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.

SCHOOL-LEVEL FACTORS

Creating a Welcoming Environment at School

Hawthorne Elementary adopted the practice of welcoming all students and adults every day when they entered the building. Welcoming routines and rituals established safety, predictability, and set norms for respectful listening. They allowed students and adults to connect with each other and create a sense of belonging. In the morning, staff was visible in the halls and at classroom doors greeting students with high fives, fist bumps, fist pumps, hand shakes, and side hugs. During the day, staff greeted adults visiting the school courteously. The office adopted this same practice when they answered the phones. We believe these routines and rituals contributed to a positive school community environment.


EQUITABLE EDUCATIONAL OPPORTUNITIES

English Learners Reaching Proficiency

Hawthorne Elementary adopted new English Language Development (ELD) curriculum that aligned with general education language arts curriculum materials. We continued to allocate a .5 teacher to ELD instruction to meet the academic needs of English language learners. All English language learners received 45 minutes daily of ELD instruction by a highly qualified ELD teacher. English language learners reaching proficiency in 2020 increased by 4%. The number of students making adequate progress also increased.