# data[].attributes.body
My school receives a rating of a 4 for question #1 on the rubric. Acknowledgement and celebration of diversity permeates the school and classrooms with frequent and varied examples.

# data[].attributes.body
We have a celebration during lunchtime for a variety of cultures. For example, on the Day of the Dead there was a food sale which allowed those of that culture to observe their holiday and those not of that culture to become more aware. In addition to the specific days, students from a variety of cultures are recognized for their work in the form of participation in school activities, "PLAID" attributes, or students success on the field or in the classroom.

# data[].attributes.body
In our family center, there are workshops for parents to become more aware of the problems that their children are dealing with. In the parent center phone calls with the teacher are translated along with student work by request. This accommodation also bleeds into the classroom with bilingual students. Specific accommodations are made to ensure their success in the form of providing resources such as dictionaries, access to google translate, or works already translated for them.

# data[].attributes.body
My school receives a rating of a 2 for question #4 "Do teachers work collaboratively to help all students?" on the rubric. There is minimal collaboration between general education teachers, special education teachers, and other support staff.

# data[].attributes.body
In the beginning of the year we receive "at a glances" for all students. Unfortunately it was a struggle to receive these in the beginning of the year. We are also not updated on progress or what are exactly the best ways to help. There is not much communication other than during IEP meetings.

# data[].attributes.body
There is little to no behavioral management systems that address various cultural differences at all.

# data[].attributes.body
My school receives a rating of a 4 for question #2 on the rubric: "Does the school have a Positive Behavioral support system?" The school has implemented a positive behavioral support system for all students, staff has been trained on its use, and school staff regularly discuss the effectiveness of school-wide positive behavior support interventions

# data[].attributes.body
My school receives a rating of a 2 for question #10 "Does the instructional team actively consider whether absence or parent/family mobility of the student of RCELD negatively impacts continuity of general education classroom instruction?" on the rubric. Excessive absences or family mobility were discussed by the instructional team, but there was no detailed analysis of the impact on continuity of general education classroom instruction for the student of RCELD.

# data[].attributes.body
When we meet every Monday for our PLC there is not much discussion on how this effects classroom continuity. We acknowledge its a problem, but spend more time planning instruction instead of focusing on how to remedy this problem.

# data[].attributes.body
There is little to no discussion on how this impacts continuity of general education classroom instruction between administration and instructional teams. We are not encouraged to discuss this during our PLC meetings. It is encouraged to look at specific data and how we can help all students, but there is not specific support or discuss on how to remedy the impact of absences or family mobility at the teacher level.

# data[].attributes.body
Part of the PBIS is establishing procedures that emphasize positive behaviors and consistently recognizes students for their good behavior. We have #PLAID which stands for pride, leadership, attitude, integrity, and determination. When a student shows this

# data[].attributes.body
As far as positive behavior support interventions, Highland has implemented a multi tiered system of support for students, Tier one is all students and all staff, tier two is for specific group of students who are either struggling academically, emotionally, or behaviorally. Support groups and restorative circles take place in this tier on a range of 6-12 weeks. In Tier 3 students get regular counseling, are in contact with a social worker, and receive additional support. Staff has been trained on how to refer a student to tier 2 and know that whatever goes on in intervention support is not to be discussed. We are allowed to know what topics were covered, but not specifically what our students discuss as it is confidential.