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Principal Parish highlights strong K–5 gains and DPI recognition at end-of-year report
Summary
Principal Parish reported notable year-over-year gains in reading and math across elementary grades, explained that one assessment used for the district CPR goal did not show the target increase, and noted the school was recognized by DPI as a high-impact school.
Principal Parish presented an end-of-year report to the Superior School District Board of Education on June 1, outlining student achievement gains, instructional strategies and recognition by the Department of Public Instruction.
Parish said kindergarten enrollment included 72 students and noted a gender split of 48 boys among that group. She reported first-grade literacy and math results of 83.6% and 86.3% respectively (literacy measured as at or above the 25th percentile; math at or above the 40th percentile). "I'm really excited to kind of go through and highlight what our teachers wanted to celebrate," Parish said.
Parish pointed to specific grade-level gains: second-grade math automaticity rose from 59% to 77%; place-value scores climbed from 56% to 85%; other measures improved across the year. Third graders benefited from an RTI "second dip" of instruction from 8:40–9:00 a.m., and third-grade teams credited paraprofessionals and consistent staffing for progress. Parish also highlighted individual fifth-grade gains, citing one student up 51 points and another up 37 points.
On the district CPR card goal — the measure the district used for its stated targets — Parish said the district did not meet the narrow benchmark (reading: 61% to 67%; math: 69% to 75%) when using that single assessment. "We didn't see a significant increase" on that one measure, she said, but added that other assessments and composite measures demonstrate substantial growth: across kindergarten through fifth-grade math, 81.5% of students made moderate, typical or aggressive growth; for grades two through five in reading, 80.5% showed growth.
Parish attributed gains to targeted interventions, PLC collaboration among teachers and specific programming (including co-taught special education groups and occupational-therapy partnerships). She also said the school received a DPI recognition as a "high impact school" for closing gaps and increasing college- and career-readiness likelihood, and the district plans signage to share that recognition with the community.
The board asked clarifying questions about the assessments used and received additional context on team-based instruction and how scores were tracked. Parish closed by emphasizing the value of multiple assessments rather than relying on any single test to judge year-long progress.
