Kaleidoscope Magazine-Spring 2025

KALEIDOSCOPE

SEQUIM MIDDLE SCHOOL HOSA HEADS TO NATIONALS Top finishes, big wins, and a bright future in healthcare!

MISSION TO MARS OPA third graders launch into STEM with a hands-on space exploration project

LEADERSHIP IN ACTION SHS Senior Receives Prestigious UW Presidential Scholarship

SMART. FOCUSED. STATE CHAMPIONS. Sequim High School girls bowling team earned the top GPA in the state

Welcome

to

Thank you for reading our Spring edition of Kaleidoscope magazine. As you turn the pages you will see stories of our school community's commitment to improving achievement for all students and the fruits of this labor.

From our multi-year state academic champion bowling team to individual student improvements across our grade level teams and programs, you will notice that our entire school system is engaging in the work of school improvement in many different areas and ways. The school district strategic plan prioritizes academic excellence. Our talented staff, students and community stakeholders are partnering for success along with our district Board of Directors who prioritizes accountability for the school improvement cycle each year. Future-ready school boards focus on measurements of student progress over time and this issue of Kaleidoscope shares the priorities and outcomes that the Sequim School District has reached thus far in our academic improvement journey. On a note of what's to come, be sure to check out the news of a community book read below which you are invited to join related to our students and their experience with the digital world of cell phones, social media and education, which are hot topics amidst school districts across the globe.

Regan Nickels

Upcoming District Dates: April 2025 21-24: Public School Volunteer Week 22: School Bus Driver Day 23: Administrative Professionals Day 28: School Board Meeting @ 5:30pm

May 2025 1: National Principal’s Day 2: School Lunch Hero Day 5: School Board Meeting @ 5:30pm 5-9: Teacher Appreciation Week 7: National School Nurses Day 9: No School - Unused Snow Day 9: School Communicators Day 19: School Board Meeting @ 5:30pm 23: No School - Unused Snow Day 26: No School- Memorial Day

June 2025 2: School Board Meeting @ 5:30pm 6: High School Graduation 12: Last Day of School (Early Release) 16: School Board Meeting @ 5:30pm 19: Juneteeth - District Office CLOSED

Superintendent Sequim School District

Community Book Read Step 1: Choose which book to read.

Step 2: Find time to read (May reading calendar coming out Friday!).

Step 3: Join the conversation – connect with others who are reading too!

2 Read about Sequim High School Girls Bowling team, on page 18.

KALEIDOSCOPE SPRING 2025

Greywolf Elementary Kindergarten Team Achieves Unprecedented Growth in Reading Scores In just half a year, the Kindergarten team at Greywolf Elementary has achieved remarkable results, increasing reading proficiency by 30 percent. This unprecedented growth, the highest ever recorded at the school in a single semester, is the result of strategic instructional changes, data-driven decision-making, and a commitment to teamwork.

At the start of the school year, only 39 percent of Kindergarten students were reading at grade level. By winter, that number had surged to 69 percent, marking a significant leap in early literacy achievement. The team attributes this success to targeted instructional changes designed to ensure that every student receives the support they need to thrive.

The Kindergarten team at Greywolf Elementary includes Carla Drescher, Lauren Kleinberg, Andrea McCrorie, Sharon Murphy, Stephanie O'Mera, Bethanie Robbins, Amy Skogsberg, and Sarah Wilhelm. Together, they have embraced a collaborative approach to enhance student outcomes, demonstrating how teamwork can drive success in education.

One of the most effective strategies was the team’s use of Professional Learning Community (PLC) time to refine and implement Common Formative Assessments (CFAs). By aligning these assessments with standardized reading evaluations, teachers ensured that students understood the testing process, allowing for a more accurate measurement of their skills. The data from these assessments then guided intervention efforts, with struggling students receiving additional support through both dedicated small-group instruction and the school’s "What I Need" (WIN) time.

Beyond assessments and interventions, the Kindergarten team also examined their curriculum, identifying and addressing gaps that needed improvement. A renewed focus on Core Knowledge Language Arts (CKLA) instruction became central to their approach. Teachers emphasized encoding, the process of writing and spelling words, as a key complement to decoding, or recognizing words while reading.

Recognizing that a well-structured learning environment is just as important as curriculum alignment, the team adjusted daily schedules to optimize instructional time.

Additional behavioral supports were introduced to minimize classroom disruptions, ensuring that students remained focused and engaged.

A strong sense of shared purpose fueled these changes. Research shows that when teachers collaborate and trust in their ability to drive progress, student learning accelerates. At Greywolf Elementary, this principle was evident as the Kindergarten team worked together to implement best practices that produced measurable results.

As the school looks ahead, the Kindergarten team remains focused on sustaining and building upon this success.

New 90-day goals have been set to ensure continued progress, with an emphasis on maintaining high expectations and refining instructional strategies. Their achievements set a new standard for early literacy instruction at Greywolf Elementary and serve as a model for schools working to improve student outcomes.

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Unlocking Literacy: How Mrs. Huget’s First Graders Are Thriving in Reading Mrs. Emily Huget’s first-grade class has achieved remarkable progress in reading proficiency this year, thanks to a combination of innovative teaching strategies and targeted interventions. By transforming the classroom reading experience and maximizing instructional time, she has helped students develop strong literacy skills and build confidence in their abilities.

To support those reading below grade level, Mrs. Huget introduced highdose tutoring sessions after school twice a week. These focused sessions targeted essential decoding skills, tailoring instruction to individual needs.

By providing additional support in a small-group setting, struggling readers gained confidence and made significant progress in mastering foundational literacy skills. Mrs. Huget was able to use her classroom observations and assessments to plan activities that would be most impactful during this tutoring time.

Another strategy implemented was daily "Book Groups." Students were grouped based on their reading levels and took turns reading aloud from books that matched their abilities. This structured approach created an engaging atmosphere where students practiced oral reading skills, provided feedback to one another, and collaborated as a team. The daily meetings, combined with weekly presentations where each student read a page aloud to the class, reinforced a sense of responsibility and camaraderie, fostering an improvement mindset where students actively support each other’s growth.

One simple yet effective strategy involved brief, targeted word practice sessions throughout the day. Keeping accessible word lists at her desk, Mrs. Huget identified students needing extra reinforcement in phonics and used transition times or short breaks for quick practice. This low-prep, high-impact technique allowed for continuous progress without overwhelming students, leading to noticeable improvements in reading fluency.

The most rewarding part of the year for Mrs. Huget has been witnessing her students’ confidence grow. Research shows that early reading struggles can have long-term consequences, making it particularly fulfilling to see children who began the year barely recognizing letter sounds now reading entire stories independently. Some students initially lacked self-esteem in their reading abilities, but through consistent support and encouragement, they have transformed into enthusiastic and capable readers.

Among the many success stories, one student’s journey stands out. Initially hesitant to participate in group reading activities due to speech delays, this young learner gradually gained confidence through the support of classmates and the nurturing environment of the classroom. The encouragement from peers played a pivotal role in this transformation, leading to remarkable improvements in both reading skills and self-confidence. Advancing three reading levels since the start of the school year, this student’s progress is a testament to the effectiveness of Mrs. Huget’s teaching methods and the power of a supportive learning community.

As the school year progresses, Mrs. Huget’s dedication to fostering a love for reading and her commitment to student success continue to make a lasting impact. Her strategies serve as an inspiring model for educators striving to create engaging and effective literacy instruction in their classrooms.

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KALEIDOSCOPE SPRING 2025

Greywolf Elementary: Building a Strong Literacy Foundation for Early Learners At Greywolf Elementary, literacy is more than just an academic goal, it’s a foundational pillar that shapes students' entire educational journey. As the first school many students encounter in the Sequim School District, Greywolf Elementary is committed to ensuring that every child develops strong reading and writing skills, setting the stage for lifelong success.

Greywolf Elementary’s literacy-focused approach begins in the developmental preschool program, where teachers emphasize oral language development and introduce letter sounds. In Kindergarten, students learn letter names and sounds before progressing to blending sounds, reading words, and developing early writing skills. Teachers closely monitor student progress, ensuring that those who need additional support receive targeted, small-group instruction. In first and second grade, the school strengthens literacy skills through the core reading program, Core Knowledge Language Arts (CKLA), while continuing to provide intensive, skill-based instruction for students requiring extra support.

The school cultivates a culture of reading by celebrating literacy achievements. Students earn “Paw Prides” for demonstrating positive behavior, which they can use to participate in literacy experiences such as readalouds and book-themed events. Those who save enough Paw Prides earn a free book to build their home libraries. Parent nights also play a key role in literacy engagement, with events like the recent “Dragons Love Tacos” night, where Kindergarten families enjoyed themed activities and a taco dinner while receiving a free book to take home.

Teachers at Greywolf collaborate weekly in Professional Learning Communities (PLCs) to design rigorous instruction, analyze student assessments, and refine teaching strategies. This year, the school implemented the University of Florida Literacy Institute (UFLI), a research-based intervention program focused on decoding (reading) and encoding (spelling). The success of small-group instruction has been a cornerstone of Greywolf’s literacy program, allowing teachers to tailor lessons to meet students' specific needs and ensure that they master key reading and writing skills. Additionally, the school provides high-dose tutoring and a summer reading program to help all students strengthen their literacy foundation.

Parents and caregivers play a crucial role in developing strong literacy skills in young learners. The simplest and most effective way to support literacy at home is by engaging children in conversation. Talking about daily activities, observations, and books helps build oral language skills, a key component of early reading and writing development. Reading with children daily is another essential practice. Exposure to both fiction and informational books enhances knowledge and comprehension skills. Parents can further encourage literacy by asking open-ended questions such as “What do you think will happen next?” or “Why do you think the character made that choice?” These questions help children develop critical thinking skills beyond simple yes-or-no answers.

Thanks to support from the Sequim Elementary PTA, the school has introduced Boost, an online adaptive reading program that provides personalized literacy practice. Students can access Boost from home with login information provided by their teachers. Finally, consistent school attendance is vital. Missing school impacts a child’s ability to develop strong reading skills, making regular attendance a key factor in literacy success. Greywolf encourages parents to reach out to their child’s teacher for additional resources or tips on supporting literacy at home.

By growing a strong partnership between educators, families, and the community, Greywolf Elementary is ensuring that every student develops the literacy skills necessary for a bright future.

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Helen Haller Students Learn to Lead with Leader in Me Program Students at Helen Haller Elementary are learning to take the lead in their learning and behavior through Leader in Me, a schoolwide program built on Stephen Covey’s “7 Habits of Highly Effective People.”

Adapted for K–12 students, the program teaches lifelong skills such as responsibility, teamwork, goal setting, and communication.

At Helen Haller, Leader in Me is guided by a dedicated team of educators, Lisa Beaver Williams, Sarah Castell, and Rachel Oden.

Together, they help implement the program across classrooms and throughout the school environment, ensuring that the habits become a consistent part of the student experience.

The habits—such as being proactive, beginning with the end in mind, and putting first things first—are introduced through short daily lessons and reinforced throughout the school day. The goal is to help students take ownership of their learning and behavior while building the foundation for long-term success in school and beyond.

Classrooms have embraced the program. Every room, including the front office, displays posters of the seven habits to serve as visual reminders. Teachers also use the language of the habits in everyday conversations with students. For example, when reviewing a lesson objective, students may be reminded to "begin with the end in mind." If homework is missing, it becomes an opportunity to talk about the importance of prioritizing responsibilities.

The program encourages positive behavior and collaboration. Some classrooms have redesigned traditional student jobs into leadership roles, giving students more responsibility and ownership. Others have introduced a "Leader of the Day" recognition, where students nominate their peers for demonstrating strong leadership qualities.

Students are showing growth in how they manage their time, interact with others, and set academic goals.

One recent example involved the entire school setting individual reading or math goals using the WIG (Wildly Important Goal) framework. Most students met or exceeded their goals, while others engaged in thoughtful reflection about what it takes to reach a target.

The Leader in Me program is becoming a core part of the culture at Helen Haller Elementary, encouraging students to see themselves as capable, responsible leaders every day.

transitions to

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Learn more on page 23.

KALEIDOSCOPE

SPRING 2025

Helen Haller Special Education Team Sees Strong Gains in Winter CSIP

Meet the Bond Oversight Committee

The Special Education Team at Helen Haller Elementary is celebrating notable progress in student achievement following the latest update to the school’s Continuous School Improvement Plan (CSIP). Focused on improving literacy and math outcomes for students receiving specialized instruction, the mid-year results show impressive growth in both areas.

The Bond Oversight Committee is a citizen-led group that ensures accountability and transparency by monitoring how the 2025 bond funds are spent, how the construction projects align with what voters approved and how timelines progress.

The committee's updates will help keep the community informed.

The Special Education Team, consisting of Jennifer Lane, Blake Anderberg, Tracy DeLorm, Micheal Gufler, Janet Wheeler, and Katey Reno, has been at the forefront of these improvements. According to the CSIP update, 84% of students on Individualized Education Plans (IEPs) demonstrated growth in English Language Arts (ELA) as measured by the MAP assessment. Even more notably, 33% of these students achieved gains of 10 points or more, a significant milestone reflecting the effectiveness of targeted instructional strategies such as small group instruction, 95% Phonics Lesson Library interventions, and special education resource support.

The LAP Reading Team, made up of Sandra Rabine, Veronica Catelli, Janet Webb, and Christine MacDougall Danielson, has been equally vital in supporting literacy growth. Through targeted interventions and dedicated one-on-one support, the team has helped students improve their reading skills, contributing to the overall success in English Language Arts.

A 10-point increase on the MAP assessment is considered significant, often representing more than a year’s worth of academic progress. Since typical growth expectations are around 3-5 points per semester, this level of improvement highlights how well the school’s intervention strategies are working for students who may have previously struggled to make gains.

Caleb Anderson Construction Management Parent of Current Student

Eric Camin Construction Management Parent of Current Student

Dale Jarvis Finance Joshua King Finance

Mathematics growth was similarly encouraging, with 87% of students on IEPs improving their scores on the Math MAP assessment. Of these, 45% increased their scores by 10 points or more, underscoring the impact of structured intervention efforts, including the use of Eureka Math, daily feedback from the math support team, and additional practice through programs like Zearn and XtraMath.

The Title Math Team, consisting of Karla Wiker, Carla German, and Eliza Klinger, has played a crucial role in these mathematics gains. Their focus on providing personalized support and fostering a deep understanding of mathematical concepts has been instrumental in helping students achieve such impressive results.

The success of the Special Education Team and Title/LAP Teams align with the school’s commitment to ensuring equitable academic outcomes for all students.

By integrating research-based strategies and maintaining a data-driven approach, Helen Haller Elementary continues to see meaningful improvements in student learning.

As the school year progresses, staff will build on these successes to ensure continued growth, with the goal of seeing even greater achievement by the end of the academic year.

Ian Loveless Finance

Parent of Current Student

Laurie McCulley Finance Ted Rebelowski Construction Management Stephanie Whitehead Finance Parent of Current Student

Seth Wilhelm Construction Management Parent of Current Student

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STEM Night Glows with Creativity and Community Collaboration A recent Science/STEM Night at Helen Haller Elementary brought together bright ideas, local artistry, and hands-on learning to create a memorable evening for students and families.

The idea for the event began early in the school year with a conversation about whether a second science-themed night would be held. Once confirmed, the vision quickly took shape around the theme of light. This theme led to a collaboration with local artist Ross Brown, known for his light-based showcase boxes. After meeting at Rain Shadow Café, Brown agreed to participate and recommended a darkened room to best display his work. The suggestion sparked the creation of a UV Light/Black Light immersion experience in the STEM classroom.

Other staff soon joined in with complementary ideas. The science room focused on the development of chickens, timed perfectly with chicks hatching in the days leading up to and during the event. In the art room, students used ultra-bright and UV-reactive markers to decorate chickthemed templates. When placed under black lights, the designs revealed hidden messages, creating a fun connection between science and art. Coincidentally, chicken teriyaki was also served as the evening’s featured meal.

Each classroom offered a unique, themed experience that supported the larger goals of the event. In the STEM room, families explored Ross Brown’s interactive light showcases in a fully darkened space, allowing the displays to shine in full effect. The art room gave students a chance to get creative with UV markers, coloring chick templates and discovering hidden messages under black light. Meanwhile, the science room gave families a hands-on experience with real chick development, complete with live chicks and microscopes for closer observation.

Teachers Keith Lee, Carla Morton, and Haley Hunsaker hosted the evening’s activities in their respective classrooms, guiding students and families through each interactive station and helping bring the night’s themes to life.

The event had two primary goals: to provide an enjoyable learning experience for families and to raise awareness about the upcoming Sunshine Festival, where Brown’s showcases would also be on display.

Both goals were successfully met. Posters, flyers, and brochures were shared throughout the event, helping connect the school community with local events and talent.

Ross Brown’s involvement was central to the evening’s success. He worked closely with school staff in the weeks leading up to the event and was present throughout the night to speak with families and share the science behind his light installations. The partnership of such local experts as Mr. Brown enriches our schools and student experiences.

The combination of interactive learning, artistic exploration, and community partnerships made the STEM Night a glowing success.

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PC: Helen Haller Staff

KALEIDOSCOPE SPRING 2025

A Day of Learning and Inspiration: OPA High School Students Attend Hamilton On Thursday, February 27, 2025, Olympic Peninsula Academy (OPA) high school literature students had the opportunity to experience Hamilton at the Paramount Theater in Seattle. This field trip, coordinated by OPA teacher Mrs. Kimberly Glasser, offered a unique way to connect classroom learning with live theater.

In the weeks leading up to the trip, students engaged deeply with the musical’s content. They memorized and performed songs, analyzed the lyrics, and created projects that explored the historical themes and characters within the show. This academic preparation not only helped students better understand the musical's historical context but also provided a creative outlet for them to express their insights.

The Hamilton performance brought the historical figures and events they had studied to life, offering an engaging way to learn about American history. The integration of modern music with historical storytelling resonated with the students, enhancing their comprehension of the time period and its relevance today.

The trip demonstrated OPA’s commitment to hands-on learning, showing how opportunities beyond the classroom can deepen students’ understanding and appreciation of the subjects they study. The support from the PTO and Mrs. Glasser ensured that this opportunity was both accessible and meaningful, reinforcing the importance of connecting academic learning with real-world experiences.

PC: OPA Staff

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The Importance of School Board Academic Study Sessions in Sequim School District School board academic study sessions are a crucial component of the educational governance process in the Sequim School District. These sessions, held three times a year in the fall, winter, and spring, provide an opportunity for board members to delve deeply into various aspects of school academic performance, improvement plans, and student outcomes. The study sessions are designed to ensure that the district and school goals are progressing and to identify areas that require additional support or intervention.

Key Aspects Monitored During Study Sessions

1

Assessment Systems and Data Analysis-The study sessions involve a comprehensive review of various assessment systems used within the district. These include screening, diagnostic, and standardized tests such as Acadience, MAP and SBA. The data from these assessments are analyzed to monitor student progress and identify trends over time. For example, a 23-24 Assessment Report highlighted the performance of students in English Language Arts (ELA), Mathematics, and Science across different grade levels and student groups.

2 School Improvement Plans (CSIP)- The Comprehensive School Improvement Plans (CSIP) are a

central focus during the study sessions. These plans, presented to the board three times each year, outline specific goals aimed at closing achievement gaps and improving overall student success. The beginning of year CSIP established the goals for improvement based on building data. The mid-year CSIP presentation from February 24, 2025, tracked progress on each school’s data-driven goals to strengthen Tier 1 instruction and increase student outcomes in areas such as math, ELA, attendance, and behavior. The end of year CSIP assesses student outcomes, successes, and helps to establish needs, barriers, and goals for the next school year.

3 Student Group Performance- The performance of various student groups, including students with disabilities, low-income students, and English language learners, is closely monitored. The Washington School Improvement Framework (WSIF) provides a holistic view of school performance through the lens of different student groups, ensuring that all students receive the support they need based on their performance data.

4 School Quality and Student Success Indicators- Indicators such as regular attendance, dual credit completion, and ninth-grade students on track are used to measure school quality and student success. These indicators help the board understand how well the schools are performing and where improvements are needed.

5 Resource Allocation and Per-Pupil Expenses- The study sessions also involve discussions on

resource allocation and per-pupil expenses. Comparing expenses across different schools within the Olympic League region helps the board make informed decisions about funding and resource distribution.

Learning and Teacher Collaboration- Professional learning systems and teacher 6 Professional collaboration are critical components of school improvement. Attributes of strong Tier 1 instruction and Professional Learning Communities (PLCs) are emphasized to support continuous improvement.

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Metrics Monitored in Schools Greywolf Elementary Reading Proficiency: From Fall 2024 to Spring 2025, Greywolf Kindergarten, 1st, and 2nd grade students aim to increase their reading proficiency by 20% as measured by the Acadience reading test. Winter updates show significant progress, with Kindergarten students achieving 84% mastery of letter sounds, 86% first sound fluency, and 92% blending CVC words.

Math Proficiency: Between Fall and Spring test sessions, Greywolf 1st and 2nd grade students aim to increase their knowledge and understanding of grade-level math standards by 20% as measured by the MAP test. Winter updates indicate improvement, with 1st grade students increasing from 32% to 41% proficiency.

Attendance: Greywolf aims to reduce the absence rate by 10% each month compared to the previous school year. Winter updates show mixed results, with some months seeing a decrease in absences while others saw an increase.

Behavior: The school aims to reduce student suspensions by 50% through the implementation of an Extended Resource program and hiring of a Behavior Interventionist. Winter updates show progress, with several students successfully transitioning back to their general education classrooms.

Helen Haller Elementary ELA Proficiency: All students will receive Tier One instruction daily in ELA using CKLA with fidelity, aiming to improve scores on Acadience and MAP data. Winter updates show growth, with 84% of students on IEPs showing improvement in ELA MAP scores and 33% of students on an IEP achieving 10 pts or higher on the ELA MAP. Math Proficiency: All students will receive Tier One instruction daily using Eureka math with fidelity, aiming to improve scores on math MAP. Winter updates indicate that 87% of students on IEPs showing growth in Math MAP scores and 45% of students on an IEP growing 10 points or higher on the Math MAP. Behavior: Implementation of School-Wide PBIS and Leader in Me to reduce behavior offenses and office referrals. Winter updates show a decrease in behavior incidents and office referrals.

Attendance: The goal is to reduce unexcused full-day absences by at least 10% monthly. Winter updates show mixed results, with some months seeing a slight increase in unexcused absences.

Olympic Peninsula Academy ELA Proficiency: The ALE program aims to ensure all students receive Tier One instruction on core days, with a focus on improving writing skills across all content areas. Winter updates show strong performance in both Math and ELA, with significant improvements in RIT scores.

Math Proficiency: The ALE program aims to enhance math proficiency for students in grades K-9, with regular feedback and additional practice. Winter updates indicate positive trends, with improvements in Math MAP scores across several grade levels.

Behavior: Implementation of School-Wide PBIS and Character Strong to mitigate safety risks and decrease safety incidents by 10%. Winter updates show a continued low number of behavior incidents.

Attendance: Increase full core day attendance from 94% to 95% monthly. Winter updates show consistent strong attendance data.

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Sequim Middle School Math Proficiency: Increase math proficiency from 29.6% to 49.6% for all students and from 3.4% to 33.4% for students with disabilities (SWDs). Winter updates show that 34% of all students and 16% of SWDs are projected to meet standards, indicating progress from the fall goals.

ELA Proficiency: Increase ELA proficiency from 47% to 57% for all students and from 6.7% to 35.7% for SWDs. Winter updates indicate that 48% of all students and 32% of SWDs are projected to meet standards, showing improvement from the fall goals.

Attendance: Increase the percentage of students with two absences per month or less from 62.5% to 72.5% for all students and from 48.4% to 68.4% for SWDs. Winter updates show progress with targeted interventions such as WARNS assessments and TIA meetings addressing truancy cases.

Hope and Well-being: Increase the Children's Hope Scale as measured by the Healthy Youth Survey from 42.1% to 52.1% by June 30, 2025. Winter updates show positive growth in each grade and building average measures.

Sequim High School Math Proficiency: All students will master two core essential standards in each course as measured by common formative assessments and summative assessments. Winter updates show progress, with students mastering Priority Standards in Algebra I, Geometry, and Algebra II. ELA Proficiency: All students will acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. Winter updates indicate improvement in academic vocabulary usage and comprehension.

Attendance: Differentiate Tier 3 (severe and moderate chronic attendance issues) and Tier 2 (at risk attendance issues) intervention strategies to decrease the number of students moving from Tier 2 to Tier 3. Winter updates show a reduction in Tier 3 attendance issues.

Behavior: Reduce recidivism (students receiving four or more referrals) from 31.5% to 20% during the school year. Winter updates show a decrease in repeated student referrals and improved behavior interventions.

School board academic study sessions in the Sequim School District are essential for maintaining a high standard of education and ensuring that all students have the opportunity to succeed. By closely monitoring assessment data, school improvement plans, student group performance, and resource allocation, the board can make informed decisions that drive positive outcomes for the entire district. These sessions foster a collaborative environment where Board members and District and Building Administrators can discuss challenges, celebrate successes, and plan for future student success.

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Enhancing Academic Achievement in Sequim School District: A Collaborative Approach Sequim School District is making strides in improving academic achievement through the implementation of Professional Learning Communities (PLCs) and other high-yield strategies. These initiatives prioritize continuous improvement and teacher collaboration, creating a dynamic and supportive environment for both educators and students.

PLCs are a cornerstone of Sequim School District's strategy to enhance educational outcomes. These communities consist of groups of educators who work together to review state learning standards, collectively plan curriculum maps, and collaborate on unit plans.

Data from common assessment outcomes are collectively reviewed as part of the cyclical process. Extended learning time has been implemented in schools for small group instruction. These approaches ensure that teaching practices are aligned with educational standards and tailored to meet the diverse needs of students. By fostering a culture of teamwork and shared responsibility, PLCs break down the isolation often experienced by teachers and create a supportive environment for professional growth.

A commitment to continuous improvement is central to the district's approach. PLCs embrace an iterative cycle of planning, acting, assessing, reflecting, and repeating. This process allows teachers to consistently evaluate and refine their practices, leading to sustained improvements in student achievement. Regular PLC meetings help maintain accountability and provide support for educators, ensuring that they remain focused on actionable steps for student success.

Collaboration among teachers is a key component of Sequim School District's strategy. By working together, educators can share best practices, discuss challenges, and develop innovative solutions. This collaborative environment not only enhances teaching practices but also builds a strong sense of community among staff. To support this collaboration, the district utilizes late start Monday meetings, providing teachers with dedicated time during the workday for meaningful collaboration.

To ensure the success of PLCs, Sequim School District uses federal and state grant funding to resource PLC implementation. Additionally, the district has prioritized PLC coaching to provide personalized, job-embedded support for grade-level and departmental PLCs. A district assigned coach offers expert guidance to help grade level teams collectively initiate and assess the implementation of PLC steps during quarterly campus visits.

In August 2024, a team from Sequim School District attended the Solution Tree PLC Institute in Seattle.

This event provided valuable insights and practical applications for enhancing PLCs. Presenters shared firsthand knowledge and practical applications, such as developing well-designed unit plans and Common Formative Assessments (CFAs). The team has already started implementing these learnings and extended learning opportunities across the district, further strengthening the PLC process. A district team will also attend the 2025 Seattle PLC Institute this summer.

Sequim School District is facing its academic achievement challenges by prioritizing gap closing practices. By implementing PLCs, the district aims to create a cohesive and collaborative environment where educators can work together to overcome obstacles. The focus on prioritizing learning standards, curriculum planning, small group instruction, and continuous improvement of academic outcomes ensures that each grade level team and department creates opportunities that meet their current students' needs.

In addition to PLCs, Sequim School District employs several other high-yield strategies to boost academic achievement: Small Group Instruction: Tailored teaching in small groups to address specific learning needs.

Ci3T (Comprehensive, Integrated, Three-Tiered Model): A framework for integrating academic, behavioral, and social-emotional supports.

MTSS (Multi-Tiered System of Supports): A framework for providing differentiated support based on student needs.

High-Dose Tutoring: Intensive tutoring sessions to accelerate student learning.

Sequim School District is dedicated to enhancing educational outcomes through a multi-layered approach that includes PLCs and other high-yield strategies. By fostering a supportive and reflective environment, PLCs empower teachers to make a significant impact on student learning and success.

With dedicated time, resources, and expert coaching, the district is well-positioned to achieve its academic goals and inspire hope for a bright future of continuous improvement.

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Olympic Peninsula Academy's Third Grade STEM Project: Mission to Mars On March 24th, the third-grade students at Olympic Peninsula Academy (OPA) participated in a hands-on STEM project, embarking on a simulated mission to Mars. Led by teacher Ms. Michelle Canepa, the mission was designed to engage students in real-world scientific concepts and problem-solving, allowing them to explore the complexities of space travel in a fun, interactive way.

The students were tasked with conducting experiments, solving engineering challenges, and simulating the creation of a Mars habitat, all while learning about the science behind space exploration. Activities ranged from health and wellness checks to managing communication systems, engineering solutions, and operating a planetary rover. These tasks helped students develop critical thinking, teamwork, and problem-solving skills, providing them with a deeper understanding of STEM fields such as engineering, biology, and space science.

A highlight of the mission was the involvement of retired Air Force Colonel Joey Lazzaro, a former member of the Apollo 11 mission control team. His presence brought authenticity to the experience, inspiring the students and reinforcing the real-world applications of the science they were studying.

The mission was designed to give students a hands-on understanding of space exploration, making science and technology come to life in the classroom. As they worked through challenges, students gained a greater appreciation for the complexities of space travel and the interdisciplinary skills required to succeed in such missions.

The event was live-streamed for families who couldn’t attend in person, ensuring that the excitement and educational value of the day could be shared with the wider community. The success of the project highlighted the importance of STEM education in sparking curiosity and imagination, while also preparing students for future academic and career paths in science and technology.

As the students returned to their regular schedule, they carried with them the knowledge they had gained, along with a deeper appreciation for space exploration and the critical role of STEM in shaping our world. The Mission to Mars project was a fun and educational experience that not only sparked curiosity but also demonstrated the power of immersive learning and community support in fostering a love for science and discovery.

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KALEIDOSCOPE SPRING 2025

Sequim Middle School HOSA Students Shine at State Competition Sequim Middle School HOSA (Health Occupations Students of America) members demonstrated exceptional skill and dedication at the state competition in Spokane from March 11-13. The students competed against some of the top future healthcare professionals in the state, showcasing their knowledge and passion for the healthcare field.

A highlight of the competition was the strong performance by Sequim Middle School students, with several earning top honors and qualifying for the National HOSA competition. Grace Dormer, Emma Miller, Bee Mao, and Terra Stratford earned 2nd place in the Dynamic Decisions event. In the Extemporaneous Health Poster competition, Frances Haskins placed 2nd, while Emma Bixby secured 3rd. Reese Hale took 1st place in the Foundations of Medical Reading, while Grace Dormer earned 3rd place in Foundations of Medical Terminology.

In the Foundations of Nutrition competition, Emma Miller earned 3rd place. Kendall Adolphe was named the State Champion in Health Career Preparation, and Eleanor Jones earned the title of State Champion in Healthy Living. Reese Hale and Eden Schubert were crowned State Champions in Health Education. Emma Miller placed 3rd in Life Threatening Situations, with Grace Dormer and Kara Hamilton taking 4th and 5th place. In the Anatomage Tournament, Kendall Adolphe, Grace Dormer, Eleanor Jones, and Emma Miller were crowned the champions.

HOSA is a national organization that provides students with an opportunity to develop leadership skills and gain valuable knowledge in healthcare fields. The competition challenges students in various health-related categories, ranging from medical terminology to life-threatening situations and public health education.

The Sequim Middle School HOSA students are now preparing for the upcoming International Leadership Conference in Nashville from June 1822, where those who qualified will compete on the national stage. With their success at the state level, these young healthcare enthusiasts are on their way to making a significant impact in the healthcare field in the future.

PC: SMS Staff

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KALEIDOSCOPE

SPRING 2025

Extended Learning Time at Sequim Middle Melia Nelson Receives UW Presidential Scholarship School Enhances Student Success At Sequim Middle School, Extended Learning Time (ELT) has proven to be a valuable tool in fostering student growth, providing additional support, and strengthening academic skills. ELT is a 30-minute period on Tuesdays, Wednesdays, and Thursdays, designed to give students the extra time and attention they need to catch up on missed work, reinforce key concepts, and enhance their learning experience.

For Mrs. Kirsten Grove, a math teacher at Sequim Middle School, ELT has allowed her to provide targeted support for students who need extra practice.

"Extended Learning Time has been such a gift to our students' learning this year! As students are studying math, thorough practice with the concepts is vital, yet students master their learning at different paces and with differing amounts of repetition before attaining understanding," she said. ELT offers the opportunity for students who need additional time to review and practice mathematical concepts at their own pace. Additionally, it gives teachers the chance to offer makeup work for students who missed tests or quizzes, helping to keep them on track without falling behind on new lessons.

Mrs. Grove has also noticed that ELT allows her to bring in small groups of students for re-teaching or additional clarification. "I have seen students' confidence and motivation boosted when they can regain a sense of understanding and apply it during class," she added. The incorporation of community volunteers into the math sessions has further enhanced the learning experience, providing students with immediate feedback in a supportive, small-group environment.

Science teacher Ms. Turner has also seen the benefits of ELT. "This week, I was able to utilize ELT effectively to support students who were struggling with key concepts in our genetics unit," she explained. By identifying specific students who had missed crucial content, Ms. Turner was able to pull them aside for targeted one-on-one or small-group sessions. "The additional time allowed me to break down complex ideas into manageable pieces, providing the opportunity for students to ask questions, engage in hands-on activities, and receive immediate feedback," she said. As a result, students gained confidence and developed a deeper understanding of the essential genetics concepts they needed to succeed.

Special education teacher Kara Mao highlighted how ELT has positively impacted students' emotional and behavioral growth as well. "As a special education teacher, I utilize ELT to check in with the students on my caseload, work on IEP goals with small groups, teach and practice missing skills, or give extra support on challenging assignments," she shared. ELT also provides a valuable opportunity for students to build relationships with teachers and peers outside of regular class time. "I can create my group of students with similar needs and provide them with a safe place to voice concerns and confusion about what they are learning," said Kara. This nurturing environment allows students to problem-solve and learn from each other, further enhancing their overall educational experience.

Overall, ELT has become an essential part of the Middle School schedule, helping students improve academically and personally. As teachers continue to refine their ELT practices, it’s clear that this additional time will remain a powerful resource in supporting students' success.

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Sequim High School senior Melia Nelson has been awarded the University of Washington’s Presidential Scholarship, a competitive honor recognizing outstanding Washington state students who demonstrate leadership, creativity, and a strong commitment to community service.

The merit-based scholarship provides $10,000 annually for up to four years and includes participation in a comprehensive leadership development program at UW’s Seattle campus.

Melia stood out not only for her academic excellence but also for her community involvement. At Sequim High School, she has been an active leader in service efforts like the Interact Club’s “Walk for Water” and the “Winter Wishes” campaign, which helps fulfill holiday requests Sequim students.

Melia joins a select group of students across the state who reflect the values of positive change and civic engagement.

KALEIDOSCOPE SPRING 2025

Freshman Success: How Sequim High School is Boosting 9th Grade Achievement Sequim High School received a grant this year enabling staff to work with the Center for High School Success to specifically focus on Freshmen on-track rates. Research shares that statistics that students who pass all their classes in their freshman year of high school are three times more likely to graduate on time. This means success in freshmen year for Sequim students is paramount for their overall accomplishments in high school. For these reasons Sequim High School staff are excited to be embarking on their work with a Center for High School Success appointed coach, Doug Judge.

The team this year is comprised of team leads Holly Raemer and Bridget Shingleton, data champion Melee Vander Velde, principal Erin Fox, and teachers Renee Colwill, Christy Ditlefsen, and Sonja Miller. Under the guidance of Doug Judge the team meets bi-monthly to examine freshmen data including attendance, current grades, discipline, and students’ needs. Using these data points, challenges facing freshman students are identified and interventions are created to help address these issues.

Some of the interventions implemented this year include student interviews, aligning expectations across 9th grade classes, and utilizing the school-wide Extended Learning Time (ELT) to pull out targeted groups of freshmen students and implement lessons focused on their specific needs. Based on data, the focus of a majority of efforts is on Tier two interventions designed to support students failing one to three classes. Tier three students are already receiving support through various other systems and Sequim High Schools’ Tier one students receive school-wide supports to enhance their success.

Team members have been impressed with the results they are seeing in the freshmen class. These students are flourishing with the increased supports being offered through the 9th Grade Success Team. As seen in the graph above, 87% of 9th grade students passed all of their classes first semester, an increase of about 20% from the class of 2027’s freshmen data. The team believes this massive growth is in part due to the work being accomplished through the 9th grade Success Team and they look forward to continued growth in the second semester and next year as they further develop the program.

Sequim High School Knowledge Bowl Team Takes Third Place at State Tournament Sequim High School’s Knowledge Bowl team, consisting of Gavin Mayfield, Ian Baylon, Chuck the Sasquatch mascot, Jack Crecelius, Kimberly Heintz, Melia Nelson, Laila Sundin, and Jessie Bainbridge, placed third at the 2A state tournament on March 22. The team competed at Wenatchee High School against 17 other schools.

This marks the second time in four years that Sequim High’s Knowledge Bowl team has earned third place at the state tournament. In addition to their state tournament success, the team also won the regional tournament for the first time in at least 12 years. The team earned a spot at the state tournament by competing successfully against teams from the Olympic and Kitsap Peninsulas.

The state tournament consisted of a written round with 50 multiple-choice questions, followed by four preliminary oral rounds and additional semi-final and championship rounds. Questions covered topics such as history, literature, math, music, science, current events, and general knowledge.

We are incredibly proud of the hard work, dedication, and teamwork that led to this impressive achievement!

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KALEIDOSCOPE

SPRING 2025

Sequim Bowling Team Strikes Again as 2A State Academic Champions For the fourth time in program history, and the second year in a row, Sequim High School’s girls bowling team has claimed the title of 2A State Academic Champions, showcasing a remarkable tradition of excellence in the classroom.

This year’s varsity team — Kimberly Heintz, Cooper Hiatt, Kiera Morey, Joanna Morales, Victoria Nava, and Skylar Krzyworz — posted a collective grade point average of 3.967. It was not only the highest GPA in the 2A league but the highest of any bowling team in the state across all classifications.

Academic achievement has long been a hallmark of the Wolves bowling program. The team has now earned State Academic Championships in 2011-12, 2012-13, 2023-24, and 2024-25, all under the leadership of head coach Randy Perry, who began coaching the team in 2008. This consistent recognition reflects a deep-rooted commitment to balancing sports and scholarship.

According to Perry, the culture of academic excellence starts with the athletes themselves. The girls set high expectations, often studying between games and holding each other accountable for their schoolwork. Perry sees his role as a supporter and mentor, creating an environment where academic success is just as important as athletic performance.

The team’s track record suggests this approach works. Over the years, the Wolves have continued to attract student-athletes who thrive in multiple areas, including honors courses, extracurricular activities, and leadership roles, while still competing at a high level in bowling.

Perry believes that part of the team’s academic strength also comes from the nature of the sport. With three practices and two matches a week, the bowling schedule offers more flexibility than many other sports, allowing students to focus on their studies while also having an outlet for stress. As the season progresses, Perry tightens the focus for varsity players to prepare for postseason, but during the regular season, he keeps the atmosphere light and encouraging.

While academics are the team’s standout accomplishment this year, the Wolves also held their own in bowling competition.

Five of the six varsity bowlers qualified for the district tournament, and two advanced to the 1A/2A State Championship at Bowlero in Tukwila. Nava placed 42nd overall with a game-high of 174, and Krzyworz finished 47th with a top score of 154. With more than 100 competitors at the tournament, it was one of the largest fields in recent memory.

PC: M. Lyke

Still, it’s the team’s performance in the classroom that continues to set them apart. With another academic title in hand, Sequim’s bowlers have once again proven that success doesn’t just happen on the scoreboard — it happens in study halls, classrooms, and late nights spent balancing books and bowling balls.

Congratulations, ladies!

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KALEIDOSCOPE SPRING 2025

Nonfiction Book Fair at Sequim High School Inspires Creativity and Student Engagement Sequim High School’s recent Nonfiction Book Fair began as a way to transform an unpopular unit on nonfiction reading and writing into an engaging, student-driven experience. Teacher Holly Reamer, an avid fiction reader herself, noticed her students’ groans when nonfiction was introduced. Understanding their sentiment, Reamer wanted to approach the unit in a way that would get students excited rather than discouraged.

The idea grew when Mrs. Reamer considered the question, “What are my students interested in and, therefore, experts on?” This led to a plan that incorporated elements of student passions, UDL (Universal Design for Learning) training, and the "Genius Project," a concept introduced by her teaching colleague, Melissa Withrow. The Genius Project allows students to choose a topic they are passionate about or have expertise in and dive deep into research. It encourages creativity and autonomy, enabling students to take charge of their learning process.

Each student selected a topic—ranging from history to science to the arts— and proposed creative ways to present their findings. Many students took the opportunity to go above and beyond, submitting innovative project ideas that showcased their knowledge and enthusiasm. The projects required evidence-based support and a Works Cited page to ensure thorough research.

The culmination of their hard work took place during the Nonfiction Book Fair Day, which featured five key elements: Individual Viewing, Feedback, Whole Group Sharing, Interviewing, and Self-Evaluation.

For Mrs. Reamer, the event was a valuable learning experience. She observed how much easier students found nonfiction reading skills when they were able to explore topics they cared about. The level of engagement was high, with some students even asking to combine projects or submit multiple projects to showcase everything they knew.

A particularly memorable moment came when a student arrived dressed in a full Civil War uniform. This student, who is passionate about reenacting Civil War battles, shared his in-depth knowledge with the class, including labeling the parts of his costume. His presentation was a hit, and it highlighted how students can take center stage and share their knowledge with confidence.

The Nonfiction Book Fair not only helped students develop research, reading, and presentation skills, but it also boosted their confidence and pride in their learning. The success of the event has set the stage for future opportunities that are both engaging and inspiring at Sequim High School.

SEQUIM SCHOOL DISTRICT

PC: SHS Staff

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KALEIDOSCOPE SPRING 2025

Young Chefs Take the Spotlight in 2025 Sequim Future Chefs Competition Elementary students from across the Sequim School District showcased their culinary skills in the 2025 Future Chefs Competition, presented by Sodexo in partnership with the district’s food service team. This annual event challenges young chefs to create original, health-conscious comfort food dishes—and this year’s participants rose to the occasion with creativity and flair. Students are invited to submit their recipes, and selected finalists head to the Sequim High School Cafeteria Kitchen to compete for top honors. Judges evaluate each dish based on preparation, taste, and presentation.

Taking top honors with the Grand Prize Gold was Mia Beltrami, a fourth grader from Helen Haller Elementary, with Pork Katsu.

Silver went to fifth grader Eden Kulfan from Olympic Peninsula Academy for Parmesan Ranch Dancing Chicken Tenders.

Bronze was awarded to Savannah Rombs, a fourth-grade student at OPA, for Easy Kickin’ Chicken Tortilla Casserole.

This fun and flavorful event was made possible by the dedicated Sodexo food service team: Tandi Wahlsten, Lindsey Kester, Cleann Wilmot, Heather Conklin, Teresa Abney, Shelby Kirk, Michelle Zink, and George Stuber. Their behind-the-scenes work and mentorship created an environment where students could thrive and explore their passion for cooking.

A panel of judges brought both culinary experience and student insight to the competition, including George Stuber (Central Kitchen/Sequim High School), Taylor Hancock (Dungeness Virtual School 11th grade), Abigail Vogel (Sequim Middle School 8th grade), and William Coddington (Olympic Peninsula Academy 6th grade and last year’s future chef winner for his kitty cat rice cakes). Their thoughtful evaluation helped recognize the creativity and effort of each dish.

The Future Chefs Competition continues to grow each year, encouraging students to get excited about food, cooking, and healthy choices. With energy, imagination, and delicious dishes filling the room, the 2025 event proved once again that the future of food is in very good hands.

PC: Food Service Staff

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Ta ke a d e e p b r e at h , b e l i eve i n y o u rs e l f, a n d g et r e ad y t o s h ow w h at y o u k n ow !

KALEIDOSCOPE SPRING 2025

Skyward’s Next Chapter: Q (Qmlativ) Launches in Sequim This Summer We are excited to share the news with you that Qmlativ (pronounced “cume-luh-tiv”), the latest evolution of Skyward SMS (Student Management Suite), is coming to Sequim School District this summer. In this communication, we will briefly share what the arrival of Qmlativ means, outline steps already underway in preparing for the launch of Qmlativ in our district and share a general timeline for implementation. Bottom Line Qmlativ will replace Skyward.

What Is Qmlativ and Why Is It So Important?

Qmlativ is the latest iteration of Skyward SMS, an information system Sequim School District uses for data management of student and staff information, grades, scheduling, attendance, and food service.

Skyward SMS allows for the creation of reports our schools and departments rely on, while also offering important internal uses like payroll, billing, and numerous other uses. Parents and guardians utilize Qmlativ/Skyward for checking grades, accessing the Skyward Message Center and some school forms.

What Does the Transition to Qmlativ Involve?

The transition to Qmlativ began months ago and is ramping up as we prepare for a summer launch.

Skyward SMS is being phased out for Qmlativ, requiring the district to migrate clean, high quality, and up-to-date data.

As a Parent, How Does Transferring to Qmlativ Impact My Access to Skyward?

For now, there will be no changes.

However, over summer break, June 25 - July 11, Skyward SMS will go dark as the database goes through the Data Migration Tool. During this time, Skyward SMS will be inaccessible to everyone. When Qmlativ is launched, the parent experience should be seamless, with the same information available to parents just as before, existing within a new interface and platform that is both web-based and with access through an app.

What Are Next Steps?

Look for information before Summer vacation regarding Qmlativ. The app for this new system has new improvements that makes it much easier to navigate and is more user friendly. We will send out the information about the app as well in June. Once the new links and apps are “live” your current login ID and password will continue to function in the new system. In some cases, you may be prompted for a newer or more robust password.

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