HAWTHORNE SCHOOL

SELF-REPORTED INDICATORS

Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.

EQUITABLE EDUCATIONAL OPPORTUNITIES

English Language Learners Successes

Hawthorne teachers closely review language arts data, identify students at risk and provide Tier ll, and Tier III interventions for the lowest quartile focus students. These targeted interventions have contributed to whole-school increased student proficiency in language arts from 71% in 2015 to 80% in 2019. Proficiency for English language learners showed the greatest improvement of 34% and other sub-groups showed upward trends with an average growth of 64%.


EQUITABLE EDUCATIONAL OPPORTUNITIES

Proficiency Gaps in Science between Boys and Girls

Our review of student proficiency data in science over a five year period showed an upward trend for boys with 74% of the boys testing proficient on SAGE in 2017. Girls on the other hand lagged behind 10% on the same test for the same time period. Over the year, teachers reviewed best practices that engaged girls in science. They studied the book “Girls in Science”, attended science PD and collaborated on curriculum and instruction. Funds were allocated for materials and equipment to expand the school’s science lab. Students participated in scientific discovery outside the classroom and engaged in hands on science experiments in the school’s science lab and interacted with scientists from the University of Utah who were their mentors for science fair projects. Over 300 students participated in the annual Science and Engineer Fair. In addition, an “engineering day” was sponsored by the University of Utah; students worked with women engineers to create inventions that tested principles of engineering such as force and motion. Data from the 2018 tests showed boys proficiency increased from 74% in 2017 to 77% in 2018. Data from the same tests showed girls proficiency increased from 64% in 2017 to 77% in 2018, completely closing the achievement gap. We believe that our commitment to science curriculum, instruction and engaging student focused exploration supported boys’ growth in science and it was significantly impactful on girls’ growth in science.