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School Accountability Report Card
About This School
Contact Information (School Year 2017-18)
Last updated: 1/8/2018
School Description and Mission Statement (School Year 2017-18)
Richard E. Haynes Elementary School supports a student enrollment of approximately 806 students in transitional kindergarten through sixth grade. In addition, Haynes School has two pre-school classes, one primary SDC class, and one County SED class. The school is located in the city of Ontario in the Ontario-Montclair School District and serves a diverse student population of which 84.25% of students participate in the free or reduced lunch program and approximately 52.7% speak a primary language other than English. Haynes School has an active School Site Council, School Advisory Council, and School English Learner Parent Advisory Council. Haynes School supports student attendance through incentive programs as well as Saturday Attendance Academies that allow students to recoup absences. Haynes School supports student learning by providing highly qualified teachers and rigorous general education and special education curriculum, as well as interventions between the bells, at lunchtime (when possible), before and after school, and on Saturdays. Haynes staff members provide a variety of opportunities for parent involvement such as Coffee and Conversations, instructional workshops, Student Success Team meetings, Fall Festival, GATE Parent Meetings, Special Education Meetings, and student recognition activities. In addition, Haynes School is fortunate to have a high participation rate of parent volunteers, all of whom have participated in our OMSD volunteer training program prior to working in classrooms, supporting field trips or supervising children under the direction of certificated staff members.
The mission of Richard E. Haynes, a progressive and collaborative educational community, is to prepare each student to excel as a successful participant in an everchanging
society through a commitment to standards of excellence.
School-wide results of various district assessments in Math and Language Arts are reviewed by the Site Instructional Leadership Team and grade level teams at data and planning meetings. These teams review school-wide trend data in order to establish goals, identify focus standards, and develop instructional strategies to support student needs for the school year. The Site Instructional Leadership Team meets on an ongoing basis with the focus on identifying deliberate decisions and action steps that will be communicated to their grade level teams at data and planning meetings. These deliberate decisions and action steps are used to facilitate discussion and instructional focus in a professional learning community format (PLC) after each benchmark assessment, and during planning meetings that take place in between benchmark assessments. District pacing calendars in Language Arts and Math, as well as the Common Core State Standards and district assessment data, are used during these meetings to focus the instructional program. Data from Illuminate is made available to all staff members and is aggregated based on data need (EL students, significant subgroups, etc). The data accessed can also be broken down by grade level, teacher, class, program, and the individual student.
Grade levels identify goals for the year, each testing period, and individual students. Smart goals are Specific, Measurable, Attainable, Related, and Time-bound targets for student performance (grade level and school-wide). Progress toward those goals is monitored regularly through common formative assessments and/or classroom measures (SRI/ HM Phonics Screeners/ ESGI/ Reading Fluency). Interventions (Between the Bells & AfterSchool) are implemented to support student acquisition of grade level standards. Reading comprehension and English Language Development are areas of specific focus. Use of research-based strategies, such as those designed by Kinsella, Marzano, Stiggins, Flynn, and Hill are utilized. Use of graphic organizers and Advanced Thinking Maps serve to support and develop reading comprehension, as well as English Language Development and writing. Haynes School also has adopted a school-wide writing program to support written language for all students and build critical writing skills across the grades (Write From The Beginning).
Last updated: 1/19/2018
Student Enrollment by Grade Level (School Year 2016-17)
|Grade Level||Number of Students|
Last updated: 1/11/2018
Student Enrollment by Student Group (School Year 2016-17)
|Student Group||Percent of Total Enrollment|
|Black or African American||1.9 %|
|American Indian or Alaska Native||0.1 %|
|Hispanic or Latino||87.0 %|
|Native Hawaiian or Pacific Islander||0.5 %|
|Two or More Races||0.6 %|
|Student Group (Other)||Percent of Total Enrollment|
|Socioeconomically Disadvantaged||84.9 %|
|English Learners||35.0 %|
|Students with Disabilities||8.3 %|
|Foster Youth||0.2 %|
Last updated: 1/11/2018