Dry Creek Elementary Principal Julie updated the Port Angeles School District Board of Directors on student recognition, academic growth and social‑emotional work at the school.

Julie told the board that Dry Creek serves about 358 students plus 14 transitional‑kindergarten and 10 pre‑K students and that 56 percent of students qualify for free or reduced‑price lunch. "We raised success in academic achievement" for both special education students and Alaska Native/American Indian students, Julie said, noting recognition from the Washington School Recognition Program.

Why it matters: the principal presented multiple measures that the school cited as evidence of improving instruction and equity. Board members and staff framed the progress as tied to sustained leadership, coordinated tier‑1 instruction and restorative practices aimed at reducing disproportionate discipline referrals.

Julie summarized several instructional initiatives the school credits for growth: departmentalization in upper elementary grades, a focus on structured‑literacy ELA programs and a districtwide emphasis on engagement strategies such as a daily "bite‑size PD" note to staff and a classroom strategy called SLANT (sit up, lean in, ask/answer, nod, take notes). She reported winter MAP gains, with math growth described as particularly strong and cited sample classroom metrics — including a kindergarten DIBELS distribution with only two students in intensive tiers and a 241 percent growth figure for a high‑achieving class (Karen's students), which Julie attributed to strong tier‑1 instruction.

Julie also described Dry Creek's restorative justice work. She named Heather (last name not specified) as a school restorative justice coordinator certified through the National Center for Restorative Justice and reported data showing that discipline referrals for Native American students have declined after two years of the program. "When you think about restorative justice and equity, it's this way to actively address systemic inequalities," Julie told the board.

Staffing and program details provided to the board included: about 28 certified staff, four ancillary specialists (physical therapy, occupational therapy, speech/language and a school psychologist), 21 paraeducators (two unfilled positions at the time of the presentation), 1.7 custodial FTE, 0.4 FTE nurse, one ASL interpreter, two Native‑American support staff (one of whom, Leandra Cable Bruce, is a Dry Creek graduate), multiple resource classrooms and a developmental pre‑K program. The principal also described a sixth‑grade kindness leadership team and a PTO that supports school T‑shirts and community outreach.

Board members complimented the school's culture and the consistency of leadership; one board member pointed to four years of the principal's leadership as a factor in improved climate and lower turnover. Principal Julie and staff accepted a plaque and student art the school will present to the local tribe as part of a collaboration tied to canoe journey activities.

The report closed with staff and parent recognition: two students were presented certificates as Students of the Month and families were invited to a photo and reception. The board thanked Dry Creek staff for the presentation and noted the report will be part of continuing monitoring at future meetings.

Ending: The board moved on to other agenda items after brief questions about attendance and program logistics; the Dry Creek report will be on record in the meeting packet for reference.