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Parkrose reports math gains at elementary level; board given MTSS action steps
Summary
District staff presented diagnostic assessment data showing gains in elementary math proficiency and reductions in students significantly behind grade level, and recommended system-level MTSS actions for 2025'26.
Parkrose School District staff on June 9 presented district assessment results showing measurable math-growth gains at the elementary level and outlined next steps under a multi-tiered systems of support (MTSS) plan.
Staff reported median growth at the elementary level improved and the district-wide rate of students "significantly behind" in math decreased from roughly 41% to 21% between the fall diagnostic and the most recent (May) diagnostic. Staff highlighted Russell Elementary as showing particularly large gains; administrators told the board Russell participated in targeted curriculum support, teacher observation and professional learning.
District staff described the difference between "typical growth" (a year's expected growth relative to peers who began at similar diagnostic scores) and "stretch growth" (greater-than-typical gains). The packet showed increases in both typical and stretch-growth measures compared with the prior year; staff said some students achieved two years of growth in a single year on diagnostic measures. Districtwide "typical growth" rates and the number of students reaching grade-level proficiency improved compared with midyear measures, though staff cautioned that fall learning loss remains a concern.
Superintendent Michael Lopez and the academic team outlined MTSS-oriented action steps the board will review in more detail at an upcoming retreat: clarifying universal instructional practices, aligning schedules to keep students included in core instruction (particularly students with IEPs and English learners), strengthening coaching and team structures, and leveraging external consultants to audit systems.
Board members asked about differences between Russell and other schools; staff said Russell leveraged targeted state support and curriculum-focused coaching and peer lesson observations. Staff also said that the district has requested student-level stretch-growth reports from the curriculum vendor to better identify classroom- and teacher-level practices associated with larger gains.
Staff said reading outcomes were stronger than math coming out of pandemic recovery, and that math remains a district priority for 2025'26. They noted summer programming and continued instructional focus aimed at reducing the number of students behind grade level.
