UIP Narrative Description The Haven School Administrative Team consists of a principal and a dean of students. The Wellness Team consists of 1 counselor, 1 social worker, 1 nurse and 1 health tech. The Instructional team consists of 1 kindergarten/first grade teacher, 1 second/ third grade teacher, 1 fourth/ fifth grade teacher, 1 middle school ELA teacher/ electives for grades sixth through eighth, 1 middle school math teacher/ electives for grades sixth through eighth, 1 middle school science …
teacher/ electives for grades sixth through eighth, 1 middle school social studies teacher/ electives for grades sixth through eighth, 1 high school ELA teacher for grades ninth through twelfth, 1 high school math teacher for grades ninth through twelfth, 1 high school science teacher/ electives for grades ninth through twelfth, 1 high school social studies teacher for grades ninth through twelfth, 1 high school electives teacher for grades ninth through twelfth. Teachers are formally evaluated 1-2 times per year and informally a minimum of 2 times per year. Special Education is supported by 1 Special Education Resource teacher. Curriculum The Haven School?s K-12 curriculum is Accelerate Education which supports our enriched and virtual models of instruction. Tiered intervention supports are provided by Orton Gillingham in grades K-5 and IReady Reading and Math K-8. We use small group instruction both in person and virtual for all grade levels. Teachers have designated virtual office hours, and our Friday schedule is designed to provide tiered intervention and support for students K-12. Social Emotional Learning The Haven uses Second Step as our SEL curriculum. The Second Step program provides teachers resources that help kids build the skills they need to succeed. Classroom teachers provide both whole group and tiered instruction focused on growth mindset and goal setting, emotional management, empathy and kindness, and problem solving. The Haven is also a No Place for Hate school. No Place for Hate is a student-led school climate improvement program which is tailored to our school's unique culture and needs. The goal is to fight bullying, bias, and hate using different strategies to foster inclusivity, respect, and equity. PBIS The Haven implements Positive Behavior Intervention Support. Schoolwide expectations are taught school-wide through the acronym P.A.C.K, Perseverance, Accountability, Connection, and Kindness. Students are rewarded points by demonstrating PACK behaviors in in-person and in the online classroom environments. As students accumulate points, they are able to purchase items from our PACK store as a reward for positive behaviors. Students identified as needed tiered behavior supports and intervention are provided supports as determined by our RTI process. Mission Statement At The Haven School, students at all levels experience learning through individual and collaborative opportunities, guided by teachers who provide personalized instruction, mentorship, and partnership with families. Pathfinders are encouraged to challenge themselves, grow from mistakes, and engage in field experiences to connect with the broader community and explore the diverse world around them. Vision Statement To create a safe, innovative learning community that fosters personalized education, collaboration, and diverse skills to prepare students for the modern world. Goals for Students  The Haven School students demonstrate they are Part of the Pack through: Perseverance, Accountability, Connection, and Kindness. Support Services The Haven School provides specialized individual services in ELL, Gifted and Talented, and Special Education. Demographics The enrollment at the Haven School is approximately 223 students in grades K-12. Our Free and Reduced Lunch Rate (FRL) is 39%. The student body consists of 124 female and 99 male students, 49% White, 33% Hispanic, 23% two or more races, 6% black, .4% Asian, .4% Native Hawaiian/Pacific Islander, and .4% American Indian/Native Alaskan. 7% of our student body comes from military families. Extended Learning Opportunities Students at The Haven School are offered many extended learning opportunities. Quarterly Pathfinder Days provide students with hands-on learning opportunities. High school students are offered the opportunity to participate in CTE courses and work-based learning.  Parent involvement At The Haven, parent involvement is key to the success of our students. Parents are considered Learning Coaches responsible for creating a workspace free from distractions, setting daily schedules with their child, assisting in ensuring all activities are up to date on weekly pacing guides, and maintaining communication with teachers. The Building Accountability and Advisory Committee (BAAC) is also an opportunity for parents to be involved in the decision-making process for the school.
Accredited with Distinction - This is assigned to the highest performing districts. These districts are meeting or exceeding expectations on the majority of performance tasks.
Accredited - Districts with an overall rating of Accredited are meeting expectations on the majority of performance metrics.
Accredited with Improvement Plan - These districts are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Accredited with Priority Improvement Plan - These districts are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Turnaround Plan - These districts are identified as among the lowest performing districts in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Insufficient State Data - These districts are assigned this accreditation rating when the state does not have enough data to report publicly. To better understand why a district received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.
School Ratings
Performance Plan - Schools with a Performance Plan are meeting expectations on the majority of performance metrics.
Improvement Plan - These schools are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Priority Improvement Plan - These schools are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Turnaround Plan - These schools are identified as among the lowest performing schools in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Insufficient State Data - These schools are assigned this plan type when the state does not have enough data to report publicly. To better understand why a school received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.