Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the School Improvement topic
No spam. Unsubscribe anytime.
Snoqualmie Valley board reviews school improvement plans highlighting AP gains, co-teaching and internship push
Summary
Board heard school improvement presentations from Mount Si High, Meadowbrook and 2 Rivers focused on sustained AP and SAT performance, co-teach models that boosted IEP proficiency, attendance-related barriers, and a new internship target for 2 Rivers.
Mount Si High, Meadowbrook School and 2 Rivers presented their 2025–26 school improvement plans to the Snoqualmie Valley School District board on Oct. 9, laying out goals for academic growth, student belonging and targeted interventions.
Mount Si’s presenter said the school retained math and belonging goals and noted strong Advanced Placement outcomes. “Our AP students are still consistently outperforming their peers nationwide,” the presenter said, and reported 264 seniors took the SAT last year with 74% meeting the college-readiness benchmark. The presentation acknowledged one AP precalculus student did not pass this year, affecting a prior 100% pass rate, and highlighted teacher growth goals tied to specific state targets.
Meadowbrook’s plan centers on raising math and literacy by about 3% per year and strengthening a two-day-in-person model through parent partnerships and tiered interventions. The presenter described co-teaching and targeted family engagement as cornerstones for the small middle-school population, and said Meadowbrook is prioritizing writing instruction and selected high-impact phonics strategies compatible with the school’s schedule.
At 2 Rivers, the leadership reported about a 15% enrollment increase and described a strategic shift in the “belonging” goal toward real-world learning: the school aims to get 80% of students into internships or community shadow days by Oct. 31, expanding a networking event where community members met small groups of students to discuss careers. Presenters described supports for social-emotional learning, mentor expansions and a focus on mastery-based credit tied to Smarter Balanced Assessment opportunities.
Across the presentations, staff pointed to persistent barriers: inconsistent attendance, opt-outs from statewide tests, and gaps due to transient student populations or differing curricula between home and school. Board members asked follow-up questions about cohort comparisons, the impact of students’ opt-in behavior on summary metrics, and how co-teaching influenced teacher retention. Presenters said co-teach models and curriculum shifts have improved continuity and that continued data-driven interventions remain central to forthcoming work.
The board did not take action on the SIPs during the meeting; presenters said staff will return with implementation details and follow-up reporting timelines.
