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Spring Creek Elementary cites math curriculum gains, new inclusive playground and behavior program
Summary
Principal Tanya Will told the board that implementing the Bridges math curriculum and science-of-reading training corresponded with observed instructional improvements, the school expects its inclusive playground to open by the first day of school, and staff will roll out a tiered positive behavior program called Star Celebrations.
Tanya Will, principal of Spring Creek Elementary, told the Northfield Public School Board on Aug. 25 that the school's implementation of the Bridges math curriculum, coupled with district science-of-reading professional development, corresponded with increased classroom engagement and stronger instructional ratings during the 2024-25 school year.
Will said district instructional walkthrough data showed an increase in classrooms rated "Good or Strong" from about 64% early in the year to about 80% later in the year. She credited professional development, math lab days and coaching by TNTP consultants for the shift. Will said teachers used a "low floor, high ceiling" approach in Bridges lessons that allowed more students to access tasks at different entry points.
Will told the board Spring Creek's staff also prioritized school culture and multi-tiered systems of support (MTSS) last year. She described a new, schoolwide behavior initiative called Star Celebrations — monthly grade-level celebrations and classroom activities tied to monthly character words such as teamwork — that the school will introduce this year to strengthen belonging and positive behavior.
On facilities, Will said a months-long planning process involving PTO, students and community stakeholders produced the design for an inclusive playground; she reported the project appears on track to be ready for the first day of school and noted site work had begun.
Will summarized academic goals for 2025-26: the district'wide target of 80% of students meeting grade-level benchmarks and a school goal that 100% of students show growth. She said Spring Creek's most recent Minnesota Comprehensive Assessments (MCA) results showed 62.8% of grades 3-5 meeting or exceeding the standard in reading and 69% meeting or exceeding in math.
Board members asked detailed questions about classroom observations and measurement. Will and district leaders said the walkthrough indicators are snapshots from short observations; "high-quality math content" in a 10-minute walkthrough was scored as present if observers saw math-specific instruction during that interval. Will cautioned that a single short observation could miss math content if, for example, a teacher read a book to connect to math before the math activity began.
Several board members pressed Will about student ownership measures after observation data showed a decrease in the percentage of classrooms rated highest for student ownership. Will said observers and school teams had sharpened expectations of what "student ownership" means; the drop reflected stricter, more precise application of the rubric and an evolution in observers' judgments rather than a clear decline in student engagement.
Will outlined operational steps for goal implementation: PLC-focused curriculum-based professional development, a tiered intervention/problem-solving process that meets weekly for student support, and additional family-facing communications such as learning spotlights in newsletters and announcements.
Will closed by thanking staff and families and inviting board questions; members indicated support and asked for continuing updates as curriculum and behavior systems mature.
