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 Families Engaging at Bonneville Elementary After a period of time where meetings and events were held virtually, Bonneville Elementary was excited to host in-person events with parents, family members, and students at our school. This included in person Parent Teacher Conferences in the Spring. We also engaged with families through literature by providing every student a copy of our school-wide book, The Fourteenth Goldfish. Families were given resources and activities to use as they read along together at home. Finally, our school hosted an in-person Digital Literacy Night in May. During this event, students were able to show their families how to complete activities using educational technology tools. This included completing Nearpods tasks, recording a video using FlipGrid and participating in lessons around how to take care of technology. We loved having our families participating in our physical location at each of these events. Our community is important to our school, and we appreciate having parents and family members engage in what is happening at school.

TEACHER FACTORS Virtual and In-Person Teacher Collaboration During the 2021-2022 school year, Bonneville Elementary hosted an online program. We had a teacher in each grade level, kindergarten through 6th grade, teaching a virtual classroom in an online environment. Despite having one teacher on each team working from an alternative setting, each grade level met weekly in a Collaborative Team Meeting. During this time, teachers analyzed student learning data, reviewed curricular resources, and discussed effective practices to support learners. Teachers honed skills in order to ensure all grade level team members were heard as part of the planning process. This included virtual meetings between teachers, use of online organization tools, and discussions around how to integrate lessons and tasks in both in person settings and online classrooms. At Bonneville, we were innovative around what collaboration looked and sounded like to include virtual and in-person teachers. We did not allow limitations on location to get in the way of meeting together in order to support all the students at Bonneville.