Estes Hills Elementary School
Mission and Vision
CHCCS and EHES' vision is equipping students to navigate the world and make a positive impact throughout their life’s journey.
CHCCS and EHES believe every individual’s unique background and culture enhance our schools. By providing students with a safe and joyful learning environment, we collaborate with families to create a community where all students, families and staff members feel affirmed and respected to develop their fullest potential.
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Instructional Excellence:Preparing Students for Life
Reading Goal: EHES student groups will meet or exceed targeted proficiency goals as outlined below on the End of Grade Reading Assessment as determined by the state by June 2024.
Math Goal: EHES student groups will meet or exceed targeted proficiency goals as outlined below on the End of Grade Math Assessment as determined by the state by June 2024.
Multi-Language Learner Acquisition Goal:Increase ML Language Acquisition composite from 45.0% to 48% or higher by June 2024.
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Creating a Culture of Safety and Wellness
School Culture Goal: Based on the Panorama student survey, the perceptions of the overall social and learning climate of the school will increase from 57 % to 66% by May 2024
Strengthening Family and Community Engagement
We will continue to utilize the family communication and involvement strategies to plan a minimum of 4 family engagement activities by June 2025.
Empowering, Equipping and Investing in Our People
EHES will increase the staff sense of belonging according to the Panorama Survey data from 64% to 70% in order for staff to feel valued, seen, heard and respected.
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2023-2024 Priority Indicators
A3.01: Instructional Teams use student learning data to identify students in need of instructional support or enhancement
A4.01: The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.
A4.06: ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.
C2.01: The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs
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Celebrations and Growth Opportunities
Celebrations:
Growth Opportunities:
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Reading Goal: EHES student groups will meet or exceed targeted proficiency goals on the End of Grade Reading Assessment as determined by the state by June 2025. All (69.6), Asian (57.4) Black (50), Latinx (50), MultiR (62.8), White (84.2), EDS (50), MLS (50) and SWD (50.0)
Math Goal: EHES student groups will meet or exceed targeted proficiency goals on the End of Grade Math Assessment as determined by the state by June 2025. All (77.3), Asian (79.6), Black (50.0), Latinx (50.0), MultiR (82.8), White (89.5), EDS(50.0), MLS (50.0) and SWD (50.0)
Multi-Language Learner Acquisition Goal:Increase ML Language Acquisition composite to 44.7% or higher by June 2025.
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Creating a Culture of Safety and Wellness: School Culture Goal
Based on the Panorama Student Survey, the perceptions of the overall social and learning climate of the school will increase to 64% by June 2025.
Decrease the overall chronically absent percentage from 7.6% to 6% by June 2025.
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Strengthening Family and Community Engagement
By June of 2025 a Family Engagement Policy will be created in order to better partner with families about curricular expectations and supports, solicit feedback about how our learning community can continue to grow, ensure that we are embracing inclusive and equitable practices.
By June of 2025, a minimum of 4 family engagement activities will be hosted.
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Empowering, Equipping and Investing in Our People
By June 2025, EHES will increase the percentage of staff who respond favorably to questions about professional learning on CHCCS Panorama Staff Survey from 47% to 60%.
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Title I Information
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2024-2025 Priority Indicators
C1.02: The principal plans opportunities for teachers to share their strengths with other teachers.
A4.16: The school develops and implements consistent, intentional, and on-going plans to support student transitions for grade-to-grade and level-to-level.
B1.03: A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other professional staff meets regularly (at least twice a month) to review implementation of effective practices
A4.06: ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.
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