raises the risk of state oversight measures, tighter budget controls, and reduced flexibility to restore programs without revenue increases, cost reductions elsewhere, or one-time funding.

Community responses could shape what comes next. Volunteer-run after-school art programs, partnerships with local organizations, and targeted fundraising could help fill gaps if residents prioritize restored art instruction. The district’s statement that art will be folded into STEAM where feasible suggests administrators will try to preserve key learning objectives, but they also signaled that a return to a standalone specialist will depend on strengthened fiscal health.

For Island County residents, the change is a reminder that local school finances have direct effects on classroom life. Expect the school board and administration to revisit budget choices in coming months; families and community groups who want expanded arts access will need to engage in discussions about priorities, funding options, and volunteer or partnership solutions.