ESCALANTE 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.

PARENT & FAMILY ENGAGEMENT

Involving Parents

The Escalante staff works to ensure parents are involved and feel welcomed at school. In addition to our PTA and our School Community Council, we hold monthly meetings for parents and other interested community members. This is an opportunity for interested parties to get updates and information directly from the principal. Parents can ask anything they like with the open forum-style meeting. We meet on the third Friday at 8:15 am. Our family advocate and our family-school collaboration specialist join, translate and work with us to support our community. Please join us for these meetings. Our family-school collaboration specialist gave parent surveys to gather information about when the best time for them to meet would be. Morning time at drop-off was the most popular time. In the survey, our collaboration specialist also looked at our school for welcoming signs, languages, and areas in which we can make the school more welcoming to parents and students. We took the information from the surveys and are working with our RPBIS team to ensure we include welcoming, inclusive and clear signs throughout the school. We are also planning the following family engagement night in the form of an art class Many of our parents speak predominantly Spanish, so we implemented ESL classes held on Tuesdays and Thursdays from 6:30 PM-8:30 PM. We have had the opportunity to attend FACE trainings this year and this allows us to make systematic changes to support our school.


TEACHER FACTORS

Professional Communities=Student Outcomes

Teachers meet weekly to discuss instructional implications based on student data. Math and Literacy instructional coaches attended PLCs, along with administration, to ensure that Escalante works as a collaborative group to support all students in all curricular areas. Measurements to determine the effectiveness of Teacher work include 1. Coming prepared with data analyzed to share 2. Teachers creating lessons collaboratively during PLCs 3. The ability to measure students progressed towards mastery of standards 4. The ability to collaborate with colleagues to support ALL students learning Items that teachers discuss during PLCs: 1. Interim data 2. Weekly assessments 3. Common formative assessments 4. Backward design planning—standards-based (in conjunction with interim assessments) 5. Lesson Objectives/Success Criteria. Additionally, we build relationships through our “connection” piece during our team meeting. Building strong relationships in our PLC help us so that we can have further conversations and implement action pieces that support our student body.