HORIZONTE INSTRUCTION & TRAINING CENTER

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

Literacy Intervention

Because approximately 85% to 90% of the students referred to Horizonte read below grade level, reading intervention is an important initiative at Horizonte. All staff, teachers, and administrators at Horizonte make a concerted effort to provide the structures, supports, and instruction necessary to improve students’ reading skills. To ensure that teachers at Horizonte are qualified to support students as they work to improve their reading skills, all reading, English, social studies, and science teachers are trained in the University of Utah Reading Clinic’s Tier One Text instructional routines. Students reading below a high school level are enrolled in a reading intervention class and receive additional reading support in their core content classes. To identify what kind of reading instruction students need, as well as the effects of instruction on reading growth, all students at Horizonte take a battery of reading assessments upon registration and bi-quarterly thereafter. Based on the results of these regularly administered assessments students have the opportunity to move into higher level classes with the intent of meeting their changing needs. Last year, 85% of students who took the reading post-test experienced a reading level gain.


SCHOOL-LEVEL FACTORS

School-wide Restorative Justice Implementation

Horizonte has implemented school wide Restorative Justice Practices. We strive to build an inviting environment that allows flexibility within our school wide structure to give the students, faculty, staff, and guardians the support that they need in their lives, both here at school, and outside of the classroom. We have committed to include guardians in their student’s academic goals, progress and achievements and reach out to parents to celebrate their children regularly. This helps us to strengthen our relationship with our student’s families and ask how we can better support our students and their families. We have also fully integrated Restorative Justice into our student support system, which focuses on restoring harm and relationships instead of punishment. This empowers students to take responsibility of their actions and allows those harmed to have their voices heard, while repairing the ongoing relationships between students, staff, and parents. This process also allows students both predictability and equity when a student is not in alignment with school expectations and/or values. We make every effort to use innovative ideas to strengthen relationships with students, with each other, and with the faculty, in the classroom setting and during unstructured time. We strive to continually improve our processes and relationships, which fosters a growth mindset.