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District presentations highlight intervention blocks and reading/math gains at Stanwood-Camano schools
Summary
Administrators presented classroom interventions, assessment results and engagement statistics: intervention blocks (30 minutes twice daily), improvements in first-grade math after targeted interventions, midyear reading-fluency and comprehension benchmarks, and strong volunteer participation and extracurricular engagement.
District instructional leaders used April 21 board time to highlight classroom practices, assessment results and student engagement across multiple schools.
Port Susan presenters described districtwide priorities — common planning, use of common assessments and an emphasis on equitable supports across content areas. They said the HMH reading curriculum and vertically aligned math instruction are helping reduce the population “far below” grade level; the presenter noted “only 7% currently far below grade level” on the HMH midyear assessment and described eighth-grade growth as an encouraging sign.
Stanwood Elementary principal Lauinger summarized early-learning, MTSS and intervention-block approaches: all students in grades 1–5 receive 30 minutes of targeted reading and 30 minutes of targeted math instruction four times per week. Lauinger said a sample of first graders moved from 20 students at standard midyear to 44 after several rounds of intervention (the principal noted the school has 67 first-graders total). Lauinger also reported oral-reading-fluency benchmark results from January showing 58% of students at or above grade level and growth among students with IEPs (from 13% at the beginning of the year to 25% at midyear on the district measure).
Presenters emphasized strategies used to support students: peer tutors (higher‑performing students serving as tutors), targeted resource-room interventions, and classroom ownership of data so teachers can adjust instruction. District staff highlighted extracurricular participation as a contributor to belonging and engagement: examples included hundreds of volunteer chaperones for field trips and strong band participation.
The presentations were also used to underscore community involvement in student success: board members and the superintendent thanked volunteers and PTO organizers. The board did not take formal action on curriculum or intervention changes at the meeting; presenters said assessment and intervention work will continue and be reported on in future updates.
