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Sunrise Elementary tells board about student leadership, mentorship and reading gains
Summary
Sunrise Elementary presented student leadership activities, a mentorship program, and MTSS/literacy improvements; staff reported HOPE survey results (68% fall, 72% winter), 48 students in leadership and a decline in special‑education referrals following targeted interventions.
Sunrise Elementary presented its “growing together” year to the Enumclaw School District board on May 18, highlighting student leadership, a schoolwide mentorship program and targeted academic interventions tied to MTSS.
Morgan Tran, Sunrise’s leadership advisor, told the board that 48 fourth‑ and fifth‑grade students chose to join the Sunrise Leadership Group; students ran service projects including a toy drive and food drive that supported local families. “Leadership taught me the importance of helping others and working together,” student Happy Hellman said during the presentation.
Resource teacher Melissa Petrowski described a structured six‑week mentorship component that paired student mentors with younger peers for reading and social support. Petrowski said the program included training, intentional pairings and measurable goals, and she described the initiative as a highlight of the year.
Sunrise staff also presented student‑wellbeing and assessment data: the HOPE survey measured about 68% positive responses in the fall and a 72% sense of belonging in winter. Staff said their MTSS (multi‑tiered system of supports) changes — including grade‑level calibration, WIN groups for targeted instruction, and progress monitoring — corresponded with reading gains across most grades and a significant reduction in new special‑education referrals compared with the previous year. Staff noted kindergarten assessment patterns are volatile because standards grow rapidly for that grade.
The board applauded the students and asked brief follow‑up questions about competitions and recognition events. Sunrise staff said the school will continue to build on MTSS fidelity and grade‑level interventions.
