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Sunrise Elementary highlights student well‑being, leadership and mentorship programs
Summary
Sunrise Elementary staff and students presented their year‑long theme 'growing together,' shared student‑wellbeing survey results showing gains in hope and belonging, and described schoolwide leadership, mentorship and MTSS interventions that reduced special‑education referrals and bolstered grade‑level supports.
Sunrise Elementary presented to the Enumclaw School District board on May 18, outlining a year shaped by the theme "growing together," student‑wellbeing work and expanded leadership and mentorship efforts.
Jill Burns, superintendent, introduced Sunrise as one of three schools recognized by the state for student‑growth metrics. Sunrise’s principal (presenter) summarized school values and mission, then described two annual surveys the school uses to track student wellbeing: the HOPE survey and the Psychological Sense of School Membership tool. The presentation reported a rise in those indicators during the school year and described targeted follow‑up for students who need additional supports.
Morgan Tran, advisor for the Sunrise Leadership Group, told the board the year’s club included 48 fourth‑ and fifth‑grade students who used recess and lunch time to plan activities that support the school community. "They gave up their free time...to figure out how we can help out Sunrise, how we can make Sunrise a better place," Tran said.
Teacher‑leader Melissa Petrowski described a structured, schoolwide mentorship program that paired middle‑grade leadership students with younger peers for reading and social supports. Two student mentors described their experience helping classmates build skills and form friendships; one student said being a mentor helped them "make new bonds with kids I've only ever seen walking through the hallways."
Sunrise staff also described curriculum and intervention work. Using a multi‑tiered system of supports (MTSS), the school said it calibrated screening and assessment practices, added targeted "win time" instruction for second grade and used grade‑level data huddles to refine interventions. Staff reported that more students were being supported earlier and that the number of students referred to special education decreased compared with the prior year.
School leaders highlighted student service projects (a toy drive, a cereal‑box donation and other drives) and extracurricular clubs the students started, and they said staff participation in community service helped strengthen school ties.
Board members applauded the presentation; no formal board action was required. The presentation concluded with questions and recognition of students and staff for schoolwide achievements.
