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Wenatchee district presents year‑3 'Big 6' data: mixed gains in reading and concerns in math and budget outlook
Summary
The district reported year‑3 results for its 'Big 6' strategic plan: enrollment 7,159 with 56% Hispanic/Latino students; reading metrics showed modest gains (third‑grade I‑Ready 61%; ELA Smarter Balanced 44%), while math proficiency remains an area of focused improvement. Leaders warned of upcoming budget reductions and said year‑5 will include a strategic refresh.
WENATCHEE, Wash. — District leaders updated the board on Dec. 2 with year‑3 results of the Wenatchee School District 'Big 6' strategic plan, reporting incremental gains in several areas but flagging math performance and looming budget pressures.
The district reported enrollment of 7,159 students and an ethnic breakdown of roughly 56% Hispanic/Latino and 40% white. Among the big‑6 metrics, district classroom observations show 90% of students receiving grade‑level or above instruction in sampled observations; teacher use of engagement strategies was reported at 82.1% and teacher adjustments for disengagement at 86.1%.
Reading metrics rose modestly: third‑grade students scoring at or above grade level on spring I‑Ready were reported at 61%, and third‑grade proficiency on the Smarter Balanced ELA assessment was 44%. The district noted improvements in foundational scores and said learning‑walk sample sizes have increased (452 observations in the most recent year) to improve reliability.
Math was identified as a systemwide focus. Smarter Balanced math proficiency for grades 3–8 was reported at about 30% (district characterization: "not acceptable"), while I‑Ready on‑grade results moved to about 40%. The superintendent referenced a state video from Superintendent Chris Reykdal highlighting national and Washington trends that emphasize math as a priority.
District leaders outlined action steps across the big‑6: targeted professional learning, PLCs, learning walks, tiered interventions and a high school ninth‑grade team for credit recovery and on‑track efforts. They also described changes in high‑school scheduling that affect credit recovery and acknowledged that federal funding uncertainties and state basic‑education allocations will require budget reductions in 2026–27.
Board questions focused on how long the district will keep the strategic plan unchanged and when it will be refreshed; staff said year‑5 will be the opportunity to recalibrate metrics while maintaining continuity in core work.
What’s next: District leaders said they will provide additional disaggregated data to board members and begin public budget conversations in January, with administrative meetings scheduled in mid‑December to inform planning.
