BEACON HEIGHTS 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

Academic Growth for our Lowest Performing Student

Beacon Heights continues to focus on the 25% lowest performing students. Classroom teachers gave 15 minutes of daily, small group and individual one on one work, four times a week to work with students in building writing skills. Teams used common writing prompts to practice, after determining target skills using our district’s Beginning Writing Rubric and the RISE Writing Rubric. Teachers worked with our lowest performing students, 15 minutes daily, to build needed writing skills. Teachers monitored writing benchmark scores with test scores gathered every 4-6 weeks to compare for improvements and adjust instruction. Target areas included conventions, development of ideas and organization of structure. All teachers have selected students needing support and work with their team to address specific skills in reading comprehension. During PLC meetings, strategies and assessments are discussed to ensure targeted instruction.


SCHOOL-LEVEL FACTORS

Positive Behavioral Interventions and Support

Beacon Heights reviewed Positive Behavioral Interventions and Support (PBIS) and Educator’s Handbook implementation. The staff agreed to refine reporting of behavior needs and refine referring students with needs more systematically. The school used our Student Services Committee, parents, and counselor to discuss and to address behavior needs that affected academic learning. The school met at the beginning of the year to articulate clear goals and expectations to teachers and support staff regarding behavior needs of students. We also reviewed the use of Educator’s Handbook. The teachers met in October to discuss expectations for student behavior in all areas of the school, and then teachers reviewed these expectations throughout the year. Weekly announcements were given regarding behaviors in selected areas of the building. Educator’s Handbook began to be used as a tool to provide information on particular students in need of higher levels of intervention. The staff has begun formal training on Mindfulness strategies from Mindful Schools for the first half of the school year. During the second half of the year, teachers will be sending home mindful strategies and vocabulary to intiate a school to home connections that intends to have strategies used throughout the students' day.