SELF-REPORTED INDICATORS

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.

INSTRUCTIONAL FACTORS IB Candidacy and Journey Towards Authorization T.O. Smith is excited to announce our candidacy to become an International Baccalaureate (IB) World School. We received candidacy status for the IB Primary Years Program (PYP) in August of 2021. We are now beginning the rigorous and exciting journey towards authorization. As part of this process, our educators are engaging in professional development that focuses on inquiry-based instruction, increasing our capacity towards effective technology integration, and engaging in collaborative learning with other Utah IB World Schools. The PYP programme is centered around the IB Learner Profile and international-mindedness. T.O. Smith is exploring what this will look like in our classrooms, collaborative meetings, and hallways and developing systems that will allow for increased student agency and ownership of learning. A primary focus this year is developing our ability to effectively facilitate inquiry-based learning through an ongoing book study, collaboration, and reflection on practice. This student-centric approach will allow all of our students to increase their self-efficacy and critical thinking ability.

EQUITABLE EDUCATIONAL OPPORTUNITIES Together We Create Our Learning Environment T.O. Smith has a foundation in evidence-based practice, collaboration, data-informed practice, and MTSS. These practices are enhanced and supported through student and teacher Social Emotional Learning and well-being practices. Our dedication to creating a positive, inclusive school-wide culture focusing on relationships and social-emotional well-being has shown that 86% of our students identified having supportive relationships at school. As a result, our students have gained the confidence to increase their abilities to be active learners who engage in rigorous expectations. T.O. Smith teachers are intentional about what we do and why; we celebrate students' successes and ability to stay in the struggle. Trusting in the tools and process, teachers and students see the outcomes of our positive culture. In classrooms and throughout the school, you can see the culture of social-emotional learning having an observable effect. For example, students' ability to meet high expectations has grown from 1.9 to 2.13 based on 2021-2022 observation data, and active learning increased from 1.19-2.13. With the social-emotional instruction paired with academic rigor, students have made significant progress from 1.64- 2.08 during classroom observations in their abilities to be more aware of their learning targets, set goals, and monitor their progress. At T.O. Smith, we work together to succeed.