HIGHLAND PARK 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

Closing the gap in reading proficiency

Highland Park focused on increasing reading proficiency for students in the lowest quartile and increasing growth scores for our English Language Learners. We focused on providing interventions for our students identified as being in the lowest quartile in reading based on the DIBELS Reading Assessment and the Reading Inventory. We also developed Individual Language Plans for our English Language Learners and put emphasis on increasing their proficiency. Lowest Quartile: Kindergarten: 28/65 or 62% of students were proficient in reading by the end of the school year. First Grade: 18/36 or 50% of students were proficient in reading by the end of the school year. Second Grade: 23/35 or 65% of students were proficient in reading by the end of the school year. Third Grade: 19/36 or 52% of students were proficient in reading by the end of the school year. English Language Learners: 50% of English Language Learners made growth on the WIDA assessment in the area of reading. 63% of English Language Learners made growth on the WIDA assessment in the area of reading.


PARENT & FAMILY ENGAGEMENT

Community and Family Commitment to the ARTS

Our community and staff have demonstrated a strong commitment towards providing the arts for students at Highland Park. As a result of funds raised by our Highland Park Arts Foundation and our PTA, students had multiple opportunities to learn through the Arts. Students in first through fourth-grade were able to participate in a semester of Tanner Dance. Students learned creative movement tied to Core content they were learning within their grade level. Students in kindergarten through sixth grade had access to a music teacher who worked collaboratively with grade level teachers to teach the Core through music. They participated in “informances” and performances throughout the year. We were able to put on an amazing school musical that involved 70 fourth through sixth grade students. Teachers, staff, and parents donated their time to make this possible. Our parents have expressed their desire to have this be a yearly event. We also had a group of students create and perform an opera. The students talk about these experiences all year long. All our students participated in a semester-long visual arts class through the Beverly Taylor Sorenson Program for a semester. The artwork is also tied to the Core curriculum and displayed throughout the school. We have seen how students can thrive in an environment that allows them to express their creativity through the Arts especially when supported by the community, district, and school staff.