Highland Vision: We can stay positive, be mindful, and meet high expectations. We will grow academically, socially, and emotionally. We are future leaders. Description of School Setting and Process for Data Analysis Highland Elementary School, established in 2003, has been dedicated to providing quality education to students from PreK to 5th grade. In 2018/2019, Highland extended its educational offerings to include 5th-grade students, and currently, our institution has an enrollment of 437 stud…
ents encompassing grades K-5. Our student body is diverse, comprising approximately 70% of students of Hispanic descent, 28% of students with a white ethnic background, and 2% from other racial backgrounds. Within these demographics, student subgroups consist of approximately 50% English Language Learners (ELL), 60% eligible for Free and Reduced Lunch programs, 14% receiving Special Education services, and approximately 4% identified as Gifted. Given our student population, we proudly operate as a Title 1 School, benefiting from the Title 1 program, which provides valuable interventions and data-driven insights that guide our entire staff in serving our students effectively. The dynamic nature of our student demographics is closely tied to the economic landscape, with significant influences from the oil and gas industry. At Highland Elementary School, our overarching mission revolves around cultivating a secure and positive learning environment. We achieve this mission by fostering academic excellence through engaging learning experiences, nurturing social and emotional development, nurturing strong relationships between educators and students, and modeling exemplary social-emotional competence and interpersonal skills among our staff. Our commitment is to afford every student the educational opportunities they need and deserve to flourish today and to prepare them as future leaders. Our school's Unified Improvement Plan (UIP) is a collaborative endeavor, meticulously crafted by the Highland leadership team, district leadership, and incorporating valuable input from our staff. To develop our UIP, we analyzed local and historical data from assessments such as CMAS, iReady, and DIBELS, allowing us to identify root causes and focus on improvements in Reading, Math, and our different subgroups.
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.