Ira Harbison Elementary School A School in the National Elementary School District

Why Ira Harbison Was Selected

To identify a pool of high-performing schools we examined student and school performance data from 2002-03 through 2006-07. An overview of our methodology is posted on this website. Generally, we selected schools to highlight based on the following criteria:

• Substantially higher school performance than predicted: As indicated by a Similar Schools rank of 10 in 2006-07, Ira Harbison students are performing well above the levels of their peers in similar schools.
• Meeting or exceeding subgroup performance standards: Ira Harbison students in all subgroups are meeting or exceeding Adequate Yearly Progress (AYP) goals in both English language arts and mathematics.
• Sustained performance over time: Ira Harbison has never been identified for program improvement under No Child Left Behind and has met all AYP requirements. Furthermore, Ira Harbison has met all Academic Performance Index (API) targets across all subgroups.
• High poverty: 100% percent of Ira Harbison students are eligible to receive free or reduced price lunch.
• No selectivity in admissions: Ira Harbison serves neighborhood students within their attendance

Recognition of Ira Harbison's Success

Ira Harbison was nationally recognized in 2006 as a No Child Left Behind Blue Ribbon School and was named a Title I Academic Achieving School in 2007. Ira Harbison was also selected as a 2008 California Distinguished School.

Factors in Ira Harbison's Success

The principal at Ira Harbison attributes the school’s success to a well-defined plan for instructional improvement that emphasizes providing the support that students need to be successful. Through dedicated and knowledgeable staff, data analysis, and effective school leadership, Ira Harbison focuses on creating a culture of high expectations for student achievement.

Beverly Hayes, Ira Harbison’s principal of eight years, describes it as “a great place for students and a great place for staff.” She is committed to meeting the needs of all students by providing after-school tutoring and resource teachers to develop individualized performance goals for students and provide academic assistance. Hayes notes that using the California standards to guide instruction and utilizing differentiated instruction have been key factors in Ira Harbison’s success. Hayes also emphasized the role that parents play in supporting the school’s high expectations and noted that teachers communicate with parents regularly about student progress. District-wide early release days provide opportunities for staff to receive professional development and to collaborate around data to develop plans to increase student learning. The combination of strong instructional leadership and district support has fostered a positive school culture and instructional program that enables Ira Harbison to be a high performing school.

How Ira Harbison Organizes the School to Support Student Progress

• Develop a positive school culture: Ira Harbison staff emphasize character development and seek to teach students the skills to make good choices. The staff selects a school-wide character trait to focus on each month (e.g., responsibility, completing work), and teachers incorporate the month’s theme into class lessons. This creates a positive school environment and encourages good behavior.
• Set high expectations and celebrate success: Ira Harbison staff set high expectations and continually raise the bar as goals are met. Ira Harbison celebrates its accomplishments (e.g., electronic marquee to publicize accomplishments, newsletters, parent/community events, T-shirts for staff and students, and recess celebrations with food and extra recess time) and uses them as motivation to continue achieving at high levels.
• Communicate performance goals to parents: Ira Harbison holds Student Assistance Team meetings with parents of struggling students, and includes the child’s teacher, principal, resource specialist, language arts specialist, and other support staff. During these meetings, they work together to develop a plan to assist the student and give parents suggestions for how to support their child. Teachers also share assessments and data with parents to identify the student’s strengths and weaknesses. These meetings are usually scheduled on Fridays based on teacher referrals but can be moved to accommodate parents’ schedules.