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.


Recognizing and Building On Our Students’ Assets

Last year, one-third of Glendale’s English Language Learners (ELL) met or exceeded the yearly growth benchmark in comparison to two years ago when only 6 % of ELL met the same indicator. Classes were structured to support ELL as they acquire the academic and language skills necessary to excel at the high school level. From culturally-relevant curriculum to our varied after-school programs that appeal to the different ethnicities representative of our population, Glendale Middle School honors the students’ strategic use of their first language while learning their second and third.


Positive Programming for 10 Hours a Day

Last year, 88% of our students self-reported they felt connected to at least one adult in the building, and 76% of our students were enrolled in at least one after school program. Our students felt connected to our teachers and to the core. Our teachers felt connected to students and the elective curriculum they taught before and after school. As a result, attendance has increased significantly. Last year alone, our attendance rate rose 5%. In addition, the rate of students who were late to class decreased 53%. Positive and caring adults who teach in culturally relevant ways will increase student achievement and will help those students acquire the pro-social skills and behaviors necessary to succeed in high school.