Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.


MTSS to address student social/emotional needs

Emerson implements a multi-tiered system of support (MTSS) to meet the social emotional learning needs of students. Assessment results from the School-Wide PBIS (SWPBIS) Tiered Fidelity Inventory was used to develop and implement a systematic MTSS. Emerson implements school-wide positive behavior intervention supports (PBIS). Behavior expectations are defined, explicitly taught to students, and systematically reinforced through a variety of student recognitions. Behavior infraction data is used for decision making regarding areas in need of intervention. A formal check-in/check-out program available for students who need tier 2 behavioral support. Emerson's multi-tiered system also implements social emotional learning (SEL) practices. Students engage in mindfulness activities that teach how to manage their stress levels and be present and ready to learn. The Peace Path restorative practice is used to help students work through conflicts and repair relationships that may be damaged because of their behavior. Emerson implements community meetings in every classroom to build community, develop empathy, and check-in on students' mental health. Educators Handbook discipline data shows a steady decline in severe discipline infractions resulting in suspensions from 26 suspensions in 2017 to 14 suspensions in 2019. These layers of support are identified in Emerson's school improvement plan and are a priority to support the social/emotional needs of students.


Improving science proficiency and student growth

Emerson engages in a continuous focus on improving the percent of students scoring proficient and meeting individual growth goals in the area of science. Based on end-of-level SAGE and RISE assessment results in grades 4-6, Emerson is making significant gains. Science proficiency levels have improved from 36% of students in 2014 to 67% of students in 2019. Outcomes for low-income students have improved from 17% in 2014 to 54% proficient in 2019 and from 7% proficient in 2014 to 28% proficient in 2019 for students with disabilities. In addition, the SLCSD Five Year School Growth Report shows a shift in the percentage of students meeting the district growth goal from 57% of students in 2015 to 69% of students in 2019. Teachers continue to receive district training and work in professional learning communities (PLC) on effective practices to implement the new Utah Science SEED Standards which include cross-cutting concepts, math and engineering practices, and phenomena-based instruction. Teacher collaborative conversations in PLCs that are focused on student learning and effective instructional practices in the area of science are having a positive impact on student academic achievement outcomes at Emerson.