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.


Attendance Rate Improved

Each spring, we analyze overall attendance data in order to identify scholars with chronic absenteeism. These scholars are assigned a Check and Connect mentor who will work with the scholar for up to two years in an effort to support the scholar in learning, passing all classes, and ultimately, improving the rate of attendance. In addition, we also run quarterly incentive drawings for all scholars. Scholars get entered in the drawings each week they have perfect attendance. The scholar also receives a choice of small prize on the week of perfect attendance. We have seen a steady rate of increased average daily attendance as follows: SY18: 87% Average Daily Attendance, SY19: 89.9% Average Daily Attendance, and SY20: 90.5% Average Daily Attendance (this percentage does not include 4th quarter due to COVID19 school closure).


Collaboration Improves Teaching and Learning

Two of our teachers are instructional coaches and they join both administrators to conduct quarterly Instructional Rounds (IRs) that focus on a Problem of Practice (PoP). The PoP for SY20 was: "Teachers are not consistently planning and delivering SIOP strategies. Therefore, there is a gap between ELL and non-ELL levels of learning." One instructional initiative we supported in Professional Learning (PL) sessions, instructional coaching, and collaborative teacher teams was the use of Academic Language Cards (ALCs) which contain 12 sets of sentence starters for scholars to use when discussing content, debating an issue, or collaborating with peers. In October 2019, we found only 10% of teachers effectively using the ALCs during instruction. We provided additional PL sessions for teachers and assisted them to embed the use of ALCs into weekly lesson plans. Specific observational feedback was provided and most importantly, we helped Collaborative Teacher Teams support each other to implement use of ALCs. Subsequent IRs results are as follows: * November 2019 = 15% of teachers using ALCs, and * January 2020 = 29%. We created an integrated thematic unit with embedded ALCs during COVID19 school closure. In a May PL, we collaboratively scored the scholar responses. In the November 2020 IRs, we found 35% of teachers using ACLs.