• Category 2

    Selected in 2016

  • Grades: 6 - 12
    School Setting: urban
    Town Population: 0
    Student Enrollment: 1,625
    Student Demographics:

    Black/African American: 37.5%
    White/Caucasian: 19.2%
    Hispanic: 39.8%
    Hawaiian/Pacific Islander: 0%
    Asian: 0%
    Native American: 0%
    Other: 3.5%

    Teacher/Student Ratio: 1:25
    % Reduced Lunch: 78%
    % ELL Learners: 6%
    Founded: 1960
  • PRINCIPAL:
    Michelle Biel-Ondas
  • CONTACT:
    1670 175th Street
    Hammond, IN 46324
    219-989-7328
    mmondas@hammond.k12.in.us
Donald E. Gavit Middle/High School
Hammond, IN
We believe students can learn by creating a culture that is built on establishing authentic relationships where all (students, teachers, support staff, and parents) are certain of the same.
Describe specific programs in place to ensure that families are involved in the success of your school and students.
Every team/department holds two side by sides a year. This is where parents are encouraged to come and sit with their child and actively participate in class. Each team/department also holds two family nights a year. These dinners assist in cultivating the school and home relationships which are vital to our school’s academic success.
Describe the most successful activity your school has initiated to strengthen ties to your community.
Our Gavit Key Club assists Kiwanis in carrying out its mission to serve the children of the world. High school student members of Key Club perform acts of service in their communities, such as cleaning up parks, collecting clothing and organizing food drives. They also learn leadership skills by running meetings, planning projects and holding elected leadership positions at the club and district levels.
Describe your philosophy of school change or improvement.
At Gavit, we foster an environment in which learning occurs for all. All teachers and staff members believe that all students can learn and meet our high standards and expectations.
While recognizing that some students must overcome significant barriers, these obstacles are not seen as insurmountable. Students are offered an ambitious and rigorous course of study. Every member of the school promotes a 'Growth Mindset" that all students can succeed.
What is the single most important factor in the success of your school that others could replicate?
The implementation of Positive Behavior Interventions and Supports (PBIS) school-wide has been an integral factor in establishing a supportive environment. Through the promotion of our school-wide behavioral expectations of being respectful, responsible and engaged, we have shifted the culture to one that is student-centered. We have successfully created a culture that is focused on establishing authentic relationships where all stakeholders (students, teachers, support staff, and parents) support one another and believe that ALL students can learn.

Describe the program or initiative that has had the greatest positive effect on student achievement, including closing achievement or opportunity gaps, if applicable.
Gavit High School’s Advanced Placement Program has greatly increased the number of underrepresented students taking AP courses. Currently, twelve advanced placement courses are offered with over 280 students enrolled. Students who have traditionally not been exposed to such rigorous coursework are now engaging in challenging curriculum all while amassing the skill set needed to be successful in a post secondary world and in “life after Gavit.
Explain how Title I funds are used to support your improvement efforts.
Title I funds are used as a catalyst for change and school improvement. We use the funds to pay for portions of school staff salary, after-school and summer programs, instructional coach, and parent coordinators. Resource wise, Title 1 funds are used to support literacy and technology in our school. We've created classroom libraries and instructional classes/ programs to increase literacy for all. Using Title I funds to support the community school approach allows the school to coordinate efforts with community partners to address the social, emotional, and academic needs of the whole child.
Identify the critical professional development activities you use to improve teaching and student learning.
The development of our collaborative culture is designated
and protected time for teachers to meet and
collaborate during the regular school day. Collaborative time for teachers to undertake and sustain school improvement may be more important than equipment, facilities, or even staff development. It's a time in which teachers discuss practice, collaboratively design materials, and inform and critique one another. This sort of interaction appears necessary to continuing growth and improvement in the individual as well as to sustaining a successful school.
Describe how data is used to improve student achievement and inform decision making.
Assessment results are used to focus and improve instructional programs. A steady cycle of different assessments are consistently being collected by which teachers and administrators track student proficiency and progress to adjust curricula accordingly. After data analysis, we are able to identify students who need additional support . We then provide more support and instructional time either during the school day or outside normal school hours, to those struggling students. Teaching is adjusted based on frequent monitoring of student progress and needs.
Describe your school culture and explain changes you’ve taken to improve it.
ur school culture is one in which staff, students, administration and community members are all seen as life-long learners. There's an informal established relationship among all stakeholders. In our community, everyone is supported. Communication is respectful, and relationships are genuine among parents, children, teachers, and staff. Expectations and values are decided by the strengths and needs of our school. Everyone’s culture is respected, and differences are celebrated. Our school culture is successful because of the firm belief that ALL students can succeed.
Stats
  • Category 2

    Selected in 2016

  • Grades: 6 - 12
    School Setting: urban
    Town Population: 0
    Student Enrollment: 1,625
    Student Demographics:

    Black/African American: 37.5%
    White/Caucasian: 19.2%
    Hispanic: 39.8%
    Hawaiian/Pacific Islander: 0%
    Asian: 0%
    Native American: 0%
    Other: 3.5%

    Teacher/Student Ratio: 1:25
    % Reduced Lunch: 78%
    % ELL Learners: 6%
    Founded: 1960
  • PRINCIPAL:
    Michelle Biel-Ondas
  • CONTACT:
    1670 175th Street
    Hammond, IN 46324
    219-989-7328
    mmondas@hammond.k12.in.us