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North Park Elementary principal outlines student demographics, academic gains and behavior supports
Summary
Principal Julie Payne told the board North Park Elementary serves roughly 422 K–6 students, highlighted increases in RISE/Acadience metrics and described PBIS, attendance strategies and support for English learners; she also flagged facility updates as a capital request priority.
Cache County, Utah — Julie Payne, principal of North Park Elementary, presented to the Cache County School Board on Nov. 20 with an overview of school demographics, recent test results and improvement strategies.
Payne said North Park serves about 422 students (kindergarten through sixth grade) and described subgroup composition: roughly 28% of students qualify for free or reduced-price lunch, 16% are identified for special education services, 11% receive ESL services, and about 3% are experiencing homelessness (which the principal said often represents doubled-up living arrangements rather than literal lack of shelter). Languages spoken at the school include Spanish, Marshallese, Arabic, Swahili and smaller numbers of Nepali and Polish speakers.
On assessment results, Payne highlighted RISE and Acadience data showing year-over-year growth: an increase in the share of students meeting benchmark in Acadience (k–3) and improved ‘‘pathways of progress’’ scores, with about 77.5% of students making typical or above-typical progress in the most recent reporting period. Payne noted that third- through sixth-grade WISE scores were stronger, and that earlier grades remain an area for district focus.
Payne described schoolwide behavior supports through PBIS (Positive Behavioral Interventions and Supports), a student leadership program, weekly "Night News," and incentives tied to attendance (e.g., popcorn-party rewards) to reduce chronic absenteeism. She also described the school’s efforts to secure donations (for example about 35–40 North Park shirts for English learners) and a recent community-led mattress delivery to a family in need.
Payne emphasized capital-improvement needs — noting the building’s age — and said she had coordinated with district leadership about submitting capital requests. She also described the school support leader role added with board support and ongoing teacher training to address behavior and academic needs.
What happens next: Payne said she will share the board presentation with staff and review suggested capital requests with district leaders.
Quote
"We have phenomenal teachers. They're wonderful. But I also know our district is working on these things as well," Payne said.
Sources and provenance
Presentation and data summary provided directly by Principal Julie Payne (SEG 364–829).
