Superintendent Wenzel welcomed the Board to the evening's study session and introduced Preston Bauer, new student representative. Superintendent Wenzel outlined the evening's learning targets: understanding the development of the 2026-27 district goals, and identifying patterns and questions within student achievement, attendance, and graduation data. He reminded the Board that while district data is often compared to state averages, Washington's overall demographics differ from those of the Enumclaw School District. To ensure a more accurate comparison, the district created a cohort group of eight similar school systems. 

Lea Tiger-Tice, Assistant Director of Teaching and Learning, explained the selection process for the district's peer groups. She noted that the district looked for school systems with similar student enrollment size, low-income populations, multi-language learner percentages, per pupil expenditures and pupil-to-staff ratios. The district used comparative analytics to narrow down the list, and then verified the data using the Washington State Report Card and data.wa.gov. Ms. Tice shared that the metrics for district goals were based on data comparisons. 

Board Question: Did you look at special education as you aligned district cohorts? 

Answer: No, this was not a part of the criteria for this year's cohorts, but it could be in the future. 

Board Question: Regarding per pupil spending, are there districts that spend much higher per pupil?  

Answer: The cohort group selected is a good representation. Enumclaw is in the middle of the pack, and the districts are all between $17,000 and $20,000 per pupil. 

Superintendent Wenzel outlined the process for a "Notice and Wonder" activity involving the Board. He directed members to work in pairs to review three data sets regarding attendance, achievement, and graduation rates. Board members collaborated and left observations notes at each data poster. At the conclusion of the activity, the Board shared their notice and wonders with each other. 

Superintendent Wenzel stated that this conversation is a prelude to information that will be shared at the October Board retreat when principals will present their School Improvement Plans, based on the data. 

Board Question: Is this data being shared with staff?  

Answer: Staff reviewed the same data in August professional learning sessions. Principals first reviewed data with their Building Leadership Teams  More specific data analysis will be part of the PLC work with shared ownership and a sense of urgency to close learning gaps. 

Superintendent Wenzel presented the District Improvement Plan to the Board. Members each evaluated an assigned goal, noting specific strategies and metrics. Board and cabinet members partnered to analyze their designated goals and assess whether they were SMART (specific, measurable, achievable, relevant, and time-bound). 

Goal 1 - Improve Student Math Outcomes

Director Cochran shared that the strategies included a focus on building leadership, noting principals are spending more time in classrooms and engaging in professional development to better lead their staff. Teacher collaboration during professional development (PD) days was also highlighted. Student representative, Preston Bauer, shared that his best math classroom experiences involved high levels of engagement.   

Goal 2 - Improve Student Literacy Outcomes

Director Mason shared that the literacy strategies focused heavily on consistency and vertical alignment across all grade levels and content areas. They agreed that the metrics for this goal were highly measurable. 

Goal 3 - Improve Graduation Rates

Director Fisher stated that the goal was very specific with 3% increase from 86 to 89%. For a class of 350 students this translates to an increase of 11 students graduating. Key efforts include a concerted effort to ensure 9th graders stay on track and bolstering interventions for students who fall behind. Higher performing districts maintain a 95% graduation rate. 

Goal 4 - Improve Attendance 

Director Gamblin inquired on the state's definition of regular attendance, which was reported to be 90% attendance and equals no more than two absences per month. The Board questioned if there was a district level position dedicated to attendance, noting that efforts are currently managed at the school level. Data discrepancies were noted that will be updated soon. A follow- up question regarding strategies for how district leaders will support school leaders in this effort will be discussed at the retreat. 

Goal 5 - Ensure Evergreen Elementary is delivered on time and on budget

Director Stouffer acknowledged that this goal carries significant weight and is vital for strengthening credibility with the community. Strategies include monitoring through weekly meetings, an entry plan, and ongoing coordination with the steering committee.  

Superintendent Wenzel encouraged the Board to continue reflecting on the District Improvement Plan. Building upon feedback from recent discussions, he will ask for additional feedback at the upcoming October retreat. He reminded them that this is a is a working document. He emphasized that he wants the Board to feel confident in both the goals and the metrics, describing them as ambitious and achievable. 

The Board thanked Superintendent Wenzel for valuing their feedback and modeling collaboration. Student Representative Bauer shared appreciation for his first meeting with the Board and was thankful to be able to review the data. Director Fisher appreciated the focus on numbers and trends with a desire for the district's trends to move in a positive direction. 

Director Gamblin expressed appreciation for the presentation, noting that it provides a strong foundation for the district's path forward. He observed the district has many focuses which include the mission, Theory of Action, Five Commitments, District Improvement Plan (DIP), and School Improvement Plans (SIP). He inquired if there was a single priority among those, to which Superintendent Wenzel responded that:

• The overall District Improvement Plan should be what the Board measures.
• The Board should look for alignment between the School Improvement Plans and District Improvement Plans.
• Math is a priority focus area this year. 

Director Gamblin asked if the Five Commitments were still necessary and Superintendent Wenzel affirmed their ongoing value. He explained that these commitments are rooted in research-based metrics, and that both the SIPs and DIPs are created to actively advance the district toward these overarching goals.  

Superintendent Wenzel concluded by addressing the scope of the work, acknowledging that implementing these plans is a significant undertaking that requires a culture shift and careful calibration. He noted that change management is complex and they may receive feedback that things are moving too quickly. He stated the administration must support staff in shifting practice while standing firm in the strategic work to move forward. He closed by thanking the Board for leaning in, sharing perspectives, and working collaboratively with the leadership team.