Stevens Middle School staff, students brief board on culture, safety and academic supports

Stevens Middle School staff and students told the Port Angeles School District board on May 8 that renewed focus on school culture, tiered academic supports and social‑emotional learning are reducing suspensions and improving student engagement.

The school’s presentation—delivered by a mix of students, teachers and support staff—outlined new and returning student programs (ASB, honor society, TSA, yearbook and music), a semester‑long seventh‑grade health course, expanded CTE/club activity participation and a growing athletics program. Presenters described systems-level supports including PBIS (positive behavior interventions and supports), multi‑tiered systems of support (MTSS) for attendance, behavior and academics, a new flex period for targeted interventions, and peer mediation called “conflict crushers.”

School leaders said the result has been measurable: referrals have shifted toward tier‑1 classroom interventions and suspensions have fallen. The report said fewer than 10% of students received suspensions this year; of the 44 students suspended, about half were receiving tier‑3 supports from community partners and 27 showed no recidivism. The school credited earlier identification, consistent follow‑up teams and increased outside supports for those results.

Teachers and student leaders outlined specific programs and outcomes: the ASB reported a profitable winter Bonanza and rebuilt election processes post‑COVID; honor society members described community service projects (including a tuna drive and food bank donations); TSA and CTE students described statewide competition participation; and the yearbook team described teamwork and deadlines as real‑world skill practice. Staff noted strong participation in music and athletics—83 students in track and field was cited—and recurring family engagement events such as honor roll breakfasts attended by roughly 250 students over the year.

Student support elements highlighted Sal Michael, the school’s contracted student assistance professional, who summarized prevention and tier‑2/3 work: mental health and substance‑use screening and short‑term interventions, wellness clubs, schoolwide prevention events and more than 40 tier‑1 activities this year. Counselors and Native American education advocates (who said they also make home and family connections) described weekly “minute meetings” with every student and coordination with community partners for students needing extra help.

Staff detailed academic interventions. The school piloted flex‑period rotations where students who underperformed on particular assessments were pulled for week‑long intervention and subsequent reassessment; teachers said that pilot showed student growth and will expand next year. Schools also emphasized multiple retake opportunities, curricular spiraling and homework club transportation on Tuesdays and Thursdays.

On safety, the assistant principal and administration reviewed monthly drills (fire/evacuation, lockdown, earthquake and shelter‑in‑place), locked external doors and staff supervision strategies. They described a consistent reporting process for student concerns, staff review teams and individualized safety plans when needed.

Board members commended students and staff for leadership and community engagement and noted the presentation’s breadth of student voice. No board action was taken; the session was an informational report to the board.

The Stevens presentation included numerous student speakers and classroom teachers and concluded with board praise and a reminder that many eighth‑grade presenters will advance to Port Angeles High School next year.