Harbins will work to ensure students and staff are provided with a learning environment that promotes relevant, authentic instruction for wellbeing through the implementation of Social Emotional Learning and Restorative Practices which builds an equitable and responsive school environment.

1. Culturally Responsive Teaching Strategies training through the GCPS Office of Staff Development.
2. School Counselors will provide all students with classroom guidance lessons as well as supporting specific student needs in small groups. 
3. Multicultural Committee meets and plans regularly to ensure all groups of students, staff, and families feel a strong sense of belonging and representation in the school.
4. Restorative Practice training throughout the year as a follow up to initial training last year.
5. PBIS Schoolwide recognition and support for each and every student.
6. Character Strong lessons incorporated by homeroom teachers during Morning Meeting.

School-level results of EES Survey themes:

School year 24-25 (Goal)

Student Belonging - 70%

Student Well-Being- 48%

Student Satisfaction- 50%

Staff Support- 75%

Family Survey Participation Rate- 18%

School year 23-24

Student Belonging - 69%

Student Well-Being- 46%

Student Satisfaction- 46%

Staff Support- 70%

Family Survey Participation Rate- 12%

For healthy learning and development to take place, students must feel safe and supported across all domains of development—academic, cognitive, social emotional, ethical, identity, and physical/mental health. This is more likely to happen when learning environments are structured in ways that support the whole child and are responsive to students’ strengths and needs.

1. SEL/Morning Meeting
2. MTSS/Kid Talk Process with monthly meetings and Digital Day check-ins.
3. Collaborative Learning Teams will analyze and disaggregate data to determine the next steps for planning and instruction.
4. Continue MTSS Implementation to support the academic and non-academic (behavior and attendance) needs of students and plan for targeted interventions in Tier 1, 1+, 2, & 3.
5. Identify academic and non-academic strengths, needs, and interests of each and every student to ensure whole learner, whole child focus.

Student Performance as measured by the 24-25 iReady ELA assessment- Meeting their Typical Growth Goal in grades 1-5 will be 58% and 55% in Math.

The percentage of students meeting their typical growth goal in the 23-24 school year in ELA was 55.9% and in Math 52.5%.

Average score greater than 4.25 on the AIR MTSS Fidelity of Implementation Rubric.

Have 16% of the school population identified as "gifted".

21-22- 10%

22-23- 11%

23-24- 14%

24-25  16%

Harbins will expand student opportunities to engage in high-quality, rigorous, and culturally relevant curriculum by providing all students with access to individualized instruction for enrichment and remediation on a continual basis.

1. Tiger Time is a dedicated intervention block in which each and every student is provided with opportunities for remediation and enrichment on a two/four-week rotational basis in the areas of Reading and/or Math.
2. DEAR Time- Reading Volume- Students will participate in DEAR Dismissal in which each and every student reads a book beginning at 2:35 and through dismissal.
3. Student Goal Setting- Teachers will set goals for students based upon iReady data and collaboratively guide students through the goal setting and attainment process.
4. Teachers will ensure that students are provided with books to read at home on a continual basis.
5. Support teachers will regularly monitor the progress of students in their support programs and share progress reports with students, classroom teachers, administrators, and parents.

Student Performance on the 24-25 Milestones ELA EOGs 3rd-5th will have 77% of students scoring in the Developing Proficient, and Distinguished range.

The percentage of students at these performance levels for the 23-24 school year was 71.8% and 70.9% in 22-23.

Student Performance at or above grade level on the Reading portion of Milestones will have 80% in 3rd grade, 85% in 4th grade, and 75% in 5th grade.

The percentage of students at these performances ranges in 23-24 were 85% in 3rd grade, 64% in 4th grade, and 80% in 5th grade.

Harbins will provide each and every student with daily plans for instruction that provide students with remediation and enrichment opportunities based upon formative assessment data.

1. Collaborative Learning Teams- Focus on providing teachers with opportunities for high quality, effective, and productive planning time
2. Implementation of Reading Instruction through EL Education
3. Math Instruction with a focus on Small Group Differentiated Learning
4. Reduce variability and increase the fidelity of High-Quality Tier 1 instruction implementation for all students, including targeted small groups, grade level curriculum, ongoing formative assessments, and progress monitoring.

Milestones Proficiency Rate (%P/D)

23-24 School year

3rd grade ELA- 55

4th grade ELA- 40

5th grade ELA- 57

5th grade Science- 55

24-25 School year (Goals)

3rd grade ELA- 56

4th grade ELA- 50

5th grade ELA- 55

5th grade Science- 58

iReady data-  

Baseline 23-24:

% Meeting Typical Growth 

ELA Grades 1-5= 55%

Math Grade 1-5= 52%

% Meeting Stretch Growth

ELA Grades 1-5= 36%

Math Grade 1-5= 31%

Goals 24-25:

% Meeting Typical Growth 

ELA Grades 1-5= 55%

Math Grade 1-5= 55%

% Meeting Stretch Growth

ELA Grades 1-5= 35%

Math Grade 1-5= 35%