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Sunrise Elementary students and staff highlight mentorship, leadership and gains in well‑being
Summary
Sunrise Elementary students and staff presented the school’s "Growing Together" theme, described a school‑wide mentorship program and reported improved HOPE and belonging survey results; student mentors shared concrete activities including a toy drive, Run for Hope and an art club.
Sunrise Elementary staff and student leaders presented to the Enumclaw School District board on May 18 about efforts to strengthen student well‑being, leadership and targeted instructional supports.
Principal (presenter) framed the year under the theme "Growing Together" and described three priorities: student well‑being, literacy and math. Staff said the school administers the HOPE survey and a psychological sense of school membership instrument; the transcript notes a HOPE result of about 68 percent in the fall and a sense of belonging of about 72 percent in winter, which staff said they used to identify students who need extra support.
The presentation described a structured mentorship program run school‑wide: older students mentored younger ones (examples included a fourth‑/kindergarten reading buddy program and daily recess buddies for new students). Teachers highlighted two student mentors: Bodie, who mentored in math and was punctual and prepared, and Carter, who led reading buddies and served as a recess buddy for a new kindergartner. Student leaders described activities they organized — a toy drive (including unloading a large donation truck), a food‑donation cereal‑box domino challenge, and clubs such as art, garden and book clubs.
Morgan Tran, advisor for the Sunrise Leadership Group, said 48 fourth‑ and fifth‑graders volunteered for the leadership club and described the students’ ownership of projects: "I seriously just took a full back seat," Tran said, praising student initiative. Staff also described the school’s MTSS (multi‑tiered system of supports) approach to intervention: they tuned assessment administration, implemented targeted grade‑level interventions (for example a second‑grade walk‑to‑read), and said special education referrals decreased while exits from special education increased this year as a result of earlier, targeted supports.
The board asked a few light‑hearted questions about school events (a dancing competition and an art show that drew local and online attention); staff thanked volunteers and the school foundation. The presentation closed with staff noting next steps to continue data‑driven interventions and to sustain programs that support student hope, belonging and academic progress.
The board did not take action on the presentation; it remained informational and was followed by routine agenda business.
