• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1971
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    691
    Race/Ethnicity (%)
    African American....................... 3.7
    Hawaii/Pac. Islander.......................... -
    White.............................. 79.5
    Multiracial...................... 5.6
    Hispanic......................... 5.4
    American Indian/AK....................... -
    Asian.............................. 5.4
    GENDER (%)
    Male................................ 50.2 
    Female........................... 49.8
    Special Services** (%)
    FARMS........................... 7.0
    504.................................. 4.5
    Special Ed..................... 9.8
    LEP................................. 1.5
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 2010, 2013; 2010 - Walls built to form classrooms, 2013 - Kindergarten addition

Oak Hill Elementary School

Strategic Plan Indicators

  • After each school leadership team reflected on its school culture, community, and the key contributing factors to student growth, they used this information to select the Strategic Plan Indicators that would have the greatest positive impact for their students.  Each school was directed to select two to six indicators on which to focus during the 2018-19 school year.  Certainly, we all know that if we focus narrowly and deeply, we are more likely to realize positive results.  The indicators that this school’s leadership team selected are noted below.

  • Strategic Plan Indicator(s) Chosen by the School - 3, 6 (expand to view details)

    View Full List/Descriptions of Indicators

    Indicator 3. INCREASE THE USE OF RESTORATIVE PRACTICES IN SCHOOLS AND OFFICES

    Indicator 6. INCREASE THE PERCENTAGE OF STUDENTS IN GRADES 3-8 WHO MEET OR EXCEED EXPECTATIONS ON STANDARDIZED READING, LANGUAGE ARTS, AND MATHEMATICS ASSESSMENTS

Strategic Journey

  • Throughout the next 3 years, schools will focus on their chosen Strategic Plan Indicators as the drivers to increase student engagement and achievement within their schools.  They will choose strategies to help them grow or increase within each indicator and will monitor and evaluate the student and school changes that take place along the journey.  Below you will see what this school imagines their students and school to look like in 2021 after having focused and worked on their chosen indicators for three years.

Our Vision of Success: 2021

  • Daily conferring during Guided Reading is driven by research of the student.

    - Planning includes text dependent questions during and after explicit comprehension, interactive read aloud, and guided reading.

    - Teachers analyze units of study pre-assessments to form and teach strategy writing groups.

    - Vertical team plans for text-level characteristics.

    - Teachers collect and analyze data from Guided Reading (conferring and running records).

    - Teachers observe colleagues learning applications and best practices from one another.

    - Staff work together to help each other when the Guided Reading F & P level is different than the expected grade F & P levels - Staff learned from each other by visiting each other's classrooms and gained ideas to implement into their room

    - Students enjoy reading outside the classroom (bus, recess, home, lunch, etc.)

    - Students are growing with their reading skills

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    Standards of Mathematical Practices being referenced by teachers and students - Formative assessments being utilized to differentiate instruction

    - Creating a CRA Continuum Map based on standards

    - Increased modeling by staff and students

    - Questioning students to help move students through the CRA continuum

    - Student perseverance on problem solving

    - Students use the Standards of Mathematical Practices outside of school (bus, lunch, recess, home)

    - Students call each other outside of school to help one another with difficult math problems

    - Students talk about math tools that they use at school to help them solve math problems

    - Students are able to explain their thinking or model math outside of school

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    - Morning Meetings taken place everyday

    - Weekly newsletters sent home

    - Recognition of students who earned the IB Learner Profile in monthly newsletters

    - Increase in positive phone calls home to parents

    - Parents feel more connected through increased communication from the school

    - Parents get good phone calls and other positive communication from staff

    - Students are recognized for making good choices and following the rules

    - Their child and they feel more connected to the school and know what's happening

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    - Morning Meetings take place everyday

    - Staff know who I am and care about me

    - Students are recognized for good behavior

    - Students have a trusted adult they can talk to or go to if needed

    - There are better relationships with students to staff and students to students because of Morning Meeting