AEF™ A+ SCHOOL OF EXCELLENCE™
A+ School of Excellence is a trademark or service mark of the Arizona Educational Foundation and is
used by permission.
PROGRAM PURPOSE
The Arizona Educational Foundation created the A+ School of Excellence™ Program in 1983 as a
comprehensive school assessment tool to identify, celebrate and recognize overall educational
excellence in schools throughout Arizona. The program’s purpose is threefold:
● To identify and give public recognition to outstanding public schools in Arizona;
● To make available a comprehensive framework of key criteria for school effectiveness that can serve
as a basis for participatory school self-assessment and planning;
● To facilitate communication and sharing of best practices and outstanding practices within and
among schools based on common criteria related to success.
Schools that ultimately earn the A+ School of Excellence™ designation are models of quality and
equity. They have a strong commitment to academic excellence, meet rigorous teaching and learning
standards, demonstrate strong student achievement and demonstrate that they are able to respond
successfully to the changing environment that educators face. They cultivate learning-centered, safe
school environments and support the social, emotional, physical, and intellectual needs of their
students. They focus on the individual needs of every child and are recognized for their superior
ability to go above and beyond the norm in providing services to children, families, and the local
community.
Schools selected as winners must demonstrate high or improving levels of student achievement,
innovation in classroom instruction and programs, implementation of goals through extensive
collaborative involvement of parents and community, and evidence of high levels of satisfaction and
consensus. A+ School of Excellence™ schools unify all stakeholders – students, parents, staff, and the
broader community – in assuring quality and equity in all aspects of the school’s programs, and
engage all stakeholders in strategic thinking and planning toward continuous improvement.
The A+ School of Excellence™ award is a powerful energizer for increasing public confidence in
recognized schools, creating greater parent and community involvement and possibly generating
higher local funding. Schools selected for the award retain the status for three and ½ years; they
receive $500 and signage or a banner. All staff and faculty at award-winning schools receive a
scholarship from Argosy University/Phoenix as follows: 20% for Master’s degree; 15% for
Baccalaureate or Doctoral degree. Schools that earn the award agree to comply with AEF™ authorized
logo and name usage requirements related to the A+ School of Excellence™ designation.
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ELIGIBILITY CRITERIA
To be considered for the A+ School of Excellence™ award, the following criteria must be met:
1. The school must be a public, or public charter school with some combination of grades PreKindergarten through 12 grade.
2. The school must have achieved a letter grade of “A” or “B” according to the Arizona Department of
Education’s A-F Accountability system in the year prior to applying for the award.
3. The school must be in at least its sixth full year of operation in its current (or similar) grade
configuration when the application is submitted.
4. The school or school district is not refusing Office of Civil Rights (OCR) access to information necessary
to investigate a civil rights complaint or to conduct a district-wide compliance review.
5. The OCR has not issued a violation letter of findings to the school district concluding that the
nominated school or the district as a whole has violated one or more of the civil rights statutes. A
violation letter of findings will not be considered outstanding if OCR has accepted a corrective action
plan from the district to remedy the violation.
6. The US Department of Justice does not have a pending suit alleging that the nominated school or the
school district as a whole has violated one or more of the civil rights statutes or the Constitution’s
equal protection clause.
7. The school must not have been recognized as an A+ School of Excellence™ in 2012, 2013 or 2014.
Previously recognized schools are eligible to reapply after their three and ½ year status has expired.
8. The school’s principal must have completed at least one full year as leader of the applicant school
when the application is submitted (NOTE: beginning in 2015-16, a principal will need to have
completed at least TWO years as leader of the applicant school).
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TIMELINE 2014-2015
January 23, 2015
required signature sheet
February 6, 2015
conducted
February 16 – April 17, 2015
Late April 2015 (exact date TBD)
announced
Applications are due and must be submitted with the
Schools are notified if site visit will be
Site visits are conducted
A+ School of Excellence™ winners are
REVIEW PROCESS
●
The Selection Panel reviews and evaluates application for completeness, accuracy and evidence
documentation. The Selection Panel is comprised of experts that may include district administrators,
A+ School of Excellence™ principals and staff, university faculty, business leaders and other expert
consultants.
● The quality of the written document will have considerable influence on how the Selection Panel
evaluates the application. Complete descriptions of school policies, programs, practices, and results
are essential ingredients of a successful school application. Responses throughout the application
must be well-written and carefully reviewed for content and style before being submitted. Failure to
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directly and concretely address critical elements of each section will result in an unfavorable review even
though the school’s programs and practices may, in reality, be quite excellent. The School Summary
provides crucial background information and an overview for understanding the school and all
prompts for this section must be followed.
● To qualify for a Site Visit, the application must address all elements of the application and schools
must receive a rating of Exemplary (a score of “3”) on at least 4 of the 7 scored portions of the
application, and NO Inadequate ratings. Part II, School Summary, and each subsection of Part III,
Sections A-F, will be scored. Schools that do not qualify for a visit will receive written feedback from
the Selection Panel.
● The Site Visit Panel is a large panel comprised of evaluators that include district administrators, A+
School of Excellence™ principals and staff, business leaders and expert consultants; they form
individual Evaluator Teams that conduct site visits to qualifying schools. Evaluator Teams vary in size
based on the number of students at schools.
● The purpose of a site visit is to validate, observe and affirm the contents of the application. During a
school’s site visit the Evaluator Team will: observe in classrooms; meet with students, staff, parents,
and community members; interview individuals as needed; meet with school leadership; and review
documentation.
● After all site visits have been completed, each Evaluator Team presents its report to the Site Visit
Panel, which meets to make final decisions about which schools will receive the A+ School of
Excellence™ award. Schools are notified of the results following that final meeting. Schools not
selected to receive the award are provided with feedback.
Part II and Sections A through F of Part III will receive one of the following scores:
EXEMPLARY – 3 points: Stakeholders clearly go above and beyond the expected norms of practice,
and the exemplary school practices can serve as benchmarks for excellence in schools. Response
contains outstanding innovative and creative initiatives that go above and beyond the expected
norm. Schools may have outstanding programs in specific grade levels or content areas that are
unique, coordinated among multiple grade levels, and multi-disciplinary. These practices may be
unique to the school and should provide a much deeper and broader understanding of the content
area, diversity/inclusion practices, and/or community involvement.
ADEQUATE – 2 points: Programs and practices are sound and meet the expected norms for Arizona
schools. The public’s expectations are high for all schools; many creative practices have been adopted
by individual schools to strengthen their programs. Schools that have good programs for parent
involvement, co-curricular activities, community partnerships, and high achievement for students are
to be commended, but to qualify as an A+ School of Excellence™ there must be clear evidence of
extraordinary efforts and results related to these programs.
INADEQUATE – 0 points: Response is incomplete, lacks sufficient evidence or is deficient in detail to
meet acceptable standards or to make determination of merit. An inadequate response most often
occurs as a result of not having sufficient documentation to substantiate or determine the merit of
claims made in the application or by not addressing the prompts in each section.
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2014-2015 A+ SCHOOL OF EXCELLENCE™ APPLICATION
Access the online application at http://azedfoundation.org/a-school-for-excellenceapplication/
Official School Name_____Highland Arts Elementary School________________________
District Name ______Mesa Public Schools ______________________________________
Level (underline all grades that apply): Pre-K
K 1
2
3 4 5
6 7 8 9 10 11 12
Previous A+ School of Excellence™ award winner: _____Yes __ x__No
If Yes, Year(s):
Name of Principal: _____Suzi Rollins____________________________________________
School Mailing Address:_____3042 East Adobe Street___________________________
City:____Mesa_____________________________Zip:____85213____________________
Primary Phone: (480) 472-7600____________ Principal Phone: (480) 472-7607_______
Principal Email address: ____smrollins@mpsaz.org______________________________
Name of Superintendent: ___ Dr. Michael Cowan _________________________________
If your school is selected to receive a site visit, the review panel members will need directions
to your school and will need to know dates that will present potential conflicts. Please complete
the following:
Street Address City & Zip of school (if different from mailing address): same
Detailed travel directions indicating surface streets that lead to your school : _Take the 202
Eastbound Red Mountain Freeway and exit at Val Vista Drive. Turn south and continue
to Adobe Street. Turn right, heading west on Adobe. Highland Arts Elementary is on
the north side of Adobe Street past the canal overpass.
Calendar information:
Best days of week, and times, to observe:___Any Day_______________________________
Time school buses begin arriving in the morning: ___8:05_Time classes begin: ___8:25__
Time classes dismiss: 2:55 pm except Wednesday 2:25 pm Spring Break dates: March 16-20
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Standardized testing dates: March 26 - AIMS Science & April -AzMERIT_______
Early release, overnight or all-day field trips or other out-of-the-ordinary activities planned that
might interfere with a site visit for the period February 16 – April 17, 2015; indicate grade
level(s) affected:
Monday, February 16 - No School for President’s Day
Tuesday, February 17 - 4th Grade AZCCRS Instructional Planning Day
Wednesday, February 18 - Kindergarten AZCCRS Instructional Planning Day
Thursday, February 19 - 6th Grade AZCCRS Instructional Planning Day
Monday, February 23 - Lincoln Center Education Site Visits
Wednesday, February 25 - Lincoln Center Education Site Visits
Thursday, February 26 - 3rd Grade AZCCRS Instructional Planning Day
Friday, February 27 - Grade Level Programs
Tuesday, March 3 - 1st Grade Mesa Arts Center Field Trip
Wednesday, March 4 - 5th Grade AZCCRS Instructional Planning Day
Tuesday, March 10 - Track & Field Day
Wednesday, March 11 - Early Release Day
Thursday, March 12 - Track & Field Day
Thursday, March 26 - Kindergarten (2 classes) Farm Field Trip
Friday, March 27 - Kindergarten (2 classes) Farm Field Trip
Monday, March 30 - Kindergarten and 3rd Grade Mesa Arts Center Field Trip
Thursday, April 2 - 5th and 6th Grade to BizTown
Friday, April 3 - No School for April Break
Wednesday, April 15 - Early Release Day
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2014-2015 A+ SCHOOL OF EXCELLENCE™ APPLICATION
SIGNATURE PAGE
School Name: ___Highland Arts Elementary School_____________________________
I have carefully reviewed the information in this application package and certify that to the best
of my knowledge it is accurate. If the school receives the 2014-2015 A+ School of Excellence™
designation, the contents of this application may be made available to the public. A+ School of
Excellence™ is a registered trademark of the Arizona Educational Foundation. The applicant
school will comply with the logo and name usage agreement related to A+ School of
Excellence™, which will be given to the school upon earning the award. No school is authorized
to promote itself as an A+ School of Excellence™ award-winning school unless and until notified
by the Arizona Educational Foundation.
__________________________________________________Date______________________
Principal’s signature
I have reviewed the information in this application, including the eligibility requirements, and certify
that to the best of my knowledge it is accurate.
_______________________________________________________Date___________________
Superintendent’s signature
I have reviewed the information in this application, including the eligibility requirements, and certify
that to the best of my knowledge it is accurate.
_______________________________________________________Date___________________
School Board Member’s signature
Printed name of School Board Member _____________________________________________
Download this form at http://azedfoundation.org/?attachment_id=2087 and secure all
required signatures then submit it to the Arizona Educational Foundation by fax (480-4219809) or email (bobbie@azedfoundation.org) no later than the online application submission
date of January 23, 2015. If you have questions please call 480-421-9376.
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Preparation of A+ School of Excellence™ Application
Representatives of all relevant stakeholder groups, i.e. administrators, teachers, other school
staff, students, parents, and community representatives, must be involved in the preparation
of the application. List the individuals actively involved in preparation. List primary authors
first.
Name (list primary author(s) first)
Position/Title
Suzi Rollins_______________________ Principal
Michelle Burke____________________ Title I Specialist
Pamela Robedeau_________________ Teacher
Sheree’ Clanton___________________ Teacher
Amy DeLong_____________________ Teacher
Melanie Kight_____________________ Teacher
Emily Hultz_______________________ Teacher
Pat Ide__________________________ Teacher
Nancy Babos_____________________ Teacher
Shelly Brown_____________________ Teacher
Amy Karbula_____________________ Teacher
Lauren Davis_____________________ Teacher
Michael Richau___________________ Music & Band Teacher
Janet Millar-Haskell________________ Gifted & Talented Teacher
Loreen Pearson___________________ Parent/Artist-In-Residence
Therese Horton___________________ Secretary
Lynn Johnson_____________________ Office Assistant
Emily Christensen_________________ Parent
Holly Benson_____________________ Parent
Angela Groth_____________________ Parent
Valerie Usery_____________________ Parent
Cathy Burnham___________________ Parent
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PART I: DISTRICT AND SCHOOL INFORMATION
DISTRICT INFORMATION:
1.
Total number of Pre K-12 students enrolled in the district: __65,099 (as of 9/24/14)__
2.
Number of schools in the district:
____54__Elementary
____11___Middle/Junior High Schools
____1__Pre-K-8
_____7__High Schools
TOTAL SCHOOLS: ____73____
(plus 2 pre-K centers and a school for home schoolers)
SCHOOL INFORMATION:
1.
Category that best describes the area where the school is located:
_____Urban or large central city
_____Suburban
_XX__Suburban w/characteristics of urban areas
_____Small city/town in rural area
_____Rural
2.
3.
Number of years the principal has been in her/his position at this school: ___13____
(see Eligibility Requirements). If less than three years, number of years the previous
principal was at this school: ______
Number of students enrolled at each grade level or its equivalent in the school:
Pre-K _____
4th _100____
9th _____
K __93____
5th__128___
10th_____
1st _94__
6th _104____
11th _____
2nd _105____
7th _____
12th _____
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3rd _104____
8th_____
**Go to the weekly membership report:
http://www.mpsaz.org/research/intranet/school_info/reports/2014-2015-studentmembership/
TOTAL STUDENTS: _728____
4.
Racial/ethnic composition of students in the school:
__2.4____% American Indian or Alaska Native
__1______% Asian, Native Hawaiian or Other Pacific Islander
__3.3______% Black or African American
__17.4___% Hispanic or Latino
__73___% White
__2.9____% Other; specify__Multi-Ethnicity__________________________
If you want to use last year’s #’s as of February go to:
http://www.mpsaz.org/research/parents/demographics/files/finaldemographicsfeb20
14.pdf
We can also run it for you based on September
You can find some of this data by looking at the school profile listed in the
achievement and accountability review materials:
http://www.mpsaz.org/research/intranet/school_info/data-book2014/elem-prin-achievement-2014/
5.
Student turnover, or mobility rate, during the past year: __5.8___% (Calculate this rate
by taking the total number of students who transferred to or from your school between
October 1 and the end of the school year, divided by the total number of students in school as
of October 1, and multiplying by 100.)
6.
Limited English proficient students in the school:
Total number: __12______ As a % of total student population: __1.6_______
a.
Total Number of languages represented: ___2_____
b.
Specify languages: English, Spanish
7.
Students who participate in free/reduced-priced meals:
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Total number: _342____ As a % of total student population: ____47.3_______
If this method is not a reasonably accurate estimate of the percentage of students from lowincome families or the school does not participate in the federally-supported lunch program,
specify a more accurate estimate, tell why the school chose it, and explain how the school
arrived at this estimate.
8.
Students receiving special education services:
Total number: __79____ As a % of total student population: ____10.9_______
__17_____Specific Learning Disability
___28___Speech Language Impairment
___30____DD/Health Impaired/Autistic
____4___Other Severe (specify): ___Emotional Disability_____________
Indicate if your school is the district site for any specific special education magnet program(s); if
so, include student enrollment for program(s).
9.
Indicate number of full-time and part-time staff members in each of the categories
below:
Full-time
Part-time
Administrators
__1_____
___0____
Classroom teachers
_28_____
___0____
Specials: Therapists
__0_____
___2____
Resource teachers
__3_____
___0____
__4_____
___5____
Paraprofessionals
__0_____
__24____
Other Support Staff
__5_____
___3____
TOTAL FTE:
_41_____
Other
Attendance is 100- your absence rate from profile. You will have to calculate
turnover rate and promotion rate. We can provide a list of your faculty for
each year and you can determine who does not continue. Grad rates can be
provided on the common login or from us.
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Criteria
20132014
20122013
20112012
20102011
20092010
Average daily student
attendance rate*
96%
96%
96%
96%
95%
Average daily teacher
attendance rate
93.2%
93.1%
94.3%
93.7%
96%
Teacher turnover rate
11.1%
7.1%
14.2%
10.3%
20%
Student Promotion
rate
100%
100%
100%
100%
100%
Graduation rate (high
schools)
10.
*as reported to the Arizona Department of Education
· Report in percentages
· In computing student attendance, both excused and unexcused absences should be tallied as
absent.
· For teacher attendance, include personal and business leave as well as sick leave.
· You will be allowed space to explain special circumstances affecting any or all of these indicators
(800 word total limit).
Describe any significant changes in the data reported in items 1-10 that have occurred during
the past five years. Explain why the changes occurred and the impact on your school
programs (800 word limit).
The number of students who participate in free or reduced lunch has increased by 6.1%
over the last five years. This enabled Highland to qualify and become a Title I school
beginning with the 2010-2011 school year. Due to the downturn in the economy more
of our families qualify for free or reduced lunch, as well as less of our families now live
in a single family home. This hasn’t had a large impact in our school, but more than in
the previous five years. We have increased our Student Focus and Support (E1). In
addition our school has focused” together on students’ personal needs (E2).
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Throughout these years the funding from Title I has allowed us to strengthen our
reading program by enabling us to fund a Reading Endorsed Teacher and three
instructional aides for an excellent reading lab that serves our kindergarten through
fourth grade Tier III students. This funding has also provided some before or after
school tutoring for our Tier III students in reading and math. We have been able to
increase numbers of instructional aides during our systemic “walk-to” intervention time
for our Tier II students in both reading and math. Our Title 1 Specialist trains
paraprofessionals and oversees their targeted skill-specific reading strategies. This
process has brought about higher reading levels, allowing our scores to reach above
90% on high stakes assessments.
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PART II: SCHOOL SUMMARY
Highland Arts Elementary is a unique Mesa, Arizona public school with the mission to
seek out, nurture and celebrate the best and the brightest in every child, going beyond
the basics. Our vision has been to integrate daily arts instruction into the curriculum,
and to build understanding by emphasizing connections between subjects. Our K-6 arts
integration model includes Music, Visual Arts, Drama/Theater, Dance, and Multi-Media
Productions.
Often referred to as an Arts Magnet School, we serve the surrounding community, and
also attract students from other areas who are interested in, and motivated by, our one
of a kind curriculum. Over 300 of our 730 students are out-of-boundary children. There
is always a waiting list, quite an accomplishment in a district with declining numbers.
Last year, 2013, we were honored by the State as a “Title I Reward School.” Highland’s
test scores are consistently in the top 6% of Mesa district, and under Arizona
Department of Education’s A-F Accountability system, Highland’s letter grade has been
an “A” these past two years.
Our belief is arts enhance education, and quality learning takes place when academics
and arts are integrated. We originally researched arts in education and have refined our
mission, vision and value statements over the years as we studied new approaches.
During our yearly strategic planning process (A2) we reach consensus as a whole staff
to revise, adapt, and set new goals. For example, in continual improvement mode,
approximately five years ago, Highland staff received two years of training by OMA
(Opening Minds through Arts) in Tucson and Flagstaff. This helped solidify our
collective understanding of improved integration strategies. Our teams spent a week
each summer to learn the OMA methods.
In the past two years Highland staff adapted to emphasize an aesthetic education
approach to integrate our STEAM education (Science, Technology, Engineering, Arts,
and Mathematics). With training in Engineering is Elementary; Highland is now unique
for approaching both engineering and arts education in a blended environment. Our
philosophy is that by providing these experiences for students we improve student
engagement, improve retention of material, and make learning a more enjoyable and
rewarding experience for students.
Our dedicated teachers give much extra time and effort to develop and implement arts
integration lessons tied directly to English Language Arts, Social Studies, Math, and
Science Standards.
This past summer six of our staff, the Arts Advisory Team (AAT), were selected and
trained by Lincoln Center Education in New York in Visual Thinking Strategies
(C3). These inquiry techniques elevate learning of all types of works of art and help
intensify the deeper thinking in Arizona’s College and Career Ready Standards. Our
goal is to improve our program again with this emphasis.
A distinctive feature is our school entrance, a continuously changing visual art gallery. It
features art display cases where teachers exhibit visual representations of learning, two
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and three dimensional art projects, and an area to promote school activities and
recognitions. The walls are large, tack-able walls. The art gallery is wide and long to
allow for dance, movement activities, small group theater performances, and rehearsals
for stage presentations. This noteworthy environment fosters an appreciation and
exposure to many art forms, while recognizing student art and accomplishments. It is
one of many areas that sets Highland apart from other schools, making it a creative and
inviting setting for students and parents.
Continuing into the school, our wide hallways are covered with delightful child-friendly,
colorful murals painted by our students and area artists; in some areas, even the
ceilings have art displays. Teachers have devoted additional time to discover, formally
apply, and be awarded grants with artists who have worked up to four weeks at a time
to help children paint the murals. Some walls depict American history from pioneer
days through time to the space program. Other walls celebrate famous visual works of
art and still others spotlight illustrations from favorite literature books. Handprints from
each kindergarten class are displayed on walls outside the kindergarten rooms for the
years these children move through our grades.
Highland teachers also are notable in that many have advanced education or high
interest in the arts; our gifted teacher has a medical doctor degree, adding another area
of expertise to the STEAM curriculum. This strength in knowledge enables our teachers
to combine arts with the general curriculum, creating engaging lessons for students.
Our staff deeply values “Commitment to Teamwork” with a team comprised of staff,
students, parents, and community. We have found best practices develop when, as
professionals, we work together planning instruction based on standards, execute the
plan, and evaluate learning in cooperative groups.
While all teachers at Highland use Arizona’s College and Career Ready Standards and
district approved resources and texts, it is significant that we actively search for creative
resources that will supplement lessons and incorporate the arts into the curriculum
every day.
Our two state-of-the-art computer labs are utilized for research, academic learning,
creating movies, and producing the “Living Yearbook DVD’s,” a yearly historical record
sent home with all students. Highland’s TV production studio in one of our computer
labs broadcasts our news/TV show, which is viewed school wide through closed circuit
TV. Now a live production called Double H, Double N, Highland Hurricanes Network
News, it is student produced and performed. The program highlights books, upcoming
events, citizenship, colleges, and other current Highland issues. Through school clubs
and classrooms, different children have the opportunity to act as anchors, camera
operators, script writers, editors and reporters. Roving reporters visit classrooms to do
special news features about class activities.
Our academic awards assemblies are dramatic: One assembly highlights Math Super
Stars and Math Blaster Awards in which students who reach high math goals run to the
stage accompanied by Sun’s basketball-type music with rhythmic clapping of the
audience. After all honorees are announced, the students line up and run through a
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tunnel of past Math Blaster winners who are placing hands “London Bridge” style to
form a long tunnel. Other assembly examples include programs created by classes
such as, “Around the World” and presentations of poetry, written essays, and posters for
various contests. At Highland, we pride ourselves on recognizing and honoring student
academic achievement and success in a variety of ways that incorporate the arts, high
energy, and continued motivation to reach “personal best” goals.
Our outdoor amphitheater, recently remodeled by a past Highland student for his Eagle
Scout award, is a place where children perform for their peers, using a portable sound
system. Performances include student-authored plays, grade level sing-alongs, and
cultural dances by students who want to share their culture. Highland is truly an arts
magnet for students and teachers alike.
During past years, Highland has faced some challenges. Each year the Parent Teacher
Organization Board (PTO) and School Improvement Advisory Council come together to
determine the most urgent needs for students. Technological changes develop quickly,
and newer technology was targeted. In partnership with the school, our parent
community sets goals to ensure their children are kept current with technology by
actively raising funds through activities and donations. To assist with our mission to
motivate and engage learners, PTO raised funds to place a Smartboard, document
camera, and projector in every classroom. Our school was set apart at a time when
funding was not available for these things; our community came through. Teachers
participated in professional development and quickly learned to utilize these tools to
enhance their teaching. Our community has continued to grow closer, realizing that
working together makes a difference in our children’s learning.
In addition with the rise of school violence in the nation our Principal and Team Leaders
chose to find ways to better keep our students safe. We pride ourselves in being open
and welcoming, and this was quite a change for our school. We approached our staff
members, our parent groups, and our safety committee for input. We interacted with
police officers and district personnel, keeping parents involved as partners, in decisions.
They willingly gave input into our plans, and were supportive of our tighter lock down
procedures, our newly designed evacuation protocol, and different patterns of entrance
into the school. The community has been very encouraging regarding our school being
fenced and our entrance areas being reduced to the office only. Parents’ understanding
and willingness to sign in for events and to follow these new expectations display their
trust in our systems, and we all have learned better methods for keeping our children
safe.
On the horizon are a few possible challenges including the recently adopted new state
test called AzMERIT (Arizona’s Measurement of Educational Readiness to Inform
Teaching). Highland has been spending extra time and effort to attend training, review
data, develop common formative assessments to guide instruction, and to become
masterful in the teaching of the new Arizona College and Career Ready Standards. It is
our belief that teaching standards well will result in success on the new state
assessment. We will review data from this assessment, first learning all we can about
the assessment expectations, and, after giving it to students, we will analyze the data
and appropriately plan instruction for the next year.
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During this year we are in the midst of an on-going focus on math instruction. We are
especially improving our Response to Intervention (RTI) Tier III math practice,
developing and implementing ways to provide additional learning time for this segment
of our population. Our fifth grade teachers are receiving extra training, and we are
beginning to plan a parent program to tutor these students in math during the day. Ongoing educational research will bring about change, and challenges are part of evolution
in any profession. We meet challenges with excitement, knowing we have a set of
practices and guidelines in place. Each year our School Improvement Process helps
determine the discrepancy or gap (A2).
Highland is proud to report our state grade “A” in both 2012-13 and 2013-14 school
years. Yearly, we analyze our high stakes data in depth. After 2011-12, our points
resulted in a B, 128 points, with growth points, 46, and our not meeting the English
Language Learner (ELL) reclassification percentage. We determined a need for a
systemic process to target underachieving students’ academic needs while extending
the learning of those who met or exceeded the standards on assessments. With a
sense of urgency, teachers worked together to ensure their instruction was skill-based,
focused, and explicit. Interventions were revised. Teachers met, updated formative
assessments, and reviewed data in-depth in order to customize interventions. Not only
did we improve to 144 total points in 2012-13, we were labeled an Arizona Reward
School. Our total composite points increased from 81 to 89, our growth points from 46
to 54, we met the ELL reclassification percentage, and received the Falls Far Below
(FFB) additional points. The next year, Highland sustained our efforts scoring 143
points in 2013-14, 88 composite points, maintained our growth points of 54, met the ELL
reclassification percentage and received the Falls Far Below additional points.
Arizona Instrument to Measure Standards (AIMS) data shows fairly consistent test
scores over the past four years. The data for AIMS reading fluctuates only by 3%,
currently showing 91% of our students passing the AIMS reading assessment, the
highest percentage since 2011 and an increase of 3% from 2012-13.
Highland Arts Elementary is an inviting, cheerful school with a dynamic staff, supportive
community, and a magical atmosphere. We provide an orderly and nurturing
environment, wherein students feel free to ask questions, make mistakes, and learn
from their mistakes. A walk through the building is both welcoming and fascinating, from
our art gallery, musical compositions floating from classrooms, children’s posters
advertising the next play production, parents scurrying to assist, to students working
together to solve hands-on problems in math. By design our teachers provide rigorous,
exciting, academic lessons integrated beautifully with the arts. In this way we capture
students’ attention, enhance learning and create lifelong, well-rounded learners. All
stakeholders enjoy the excitement and productivity of our learning environment.
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PART III: EFFECTIVE SCHOOLS EVIDENCE DOCUMENTATION
A1. Strong Instructional Leadership: Leadership structure, roles and functions
are important at the school
Mrs. Suzi Rollins, Highland Arts Principal, believes children should take delight in
school. Captivating learning should transpire in a categorically upbeat, exciting learning
environment for children. By design she takes extra time in the interview process to
choose staff members who are dynamic, cheerful, nurturing, open-minded, and
intelligent. This has surrounded the school with like-minded professionals, and she
earnestly savors the synergy that emerges from staff during their in-services,
professional team meetings and planning sessions. She has worked directly with parent
groups, by choice, for thirty-five years, because she derives great satisfaction in this
teaming to create and provide excellent opportunities for children. Together, she, our
staff, parents, community, and students have developed a program that surpasses the
typical school, and we all appreciate the satisfaction that comes from hard work,
excellence, and joyful, successful children.
When first employed at Highland thirteen years ago Mrs. Rollins was asked by the
superintendency to promote the arts inclusion that had recently begun at Highland. Mrs.
Rollins met one-on-one with all staff members. She discovered that including the arts at
that time meant an endeavor by twenty-five percent of the Highland teachers. It involved
a single track progression for children whose parents chose that track. One of the three
or four teachers at each grade level embraced arts in instruction at the time, having
been selected because of an art degree or experience in one of the arts. This was not a
purchased canned program. It was an intriguing theory being developed by individuals.
The whole staff wanted to learn more about arts and integration. Mrs. Rollins believed
academic learning, the nucleus of our school, could be elevated by systemically
including the arts.
Mrs. Rollins came with previous experience in team building techniques, and she
wholeheartedly appreciates the collaborative process. As she listened to staff members
regarding the history and workings of Highland, she could envision the possibilities. As
lead learner she delved into a deeper understanding of this idea, recognizing and
sharing that this would be an evolving process. She selected eight Team Leaders, one
for each grade level with one for special areas, who meet with the principal every month
to collaborate. She also selected one head teacher each for intermediate and primary
grades based on their expertise with the art track. These two teachers keep in contact
with the departments, share information between the principal and primary/intermediate
departments, collaborate with the principal for quickly needed shared decisions, and
assist with in-services. Mrs. Rollins deeply values staff suggestions, and staff feels
respected, appreciated, and valued for their ideas and actions.
Highland’s growing focus was to integrate arts using strategies that supported the yearly
specific, concrete School Improvement Goals (A2). Each year we researched ideas in
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the arts and analyzed our Goal Results. Mrs. Rollins is transparent and supportive of
teacher’s appropriate efforts. Using this process we improved our reading program (C3),
and brought our state grade from B to A (A2).
Every April our teachers are presented with the opportunity to choose which areas of
leadership each prefers for the next school year. On occasion our administration or staff
make suggestions based on expertise and competency to form these groups. Mrs.
Rollins is a leader who relishes working shoulder-to-shoulder with staff. She is a
consensus builder who wholeheartedly values staff and parent opinions and believes
“many minds are better than one” when it comes to suggestions, research, problem
solving, planning and delivery. She genuinely respects the expertise of Highland
teachers, points out these great areas, and asks them to share with staff. This is shown
in the numerous powerful in-services given by Highland staff, representing another area
in which our teachers go beyond the norm.
Major stakeholders among our teachers hold positions on our eight-member child study
group, Highland Enhancing Learners’ Performance (HELP) team. This highly active
team, along with our Special Education teachers and psychologist, gives and receives
professional development and are robust staff leaders in providing extra one-on-one
time to teachers to guide the development of Positive Behavior Intervention Plans
(PBIP). They meet once each week, following a specific process to review needs of
individual children (C4). Last year our HELP team wondered if with technology we
could develop a quicker method to locate succinct past information regarding student
background. Mrs. Rollins assisted the team, spending innumerable hours gathering
data, receiving team’s input, reviewing student histories, and building an extensive
database, confidential, yet easily available to teachers. Our principal enjoys being part
of the active solution working side-by-side with teachers.
Having served as a district-wide Student Achievement coach for years Mrs. Rollins
appreciates the merits of data. As a visionary principal she suggested our professional
learning teams choose one member who would augment team practice by keeping the
data focus for the group’s weekly meetings. In fun we named that seven-member group
the “Data Divas.” One teacher from each grade trains and serves for the next year. It
has been a great benefit to have these teachers influence the teams, keeping us on
track as we review academic and social (physical and emotional needs) data. This
formal practice ensures no child slips through the cracks in any way, “every child, every
day” (F1).
Our teacher leaders establish expectations with the principal, and positions spring from
school-wide needs. For instance our five-member Life Skills Team originated when data
from our Strategic Results (A2) indicated a need for more uniform positive behavior
management. Our teachers make choices to act in an area of need by reading,
attending a conference or in-service. Then we meet together and structure the
procedures. Mrs. Rollins enjoys learning and learns with us. Her door is always open.
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All of us realize that communication in person, by email, phone, Google doc, or other
technology is a significant part of the job of any leader. The teachers choose their own
favorite mode of communication. Our staff, as professionals, do read and keep up to
date. Mrs. Rollins honors our time and has set a tradition that meetings are for inservices, problem solving, evaluating data, planning, and action. With her leadership our
school holds quick and effective meetings, not wasting time with “housekeeping”
matters. Our important work is with, and about, the students. We all prefer that, and we
are action-oriented.
Our Danielson training has resulted in growth by all involved. Staff was provided several
in-services to acquaint teachers with Danielson content and processes. This tool has
clarified teaching strategies and guides school wide actions. Mrs. Rollins officially
observes teachers three to six times, and together we review feedback and discuss the
domains. Our staff has enjoyed this clear process and instructional support.
To Mrs. Rollins, involvement with our parent community means welcoming parents at all
times. As a public school her belief is that any parent may sign in and visit at any time.
“Mrs. Rollins is the most welcoming and personable principal
I have ever met. Because of the way we were treated by
each person we came into contact with at this school, we
made the decision to go to Highland.”
Parent
“Suzi Rollins has the dedication and love for the school that
we feel makes all the difference. She has been incredibly
available to us this year.”
Parent
Our teachers embrace that belief also, and enjoy parent volunteers and visitors. Mrs.
Rollins originally worked hand-in-hand with parents to focus on arts integration, at first
selecting specific teachers as leaders to serve on the Parent Teacher Organization
PTO/SIAC School Improvement Advisory Council teams to be certain that all types of
voices were appropriately represented. Now, in late spring all teachers choose the
leadership position they desire. Five teachers attend all PTO/SIAC once a month
meetings and events and report back to staff through email or verbal communication.
Among our other parent led groups are our Booster Club, which produces two musical
plays each year and our “High Notes” who manage our student choir (E2). Parent
leaders function with staff liaisons and with Mrs. Rollins in similar ways. All decisions
are made in conjunction with our mission to seek out, nurture and celebrate the best
and the brightest in every child, going beyond the basics.
All these leadership groups meet regularly as listed above. They select a chair who
reports and collaborates with the principal. Teachers at Highland are extremely selfdriven and engaged in doing what is best for students. They are respected and take
ownership of their areas. In Professional Learning teams the Team Leader facilitates,
the Data Diva (C2) keeps the data focus, a member versed in HELP brings about the
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individual child concerns element, and the recorder keeps the minutes. Each group is
organized so all have responsibilities.
At Highland we have built a strong trust component. We are dedicated to team effort,
and we understand the importance of specific concrete goals to guide our efforts. (A2)
Whether classified or certified we value a target desire to reach every child, every day,
caring for the whole child.
A2. The school improvement process or Strategic Plan is organized and managed
to ensure that the school is always moving forward
Mrs. Rollins believes that to practice continual improvement in schools, a top-notch
teaching staff who maintain the inquiry stance and work together well is a high priority.
In meeting Highland’s mission to seek out, nurture and celebrate the best and brightest
in each child, we employ hard-working, positive, excellent teachers. Mrs. Rollins
screens teacher candidates based on our research supported STEAM (part II) criteria.
In the next step grade level teams join her to interview top candidates for final teacher
selection. Our overarching beliefs about education are at the forefront of our
minds. Those who come to teach at Highland always express enthusiasm regarding the
positive synergy flowing between teams.
As a school we are always in continual improvement mode. “Every child every day”
requires the best we can offer.
“Mrs. Rollins strives to meet the individual needs of
each child. The teachers at Highland push the kids
to reach their full potential academically while at the
same time being loving and compassionate.” Parent
Mrs. Rollins leads with a clear focus: we do what is best for students. Student
achievement is key to future success for our children. Therefore each year we utilize a
systematic set of research-supported procedures to set school goals. This includes a
process to determine needs, examine their nature and causes, and set priorities for
future action. The process enables us to determine the discrepancy or gap between
“what is” and “what should be,” as related to the needs of our stakeholders: our students
and their parents, staff, our core academic program, resources, assessment and
evaluation.
During the summer and early school year as individuals, professional teams, and whole
staff we review the previous year’s results on high stakes assessments, including
district Criterion Referenced Tests (CRTs), AIMS, Dynamic Indicators of Basic Early
Literacy (DIBELS), running records, 6+1 Traits Writing Rubric Scores, ROAR results,
and areas determined by Danielson’s evaluations. We compare our results with
schools of similar demographics, review trends, study research, investigate successes
at other schools, and celebrate our successful areas. Our Team Leaders and Data
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Divas (A1) lead our teachers to study their own classrooms and the total department
with a focus on student growth. Next we set yearly improvement goals for academics,
student attendance, quality service, and English Language Learner’s growth. This goal
setting process is crucial to ensure classroom efforts, our policies, programs, relations,
and resources focus on promoting teaching and learning and meeting students’ needs.
We refer to our goals for all decisions.
Team Leaders and Data Divas work with their teams and then collaborate with the
principal and our Title 1 specialist. The final plan is formulated and shared with all
staff. Each year this plan is developed, guides our practices, our spending, in-services,
policies, relationships and programs. Results data then is analyzed at year’s end, prior
to the next school year.
Our professional learning team in-services helped us to set the stage for successful
Professional Development (PD) a few years ago: it must be focused on issues and
content that meet teachers’ needs and that are integral to their work; it must be
integrated into the school day and school year in ways that enable teachers to fully use
the innovation; and it must be sustained over time. We keep these things in mind as we
plan PD for Highland.
In that in-service we learned some key ways for PD to happen “on the job.” When a
grade level is teaching a concept and finds that one team member has had more
experience teaching in that area, or has a proven method in place, one teacher will
observe the other teaching that lesson--like a demonstration-- during the learning
teacher’s planning time. Other times teachers trade classes to teach a review lesson to
enable children to see learning from a different perspective. In all grades we work
together and view all the children as “ours.” Our teachers give extra to be sure all
children are getting a high level education.
One way professional development is brought to Highland is through our staff. Our
Highland Extended Learning Program gifted teacher in-serviced our complete staff on
the “Problem of Practice” this past year. Since we had been utilizing these techniques
but could improve by formalizing our practices in reviewing our areas for improvement,
examining data, and learning from it, this is beneficial. We will in-service further in this
area this spring.
We have participated in Instructional Rounds. As a result we identified questioning
techniques as our improvement areas, and held an in-service on questioning strategies.
Since Danielson’s Evaluation Instrument has further emphasis in this area, and there is
still a need to improve, we are continuing to focus on professional development in the
inquiry-type questioning strategies. This year our own Art Advisory Team is in-servicing
the teachers in the Visual Thinking Strategies to help with our arts focus and with the
types of questioning that Danielson’s evaluation supports.
One year we formulated our STEAM motto as a result of professional development in
STEM (Science, Technology, Engineering and Math) which aligned with our
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improvement plan (C1). The “A” refers to the arts, recently added due to our in-services
and researching of Visual Thinking Strategies. Teachers collaborate during their
professional learning team meetings and during and after professional development, in
effect adapting and refining their practices with a unified focus. This is effective in
bringing professionals together and involving them in the improving of their practices.
In the past we formulated our STAR (Stop, Take a breath, Act Responsibly) based on
our review of Highland student management data and research regarding bullying, and
increasing student positive behaviors. Our funding disbursement is always associated
with our school improvement plans and what is best for students.
This year we reviewed research on AVID, Advancement Via Individual Determination. It
is a nationally recognized, research-based multi-pronged approach to addressing the
achievement gap. Teachers reviewed the four domains of AVID, including instruction,
systems, leadership, and culture. AVID helps student performance by embedding best
teaching practices, encouraging self-advocacy, providing support and building
relationships that encourage student engagement. This is in alignment with our
philosophy and mission. We taught the process in professional development to all staff.
Next we met with Team Leaders and began the AVID process collegially. Each Team
Leader collaborated with their teams and shared results. We determined our specific
AVID areas to improve: our vertical and horizontal articulation opportunities for teachers
to collaborate and calibrate in order to insure positive students progression towards
college readiness and next level of readiness, to improve our school-wide
master/instructional schedule, and provide a stronger culture to support college
readiness being sure it is clearly defined and prominent. Analysis of high stakes scores
is a part of the instruction component.
Within the AVID process the action steps were planned, meaning the process for
completion of the task--the “action”, due dates, and reflection (evidence of final success)
are noted. The specific leadership for each priority goal is written. In this way the plan is
clearly set on the correct areas for improvement and all actions are based on a specific
goal. We will be receiving more in-service on AVID this spring semester.
In the past professional development has sustained teachers’ effort, commitment and
involvement related to the school’s improvement process in many ways. In our schoolwide goal to improve Reading we brought in the following Professional Development:
Fundamentals of Phonemic Awareness, Single Syllable Words, Comprehension
Strategies, Robust Vocabulary, Syllabication, Fluency Counts, Diagnosing and
Providing Interventions for Struggling Readers, and Progress Monitoring.
These past two years at Highland our in-services have been provided in math, because
our math data indicates a need to focus in this area. We are working on methods to
improve Tier III and are planning in-services. Our teachers collaborate at their weekly
professional learning meetings relating to these goals, reviewing Common Assessment
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formative results, discussing effective strategies, planning to observe one another to
learn, and utilizing flexible groupings.
At Highland we understand that “continual learning” means maintaining the inquiry
stance so essential to teachers’ continuing educational improvement. We know that
research is regularly improving our knowledge of the brain, learning, and newer proven
methods and strategies. Teachers who are continual learners develop powerful forms of
practice for every child, every day.
B1. School Organization and Culture: Describe how the school communicates
the culture and values of the school to all stakeholders
Our school communicates culture and values in everything we do. Mrs. Rollins is
supportive and positive in her relations with the staff. Highland staff honestly likes one
another and interpersonal relationships thrive because of our commonality (A1). Mrs.
Rollins’ expertise with parents allows for strong trust and deep connections. She is
careful to show helpfulness and encouragement. For example our parent handbook
shares the culture, successful framework, and feel of the school throughout from “to
help ease your way through the school year” to being very clear about our quick
availability, to stating “Here, we all love the children and want them to have an
academic, exciting, and fun school year. Ultimately, like you, we hope they become
citizens who are productive, creative, responsible, and successful in society. We believe
that arts integration is an excellent approach to education. By including drama, dance,
visual arts, music, and computer arts, we enhance learning for our students in all
academic areas.”
Immediately upon entering Highland, a visitor feels welcome, a part of our community
family.
“I feel that Highland has achieved a true sense
of community. The kids feel special and a sense
of self-worth. When the parents visit they see energy
and enthusiasm in the staff and kids.”
Parent
A comment most heard is our climate is extremely positive and welcoming. Parents tell
administration how kind and cheerful the teachers are, and how much they appreciate
having their children in this atmosphere. A major staff belief is we owe our best to
students, and we conduct ourselves to give our best each day. By design we all present
helpful problem-solving actions (F1) from the first day on. Many parents have said that
one of the main reasons they purchase a home in this community is because it lies
within the Highland boundaries.
“I choose for my children to go out of boundaries because Highland
is such a caring, well-educated school with a great learning
environment for the children.”
Parent
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“We have not moved out of the area just so the other children
can attend Highland.”
Parent
“We chose to send our child to this school and are very glad
we did.”
Parent
“The only school I want my children to attend. This is a fabulous
elementary school.”
Parent
Our school-wide Hurricanes Safe, Organized, Always, Respectful, SOAR program, (B2)
individual classroom management programs, and STAR intervention program (D5) are
based on respect, using good judgment, compassion, and listen to learn. Teachers
know they are an example to students, and purposely conduct themselves cheerfully.
Many have studied Becky Bailey’s Loving Guidance, Conscious Discipline techniques.
One strategy is “stop, think and respond appropriately.”
In preparing students for the future utilizing questioning and discussion techniques in
the classroom, teachers coach the students to use kind, caring language to
communicate. In deriving answers together, we teach them how to interact, with
techniques, “I’d like to add to that…” and “I see it from a different view…” so respect and
caring are always involved, by design.
Our principal is always cheerful. She is constantly receiving hugs, high fives and talking
with students. She gives extra to be sure children have opportunities allowing them to
feel special and learn. She always greets everyone and her door is open to staff,
students, and parents.
“She is a great listener and quick to resolve issues or concerns
in any matter.”
Parent
“Suzi Rollins is a caring, exceptional principal. She wants these
children to succeed in all aspects of their development!
I love this school!”
Parent
A teacher, new to our school, was surprised to receive a phone message of thanks, a
regular habit of Mrs. Rollins’. She sincerely cares about staff, and often sings staff’s
praises.
Our parents play a critical role. They are involved in every aspect, short of the actual
teaching process. A teacher who transferred from another school was completely
shocked at the numbers who attended Open House. She mentioned her previous
school had very few parents attend, but here she had almost all present. We have
nearly 100% attendance at our parent-teacher conferences, also.
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We love to celebrate student and teacher successes, and these assemblies are highly
attended by parents. Throughout the year Highland has multiple assemblies for
students who are identified for achievements, such as ROAR (Ready, Open, and Read)
(C3) and Math Blasters. Often so many parents attend that additional benches need to
be set up.
Highland’s long-standing traditions work because our teachers and our many parents
volunteer additional time. Fifth grade students are excited each year to attend Science
Camp at Lake Pleasant. This is a three day/two night camp where students learn about
the desert environment and animals, survival and map reading skills, microscope skills,
and team building activities. With limited room there are so many parents who
volunteer to come along on this camp that teachers have to hold a lottery. This
November those running the camp told us they actually had employees who asked to
work when Highland was attending because our students are so well-behaved, parent
involvement is so amazing, and our teachers are so outstanding.
Another wonderful tradition for 20 plus years is Yesteryear, an exciting, hands-on
experience to learn about the western expansion of the United States. Students dress in
pioneer clothing, participate in making butter, explore Dutch oven cooking, and enjoy
hayrides, pioneer games, and photos. A favorite is soap carving creations. Quilts
created each year by the students are put together by parent volunteers. Every year a
traveling museum is brought from Washington, and community members, actual
mountain men, visit to speak about life as a pioneer. Parents and teachers spend much
extra effort and planning to benefit our students.
In sixth grade students travel to San Diego for a two day/one night enhanced learning
experience in a fun, non-threatening environment. A culminating activity for the sixth
grade science unit on oceanography, Birch Aquarium at Scripps Institution of
Oceanography is first stop, where students have hands-on experience with tide pools,
learn about energy, and specific animals. Then at SeaWorld, they learn about
conservation, the effects of humans on the ocean, and the ocean’s environments. High
parent involvement helps make this happen.
We enjoy celebrations at Highland. Each Wednesday on student-led live TV (B2)
announcements, children draw names of good citizens, based on our SOAR program
(B2). Children receive Hurricane Grabbers throughout the week as they do good deeds
for others and for the school. For instance a child may walk a younger child to the
nurse, or may pick up trash on the playground, or help a child who has spilled
books. Any act of good citizenship receives a Hurricane Grabber, and it goes into a
huge box in the office.
Parents help with holiday celebrations. Primary grades wear Halloween costumes
parading outside the school with intermediate grades, parents and community enjoying
it. In primary grades, Pumpkin Math Day and Potato Math Day incorporate higher level
math skills in fun, unique learning with parents helping. Other examples include
gingerbread houses and candy trains. Parents and grandparents are part of our holiday
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tradition. In some rooms, parents plan and orchestrate the activities for parties. They
are always welcomed and encouraged to join us.
Every day many parents are in various classrooms. They help with copying papers,
grading papers, helping individual or small groups of students, creating bulletin boards,
switching out art projects in our school art gallery, and repeatedly helping in the primary
grades with ROAR, our reading practice program.
Our parents help build our community feel, by putting on numerous activities students
can attend within a safe, secure environment. Our Carnival takes place each year as
one of our largest events. Planning takes months and much parent and community
involvement. A basket auction is associated with the carnival, and local vendors and
parents donate items to be auctioned. The local high school’s National Honor Society
members donate their time to run booths and activities. In addition to our school
carnival, PTO sponsors a family Bingo night and movie night. Both nights allow families
to participate as a fun, safe family activity. Staff gives extra to help with and attend
these activities.
Our parents have continually worked with us to make Highland a top-rated school. In
our Quality Report Survey our parents rate us at 99%. We have been told numerous
times that parents love our school and “cannot stay away!” The cheerful, giving culture
keeps us all coming back.
“My children transferred from a top-rated charter school to
Highland and we have noticed a difference! Thanks to caring
teachers and a passionate principal my children look forward
to going to school every day. Our only regret is not starting
our children earlier at this school!”
Parent
“I am a single mother and do not get a lot of time with my child
and his teacher has been wonderful. She always keeps me
updated with progress and lets me know what we need to
work on. Highland is a perfect fit.”
Parent
B2. The school environment or climate is conducive to learning for all and moves
beyond the elimination of undesirable behavior
Highland Arts Elementary School is, above all, a safe, caring environment following our
mission “to nurture the best and brightest in every child, going beyond the basics.” Our
goal is for all students to be lifelong learners with a broader outlook on the world. Our
arts integration approach encompasses many of the varied intelligences students
manifest and allows students to see the strengths of other students with artistic ability or
aspirations. In play performances (E2), as well as in our bands, orchestras, and choirs,
students have the opportunity to work together to produce a whole that is far more than
the sum of the parts. Since many of our artistic programs are run by parents and
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community members, this gives them the opportunity to work with and mentor students,
not just their own children, in a positive, exciting environment. Teachers attend
assemblies during school hours, and also frequently attend evening performances as
well as student sports events, external orchestras like Metropolitan Youth Symphony,
and other special events in students’ lives.
Extracurricular activities (E2, B1) also allow students, teachers, parents, and other
active community members to come together with others who have similar interests.
Teachers and other staff participate in Professional Development activities that address
collaboration and the school environment. Early primary teachers collaborated with
Arizona State University in the Second Step program for behavior management the last
two years, and they are implementing these practices. All staff have been training with
the Danielson (Enhancing Professional Practice, Framework for Teachers) techniques
for managing classrooms actively to provide the optimum environment for learning. Staff
trained in Becky Bailey’s Conscious Classroom Discipline. It has been implemented in
many classrooms and adapted to form our STAR room (D5, A2). Highland staff act as a
team with “buddy classes” for two different purposes, one a safe place where a student
can go to have a cool down period, and secondly when an older buddy class
collaborates with younger students for cooperative learning (D2). Mrs. Rollins and our
Title I Specialist suggest and provide professional development for several reasons:
needs realized through data analysis and/or Danielson observation, new technology, a
new research-proven idea/suggestion from staff or a knowledgeable parent, changing
standards, or new programs and methods.
One way we promote safe and orderly interactions between students is through our
noteworthy grade level programs and assemblies honoring students for various
academic and artistic accomplishments. Our Multi-purpose room includes an enlarged
stage with an upgraded sound system, so that students can easily hear and understand
what is being said at assemblies. Every year each grade level hosts a musical
performance or special event for our parents and students. Our school-wide Master
Schedule is developed to enable all classrooms to attend Friday morning
assemblies. These assemblies open with student musicians performing an exciting
drum cadence. An honor guard carries in the flags ceremoniously. Student announcers
guide the whole school in singing patriotic songs. We say the school pledge, sing the
school song, and come together as a family to celebrate student success stories. Often
classrooms or groups of children prepare skits, songs, or dances around an academic
or thematic focus as performances for the assemblies.
In our classroom, students are taught and practice interaction skills, learned through
professional development held at Highland, like Think-Pair-Share, shoulder partners,
and Jigsaw activities, where each small group learns part of a larger topic and then the
groups share to put together the “big picture”. Students peer edit each other’s work,
learning strategies to constructively critique another person while still acknowledging
what is done well in a project.
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Our Hurricanes SOAR (B1) program clearly defines appropriate behavior. It celebrates
students’ good behavior with Hurricane Grabbers, awarded by teachers and staff to
children who have demonstrated great citizenship, done their personal best,
accomplished something they have been striving for, or otherwise demonstrated actions
above and beyond typical student behaviors.
Students who accomplish significant personal goals are celebrated on our webpage, in
electronic and paper newsletters, at assemblies, on our Highland Facebook page, and
in our morning announcements. The Highland community rallies behind students
entering outside contests (like the Uncle Ben’s Beginner cooking contest, in which our
student Ethan was one of 25 finalists).
Both classified and certified receive professional development to remind all staff to be
vigilant regarding the needs of the “whole child” (E1, E2, F1, F2). Through PD and
regular reminders we ensure all staff know about our informal and formal network in
place to meet the needs of every child every day. All employees are valued educators
and mentors for our students. Our bus driver manages excited students on the way
to/from school in a caring, professional manner. He communicates expectations to
students and interacts with the principal and office staff immediately. We include him
and all classified personnel in our breakfasts and staff celebrations. Our library staff
gives extra to hold two book fairs. They ensure each student develops a love for
reading and has access to appropriate but challenging reading materials. Our librarian
runs a staff book club to introduce the best of new literature that supports the standards.
They are essential resources for research skills and technology for teachers as well as
students.
Our nurse and health assistant give beyond (E1, E2) with friendly assistance, making
sure all students at Highland are healthy and cared for. They are always ready to lend a
hand and provide critical health related instruction to staff. They take a frightening
concern like an allergic reaction and make staff comfortable with the idea of an EpiPen.
Since we have no counselor, their office takes on many extra social, emotional, and
family help areas (F2).
Our office staff maintains an optimistic, helpful demeanor in the face of confused or
frustrated students, parents, and community stakeholders. They bring a wealth of skills
to Highland, including advanced computer skills, foreign language ability, and the ability
to find anything one needs in just a few minutes. They competently bridge the gap
between Mesa Public Schools administration and the general public. They ensure that
student records are complete and distributed to involved personnel in a timely manner.
Playground and cafeteria staffs often have to act in loco parentis in a less structured
environment where children need room to be kids. Students feel very comfortable
interacting with these fair but understanding staff members. Cafeteria staff work hard to
ascertain that each student has a nutritious lunch and the opportunity to consume it in
relative peace. Student “table helpers” work with staff to keep the cafeteria clean and
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orderly. This allows students insight into the job of cleaning up after others and
encourages them to keep things neat so their job will be easier when it is their turn.
Our Reading-endorsed Title One Intervention teacher and her staff of instructional
assistants nurture our most vulnerable students, those with difficulties in phonics,
phonemic awareness, reading fluency and comprehension. They work with students
both in the reading laboratory as well as pushing into the classroom to allow for the
least restrictive environment. Each provider is targeting specific reading skills so that
work time is efficient, with total hands-on, “minds-on” learning” (C3).
Our custodial staffs, including our facilities assistant along with the night crew, are the
backbone that keeps our building clean, safe, and comfortable for students and staff.
They are very responsive to all our needs, and mitigate safety issues
immediately. Crossing guards are extraordinarily attentive to their jobs, judging the best
time to let even our littlest students cross in safety.
One special room in our school is called the STAR Room (B1) based on Becky Bailey’s
strategies. Our trained classified “grandma” can take a temper tantrum and turn it into a
tea party (almost). The Star Room, located off the Multipurpose Room, is a safe haven
for students needing a caring adult to help resolve an issue. Students can self-refer to
the Star Room or be referred by teachers and staff. Mrs. Rollins developed the STAR
room partly in response to the fact that Highland does not have a site-based counselor.
We do boast a caring psychologist who services our school as well as another Mesa
Elementary School.
Highland is proud of our two computer labs, and our Room 2 lab is run by a superior
technological employee. Although employed as an instructional aide, she brings a
wealth of technical expertise and enthusiasm to her job. She ensures that all students
become competent and comfortable in using computer programs and services. She
assists teachers in developing lesson plans that encompass instruction in using
common real world programs like Microsoft Office, Google Docs, and curriculum based
programs. She also manages and supervises the Highland Hurricane News Network TV
production (HHNN) live morning announcements, produced and presented by students
(B1).
A certified substitute (and mom in our community) with arts experience acts as our Artist
in Residence. She is responsible for some of our key aesthetic education instruction
throughout Highland (C3). Our principal has in-serviced her on the Lincoln Center
Education information.
C1. Guaranteed, Viable Curriculum and Meaningful Assessment: The
Curriculum reflects the use of best practices across all grade levels
Highland values clear curriculum articulation and our essential content is defined,
sequenced and organized for our students’ learning. We have fully implemented the
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Arizona College and Career Ready Standards (AZCCRS). Mesa Public Schools has
provided professional development and support in all content areas at the district level
in the new standards. Highland teachers have also participated in school planned
trainings.
In-services have included instruction on expectations for AZCCRS, increasing rigor,
strategies in math, and instructional shifts in language arts. When we were first given
the new AZCCRS standards, grade level teams unwrapped them by highlighting the
verbs and nouns in order to uncover what students should know and be able to do, and
teachers performed an analysis of the standards. This enabled us to identify the
important content, skills, and level of thinking contained in the standards as well as
building a deeper understanding of the substance and rigor contained in the
standards. We then aligned all our testing to the standards; our common grade level
assessments were adapted and recreated. As appropriate, due to Highland’s mission
and values, our teachers also integrated art instruction to help solidify the concepts.
Highland assures authentic teacher collaboration across and within grade levels and to
feeder schools in a variety of ways. First of all, each grade level is given a block of time
each week to discuss curricular needs and align our teaching to the standards. Teams
analyze data from DIBELS, AIMS, Stanford 10, district CRTs, and classroom
assessments to develop instructional plans. We also use this time to share best
teaching practices and strategies with each other to improve our teaching (C4, D1).
Each grade level is given two Professional Development days each year to analyze
data, coordinate curriculum, address time lines, and find needed materials. Several
times throughout the year each grade level meets with the lower and upper grade teams
to better understand what knowledge base students should possess as well as what
students need to know before moving to the next grade level. Our school district
provides opportunities for principals to meet with feeder schools to discuss curriculum
needs. Our professional development opportunities are at times a result of this
administrative forum.
In math, Mesa Public Schools has developed a scope and sequence that is organized
by units. In other areas of the curriculum, teachers work together to determine how and
when the standards will be taught. Some of the policies and procedures that protect
instructional time include a protected and allotted time each day for grades kindergarten
through third to instruct. No specials are assigned during that protected time. In creating
the Master Schedule times are allotted for this and for reading lab. (C3) In the upper
grades each grade is responsible for keeping, knowing, and following the allotted
teaching times. Special classes, such as Physical Education, Music, and Media Center
are taught by teachers who seek out and have learned about each grade level
standards and integrate those concepts when appropriate. For example, our Physical
Education teacher may choose to discuss fractions as he divides the group.
A variety of procedures and tools are used to monitor the implementation of essential
curriculum including how curriculum is attained by different groups of students.
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Teachers deliver tiered intervention based on the Response to Intervention (RTI)
model. We pretest each concept to determine individual levels of instruction. Those
who have met the standard are placed in the upper tier of learning. They are given a
wider breadth of the concept and higher-level activities. Lower tiered students are given
small group or one-on-one assistance in order for them to gain the basic knowledge.
Interventions are focused, targeted, and skill-specific using a variety of materials,
methods, and strategies. Teachers realize that the grouping is flexible and as students
show understanding they may move to a higher level of instruction. Daily evaluations,
both formal and informal, are given to monitor the progress of each child. As students
master a concept they are moved forward, while others may need some individual
teaching instruction. Highland has a before and after school tutoring program designed
to help those who need more one-on-one or small group instruction.
At Highland, Professional Learning Communities (DuFour and Eaker) are utilized and
help teachers articulate what successful strategies they are incorporating. Professional
Learning Communities are defined as “educators committed to working collaboratively
in ongoing processes of collective inquiry and action research in order to achieve better
student results” (DuFour, DuFour, & Eaker, 2006).
We originally utilized Reading First Strategies in setting up parts of our total reading
program. Because our population of students was unusual we varied it in our practices
and have been successful. The comprehension component has worked out fine for us,
although we have found negative reports in the studies. Renzulli research on gifted and
talented students has been utilized by our higher level teachers.
Our school is particularly excited about STEM Education from the Federal Science,
Technology, Engineering and Mathematics Education. Our gifted teacher and some of
our intermediate teachers have delved into it and are providing more in-services this
second semester. Costa’s Levels of Thinking and Questioning have been reviewed and
used at Highland. Visual Thinking Strategies and Maxine Greene’s Capacities for
Imaginative Thinking practices are our major focus this fall. Robert Marzano’s works
have been reviewed and utilized. Because we have recently been introduced to
Advancement Via Individual Determination (AVID) we are interested in Costa’s work
there. The use of inquiry strategies is appearing to be very effective with our students,
and we are evaluating results.
Data drives our instruction. Starting with the Strategic Planning Process (A2) in August
and continuing throughout the year with on-going formative assessments, regular
progress monitoring, quick assessments during instruction (D1), common level and
summative assessments, our curriculum is being monitored for continual improvement
by our Highland Professional Learning Teams (C2).
C2. Indicators of Success: a coherent school-wide curriculum assessment
program is tied to the school’s mission, which shows through multiple
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assessment measures that high levels of learning are achieved, or that there is
significant growth in student achievement over time
Highland considers measurement of learning extremely valuable. We pride ourselves on
ensuring all students receive instruction at appropriate levels. State, District, site-based
teacher-made common assessments, and teacher created assessments during the
teaching process, all play a part. They guide our instructional planning, goal-setting,
enrichments, and interventions. Our professional conversations revolve around
assessment data and appropriately the academic advancement of each child.
In this document we referenced our mission, and to determine whether we have
reached it we need to assess learning for each student. We utilize multiple assessment
measures to determine whether high levels of learning and significant growth are
achieved.
In summer months our teachers give extra time to review data collaboratively. They are
excited to determine if students are meeting or exceeding academic standards. They
discuss strategies together when they realize one teacher’s scores outshine theirs in a
specific area. They self-analyze and look at scores with an eye towards selfimprovement. Our teachers, at that time, analyze AIMS scores for third through sixth
grades, Stanford 10 scores for grade two, CRT data, Reading Intervention Lab Results
(C3), Response to Intervention results (RTI) Department Results, AZELLA, K-6 DIBELS
assessments, also to indicate students’ performances. They analyze surprises. Our
Data Divas lead teams to do this (A1). These data divas focus on data as mentioned in
this writing earlier.
The Title I specialist and Mrs. Rollins gather data on free and reduced lunches,
ethnicity, numbers of students from non-English homes, attendance, ELL growth, and
student discipline data to share as needed. We review our parent and student survey
results, and analyze attendance at our major events. Our assessments in school-wide
Reading assessments/program are discussed in C3.
Our math diagnostic assessments are administered to formulate flexible intervention
groups and determine specific instruction for one-on-one and small group tutoring. We
believe that one measure is often not enough and our teachers have created levelspecific common assessments in addition to the use of district assessments. Math
students are also divided into flexible “walk-to” intervention and enrichment groups and
Tier III tutoring.
Writing portfolios, passed on from grade to grade, give us data from the previous year to
see writing levels. Additionally, teachers have created prompts to determine prior
knowledge and instructional starting points. As in all academics, formative assessments
are regularly reviewed to make certain all students are receiving a top quality education
and making appropriate progress along the continuum in preparation for college and
careers.
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At our weekly Professional meetings our Data Diva leads teams to deeply review the
data we collect. We progress monitor those who are in the intensive reading and math
levels on a bi-monthly schedule using oral and written, individual, and group
assessments to determine growth. Our strategic and above-level students are
assessed a minimum of monthly in similar ways.
Teams do curriculum mapping and calendaring with the standards, forming a year-long
plan for instruction with formative assessments regularly scheduled. As we analyze data
we refer to standards and our mapping to ensure alignment. With weekly and often
daily discussions revolving around this aligned data we can ensure maximized learning.
Highland teachers are particularly thoughtful about the use of standards-aligned
assessment data. We have worked together to develop common assessments, in
addition to district assessments, because we have felt compelled with our population to
transcend the usual strategies for testing. Our students are each unique and their
progression can vary. By utilizing more than one or two methods of assessments we
learn about the child’s individual needs and patterns.
The common assessments are skill and content specific and are key to giving
appropriate instruction. During instruction our teachers utilize quick assessments as
they monitor student engagement, accommodating or reteaching concepts when
needed. Students use whiteboards or “ticket out the door” to demonstrate
comprehension. On a piece of paper each child quickly answers a specific question as
they go to recess or their next location, handing it to the teacher on the way out the
door. A second example of this type of quick assessment during instruction is the use of
individual whiteboards to answer a quiz question and on the count of three show the
teacher their white boards. “Think, pair, share” activities allow students to interact
simultaneously. Interactive notebooks allow students to use journaling and discussion
with each other and the teacher. Hands-on learning in flexible small groups targets
students at their levels of proficiency. With all these varied methods teachers can more
clearly ascertain the direction for instruction.
Our school assures the use of timely and ongoing information to teachers and decision
makers in several ways. Our paraprofessional staff is trained to assist in the recording
and location of data. Resources are provided for use by teachers and
paraprofessionals to efficiently keep records and categorize skill-specific content
data. Our processes are uniform and organized. Our teachers (grade level and special
areas) work together closely in data review and sharing. In December teachers
obtained a Lenovo Think Pad and received two immediate trainings. We have found
universal processes and technology to be key in streamlining information to teachers.
Our research supported Professional Development is aligned with our goals (C1).
We are excited as we look to the future. The last years have shown continual
improvement in technology to help teachers. The direction our state is moving toward
deeper learning and questioning fits well with Highland’s philosophy. While some
schools might grapple with strategies to help students with engagement and deep
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thinking, we are already working on refining these techniques. We have processes in
place for problem solving as new issues arise. We have acknowledged new
expectations and changing beliefs to make decisions that are based on our values,
beliefs, mission, and philosophy, and we are galvanized by the challenge. These
strategies will be applied to future challenges and our community will resolve them
together.
C3. Select one curricular area and one unique program apart from the selected
curricular area to discuss in depth
Last summer we formed a three-year partnership with Lincoln Center Education (LCE)
in New York. A school six member team (principal and five teachers) attended a week
long training in aesthetic arts coupled with Visual Thinking Strategies (VTS). LCE group
came to in-service our teachers further, and will return two more times this year. Yearly
trainings will continue. Our original team, Arts Advisory Board (AAB), meets weekly
planning in-services and learning opportunities for our staff. AAB began with VTS
involving inquiry-questioning strategies. These techniques start with aesthetics of a
work of art. Children are taught to “Think Like an Artist” and think more deeply, called
Notice Deeply. With use of inquiry questions students recognize a vast amount of
information. In doing this with arts, visual, dramatic, musical, movement/dance, children
become more knowledgeable in the aesthetics of art. This thinking transfers to
academic areas. The VTS website states: “VTS builds aesthetic and critical-thinking
skills that students transfer to non-art objects and other subjects, including writing,
math, and social studies. A key finding states exposure to VTS significantly increases
critical thinking and academic growth in all students – in students with varying
ethnicities, income levels and school achievement, including those with limited English
skills, poor prior standardized test performance, and at-risk students from underserved
schools.” Highland’s belief is that integrating the arts helps children engage and learn.
In conjunction, Highland developed and implemented a Masterpiece Collection of arts,
which teaches students about Creative and Performing Arts, Visual and Fine Arts,
Music, Dance and Movement, and Drama and Theater. Each month, a different Art form
is introduced to all students in their classrooms.
For example, in September, teachers focused on Visual and Fine Art, teaching students
about portraits and self-portraits. In October, students enjoyed Movement Masterpiece
by performing Halloween action songs. In November, students were introduced to
Beethoven’s best-known works in a Music Masterpiece Presentation. In December, the
students experimented with action and body space in a Dance Masterpiece on The
Nutcracker. Future Masterpieces include Sculpture, Drama, Photography, and Musical
Instruments.
Presentations are developed and taught by our Artist In Residence (D2). From these
presentations, teachers developed standard tie-ins, read alouds, writing prompts, and
vocabulary development. Other aesthetic education tie-ins include biography,
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geography, US/world history, government, and economics. Additionally, teachers have
developed unique critical thinking activities. Here are examples implemented after the
Music Masterpiece on Beethoven. A fifth grade teacher related Beethoven overcoming
his deafness handicap to Helen Keller overcoming hers. A third grade teacher had
students vote for their favorite Beethoven composition to play while writing to the
prompt: “Beethoven had great passion for his work. He spent more than four years
writing his 5th Symphony. What are you passionate about?”
The Masterpiece Collection is also interactive encouraging students to make their own
connections. When learning how Beethoven composed his music by playing his piano
on floorboards, a second grade boy excitedly recalled a science unit. “Hey, just like
snakes,” he said. “They don’t have ears. They hear through vibrations, too!” It’s exciting
when a sixth grade boy writes down the names of artists, their paintings and
compositions and asks where he can get his own copies.
The goal of the Masterpiece Collection is to introduce and expose students to Classics
in all Creative and Performing Arts so they can explore their universe by asking
questions and making unlimited connections meaningful to them. Measurement for this
program is being developed this spring by our PLC teams.
We have developed and refined reading instruction to support our beliefs, based on a
statewide collaborative effort to enable students to read proficiently by third grade and
remain proficient readers through twelfth grade. After data analysis we determined that
our reading scores indicated our reading instruction in grades first through third needed
improvement. We reviewed Response to Intervention data, research and brought inservices on reading to Highland to improve our knowledge of current strategies. On our
Master calendar we first began with ninety-minute uninterrupted blocks in which to
teach reading curriculum. Secondly we specified time and developed a reading lab,
using Ninety-five Percent Group materials, for Tier III with a reading endorsed teacher
and three well-trained reading aides.
Yearly, as school begins, teachers place students in flexible intervention groups (C2).
With four teachers per level, one is the lowest walk-to interventionist; two aides work
with her during this time. Another teacher instructs students at the strategic level
utilizing one aide. The other two teachers have benchmark and above benchmark
groups. During this time all children receive skill-specific interventions as determined by
data such as phonics screeners. Aides are trained by our Title specialist. Our Tier III
reading lab flexible groups are established, and Tier III go to reading lab for an
additional half hour each day. Teachers continuously progress monitor on phonics
skills, fluency, and comprehension. All students who are strategic and below in
kindergarten through third grade have a Move On When Reading Individual Plan with
the interventions utilized being noted. Each staff member involved and parents sign it to
acknowledge the action plan. As the year continues our groups change as the needs of
the learners change. We also evaluate for Tier III before- and after-school tutoring
needs. In addition we utilize an independent reading practice program called ROAR
(D5).
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Since we have fully implemented these processes our scores in reading are above 90%
in high stakes testing. We are in the top 6% of Mesa schools in reading assessments.
Most importantly, we have students who are interested in reading. This is evidenced by
our school having the highest checkout rate at our library of all the Mesa schools. We
average 50,000 books checked out per year. With 730 students, that is about 68 books
per child per year.
“I am most impressed with the AR program. My children are
setting goals and achieving them. I am so glad this program
is encouraged and in place. My children are becoming
much better readers--reading is so important.” Parent
C4. All students, including learners with unique needs, have the opportunity to
learn challenging content and to achieve at high levels
Since our school draws families who are looking for a different experience than a
“normal” school, approximately 30% of our students live outside boundaries. This
combines students with varied backgrounds. Most classrooms contain a spectrum of
academically high to low students and behaviors. To accommodate a myriad of
learners, Highland offers unique classroom environments.
MPS offers a gifted pull out program one day a week, and it is located on our campus,
full of our own students, a different grade level each day. Since so many of our
students are extremely gifted, our principal brought an expert to in-service our teachers
for two years on differentiation techniques. We learned the techniques and strategies,
had excellent professional conversations, listened to our parents, and together
determined an innovation that would benefit our particular population. In one class, of
four classrooms per grade level, we offer high/gifted classroom environments that
provide a challenging curriculum to the top 3% of students. These classrooms integrate
thematic teaching, logical reasoning, critical thinking, and use of varied types of
questions. These activities stimulate multiple intelligences, incorporating small group
learning opportunities into the daily curriculum. Teachers who have taken classes and
in-services in the gifted areas of study teach them. Teachers identify students who
belong in those classrooms and take part in student placement in the spring. It is done
with very little notice and has been extremely effective for six years at Highland. There
are families who appreciate and need this service.
In sixth grade our district offers an MA10 advanced seventh and eighth math class on
intranet for only those who qualify. Our school each year has one of the highest
numbers to qualify for the advanced class.
We provide special education classes for students with learning disabilities, high
functioning autism, mild intellectual disabilities, and emotional disabilities. All students
are integrated into the general education classroom to the fullest extent possible to
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access core curriculum for their grade level. They also receive instruction at their
functioning grade level by the intervention specialist and special education teachers. We
include students with Down Syndrome at Highland who are on full inclusion with a oneon-one assistant. Our principal received the “Outstanding Principal of the Year” award
this year from Sharing Down Syndrome Arizona; we believe in inclusion whenever
possible.
During weekly Professional Learning groups our teachers collaborate about individual
student progress, developing intervention strategies for targeted students. Since we are
exposed to all students during the daily walk-to intervention times, we feel an ownership
of “our students” not “your students or my students.” Classroom techniques school wide
are utilized to ensure each student masters the concepts taught. Some of these
techniques include ticket out the door (C2) and other quick assessments used during
instruction. Next common assessments developed at all grade levels assess AZCCRS
standards, and these are reviewed by teachers. Children are given interventions in
small groups, one on one, and on computer programs if needed. Students who master
the concepts receive enrichments. Teachers collaborate regarding successful
techniques.
If recommended strategies aren’t effective, the classroom teacher brings the student’s
case to our HELP team, a mix of four expert teachers who recommend additional
interventions to assist the student with specific targeted skills. A measurable SMART
(Specific, Measurable, Attainable, Results-oriented, Relevant, and Time-bound) goal for
each student is developed and monitored daily for weeks. Students will show progress
or be referred to our Special Education team for assessment. Methods and strategies,
as well as progress are kept in the data base for teachers’ access. This same process is
utilized for behavioral challenges.
For the next year we spend extra time collaborating between grade levels so students
can successfully transition from one level to the next, especially for students considered
"at risk." Once these classes are created, teachers exchange confidential information
about specific students' learning styles and strategies found to be successful with any at
risk children. The new teacher can implement those successful strategies immediately.
In addition, the teachers of the high/gifted environments work across grade levels to
ensure a seamless transition from one grade to the next. They often frontload areas of
curriculum for the next year’s teacher based on the needs indicated by that
teacher. They work together to scaffold thematic units from one grade to the next,
ensuring coordination and lack of repetition. Individual student needs and learning
styles are shared. Each identified gifted student has an educational service plan which
documents effective strategies for enriching the curriculum for that particular student. It
moves with the student each year and is sent to the Junior High.
When students transition from elementary school to junior high school, the sixth grade
class is invited to spend a partial day at our local Junior High to discuss schedules of
mandatory courses and electives. Our teachers make that a special day, answering
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questions and having past students return to speak with present sixth graders when
possible. Students work with their parents regarding future classes, and teachers assist
by providing appropriate assessment material and cumulative files to the school. If a
student receives special education services, one of our two special education teachers
includes an appropriate Junior High special education teacher in an Individual
Education Plan (IEP) meeting with parents.
We are proud to live our mission “to seek out, nurture and celebrate the best and the
brightest in every child, going beyond.” We do our best to reach “every child, every day.”
D1
Active Teaching and Learning: Typical Day of Teaching and Learning
Our school wide goals are clear and attainable. All students will be engaged in learning
at their potential, at the highest level of critical and creative thinking appropriate to the
topic. Students entering the classroom are greeted by our televised, student-led live
broadcast announcements. These list the day’s events and include references to
college goals, problem solving skills or social guidance. Students lead our Character
Pledge and recite our Highland Pledge, which ends with “I will have a great day.” Each
day begins positively - goal-oriented, in a safe and respectful campus, where students
feel empowered to engage in learning.
Specific learning goals are communicated in a variety of formats. Teachers are directed
to post student-friendly targets for learning visibly. In classrooms, visitors observe
“Topic”, “Do,” and “Level of Thinking”. Teachers review the schedule, giving the “big
picture” behind the day’s activities. In any classroom, there may be a discussion about
the level of thinking from Bloom’s Taxonomy a student will use when working on a
particular activity. In another, students may discuss how skills will be used, whether for
college or career readiness. In some classes, students will discover learning goals in
inquiry lessons that are hands-on and active.
In all classrooms, teachers monitor student engagement, accommodating or reteaching
concepts when needed (C2). A visitor to Highland will notice consistent use of higher
level questioning strategies and a demand for logical reasoning and thinking. In primary
grades one would observe the use of WEBB strategies and use of “Would You Rather”
discussion topics. Students are encouraged to question peers about their thinking.
Inquiry-based strategies, Visual Thinking strategies, and Deep Noticing are evident in
our daily classroom routines, in primary and intermediate grades. Deep Noticing is a
valuable tool for differentiation and developing critical thinking, since students at all
learning levels are adept at making high-level observations.
Highland teachers are proficient at assessing students in a number of ways. In our
gifted classroom, a visitor would notice the teacher constantly monitoring and adjusting
lessons based on rapid, informal formative assessments. Students summarize activities
in one to three sentences. In any classroom, students may be asked to complete crosscurricular projects that incorporate science, art, and technology after studying the work
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of Rube Goldberg, creating their own “Not-So-Simple Machine”. They may take part in a
mock archaeological dig in the role of an archaeologist and submit an article to a
magazine that details the dig and their plans for their “artifact”. Assessments like these
propel students into the Deep Noticing aspect of mastering curricular goals and require
them to process, internalize, and synthesize standards-based learning and apply it in
new and creative ways. To be successful with alternative assessments, students must
fully understand concepts to produce work that is high level, follows a predetermined
rubric for mastery (whether student- or teacher-created), and is of top quality.
Teachers at Highland ask students not only “How” but also “Why” questions. Even the
most basic of answers is elevated to Analysis and Evaluation with the question, “Why?”
If a student answers a basic addition question correctly, asking another student, “Why is
this answer correct?” challenges the student to analyze the answer, evaluate it for
accuracy, and explain the answer using math vocabulary. This scaffolding of
questioning levels assures that students at all learning levels are engaged, challenged,
and learning.
Supporting our philosophy at Highland, to make learning a more enjoyable and
rewarding experience for students we find ways to keep children engaged and quickly
moving academically.
D2. The school tailors professional growth and support to address the differences
in career experience and professional needs with a system for novice and
experienced teachers to develop instructional expertise
Teachers at Highland, whether new to teaching, new to Highland, experienced
teachers, or 30-year veterans, regularly review methods to assure deep understanding
of content. Mrs. Rollins and our Title I Specialist work with teachers new to Highland inservicing them in small groups and one-on-one. Also, it is common here to see cross
grade level buddy classes learning together. Students in the lower grades may write a
poem or create an original dance to document their learning, while students in the upper
grade class might make origami bats and add them to informational brochures they
create on the computer. All of our Highland teachers learn from each other by working
together, through PLC teams and in vertical teams, regardless of experience level. The
Arizona College and Career Ready Standards allow our teachers the freedom to
explore concepts more deeply and create lessons and activities that will impact and
excite students while promoting retention of concepts. Using the Standards for
Mathematical Practices, the Six Instructional Shifts in Writing and by providing a
rigorous, collegial, and creative environment, our students blossom. This is evidenced in
our consistently top level student test scores and teacher evaluation ratings.
School wide strategies in place to support core literacy skills are numerous and
effective. Our reading lab supports our students who need additional reading instruction.
In the classroom, teachers and instructional aides are consistently reinforcing literacy
and math skills in small group, partner, and one-on-one interactions during reading and
39
math “walk-to” intensive stations (C3). In the upper grades, our teachers spend time
during their lunch, before and/or after school, working with and tutoring our students in
reading and fluency skills. These school wide programs target specific instructional
needs and maintain learning for students who need more skill instruction. In addition to
our rigorous, consistent classroom expectations, our Highland teachers offer
extracurricular opportunities, outside of district offered after school programs, to extend
and promote critical thinking skills. These types of programs mean increased student
interaction, targeted skill instruction, and extension of classroom learning.
Highland’s Master schedule is intentionally created by a team each year with student
learning goals, teacher common planning times, and targeted instruction in mind. Our
grade level teams are allotted one day in each of the first three grading periods to plan
for subsequent learning and create grade level goals. Our early Wednesday release
time allows grade level and vertical teams to meet in their Professional Learning
Communities, where student and teacher growth is the priority. Our planning time is
often used to follow up and make plans for implementation. Our staff development is
focused and purposeful. This year, our focus as a staff has been on arts aesthetic
education. Highland teachers are also excellent trainers, and our Professional
Development involves our teacher leaders in-servicing other teachers to implement arts
education. Our staff meetings presented by the Arts Advisory Board who attended the
intensive training in New York City this past summer in partnership with LCE (C3) have
been held as a whole group and in small group breakout sessions, with teachers
learning about Deep Noticing, Visual Thinking Strategies, arts lessons, and sharing arts
integration ideas.
Highland is fortunate to have a parent resource as a training tool for our teachers in our
Artist in Residence for Aesthetic Education. She is a parent in our school and a
substitute teacher who is versed in the arts. She dedicates herself to supporting our
teachers in their lessons, modeling classroom lessons, and incorporating arts activities
into our schedule, unifying our school into a culture of arts minded learners (C3). These
strategies enhance all types of learning.
D3. A purposeful decision-making process that is research-based governs all
aspects of teaching and learning; there is a discernible link between instructional
strategies and student achievement
We believe purposeful, data driven instructional planning is useful if it excites and
engages students. We communicate the importance of specific learning through
essential questions and "I Can" statements. These questions and statements drive
lessons and make sure students understand what is being taught and why. Our
teachers use the AZCCRS and testing data to drive and guide our instructional units.
Much of our grade level instruction is thematic, which ensures current Standards are
met, while incorporating all subject areas in a way that is exciting and engaging to
students. Our vertical team plans together (D3).
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Gifted students are placed on an Educational Service plan developed by the gifted
teacher in conjunction with the classroom teacher. This plan targets the gifted students'
areas of strength, whether verbal, mathematical, or non-verbal (spatial pattern
recognition). The plan is reviewed and updated yearly and as needed. Special
Education students’ Individual Education Plans are also written with teacher and parent
input and feedback. This year, as an AVID (C1) transition year in MPS, we are focusing
on organization and promoting College Ready skills and attitudes into our lessons and
academic conversations with students. Our teachers, parents, and students team to
meet curricular goals.
Teachers communicate goals to students in a number of ways (C2). While some
teachers post curricular goals (D1), many of our classrooms also use inquiry based
discovery problems (D1), and brainstorm possible solutions, or discover “why?” in their
learning, understanding not only why they are learning, but why it is important. This
makes learning so much more intrinsic for our students and creates a lasting
impression.
Meeting diverse student needs is essential at Highland. Our Reading Lab times allow
for a double time lab if a grade level testing indicates extra need (C3). Leveled
projects and assignments allow students to create similar projects within their ability
ranges. Teachers co-teach and discuss data constantly to ensure teaching is
consistent. Our “Walk to Intervention” time is a way to use a flexible grouping strategy
as a whole grade level. Homogenous groups are formed using school wide and
classroom data. As students are monitored, they may move to a new group to ensure
their specific needs are being met. This intervention and enrichment block for each
grade level must be scheduled along with a 90 minute literacy block at primary levels
(C3). We back these timelines against each other so our well-trained instructional
aides can move through the grade levels at carefully scheduled times.
In the intermediate grades, students are grouped fluidly according to their learning
needs to meet math and reading goals for intensive periods each week. Perhaps what
is most unique, Highland offers a gifted and high achieving classroom at each grade
level, providing challenge and rigor to our highest performing students. Finally, Highland
partners with other schools using technology and traditional cooperative methods to
constantly improve and seek out new ideas. Of course, with diverse teaching methods
come diverse assessments at Highland, including “ticket out the door,” (C2) sharing and
evaluating student work under the document camera, “white board meetings”, (C2) and
more. By providing a variety of learning opportunities, we know student learning needs
are met at all levels at Highland.
Students and parents alike love the learning environment at Highland.
“The staff has innovative ideas and they aren’t afraid to try new things.”
Parent
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“I love interactive learning. Our school is amazing because we learn
in a much more active way than other schools.”
Student
“The teachers employ ‘outside the box’ teaching tactics. We appreciate their
innovation and willingness to reach non-traditional learners.”
Parent
D4. Students have opportunities to apply learning to real world situations
Highland is unique in providing real world experiences, such as science camp,
Yesteryear and a SeaWorld experience that allow students to apply the skills they
have learned in the classroom (B1). Fifth and sixth grade gifted students participate in
Junior Achievement BizTown program (F2), where students learn the basics of
personal and business financial literacy. They examine the elements of a successful
business and apply their learning to running their own business for a day at BizTown
in Tempe, AZ.
When our students study literature, they complete project based learning assignments
that are cross curricular and extensive, building the life skills of time management,
efficient independent work time, and accountability for individual work produced.
Students use text as a springboard to research, write reports based on evidence, and
present their findings in traditional and nontraditional formats.
We provide hands-on projects in science with the integration of STEAM. Students
participate in Engineering is Elementary, funded by a grant from Boeing, to expose
students to engineering processes and strategies. These projects derive from real
world problems that are expressed through the use of literature. Students solve
engineering problems through the use of the Engineering Design Process. Science
learning in 6th grade is additionally based on Modeling instruction. Students use
experiments and whiteboards to conceptualize their ideas and participate in student
led “board meetings” to question, discuss, and fully understand concepts.
Throughout intermediate classes and gifted classes, students explore creative
problem solving. In this process, students identify a problem that needs solving, like
needing to make money to attend a sports camp, improving food in the cafeteria, or
cleaning up trash around the school. Students then perform extensive fact finding,
creating and administering surveys to appropriate stakeholders and observing results
over time. They brainstorm ideas and choose a solution based on specific criteria they
develop (i.e. is the idea safe, fair, fun, inexpensive, simple, possible). After choosing a
“best” solution, they create a plan to implement the changes and follow up to evaluate
their solution.
Throughout our school, students are learning state-of-the-art computing skills using
Active Directory (to log into their personal Google Drive, Gmail and their individual
desktops). They use Gmail to communicate with other students in their class,
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teachers, and community resources, both local and worldwide. Students use the chat
function to collaborate with classmates and students in other schools. They use
Google Drive to create documents, slideshows, spreadsheets, forms, and drawings,
both individually and with other students. Sixth grade students use computer lab
technology to explore an economic unit on the stock market. Students learn about
specific companies and buy and sell stocks. Students in our gifted program are
writing simple and complex computer programs using Scratch from MIT. Once they
learn the basics of coding, they create animated videos and games that teach
concepts from the curriculum. These students then teach students who are not in the
gifted program how to use Scratch. By using these technologies, students hone their
collaboration, cooperative work, mentoring, and diplomacy skills.
As for dedicated service learning, our Highland family reaches out to our community in
a number of ways. Our active student council plans and organizes service projects such
as our canned food drive, Pennies for Patients, sock and blanket drive for the homeless,
Christmas for community families, and Mother’s Day gifts for women in shelters. Grade
levels and individual classrooms participate in a paper product drive for the Child Crisis
Center, Christmas cards for the East Valley Adult Resource Center, and donating
stuffed animals to the Phoenix Children’s Hospital, along with writing letters to military
veterans.
D5. Resources are available to teachers and students for instruction, gathering
information and sharing the results of their efforts
We offer several learning opportunities and resources. Highland has one of the
highest participation rates among Mesa schools in the MA10 online advanced math
program (C4). Sixth grade students who test into this program are provided with a
Lenovo Thinkpad and use Canvas to participate in distance learning via Webinars
instructed by junior high math teachers. Students are able to submit work online or
print it out, scan, and submit it. Students are learning invaluable lessons not only in
math content but also in participating in large online experiences using the same
platforms that are used in upper grades as well as universities.
In our partnership with parents, one of our designated priorities is to remain on the
cutting edge of educational technology. During past years our PTO has purchased a
second computer lab, Smartboards, projectors, and document cameras for every
classroom. In addition our district has provided three computers for each
classroom. Lenovo Think Pads were given to teachers this year to facilitate student
learning.
Because technology is such an integral part of our curriculum, we go beyond the
standard computer lab experience. We employ a computer lab specialist who is
extremely well trained in technology. She assists in teaching our staff and is also
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there to facilitate learning when children attend the lab. In the labs our students do
research to complement in-class studies. For instance, students listened to Martin
Luther King’s famous “I Have a Dream” speech. Students then created a speech of
their own dreams.
Learning came alive when teachers received their Smartboards from PTO a few years
ago. This resource is engaging! This fall we were trained in the online resources
available in our new math series. As an example of how well new learning is applied,
the very next day as our administrator passed through the rooms, all rooms were
using their Smartboards to present math content!
Our computer-based reading practice program, ROAR, (Ready, Open, And Read) is
enormously successful for reading practice. Children at Highland score, as a total,
over 90% on high stakes reading assessments, due in part to practice. Children can
select books at the appropriate level in the library using the color-coded books. After
reading each book they test on the computer at school to determine their factual
comprehension levels. The program shows total words read, comprehension level,
and progress towards goals. The use of technology is motivating to students.
Throughout the years Highland has held in-services on the utilization of Classroom
Response Systems (clickers). Our teachers have found clickers to be a quick, easy
way to determine which children have learned the content well and who needs a bit
more instruction. As children click responses, the results are recorded and provide
feedback. At Highland these tools help us with our reaching “every child, every day”
drive. Another way our technological resources are used are with our Live
Announcements. (Part II) This use of technology keeps our school informed and
united as a family.
Many schools have a bank of six microscopes that teachers can check out. At
Highland we have twenty. We also have microphones available for students to record,
create narration, and add audio to computer programming--we use online Scratch
from MIT. Our flip cameras are used in classrooms to record events.
We have begun a BYOT- ”Bring Your Own Technology”- at the sixth grade level,
since many have cell phones and can use them responsibly. The teachers allow
them to work with a buddy (to insure everyone has exposure to a device) to look up
needed information, use a calculator, and in other ways, in conjunction with science,
social studies, and other curricular standards.
Highland believes in Professional Development as the quickest method to promote
technology as a tool for learning. In the last twelve months we have enjoyed
professional development on our new math series My Math (K-5) and Big Ideas (6),
our Architeck web usage, our Harcourt Reading technology components, Danielson
evaluation program, Windows 8.1, Lenovo Think Pads, library resources, and various
classroom resources.
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Within the classrooms the three computers are regularly used for enrichment and
intervention as well as ROAR (C3). In addition every classroom goes to the lab at
least once a week for varied curriculum extensions. Whether teaching math in
conjunction with Excel, or writing a presentation with PowerPoint, or making an
iMovie, our students are meeting the curricular standards and more. We are proud
that our technology remains on the forefront in education.
E1. The academic, nonacademic and cultural needs of the student population are
addressed through a network of cohesive and integrated programs and services,
which demonstrates a learning climate that is stimulating and nurturing to all
students
Our guiding values include “meeting the needs of the whole child.” We absolutely give
extra to nurture the academic, nonacademic and cultural needs of our student
population. These needs are addressed through a network of cohesive and integrated
programs and services. We choose to provide a learning climate that is stimulating and
nurturing to all students, giving our best for students. With our ethnic composition as
73% Caucasian and 27% African American, Asian, American Indian or other
nationalities, we value our origins.
As the school year begins our staff conducts community-building activities in all
classrooms. Some classrooms create ancestor dolls (E1) while others post maps of
the world on walls with yarn attached from the country of origin to the child’s picture.
Children research to find information about their ancestor’s culture and share with the
class. In connection with social studies the class graphs the continents of origin and
discusses data obtained. Classrooms continue recognizing and celebrating individual
similarities and differences in art project discussions and activities, such as our selfportrait paintings and study of musical and visual arts from other cultures. These are
authentic ways to celebrate and recognize many cultures.
Defined as a suburban school with characteristics of urban areas, our students
represent a 47% free and reduced lunch population, constituting an economically
diverse community. We include students from very low to very high-income homes
and yet, the children make no distinction. Our staff recognizes the importance of
“seeking out and nurturing children” academically, physically and emotionally to help
each succeed. Whether classified or certified we are all in solidarity about
consistently remaining observant and aware of the children as individuals. It is a
constant informal practice for us to identify, assess, and meet children’s needs.
Each Wednesday as Professional Learning Communities (PLC) meet the Data Diva
makes certain appropriate information is available and is assessed during the
meetings. Action is taken to provide services by bringing specific concerns from the
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teams to the appropriate Highland assistance area. These areas are many. For
example, if ECA funds are needed for a child’s field trip we go through our secretary.
AZ Brain Food for families over the weekends is reported to our Health Assistant as
are Lion’s Club glasses needs, clothing donations, Emergency Santa Shop, or any
other of the many Highland services listed in F2. Our paraprofessional in the STAR
room is available and ready with stuffed animal friends at times a child needs comfort;
she and teachers also keep supplies of crackers and quick food for hungry children.
Our desire is that all students build sustainable, caring relationships with each other,
teachers and other adults on campus. Highland staff has been creative in finding
ways to meet children’s needs. We established a Stop, Take a breath, and Act
Responsibly (STAR) room, as an intervention based on Becky Bailey’s Loving
Guidance. We adapted the classroom management system to give children a “Safe
Place” to take themselves at times they are not under the direct care of their
teachers. Our paraprofessional grandma guides children in breathing methods to
calm them. She has parent donated anti-bully bands to reward students who have
done good deeds. Children are helped to understand friendship techniques and
kindness. All types of behavioral guidance and social strategies are taught to children
who benefit greatly. She reports directly to the principal and makes suggestions for
student’s individual needs. She receives a standing ovation of applause from
students upon being announced at assemblies. Children and parents as well as
teachers and staff recognize her extreme effectiveness.
Another way our school prepares students to live successfully in a culturally and
socially diverse environment is through the use of class meetings. Our teachers
instruct students on appropriate interactive actions, like for Deep Noticing and group
work, teachers take time to teach specific phrases, such as, “Have you considered
this” and “I would like to add…” and many other key phrases, thoughts and methods
of interacting. In this way students practice and learn how to deal with others in nonconfrontational ways.
Additionally our teachers use our highly encouraged “Random Acts of Kindness”
program. Warm Fuzzies are the same type of interactive techniques and are used in
our classrooms student to student. Our Second Step Social Skills program is not a
required program, and we directly teach it and Life Skills, depending on the grade
level. Life Skills is our own adaptation of the themes of Character Counts. We utilize
our Student Led Live Announcements to do skits to help teach appropriate habits for
life. Every Wednesday our announcers recognize our Hurricane Grabber awards for
citizenship (Part II). Our teachers utilize team points for great behaviors and the
technology program, Class Dojo, to keep data, to help students see themselves as
part of a family, and rewards are often Preferred Activity Time (PAT).
Our parents and staff have created a wonderful plan we activate each year. Because
summer is long and children worry about their classroom placement for the following
year, we created a “Move Up Day” to assist with their transition from one grade to the
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next. The final Friday afternoon of the school year our whole population moves to the
next classroom. Teachers create beautiful invitations for the incoming students. Sixth
graders assist younger students as the principal announces for fifth graders to walk to
their next year’s classroom, then fourth grade, and so on. Each teacher has prepared
a 35-40 minute welcome lesson, PTO provides pencils that say the new grade, and
parents are welcome. Children who are coming to our school the next year for the
first time also come to this event. Our parents appreciate this so much, and they let us
know the children are content over the summer because they have a feel for the next
year. This is one of many examples of our ability at Highland to “go the extra mile”
and to work with parents to create and give extra for the good of our students.
E2. The school addresses students’ physical, social and emotional needs, and
intervenes when students’ personal needs are preventing academic success
Parents are drawn to us in part because of extras we offer the whole child. Within arts
experiences we present exciting opportunities for growth. As Mrs. Rollins originally
worked with the community to incorporate arts, parents suggested stage productions.
This aligns with our goals, and we believe these and other after school experiences
meet children’s needs. (F2)
Together parents, Mrs. Rollins, and a teacher liaison wrote bylaws, set goals, and
collaborated to develop a wonderful Booster Club. Twice yearly this club produces
musical plays (A1), one with 3rd- 4th graders and another with 5th- 6th graders, involving
approximately 175 students, including children doing behind the scenes work. 100% of
our students excitedly watch the plays. For first and second graders Boosters present
workshops. Each of our plays are directed and produced by parents. Parents and
students also create the sets, costumes, props, choreography, provide back-stage help,
advertising, and concessions. Booster members fundraise and gather donations from
business community partners, McDonalds, Sonic, and Albertsons (A1). All practices are
after school. With adult role models and mentors assisting children with teamwork,
social interactions, facing emotions after tryouts, physically learning dance moves,
handling nerves on stage, memorizing, creating together and with a multitude of other
experiences, our children grow in handling themselves emotionally, physically, and
socially.
Additionally, we have two talented parents who arrive early for our weekly Highland
“High Notes” choral group practices. These twenty students perform for the school and
parents. They also learn the songs for the school plays and thus help to enhance the
music portions. We all delight in these productions and appreciate our parent
volunteers.
In any activity when a student makes an inappropriate choice or is struggling with
emotions, being bullied, or feeling challenged, all staff members feel comfortable in
talking through the problems. We help them become problem solvers as we talk about
better choices. Kindergarten, first, and second grade teachers were involved in a 2-year
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study through ASU with Second Step program and utilize those resources and skills to
help students. Our whole staff has been trained in Life Skills or Conscious Discipline
Loving Guidance, and in our SOAR program (B1, B2).
For students whose choices need more intervention, we have “Stop, Take a breath, and
Act Responsibly” (STAR) room (E1). Students may go there to talk to a Becky Bailey
trained staff member (A2). The staff member takes the time to help the student with
frustration, anger management, bullying and other situations. She works with individuals
and small groups helping them with social behavior. This information is then sent back
to the classroom teacher and a copy to the principal for further follow up as necessary.
During Professional Learning Community meetings behavior, social, and economic data
is discussed weekly as teachers assist one another to problem solve and help individual
students in these areas (F2). Teachers set SMART goals and monitor behavior
progress (C4) to help individual children succeed with interactive skills.
Also for students who struggle with emotions or behaviors on a long-term basis,
teachers collaborate with our teacher HELP team or the special education team to write
Positive Behavior Intervention Plans (PBIPs) or even use a 504 plan when appropriate.
“Challenging students present opportunities for skilled
teachers to show their skill and heart for kids. Highland
is full of teachers like this.”
Parent
This past year we had some students from our school who created anti-bullying
wristbands. Their parents donated wristbands that are given to a student or group of
students when a situation is witnessed that can be described as anti-bullying.
Our students demonstrate very few actions that could result in suspension, in part due
to our SOAR clear expectations and rewards for good behavior—Hurricanes Soar.
When, on occasion actions happen, we have teacher “Buddy rooms” where a child
might be placed for the day. Sometimes the child remains with the principal for the day
of suspension. Mrs. Rollins believes in suspension with “her arm around the child.” Our
job, as professionals is to care enough to take the time to help children learn from
mistakes. Consequences for actions can be administered fairly and kindly in ways to
help children grow.
Each year during our Strategic Planning Process we review data on student
absenteeism and tardies. In an attempt to increase attendance and decrease tardies
we gradually develop a specific sub population of students who have accumulated five
or more absences or tardies during the first nine weeks. Our school wide plan consists
of using welcoming words, sending letters home, verbal praise, giving hugs, high fives,
calls home, and use of mentors. Additionally our teachers purposely make an effort to
continue to make school a welcoming inviting environment with exciting lessons for
students. Our efforts have regularly resulted in the reduction of absences and tardies at
Highland.
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F1. Parent and Community Involvement: Families, partnerships and the
community play an important role in supporting learning
Highland deeply values the family connection and as each new school year arrives, we
immediately articulate joint goals and priorities we have set together with families over
the past years. When new parents arrive to register, our principal often meets them and
shows them around the school. She communicates an interest in their families and tells
them about the wonderful opportunities and employees at Highland. She gives them a
copy of our “Welcome” Parent Handbook that is also passed to all parents the night
before school starts at Open House. All teachers review this information verbally to the
parents, by design. We shake hands, connect eye-to-eye with parents, and personally
welcome those who come to Open House. These things are in the handbook and said
to parents verbally. On the very front the booklet says: “Highland Arts School has a long
standing tradition of high student achievement, parent involvement, arts integration into
academic learning areas, and staff collegiality. We welcome parents—you have always
helped make our school great!”
Our Handbook states, “We are glad you are a part of our school family! Our supportive
families are a major reason for our state-issued grade A.” Across the page are our Core
Values for academic excellence. Parents see those goals and hear them at Open
House and at Curriculum Night three weeks later. Open House is attended by 98% of
our parents, and we specifically call and invite those who missed Open House to come
to Curriculum Night.
As parents move on through the booklet, they see the “Parent-Teacher Partnership
Pact” on page 3: “Our teachers will respond to you within 24 hours. We will give our
best to help each student learn well.” It tells about our Hurricane newsletter sent home
in hard copy and electronically, our www.mpsaz.org/highland website, with activities and
community resources, and our Facebook page, Mpshighland. It suggests using
teachers’ emails and phone numbers inviting them to call and even “call again if
problems or questions resurface.”
Prior to Open House at staff in-services our principal reiterates that these goals and
priorities were set in conjunction with parents during recent years. Mrs. Rollins verbally
highlights parts of the Staff Handbook as it relates to parents. One of those areas is
page A.4. It says, “Implementing the philosophy means utilizing parent volunteers.”
Across the page she discusses our methods of “collaborative decision-making.” She
refers to cheerful attitudes, stating it is our joined belief to “keep our focus positive.”
Mrs. Rollins leads by example with a smile and warm, caring interactions. She believes
in listening to parents and finding common ground from which to work, joint childcentered problem solving. Certified and classified, uniformly, are charged each year to
give our best to children-- every child, every day.
Our parent community is a huge part of Highland. At School Improvement Advisory
Council and Parent Teacher Organization meetings there is always a time to give input
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and reflect. Our PTO and other parent meetings are fun and efficient. We use time well,
following an agenda with time to reflect. Making sure to listen to parents, we have taken
many suggestions to fruition.
An example of our parent partnership success is our practice-reading program.
Accelerated Reader was in place a few years ago, but parents were upset over the
inconsistencies and not sure about accepting the program. Mrs. Rollins listened to their
concerns, saw the validity of their opinions, studied the program, and with a team of
teachers and parents revised the way Highland teachers were using the program.
Together the group trained staff in the precise steps of the process to assure
fidelity. We all developed a systemic process for goal setting time tables, informing
parents of levels and progress on a schedule, and school-wide rewards for students for
goal achievement. This program came to be highly appreciated by parents because its
use encouraged students to read more. Children talked excitedly about reading, and
parents respected that their children wanted to read and reach their goals. When
district financial support ended for this program, our PTO chose to fund its continued
use. Over a few years our parents had moved from disapproval to full support because
of their knowledgeable partnership in this area. Together we have updated it a bit, and it
is our current “ROAR” –”Ready, Open And Read” program for reading practice. We
believe this independent reading practice is an important element in our scoring in the
top 6% of Mesa schools in high stake reading assessments.
We work with parents effectively because we have built ongoing values and goals
together. We have collaborated with parents and staff, listening, making collective
decisions, writing bylaws and goals together for each group, as can be seen in E2
regarding our parent driven plays.
At that first Open House, by design, our teachers include and inform parents that we are
“a village and together we are teaching the children,” stressing that parent involvement
in the classroom is critical to success, providing that opportunity for buy-in from
parents. That night, and over the first weeks of school, we recruit parent volunteers,
having sign-up sheets for room parents, PTO basket parents, and parent helper sign-up
sheets. In our central Media Center PTO bakes cookies for everyone and in that greatsmelling, relaxed and welcoming area, there are tables displaying all the varied
opportunities at Highland for parents and students. Our parents at these tables talk with
interested families and help get them involved. We invite parents to be involved in their
own areas of comfort, whether in small groups by tutoring children in math and reading,
assisting with classroom productions, or working from home. We make it clear that we
will work with parents to accommodate their schedules for volunteering.
All teachers send home regular newsletters, emails, or monthly calendars with their
assigned times and accommodate changes in schedules graciously. We also have Art
Masterpiece parents who are trained to teach children about works of visual arts in the
classroom. Teachers recruit parents, grandparents, aunts, uncles, and even older
sisters and brothers and welcome them all year long. Our staff trains the volunteers
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during, before, and after school times and during a planning time according to the
volunteer’s schedule.
We have approximately 96% of our parents who come to parent teacher conferences.
When there are occasions that parents do not come for conferences, our teachers call
or make home visits. By welcoming them in that way we usually find them coming to
the next meetings.
When we recognized a challenge in a segment of our population, we purposely located
and hired Spanish-speaking office personnel. This has been a wonderful benefit to our
families. Yearly we send all parents a Quality School Survey and analyze results. We
get input from children on our Student Quality Surveys.
Mrs. Rollins trains the new officers for PTO/ SIAC. We wrote bylaws together to
articulate goals. Board members serve a two-year timeline, staggered so when some
are done with their terms the other half are just beginning their second year. Mrs.
Rollins keeps a close watch on Kindergarten and first grade classrooms and asks those
teachers for recommendations for new school-wide volunteers. Many parents continue
to volunteer all the years their children are at Highland. Some return even after that.
Teachers at Highland really want to know parents, grandparents, and caretakers. They
get to know the strengths and backgrounds of their parents and offer opportunities to
use their talents and abilities in helping students. For example one of our second grade
grandparent volunteers is a former reading coach. This volunteer provided an in-service
to the school reading aides on basic phonics and the “LETRS program.” Another
volunteer is a former art teacher who now comes into the classroom and works with
students on creating pieces of fine art. Our school is a happy, positive, exciting place,
and our volunteers enjoy being here. Also, displaying to parents they are valued
encourages them to come back again and again. Being visible to parents, always
greeting them with a smile and inviting them to visit is our secret.
We offer lots of celebrations and activities that welcome parents into the building
(F2). Our dramatic, exciting Math Blaster, Math Stars, Principal’s Honor Roll, and
ROAR celebrations are so much fun. The parents love to come.
Some strategies to give extra effort reaching out to parent partners involve scheduling
meetings and programs at times to accommodate busy parents. Because many of our
parents are both working outside the home, we show respect for them by having night
meetings with Booster club, PTO/SIAC meetings, parent conferences, school plays, and
classroom programs. We ask for parent opinions, in person, at these meetings and we
listen. Out of consideration we are aware that some adults had a difficult time in their
schooling experience, and we want everyone, adults and children, to realize that
Highland is a cheerful, fun, positive, welcoming environment for parents and children.
Our numerous partnerships help us to present that inviting atmosphere (E2, F2).
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F2. Education resources in the school and the community are used to extend
learning opportunities for students, teachers and families
Highland staff is not hesitant to reach out and form partnerships. We recognize the
added value these opportunities give to the learning of students, their families, and
teachers. We have enlisted the Phoenix Art Museum to teach line, form, color and
shape by visiting fourth grade four times each school year to discuss the 5 Cs, meaning
citrus, cotton, copper, climate, cattle, of Arizona in conjunction with an art project.
Our gifted students partner with Junior Achievement of Arizona to complete the financial
literacy program “BizTown.” This program teaches both personal financial literacy and
basics of creating a small business. Another partnership is with Arizona Science Labs in
Tempe. Our students participate in applied engineering sessions exposing students to
the Engineering Design Process and introducing scientific principles in physics. These
students and families benefit by recognizing possibilities for their future as well as
enjoying the experiences today.
Each year our school partners with Mesa Public Library to continue the tradition of
Battle of the Books as an extended learning opportunity. Our teachers provide extra
time for students to read, discuss the legendary books, and challenge one another as
they prepare for this event. At the end of the year we work with the library to encourage
all students to participate in summer reading programs.
Two examples of staff development are our partnerships with LCE in New York, (Part II,
A1) and OMA (Part II) prior. Our families with businesses help--for instance our Anti
Bully wristbands, and Yesteryear partnerships (B2). Past students have done Eagle
Scout projects at Highland, painting the map of the United States on the playground, the
alphabet on our Kindergarten playground, and leveling the brick pavers in our
amphitheater. Nearby Albertson’s donated $1000 in partnership; McDonalds and Sonic
are partners, as are many more.
We work closely with Community Education to provide after school programs in chess,
Keyboarding, Young Rembrandts artistry, Odyssey of the Mind, and Gymnastics.
Additionally our teachers have designed excellent after school programs. Lego Club
was founded by our teacher who partnered with Lego Company learning their creative,
designing program which enhances our after school student learners’ abilities in
engineering and analysis. She teaches two over-flowing groups of excited children each
week. Another teacher offered an after school dance class she designed. Still another
taught children to play the banjo. A former high school cheerleader offered classes
twice a week for our younger students and twice a week for older student cheerleaders.
That idea came from our parent population.
We partner with the community allowing external agencies to use our campus outside
regular school hours. Some use outdoor areas after school, evenings and
weekends. AYSO (Arizona Young Soccer Organization) plays on our field, benefitting
students in skills of soccer, teamwork conduct, and exercise. Volleyball and basketball
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practices and games are held at Highland during these times. Brownie troops regularly
use our facilities for meetings and events. Parent University holds classes here.
We have a strong partnership with Central Christian Church. They use our facilities for
sports and events. They are our evacuation site and have allowed us to hold plays there
(A1). We cooperate with parking, and their volunteer groups help us.
We strongly want to help families with their needs. Our school provides hearing and
vision screenings for students, and blood pressure screenings. In cooperation with
dentists we offer cleanings, sealants, and screenings and refer to thirty-six reduced fee
and community dental clinics throughout Maricopa County. Our school nurse teaches
classes regarding hand washing, hygiene, communicable disease education and
prevention, healthy habits, and growth and development. Every Friday deliveries
through AZ Brain Food are distributed to provide needy students with food for the
weekend.
We work in cooperation with a local church to provide gifts and food baskets to needy
families at Christmas. The school refers asthmatic students to Phoenix Children's
Hospital's Breath Mobile, a mobile asthma clinic for students without insurance. We
refer students without adequate insurance coverage who need to be seen for health
conditions to the Banner Clinic, Care Partnership, and for many other medical
resources, depending on need. Uninsured students are referred to the Lion’s Club and
other community agencies for assistance paying for eyeglasses. Three immunization
clinics offer vaccines free of charge to our students in need. We refer to Desert Vista
for very low-cost mental health treatment for uninsured youth. Highland gives free head
lice treatment shampoo and nit combs to families who are unable to afford treatment for
themselves or their children. If children fail the hearing exam we work with Mesa
Foundation to help.
At Highland whether classified or certified personnel we realize the importance of every
individual giving our best for our students and families. With a target desire to reach
every child, every day, we continue to care for the whole child.
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