Harbins will work to ensure students and staff are provided with a learning environment that promotes a strong sense of belonging paired with relevant, engaging instruction for wellbeing through the implementation of Social Emotional Learning, Positive Behavior Supports and Interventions, and Restorative Practices which builds an equitable, supportive, and responsive school environment.

1. Professional Learning with the Office of Staff Development in the areas of cultural awareness, cultural responsiveness, and creating a culture of belonging.
2. New Teacher Induction program, supports new to Harbins and new to teaching staff members with information, meetings, and opportunities to observe colleagues throughout the school year.
3. Festive Fridays for staff, Tiger of the Month recognitions for students, Interest Group meetings monthly for staff, and consistent two-way communication with Instructional Leadership Team members contribute to the culture of belonging at Harbins.
4. School Counselors will provide all students with classroom guidance lessons as well as supporting specific student needs in small groups.  School Counselors will also leverage partnerships with community organizations to provide additional supports for students and families.

Goal for 25-26

Results for 24-25

Harbins will work to ensure students and staff are provided with a learning environment that promotes a strong sense of belonging paired with relevant, engaging instruction for wellbeing through the implementation of Social Emotional Learning, Positive Behavior Supports and Interventions, and Restorative Practices which builds an equitable, supportive, and responsive school environment.

1. Professional Learning with the Office of Staff Development in the areas of cultural awareness, cultural responsiveness, and creating a culture of belonging.
2. New Teacher Induction program, supports new to Harbins and new to teaching staff members with information, meetings, and opportunities to observe colleagues throughout the school year.
3. Festive Fridays for staff, Tiger of the Month recognitions for students, Interest Group meetings monthly for staff, and consistent two-way communication with Instructional Leadership Team members contribute to the culture of belonging at Harbins.
4. School Counselors will provide all students with classroom guidance lessons as well as supporting specific student needs in small groups.  School Counselors will also leverage partnerships with community organizations to provide additional supports for students and families.

Goal for 25-26

Results for 24-25

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. Kid Talks collaboratively facilitated with administrators and MTSS coordinator.
2. The MTSS Leadership Team meets on a regularly scheduled basis to review student data and discuss student interventions and progress monitoring.
3. 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.
4. Support Staff provide detailed information on a quarterly basis regarding intervention data and student progress.

Goals for 25-26

Results from 24-25

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. Kid Talks collaboratively facilitated with administrators and MTSS coordinator.
2. The MTSS Leadership Team meets on a regularly scheduled basis to review student data and discuss student interventions and progress monitoring.
3. 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.
4. Support Staff provide detailed information on a quarterly basis regarding intervention data and student progress.

Goals for 25-26

Results from 24-25

Harbins will expand student opportunities to engage in high-quality, rigorous, and culturally relevant curriculum by providing all students with access to data-based small group 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 three-week rotational basis in the areas of Reading and/or Math, with one week in the three-week being dedicated to writing.
2. Student Goal Setting- Teachers will set goals for students based upon iReady data and collaboratively guide students through the goal setting and attainment process.
3. Support teachers will regularly monitor the progress of students in their support programs and share progress reports with students, classroom teachers, administrators, and parents.
4.  Teachers will engage in structured planning and learning two times a week in instructional coach led Collaborative Learning Teams. 

Goals for 25-26

Results from 24-25

Harbins will expand student opportunities to engage in high-quality, rigorous, and culturally relevant curriculum by providing all students with access to data-based small group 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 three-week rotational basis in the areas of Reading and/or Math, with one week in the three-week being dedicated to writing.
2. Student Goal Setting- Teachers will set goals for students based upon iReady data and collaboratively guide students through the goal setting and attainment process.
3. Support teachers will regularly monitor the progress of students in their support programs and share progress reports with students, classroom teachers, administrators, and parents.
4.  Teachers will engage in structured planning and learning two times a week in instructional coach led Collaborative Learning Teams. 

Goals for 25-26

Results from 24-25

Harbins will provide each and every student with daily plans for instruction that engage students with high quality tier 1 instructional strategies and high leverage practices.

1. Professional Learning and Administrative Feedback will focus on GTES Standards 2, 3, 4, and 8.  Highlighting instructional planning and strategies, differentiated instruction, and academically challenging learning environments.
2. Reduce variability and increase the fidelity of High-Quality Tier 1 instruction implementation for all students, including targeted small groups, on grade level work, ongoing formative assessments, and progress monitoring.
3. Instructional Coaching will focus on "micro" coaching cycles that target a specific area and work within a 3-5 week timeframe. 
4. Data review and administrator led strategic planning surrounding grades, formative assessments, common assessments, and teacher observation.

Goals for 25-26

Results from 24-25

Harbins will provide each and every student with daily plans for instruction that engage students with high quality tier 1 instructional strategies and high leverage practices.

1. Professional Learning and Administrative Feedback will focus on GTES Standards 2, 3, 4, and 8.  Highlighting instructional planning and strategies, differentiated instruction, and academically challenging learning environments.
2. Reduce variability and increase the fidelity of High-Quality Tier 1 instruction implementation for all students, including targeted small groups, on grade level work, ongoing formative assessments, and progress monitoring.
3. Instructional Coaching will focus on "micro" coaching cycles that target a specific area and work within a 3-5 week timeframe. 
4. Data review and administrator led strategic planning surrounding grades, formative assessments, common assessments, and teacher observation.

Goals for 25-26

Results from 24-25