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Our student attendance at Henry E.S. Reeves is steadily trending slowly but upward. Based on the EWS data, in the previous year we were at 45% of students with less than five days absent. As per this year's EWS data we are at 43% of students that have less than 5 days absent, which is a 2% increase.

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The Attendance Review Committee (ARC) closely monitored the daily attendance bulletin for the purpose of scheduling meetings to address excessive absences in the first quarter. The HERO interventionist monitored attendance data daily using the Power BI platform. The counselor met with students on a weekly basis to discuss attendance initiatives, and the importance of coming to school every day. 

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83% of students believe that teachers are knowledgeable about the subjects they teach. In addition, 80% stated that their teachers require them to work hard and believe that they can succeed.

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Teachers have fostered strong relationships with the students. They have created a culture of trust, mutual respect, responsibility and ownership of student learning. In addition, teacher student data chats have created a sense of ownership and accountability for their learning and increased student achievement in all core areas school wide.

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It worked because more events for parents and students were conducted throughout the school year. 

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100% of teachers said progress monitoring data is utilized throughout the school year to ensure students receive appropriate remediate/enrichment.

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Data Trackers, Data Chats, Data Shout Outs, Coaching Support and Planning

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82% of our students feel that their teachers feel like they have high expectations for their academic success and their teachers are knowledgeable within their subject areas. 

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It worked based on building strong teacher student relationships. Being transparent created trust by learning the social and emotional aspect of the whole child. Modeling to students how to take ownership of their data and intentional buy in through consistent intrinsic motivation helped us tremendously through our success. 

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The school climate survey showed 60% of respondents felt the environment is positive and supports learning. Teacher collaboration was at an all-time high, driving successful events and academic support efforts like Saturday School. Staff also worked together to implement meaningful student incentives.

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Student events helped reinforce that faculty and staff genuinely care about their success. Incentives like snacks, pizza parties, extended lunch Fridays, and more fostered a positive school culture. Teacher collaboration was key, with many supporting Saturday School and providing extra help. Celebrations such as ice cream socials and movie days recognized strong attendance and improved test scores.

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Student attendance has remained consistent with previous school year percentages. Students absent less than 10 days is at 61% compared to district at 59%.   

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School has hosted monthly attendance celebrations, and indicated attendance gains on an attendance board displayed in school's main hallway. This attendance board is updated weekly and organized according to grade level and classroom. Students are able to walk by and see how their classroom is performing with attendance. 

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100% of the staff knows the school's Area of Focus of the School Improvement Process

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Faculty/Staff were often reminded during Faculty Meetings about the SIP and its focus

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According to the climate survey, 86% of our students believe that their teachers and staff members  want them to succeed. 

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We created a positive school culture where all students have equal opportunities no matter their demographics. Administrators and Instructional Coaches conduct data chats and provide incentives to celebrate student success. 

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According to the school climate survey, 84% of students indicated that their teachers believe they can succeed, and 74% of students indicated that their teachers let them know how they are doing on their schoolwork. 

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The teachers have cultivated a culture where students feel supported and seen. They also provided our students with clear and timely feedback by checking for understanding and adjusting instruction to help students grow. In addition, they regularly celebrate their effort and progress.

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Our recent school climate survey results demonstrate exceptional principal support for staff. 100% of teachers reported feeling supported by the principal, indicating a highly positive and collaborative professional environment.

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Our principal's open-door policy and approachable leadership style ensure that staff concerns are addressed promptly and effectively. This commitment to accessibility fosters an environment where feedback is valued and acted upon in a timely manner. 

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Higher percentage of student involvement in participation of school events and incentives which encouraged students to "buy in" to more opportunities for success.

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It worked because it changed the school-wide atmosphere and culture for students and increased engagement allowing faculty and staff to highlight student achievements and successes.

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95% of our teachers like working our school 

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Our teachers enjoy working at our school because they feel supported, valued, and part of a strong team. They appreciate the consistent support from administration, including regular classroom visits, open communication, and access to resources that help them succeed. Professional development opportunities and a positive school culture also contribute to high staff morale and a shared commitment to student success.

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AMS Eagles

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According to the school climate survey, results indicates that 91% teachers like working at the school and staff moral is high.   

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Teachers and departments  organized various events to celebrate student and staff achievements. First Friday's fostered a cohesive atmosphere that encouraged staff to connect on a more personal level.

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DWAC Eagles

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According to the 2024-2025 Climate Survey, 93% of teachers and 85% of students indicate that they feel   safe and secure at the school.  

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DWAC implements clear safety procedures and protocols including regular drills and visible security measures.  We also encourage respectful and inclusive relationships among students, staff, and families.  In addition, administrators are proactive, responsive, and visible.   

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83% of our students demonstrates that counselors helps them with school and personal problems. 

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Counselors provide weekly one-to-one sessions, there is on call counseling when the student is in crisis and have mental health groups providing peer and teacher counseling. 

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Home of the Flagler Express

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The school climate aurvey results showed that 83% of students feel positive at our school and therefore this helps them learn.

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Students are recognized for their academic efforts and their behaviors. 

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According to the 2024-2025 EOY School Climate Survey, both students and staff responses indicate an increase in the overall positive school climate, especially regarding their views of the principal.

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At Miami Coral Park High School, absenteeism decreased by 15 percentage points (11 days or more).  

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Our team implemented new attendance reporting strategies to minimize errors as well as early interventions for students with increasing absences.

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Our success in achieving an 'A' school grade was rooted in a collaborative culture, which we initiated by empowering our faculty to create the school's theme. This foundational step secured complete teacher buy-in for a unified academic strategy that included using PM1 data for strategic grouping, providing targeted push-in/pull-out interventions, offering early morning tutoring, and fostering strong parent partnerships. This multi-pronged approach simultaneously built a positive, supportive culture and served as the engine for our academic success. The collective commitment of our staff and families, ensuring these data-driven strategies were implemented with fidelity, led directly to measurable increases in student proficiency and learning gains, ultimately closing achievement gaps and earning our A school grade.

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We're getting in the game! Every point counts.

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By intentionally rearranging teaching assignments, we were able to align each educator’s strengths with the needs of our students, creating a more collaborative, energized, and effective learning environment for everyone.

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Teachers were able to use their strengths to help our at-risk students accomplish their goals of moving on to High School. 

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According to the 2024-2025 school climate survey, our student attendance improved by 2%.

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We increased student activities and field trips inspiring students to come to school daily.

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School climate results indicated that 88% of staff members affirmed feeling safe at school and expressed enjoying working at our school, as well as, 92% affirmed that our Principal represents the school in a positive manner.

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The contributing factors supporting the set noted percentages include but are not limited to: ongoing team/departmental building experiences, cleanliness of school, staff affirmation of support for student equity, and staff affirmation in feeling respect from administration. For example, every school year administration gifts a theme based T-Shirt to wear on spirit days and/or homecoming events. Aside from teacher appreciation week, events occur through highlighted national days such as: - Love & Kindness Day - where treats & other incentives are gifted to express appreciation to staff and students.- Anti-bullying events - highlighting proactive solutions through spirit events, collaborative workshops, & social media challenges to promote positive student/teacher engagement (ex: Start With Hello Week- Instagram challenge: greet and intro a teacher you do not have and share through an IG post some fun facts about each other) - Community Partnerships - to further support in-class academic initiatives, provide increased exposure to students that enhance community support, awareness, & pride (ex: 305 Tours: taking students throughout local historic community tours, to enhance learning through hands on exposure & empower diversified instructional opportunities)

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90% of teachers indicate that students have equal opportunities regardless of demographics. 

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Students are rewarded and acknowledged of their academic achievements by holding honor roll ceremonies, weekly student appreciation notes, attendance incentives and are provided positive behavior support.

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According to the climate survey feedback from staff, 100% of our teachers agreed that all students have equal opportunities regardless of demographics.

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At Brownsville, we take a student-centered approach. There is apparent coherence across all content areas and programs that are reflective of all students receiving quality instruction, differentiated instructional strategies, various modes of learning, student interests and activities, and curating inclusive learning environments.

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According to the climate survey teachers indicated that 88% of the staff feels that they are treated with respect from the administration. 

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Creating a school culture that provides inclusive, clear, and cohesive best practices supports our teachers and strengthens our collaboration. This was evident in our monthly team meetings.

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Winston Park K-8

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School climate survey results showed 96% of our students  feel they receive a good education. 

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Our Teachers and Staff create a safe family oriented environment where students feel safe, feel seen, and feel heard as they engage in their daily classroom activities.

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School climate survey results showed 85% of staff members who feels the principal represents the school in a positive manner. 

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Our school leader, Mrs. Rivero, introduced several outside resources to the school to provide resources and donations to benefit students and teachers. 

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We Win When We Win

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Several in-house PD's were provided that included MINT Training (which was extended to resident staff), technology/software training, and school culture enhancements tailored to increase teacher collaboration and morale.

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95% of teachers indicate that small class size is an indicator for student success.

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Small class sizes allows for teachers to personalize individual instruction to meet student needs and have consistency in behavior management. 

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84% of staff believe that progress monitoring data is being used effective to ensure students are receiving appropriate remediation/enrichment.

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The school wide data chat form allowed teachers and students to track data and set goals effectively. 

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According to the school climate survey results, 84% of students reported that they felt teachers know a lot about the subject they teach.

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Compared to 2024 climate survey, students felt that teachers needed to be more prepared.  As a result more PD was provided to teachers and grade level planning was implemented with fidelity to ensure that the delivery of instruction was consistent and meaningful.

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Teachers felt supported and respected by our school administrators. Administration encouraged buy-in and provided opportunities to lead which allowed staff to actively invest in student success. 

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Teachers feeling respected and supported by their administrative team assisted in increased teacher attendance and satisfaction. This benefited student learning which contributed to overall success. 

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According to the school climate survey 89% of students feel safe in our school and 94% feel they can succeed.  Students also felt their teachers knew a lot about the subjects they teach.

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We promoted  a positive school culture and enforced clear behavior expectations throughout the school building.  Our students also had access to counselors and psychologists. Grade level collaborative planning to implement strategies developed in PLs also contributed to these sentiments. 

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A 5% increase in positive school culture was directly attributed to the staff recognition program, which celebrated faculty and staff based on national day or week observances.

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Nationally recognized days or weeks provided a structured and predictable way to show appreciation, boost morale, and foster a culture of appreciation, which ensured that no one felt overlooked. This consistency built trust and a sense of being valued.   

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100% of teachers and 96% of students feel safe and secure at school. 

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Our school resource officer is visible and consistently walking the halls. All of our school doors remain locked at all times and parents must be buzzed in by security to get into the front office. Additionally, we have numerous safety drills to ensure students and teachers feel safe. 

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According to the 2024-2025 School Climate Survey, 100% of teachers and 71% of students feel safe and want to come to school. 

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Everyone feels safe at our school because we practice our drills religiously, keep our doors closed and have an ever ready presence of our security monitors along with our SRO.  

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The School Climate Survey results indicated a positive perception of both teacher effectiveness and overall school safety. Students reported that teachers foster strong, supportive relationships and contribute to a welcoming learning environment. Additionally, teachers actively participated in professional development sessions focused on safety protocols, further reinforcing a culture of care and preparedness throughout the school.

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This approach worked because teachers were actively engaged in building positive relationships with students and committed to ongoing safety training, creating a supportive and secure school environment that students could trust.

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Staff is aware of safety and security. This topic is consistently communicated to the staff during faculty meetings. Our staff also follows the protocol on a daily basis. 

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79% of students feel they have equal opportunities regardless of demographics.

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Teachers make students feel safe and secure as well as treat them fairly.

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Flagami attendance rates exceeded Tier 1 and District averages. For example, students with 0-10 absences for Flagami was 69% compared to 59% for the district. 

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Flagami implemented school-wide incentive programs, regular parent engagement, and clear communication and monitoring.

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62% of our students feel like they are getting a good education. 

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We increased our academic focus, including interventions, DI, in the content areas.  We provided students with extended learning opportunities such as: Spring Break Academy, Saturday Academy, Afterschool tutoring, and accelerated curriculum. 

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Student attendance improved, 75% of students had 0-10 absences.  This data was significantly higher than the district and other T1 schools.

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Student attendance is a priority at Arch Creek which is emphasized to parents and students. We shout out class attendance daily, random student drawings, monitor attendance along with office staff, conduct daily calls and home visits, provide incentives along with the support of an Attendance  Interventionist.

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Attendance: The percentage of students that had 31 or more decreased 3%.

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The ARC consisted of a team that worked hard to meet with students and parents to assist them beyond the school site with any issues that effected their school attendance. 

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Principal/Administrative team is highly respected, approachable, and accessible. They have an open door policy and value teacher’s voice as well as celebrate teacher wins and provide support for areas of growth.

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Our staff feels valued and recognized as professionals and individuals.

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School climate survey results indicate that all students have equal opportunities, regardless of demographics.

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Our school's goals this past school year included increasing student recognition. We worked to honor our students' achievements via morning announcements, social media, special activities, and award ceremonies. They were recognized for attendance, behavior, academics, and athletics. Students received shout-outs, certificates, special in-school activities, and field trips.

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98% staff agreed on the climate survey that personnel work together as a team.

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Teachers worked together to create a positive environment.

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According to the school climate survey, 83% of the school's students surveyed believe that they can succeed in school. This is a significant increase from the previous year.

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The school is dediated to creating high expectations and celebrating successes. Several events are scheduled throughout the ear to recognize student hard work and endeavors.

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Our graduation rate increased from 94% to 99%.

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We saw an increase due to parent meetings, student contacts for expectations, and we introduced more incentives for seniors. 

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According to the climate survey feedback, 91% of staff reported that they enjoy working at the school.

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Team Building Activities during faculty meeting 

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Attendance:  The percentage of students that had 11-30 absences decreased by 6% from the previous year.

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Student attendance improved due to school wide incentives, recognition on announcements, classroom parties, and collaboration with our attendance interventionist and committee members. Attendance was emphasized to parents during quarterly data chats.  Students and parents felt highly incentivized to make attendance a priority. 

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The school has demonstrated positive trends in attendance sustainability, particularly for students with a moderate number of absences. A decrease in the percentage of students with 16-30 absences, moving from 29% to 27%. This indicates successful interventions and support systems for students who have accumulated a notable, but not chronic, number of absences.

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These results suggest that our strategies aimed at improving and sustaining student attendance are having a tangible impact, particularly for students who require focused attention to ensure consistent presence in school.

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Teacher at our our school missing 5 or more days is 29% as compared to the District average of 34%.  

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Teachers identify our school has having an overall positive climate that fosters learning.

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As compared to the district our students with 11 or more absences demonstrated an improvement of 4 percentage points.

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Themed monthly individual incentives, Shoutouts on school wide announcements and recognized in the quarterly honor roll assemblies.  

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93% of teachers and 83% of students agree or strongly agree that "I feel safe & secure at my school."

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Having a single entry point into the building; the presence of security monitors floating throughout the school bldg; reinforcing the use of uniforms & ID's; strong presence of our school resource/police officer.

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School climate survey results show that 83% of our students believe teachers make learning fun and interesting.   

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Teachers regularly create engaging instructional experiences for diverse learners that are applicable to the real world.

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Our 3rd Grade ELA proficiency increased from 58% to 72%. We focused on collaborative planning utilizing external experts to support ongoing professional learning with a shared focus in student achievement.

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Teachers planned and implemented targeted differentiation using data-driven grouping meeting diverse student needs and accelerated growth. Everyone shared strategies and aligned to BEST standards with external support to strengthen teacher expertise and rigor.

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Dr. Frederica S. Wilson/Skyway Elementary

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At Skyway, 54% of teachers have remained at the school for 10 or more years, a reflection of the strong sense of commitment and stability within the staff. This longevity is supported by consistent and meaningful administrator support, which fosters professional growth and collaboration. Additionally, a positive and inclusive school culture contributes to high morale and a shared dedication to student success. Together, these elements create a thriving educational environment where both students and educators can flourish.

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At Skyway, a strong sense of community and support underpins both student and teacher success. Teachers are actively supported with curriculum planning and implementation, ensuring they have the tools and guidance needed to deliver high-quality instruction. The school fosters a family-oriented atmosphere where teaching and learning thrive in a collaborative and nurturing environment. Teacher well-being is a priority, with positive reinforcement and regular celebrations of their successes helping to build morale and sustain motivation. This holistic approach contributes to a culture of excellence, stability, and shared purpose.

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After reviewing the School Climate Survey, it was revealed that 87% of our students feel that they can succeed at our school.  The students had unwavering support from all their teachers, Administrators, and parents.  We fostered an environment in which we were committed to family involvement, as well as offering extracurricular activities and opportunities to work with DADE Partners.  This generated school pride, which resulted in positive feelings about school and personal successes. 

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Climate survey data shows that 98% of teachers feel the overall climate is positive and helps students learn.  

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Teachers feel their ideas are listened to and considered (91%), personnel work together as a team, and administrators solve problems effectively (96%).  

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Values Matter School of the Year for Cooperation

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Building partnerships beyond our school community.

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Partnerships with other community stakeholders gave teachers and students the opportunity to participate in activities and events that fostered the growth of our school culture. 

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According to the 2024-2025 School Climate Survey, 80% of staff members felt that school personnel worked together as a team.  This is an increase of 27 percentage points from the 2023-2024 School Climate Survey.

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Increased communication, team building sessions, staff recognition/event/successes, and staff wellness initiatives.

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Student Attendance improved by 10 percentage points demonstrating that 46% of our students only had 0-5 absences throughout the whole school year.

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The Attendance Review Committee met with the parents regularly. Home visits were conducted and outside services were offered for parents. The Attendance Action Plan consisted of student incentives for attendance and the teachers monitored student attendance on a daily basis.

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The Teacher School Climate Survey results indicated that 98% of the teachers felt that they were supported by the school principal. 

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The school administration has an open door policy and are visible throughout the school building. Additionally, the teachers have a voice in the decision making process through surveys to solicit feedback and are active participants in faculty meetings by sharing best practices and generating ideas to best support students’ academic achievement.

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From 2023-2024 school year students with absences of 31 days or more decrease 5 percentage points.

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Schoolwide implementation of PBIS, GROWL expectations and early start.

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Go Barbara Goleman heads!!

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According to the Data Map our school had a 99% graduation rate.

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Our primary focus was to identify students before they became truant and targeted behavior that was causing poor attendance through meetings with parents, students, and counselors. In addition dual enrollment was started earlier and we held personalized counselor meetings to identify students that would benefit from advance academic classes.

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Dr. Marvin Dunn Academy for Community Education

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78% of teachers say that our commitment to our students is all of them. Also 100% of our faculty said that at faculty meetings we discuss instructional strategies and 90% say that we provide best practice sharing opportunities and provide feedback on instructional delivery.

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The teachers believe that they are fully given resources at the faculty meetings to improve their instructional strategies and that there are intentional efforts made by the faculty to help all of our students as a whole

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Based on the Climate Survey data 94% of teachers Agreed or Strongly Agreed that "Personnel work together as a team." 

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Meetings and Activities facilitated opportunities for teachers to unify and share practices and experiences that increased staff collaboration and morale. 

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Thomas Jefferson Biscayne Gardens K-8 Academy

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School Climate Survey results showed 94% of staff members felt professional development programs kept them informed of new educational strategies. Administration provided opportunities for multiple in-house professional developments regarding cross curriculum content and differentiated instruction, as well as teacher leaders participating in ICAD trainings to relay educational strategies to their team.

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This high level of satisfaction indicates that the school's professional learning efforts are both relevant and effective. Ongoing support and training help ensure that educators remain equipped to implement best practices in the classroom.

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Student attendance reflected a decrease in student absences for 31+ days by 1 percent school as represented on the data map. Results also showed a 3 percent increase with students having 0-5 absences. 

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Implementing student incentives helped to facilitate school-wide culture and expectations. Daily morning attendance announcement reminders in addition to our tiger dollar store encouraged students to attend school every day and in turn improved student attendance. 

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A notable cultural achievement is that 86% of the staff reported that all students have equal opportunities, regardless of their demographics.

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This positive outcome is attributed to intentional efforts to promote inclusivity through ongoing staff training, equitable policies, and a school-wide commitment to fostering a supportive and respectful environment for all students.

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Student Climate

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Students have a favorable view of school and teachers as per the school climate survey. 

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Students are nurtured by all adults they interact with. They are treated with respect from the minute they step foot into the building. Systems are in place so they know who to go to if in need. 

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Staff have what they need to drive improvement: data is shared (94%), resources are in place (100%), and progress monitoring is routine (75%).

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Professional Learning: 81% of teachers said that professional development on non-opt days met their instructional needs. Data Usage: 42% of teachers reported participating in data chats monthly, and 38% quarterly. Leadership Involvement: 42% of staff are supported weekly or monthly by teacher leaders using data. Instructional Walkthroughs: 19% of teachers have walkthroughs weekly, and 38% biweekly. Collaboration: 94% of staff participated in establishing action steps for school improvement.

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Blue and Gold Elegant Company Award Ceremony Instagram Post

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Students know that are held accountable for their learning. 

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Students received a lot of support provided through extended learning programs offered and were celebrated for their progress. Students had many opportunities where they were allowed to have input towards decision making as it pertained to school activities. 

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Over 85 % of Students and Staff  Feel Safe in the School

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Close-Knit Community; Staff Is Visible and Approachable

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JJCS Schoolwide Performance Initiative

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We created a shared testing and progress monitoring database for tracking and monitoring student gains. This shared database was adopted by 100% of the faculty.

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The database was created in a simple, intuitive format that allowed for quick adoption. Training was provided for the entire faculty with targeted training provided to faculty members who requested support or those who were identified through an accountability model. 

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99% of the staff feel that professional learning opportunities on non opt days were designed to meet instructional needs. We used the evidence from the PD needs assessment survey to identify professional learning needs of our staff. 

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Administration acted on staff feedback in visible ways through the provision of professional learning opportunities based on teacher needs. 

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School attendance data reflects that students with 16 or more absences decreased from 16% to 13% when compared to the previous year. This was achieved by implementing the Laser League mentoring group.

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This achievement was successful because students were monitored weekly by their mentor adult.  Also, we consistently communicated with parents in person, via phone and through letters in order to support them with issues pertaining to attendance.

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Around 80% of teachers responded to positively to 24-25 Teacher climate survey question, "I feel comfortable sharing my needs with the leadership team."

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Consistently remaining open and accessible to all staff members, monthly team building activities, and daily, weekly, and monthly shoutouts and celebration of successes. 

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One hundred percent of our staff likes working at our school.

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We have word together to develop a positive school culture by celebrating success and providing support.

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According to the climate survey, our school experienced an increase in staff moral 81% of the staff chose strongly  agree  

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Contributing factors include increased opportunity for social events, including book club, shout outs at faculty meetings.

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Our students feel that their teachers know the subject areas they teach well. 81% of the students surveyed strongly agree or agree with this statement. 

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The administrative team analyzes teacher performance to make scheduling decisions. 

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91% strongly agree and 3% agree that our new principal is an effective administrator, principal represents positively and demonstrates good interpersonal skills.

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The principal created a welcoming environment and supported teachers with data resulting in teacher buy-in.

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School Climate survey results show 95% of students at Ernest R Graham feel safe at the school.

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Availability of counselors allowed students to share concerns and create solutions with staff.  We adhered to safety protocols and utilized our security personnel and school resource officer to ensure our school is safe. 

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School Climate survey results showed 64% of our students believe that they can succeed in school.

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The students believe they can succeed because the teachers consistently offer equal opportunities to everyone. Whether it’s before school, after school, or during intervention sessions, the teachers are dedicated to supporting each student’s growth and helping them achieve greater success. This year, students were provided with individual iPads, enabling them to seamlessly continue their learning and complete their work from home. This access to technology has further empowered students to stay engaged and make consistent progress beyond the classroom.

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The climate survey shows that 93% of the student body feels they have equal opportunities.

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Our administration has worked to create a culture where stakeholders are heard. Students have an opportunity to propose clubs and activities. Intentional steps have been taken to make sure student representation from subgroups are represented and heard. 

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Based on the student climate survey, 91% of our students feel safe in the school. 

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Our faculty and staff created a positive and welcoming environment by greeting students daily. Administrators are always visible to all staff and students. 

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Students and Teachers beleive that all of our  students have equal opportunities.

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One of our school's goals this year was high expectations for students.  We aimed to increase student recognition via annoucements, social media, and in school.  More rewards for students for academic achievements and athletic achievement.  We also incorporated attendance rewards.

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95% of staff members report that the school provides a safe and secure environment.

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The implementation of new security procedures has contributed to the increase in these numbers. One example is the faculty parking lot now remaining locked at all times.

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At our school, 100% of personnel feel that the team works together.

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At our school, 100% of personnel feel that the team works together.  We conducted multiple team building activities and has consistent common planning. 

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This worked because it built a community. 

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School Climate Survey Results suggest that 82% of students report that teachers at Norwood make learning fun and interesting. We use evidence based practices such differentiated instruction, incentive based instruction based on all tiers of learning. In addition to, the promotion of student confidence and engagement in the classroom. 

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Teachers attended PD, built rapport with students and focused on student feedback. 

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100% of our faculty indicated that the overall climate at our school is positive and helps students learn.

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Our faculty and staff worked to prioritize the input of all stakeholders. This encouraged buy-in and support from community members at all levels about how to make our school function at its optimum.

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Student attendance improved from 40% to 44% with students missing 10 or less days. 

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School wide attendance incentives and rewards 

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100% of the staff feel that morale is high at our school and feel supported by administration. 

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Mutual collaboration, unity, and support of all staff members regardless of years of experience. 

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The majority of the students stated that they can succeed and that all students have equal opportunities. 

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Teachers are supportive and encourage students to always chase 100. 

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93% of students stated, " My teachers require that I work very hard for the grade I receive."

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We implemented a shared vision with our student.

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It required the students to take ownership of their learning.

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94% of the staff reported that they like working at our school./Teacher of the month incetives

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Teachers felt appreciated when recognized for their hard work and effort.  

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The Historic Booker T. Washington Sr. High

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Monthly teachers were recognized as Tornado of the Month and received a Golden Belt for bragging rights. Additionally, random incentives were given to teachers based on their interests. Teacher were excited to come to work and the data proved that when teachers are celebrated and feel appreciated, it impacts culture positively. 

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66% of students believe that teachers are knowledgable about the subjects they teach. 

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74% of the teachers have 10+ years of experience. 

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School climate survey results indicated that 81% of our student believed that their teachers require that they work hard for the grade they earn.

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Numerous recognition programs and events were implemented to celebrate student success including academic achievement and academic improvement. 