Park Elementary School achieved an impressive 10-point gain on the Wisconsin Department of Public Instruction’s annual state report cards, which were released in November. Principal Brett Humphrey emphasized the collaborative effort behind the school’s jump from 79.1 to 89.2 points, which earned the highest rating of Significantly Exceeds Expectations.
“Every single person connected to Park influenced this score,” he said. “We all had a hand in the 10.6-point jump.”
Instructional Coach Jacki Greene and Second-Grade Teacher Caroline Estabrook highlighted how the school accomplished such significant growth. Greene said their close-knit school culture, as well as the staff’s openness and receptiveness to trying new approaches, has been key.
“We have a cohesive team that works across grade levels,” Estabrook said. “Everyone has a part to play, and all Park colleagues feel like all the students are ours.”
Attendance, one of the metrics state report cards track, is an area where everyone’s influence – from classroom teachers and paraeducators to Student Services and front-office staff – made an impact.
“Overall, our attendance is on a solid trajectory,” Greene said.”That stems from teachers’ care and compassion. We’re knowledgeable about students and families at our school, and we look for patterns. We have a sound system of communication for when we have attendance concerns.”
She said their all-hands-on-deck approach includes paraeducators who are an integral part of the school.
“We’re fortunate to have paraeducators who have been here for years and have lots of experience and expertise to draw on,” Greene said. “They are committed to helping, and they have a rapport with students as well as classroom teachers.”
Also key has been strengthening the school’s systems around social-emotional learning (SEL).
“There’s a connection between SEL and academic success; learning can’t happen if students aren’t ready to learn,” Estabrook said.
She credits the efforts of Student Services staff, both in and out of the classroom, as well as the school’s collaborative team approach.
Literacy and Foundational Skills
The school’s focus on literacy and foundational skills is at the heart of the school’s achievements and growth.
“Our reading specialist Sara Whirry has supported us in embracing a literacy focus over the last several years,” Greene said. “Everything we do in our Professional Learning Communities and our professional-development time together centers around literacy and foundational skills. It’s interwoven.”
Estabrook said their professional development focus includes LETRS (Language Essentials for Teachers of Reading and Spelling) training, a program that provides educators with a deeper understanding of the science of reading to strengthen literacy instruction.
“LETRS training is the ‘why’ of foundational literacy,” Estabrook said. “It’s not a curriculum, but it's helping us understand from a basic building-block level how to use the tools and curriculum we have to continue to strengthen students’ literacy skills.”
“It emphasizes the years’ worth of research that has been done around how students learn to read and write,” Greene added. ”It’s research-based and helps give a rationale for what we’re doing.”
Greene and Whirry facilitate LETRS training at the school.
“Jacki and Sara have our staff and our students’ best interests at heart, and the level of trust is high,” Estabrook said. “Even though LETRS is more about the research behind the curriculum, there’s still a lot that’s applicable in our everyday teaching, like best practices and tools to use.”
Greene said that ACT 20, a literacy bill passed by the Wisconsin legislature in 2023 that requires public school districts to focus on a phonics-based approach to literacy instruction was a catalyst.
“We’ve always been looking for ways to enhance our literacy instruction, and ACT 20 was the springboard that helped us continue adjusting and refining our practices,” Greene said.
Evolution of Professional Learning Communities (PLCs)
Another contributing factor to the school’s gains is a strong commitment to PLCs, groups of educators who collaborate to improve student learning and meet the needs of all learners. The school’s PLCs have reinforced teachers’ commitment to student-centered learning.
“Having the time during PLCs to collaborate with teammates, our instructional coach, and other specialists is always beneficial,” Estabrook said.
Greene said their PLCs have evolved and become more natural.
“We follow a specific protocol, but we’re authentic,” Greene said. “Our PLCs are a ‘get to’ rather than a ‘have to.’ We’re committed to collaboration and to continuing to find ways to improve together.”
Estabrook agreed: “Our PLCs feel more productive because we’ve eased up on trying to fit into a certain protocol. It’s not a check-the-box activity. There’s intentionality in how we approach PLCs, and there’s purpose behind them.”
While the Park community has celebrated its 5-star rating, the school’s leaders and educators continue to push for additional growth and achievement.
“There’s more work to do,” Estabrook said. “We’re always striving to hone our skills and to anticipate kids’ needs and challenges.”
This is the second in a series of articles exploring how MCPASD schools, including Glacier Greek Middle School, strengthened their state report card scores. Learn more about MCPASD’s state report card results.
Photo: Instructional Coach Jacki Greene and Second-Grade Teacher Caroline Estabrook in her classroom at Park Elementary School.