US/Global 
CAN
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Evidence of ExcellenceRiverview Gardens School DistrictSt. Louis, Missouri
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Over three years, overall performance increased by nearly 
Demographics
13 SCHOOLS / 4,883 STUDENTS / 100% FREE OR REDUCED LUNCH / 1.5% ENGLISH LEARNERS / 13.5% SPECIAL NEEDS
96.5% BLACK / 2.2% HISPANIC OR LATINO / 0.9% WHITE / 0.2% AMERICAN INDIAN OR ALASKA NATIVE / 0.1% ASIAN
Challenge
Riverview Gardens School District, located in St. Louis, Missouri, serves 13 schools in a community that has faced significant challenges for nearly two decades. After losing accreditation 18 years ago, the district was placed under state control, and every staff member had to reapply for their position. “We lost experienced teachers and leaders who truly knew our students and our community,” expressed Barbara Sharp, executive director of continuous improvement.
The effects of that disruption still linger. Riverview continues to rebuild amid high student mobility, declining home ownership, and limited commercial growth. Nearly 400 students are currently in transition or identified as homeless, and provisional accreditation remains in place. “One of our biggest challenges has been restoring confidence and building a culture where success feels possible again,” Sharp explained.
Superintendent Dr. Tanya Patton echoed that sentiment: “In spite of our challenges, if students stay with us from kindergarten through 12th grade, they do well academically. Our kids are resilient, our staff is dedicated, and our community is determined to see Riverview thrive.”
Implementation
Resources and PD supporting this work
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Book studies on Acceleration for All, School Improvement for All, |
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School Improvement for All Two-Day Workshop and PLC at Work® Institute |
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Summer PD focused on Closing the Learning Gap: Acceleration for All |
In 2022, Riverview received ESSER funding and saw an opportunity to accelerate change. The state identified three of its schools as official turnaround schools. Several others were designated Comprehensive Support and Improvement (CSI) schools.
“Solution Tree provided exactly what we needed to move forward academically—but also to build a culture of success,” Sharp said. Working closely with Solution Tree leadership, the district adopted the Accelerated Learning process, combining job-embedded coaching, leadership development, and targeted ELA and math support across all schools. Through this model, every school committed to creating high expectations for all students and a culture where learning is required for both students and the educators who support them. Dr. Patton emphasized, “There must be high expectations districtwide, academically and in school culture, for everyone—teachers, coaches, and administrative staff. When we hold ourselves to that standard, our students rise to meet it.”
The district implemented common formative assessments, created guiding coalitions, and trained teams to analyze data weekly. Sharp recalled that once they started meeting weekly, unpacking standards, and diving into data, they realized the power of alignment and collaboration.
Dr. Patton emphasized that the work was as much about culture as instruction: “The conversations we’re having now are completely different from two years ago. We’re talking about data, about what’s working, and how to raise the bar. There’s accountability now, and that’s what our students deserve.”
The conversations we’re having now are completely different from two years ago. We’re talking about data, about what’s working, and how to raise the bar. There’s accountability now, and that’s what our students deserve.
Results
In three years of focused collaboration, Riverview’s commitment to student success began to yield remarkable results. Three schools—Moline Elementary, Gibson Elementary, and Glasgow Elementary—have been recognized as Solution Tree Promising Practices schools, a solid initial step toward becoming a Model PLC at Work® school, for consistent growth in ELA and math. Glasgow Elementary School was also named a 2026 Louie Award winner, recognizing its outstanding academic growth in English Language Arts and highlighting the district’s commitment to accelerated learning and student achievement. Riverview Gardens’ overall Annual Performance Report (APR) score from the Missouri Department of Elementary and Secondary Education (DESE) rose from 49.9% to 59.2%, reflecting gains in multiple areas of student outcomes and district performance, including student achievement, year-over-year academic growth, graduation rates, and attendance. The district’s Continuous Improvement score, which measures the effectiveness of planning, evaluation, and improvement efforts, remained strong at 93.3%. Total APR results also increased steadily, climbing from 61.4% to 69.5% over the same period.
“Principals feel empowered to lead this work,” Sharp said. “They have the confidence to sustain it.” Weekly data dives, 30–60–90-day plans, and shared accountability structures have become part of the district’s culture.
But raising scores wasn’t the only goal. Reflecting on the district’s progress, Dr. Patton added, “Our goal was never just to raise scores. It was to build something lasting, a culture where success is the expectation, not the exception. We’re proving that Riverview Gardens can do this work, and we are doing it.”
Riverview Gardens District State Report Card
WHY ACCELERATED LEARNING?
Transform underperforming schools by giving every student access and opportunity for deeper learning. Build strong school leadership, assess the current reality, sustain progress through structured protocols, and foster small, incremental gains that drive lasting success for schools in significant need, such as those in CSI, TSI, and ATSI status.
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Please note that all Evidence of Excellence stories, data, and personnel reflect the specific period of Solution Tree’s active partnership with the school or district. Staffing and leadership roles may have changed since publication.
