Superior Elementary School (SES) opened as the first neighborhood school in Rock Creek in 1996. From day one, families and students embraced their neighborhood school and supported SES in numerous ways from volunteering in classrooms to creating outdoor spaces and gardens to collaborating on multi-disciplinary projects. Partnering together to support student success is a valued practice, and for many years we have had 100% conference turnout as parents, teachers, and students come together to ce…
lebrate successes and set new learning and behavior goals. During the pandemic, SES continued to be the heart of the neighborhood, and quickly pivoted to supporting students with at-home learning. Within days of shutting down in March 2020, hundreds of chromebooks and learning materials were distributed to families. On March 30th, successful virtual learning began with both teacher-created asynchronous video instruction and synchronous class meetings to support student's social emotional needs. During the 2020-21 year, SES maintained enrollment, and staff continued to provide instruction in a variety of ways to meet the needs of our families, with in-person learning for 27 weeks, hy-flex instruction for students that wanted to be part of the classroom while learning from home and fully online instruction. This year, 448 students have returned to in-person learning. Staff and families have supported students by bringing back many long-held traditions such as Songbirds (after school choir), a fifth grade musical, ultimate games, the spelling bee, adventure course, Battle of the Books, Destination Imagination, Math Olympiads, Fun Run, variety shows, and service projects. The December 30th Marshall Fire became another reminder of our strong school community. When sixteen families lost their homes and dozens of families were displaced, we came together to support them. The day after, SES staff called all the families who lost their homes, created a database of needs, and immediately began to provide temporary housing, transportation, food, snow gear, clothing, books, etc. so that students could return to school as soon as possible. At this time, our school has raised thousands of dollars to support our Marshall Fire families and all students have been able to stay at SES even though they live throughout the metro area. SES teachers are high achieving, lifelong learners, who are actively engaged in improving their practice and committed to educating all students. Staff Professional Development (PD) is highly valued and teachers thoughtfully participate in Professional Learning Communities (PLC). Fifteen teachers have become Nationally Board Certified while teaching at SES. Grade level teams utilize weekly PLC time to participate in the Teaching and Learning Cycle. Staff participate in a variety of book studies, including The Well-Managed Classroom and Launch: Using Design Thinking to Boost Creativity and Bring out the Maker in Every Student. Teachers embrace and implement new programs with fidelity that are adopted by BVSD including: Fountas and Pinnell Literacy, Math Expressions, Fundations, etc.
Accredited with Distinction - This is assigned to the highest performing districts. These districts are meeting or exceeding expectations on the majority of performance tasks.
Accredited - Districts with an overall rating of Accredited are meeting expectations on the majority of performance metrics.
Accredited with Improvement Plan - These districts are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Accredited with Priority Improvement Plan - These districts are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Turnaround Plan - These districts are identified as among the lowest performing districts in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Insufficient State Data - These districts are assigned this accreditation rating when the state does not have enough data to report publicly. To better understand why a district received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.
School Ratings
Performance Plan - Schools with a Performance Plan are meeting expectations on the majority of performance metrics.
Improvement Plan - These schools are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Priority Improvement Plan - These schools are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Turnaround Plan - These schools are identified as among the lowest performing schools in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Insufficient State Data - These schools are assigned this plan type when the state does not have enough data to report publicly. To better understand why a school received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.