BONNEVILLE 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

Family-School Partnerships

At Bonneville we consider parents to be our partners in the education process. Parent and family engagement is paramount to the success of our students. Our goal is to foster effective partnerships between the school and community that support school and student achievement. As partners in your child's education, Bonneville Elementary School is invested in building and enhancing the capacity of staff and families. In doing so, we are actively engaged in the Dual Capacity Building Framework for Family-School Partnerships Framework. The four core areas of this framework help us to identify the goals and conditions necessary to chart a path toward effective family engagement. The four core areas include: • Capabilities (skills and knowledge) • Connections (networks) • Cognition (beliefs, values) • Confidence (self-efficacy) Parents are encouraged to participate in helping us to identify which of these areas are most effective at our school by completing the Parent Engagement Survey sent out on the Fall, Winter, and Spring parent newsletters.


TEACHER FACTORS

Collaborative Team Meetings

The teachers at Bonneville Elementary School use data to inform instructional decisions. Grade level teams meet together weekly in collaborative team meetings to identify four essential questions regarding student achievement. This is a cyclical process in which teachers are given time for collective inquiry and action research to achieve better results for the students they serve. The questions teachers are asked to reflect on each week include: What do we want students to learn? How will we know they learned it? What will we do if they didn’t learn it? What will we do if they have learned it? The principal and instructional coach of the school actively engage in this process by ensuring fidelity to the process and participating in instructional decision making with the teachers. Teachers engage in a continuous improvement systems approach with the principal by reviewing feedback on regular Collaborative Team Meeting observational forms created by the Ogden School District.