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Lake Stevens principals set targets to raise reading, math and sense of belonging
Summary
Principals from Mt. Pilchuck, Stevens Creek and Hillcrest presented school improvement plans Sept. 24, citing Professional Learning Community work and specific SBA and belonging targets to increase proficiency and reduce behavior referrals.
Principals from three Lake Stevens School District elementary and middle schools presented improvement plans and measurable targets at the board’s Sept. 24 meeting.
Mt. Pilchuck Principal Vitalissa Weatherbie said the school has begun implementing Professional Learning Communities to “foster joy in learning, belonging, and build the knowledge, skills, and character that open doors to opportunity.” She outlined near-term targets including a 66% SBA literacy proficiency goal (a 5-percentage-point increase, about 13 students) and a 67% SBA math proficiency goal (a 7-percentage-point increase, about 14 students), with long-term aims of 80% proficiency in each subject and iReady stretch goals at 80% for reading and math.
Associate Principal Bethany Anderson said behavior and social-emotional learning are priorities: last year 40 students had two to five referrals and 19 had six or more. The school’s goal is to reduce referrals by 16 students overall through strengthened Tier 2 and Tier 3 supports and by shifting counselor time to small groups.
Stevens Creek Principal Matt Pewitt introduced Associate Principal Becky Selby, Counselor Teresa Nickerson and TOSA Mari Chudnofsky and shared a target of 80% proficiency in ELA and math for grades 3–5. Chudnofsky described a Sense of Belonging goal to raise end-of-year Panorama results from 69% toward 80%, and staff listed action steps including increased data sharing, morning collaboration with interventionists, and student voice strategies.
Hillcrest Principal Katy Rudolph and Associate Principal Allison Porter presented literacy and math goals to raise SBA scores from the high 50s to 70% and outlined instructional strategies that include two intervention blocks, scheduled data chats, an additional Behavior TOSA, and continued PBIS celebrations to support student engagement and attendance.
Board members praised the presentations. Director David Iseminger called the process “a good process with a board that works well together,” and SACo members highlighted the emphasis on student voice and belonging.
The presentations were presented as informational; no board action was taken on the plans at the meeting.
