Discovery Elementary credits staff collaboration for gains in reading and math proficiency

Discovery Elementary School leaders told the Grand Forks Public Schools Board of Education on May 27 that the school exceeded district averages in several academic measures this year while raising concerns about space and consistent math intervention capacity.

Ali Parkinson, presenting on behalf of Discovery staff, said the school's growth and collaborative culture were central to the results. "If you went to Discovery on any given day, a student could tell you that everyone's a teacher, everyone's a learner," Parkinson said, explaining the school's emphasis on collaboration and a guaranteed, viable curriculum.

Emily Peterson, Discovery's literacy specialist, told the board that last year's statewide results showed Discovery with 62% of students meeting literacy proficiency while the district average was 50% and the statewide average 45%. "This highlights the strong literacy instruction and supports that are in place here at Discovery," Peterson said, and she described multiple strategies used this year: additional foundational supports in kindergarten, progress monitoring, targeted skill instruction, piloting Wit & Wisdom curriculum and regular data meetings to identify tier 2 and tier 3 students.

Peterson presented fall-to-spring CBM trends showing growth from 53% at or above benchmark in fall to 72% in spring, and school goals to raise early-grade and upper-elementary proficiency across a four-year window.

Carrie Meland, instructional coach, reported that Discovery outperformed district and state math proficiency baselines last year, with roughly 64% meeting proficiency at Discovery compared with about 41% districtwide and 40% statewide. Meland and Peterson both said the school's progress relied on targeted small-group instruction, PLC meetings and use of a classroom specialist serving as a math interventionist when available.

School leaders described intervention tracking using the Panorama portal: they logged 209 individual intervention plans this year across literacy, math and SEL, with 74 multi-hour family meetings focused on MTSS-A/B students. Jody Dodson, associate principal, said Discovery used weekly collaboration meetings and parent meetings to coordinate services, and noted outside partners such as Village Therapy, CVIC and therapy dogs that support SEL work.

The presenters identified several challenges: a sharp enrollment increase (Discovery reported 584 students this year and 104 new students this year alone), constrained physical space as the school moves toward five sections per grade, limited math intervention staffing because Discovery is not a Title I building, and a rising population of students with significant mental health needs. Parkinson gave an example of immediate space pressures: "We have 1 room left at Discovery that will be fifth grade next year, and it's currently housing our storage of things," she said, noting one storage container estimate of about $4,700 as an example of local logistics the school is exploring.

Board members asked about chronic absenteeism and supports. Parkinson and Dodson said the social worker and attendance protocols include family outreach and transportation help where feasible. Dodson added that teachers structure small-group instruction to catch students up after absences and hold weekly MTSS meetings with families. "You have to be in school, and we have to be able to help you when you're there," said Amy Barch later in the meeting while discussing districtwide attendance work coupled to the Native American graduation update.

The presentation closed with schoolwide PBIS numbers: Discovery staff reported about 1,900 "Trailblazer" recognition tickets issued this year and 380 students earning ambassador recognition, plus three schoolwide celebrations tied to the program.

Discovery leaders asked the board to note the practical implications of growth and capacity when considering district-level resource and scheduling decisions next year.