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Sunrise Elementary spotlights leadership, mentorship and improved student belonging
Summary
Sunrise Elementary staff and students presented schoolwide efforts to increase student belonging and leadership, citing HOPE survey results (about 68% fall to 72% winter belonging), 48 students in leadership, mentorship programs and service projects including a cereal‑box drive and toy drive.
Sunrise Elementary staff and student leaders detailed programs aimed at student well‑being, leadership and literacy during the Enumclaw School District board meeting on May 18.
Superintendent Jill Burns introduced the school presentation and recognized Sunrise as one of three district schools receiving Washington State recognition for student growth in specified categories. Sunrise staff described a year focused on "growing together," with targeted supports for student well‑being and a planned approach to multi‑tiered systems of support (MTSS) for literacy and math.
Morgan Tran (speaker 12), advisor for the Sunrise Leadership Group, said 48 fourth‑ and fifth‑grade students joined leadership this year and that the club organized projects including a toy drive and community service activities. Teacher Melissa Petrowski (speaker 4) described a structured, school‑wide mentorship program pairing older students with younger classmates for reading and playground support. Sunrise staff reported fall HOPE survey results of about 68% and winter belonging at about 72%, and said they used the data to identify students who needed targeted support.
Students and staff gave examples of student‑led initiatives: a Run for Hope, an art club started by a student (Carter), a garden club, and a cereal‑box donation (about 350 boxes) to a local food bank. A fourth‑grade student, Happy Hellman (speaker 11), described leadership as "working with my friends while helping our community." School leaders said these activities supported a culture of inclusion and helped reduce referrals to special education through earlier intervention and targeted support.
The presentation emphasized that student involvement and intentional mentorship contributed to measurable gains and school recognition; staff said they will continue building grade‑level interventions and monitoring progress.
