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.

INSTRUCTIONAL FACTORS Widely Important Goal (WIG) At Heritage Elementary, our values are culture, collaboration, and excellent instruction. Families, students, and educators work together to ensure continued growing success. This is accomplished through collaboration, excellent instruction, and goal setting in a positive learning culture for each student. Our goal is to ensure that each Heritage student reaches their Pathways to Progress growth from their fall Acadience Reading Benchmark test to their Spring Acadience Reading Benchmark test. This ensures that our students are developing and using reading skills that will allow them to achieve academic success. Our teachers meet individually with each student to review their reading progress towards their goal and to set new goals. These meetings occur weekly, bi-weekly, or monthly depending on how the student scored on their Acadience Benchmark assessment. Teachers report Acadience progress monitoring data to grade-level team leaders. In turn, team leaders report this information to our school's Wildly Important Goals (WIG) board. This board is proudly displayed in our main hallway as a constant reminder to ALL that we are focused on ALL students reaching their individual goals for reading.

STUDENT FACTORS #We’veGotThis As an administrative team we know and believe that it is vital to keep the main thing the main thing each day. For our school we want to ensure that our students are an active part in reaching their individual learning goals. We have chosen to have a student check-in (#We’veGotThis) each week with at least three students in each teacher’s class. The purpose of our meeting is to have a brief conversation about the student’s annual reading goal, their weekly progress towards this goal and the time they spend weekly discussing their goal with their teacher. Evidence of our check-in is kept in a shared Google Sheets in order for our team to track this data. Each quarter a summary of our conversations are shared with our teachers. We are confident that by keeping a laser-like focus on our students sharing in the process of setting goals, working toward these goals and weekly monitoring their progress toward reaching their goal students will have a shared ownership in their learning and ultimately will reach or exceed their goals.