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.

EQUITABLE EDUCATIONAL OPPORTUNITIES Rigorous Curriculum and Enrichment for All Salt Lake Center for Science Education (SLCSE) has long been a champion of innovative education that strives to meet the learning needs of every student. It is a science-focused school, but for any student, regardless of their interest in science, is a place where equitable access to opportunities is at the forefront of our work. Harnessing the strengths that come from diverse learners is at the heart of our success with students. SLCSE has eliminated all tracking. Students are organized into classes based on their grade level and classes are composed of heterogeneous groups of students. The curriculum is designed to maximize differentiation techniques within the class to meet the needs of students. SLCSE is an inclusion-model school; students with disabilities are mainstreamed and provided services within the general education classrooms. Disruption of tracking and homogeneous grouping of students extends beyond the composition of core classes. It is also evident in advanced level classes and extracurricular opportunities. Students participate in a trip to Washington D.C. Fundraising by the school community means that no student is excluded based on their inability to pay. Whether it's after school programming, overnight camping trips, or working in labs at the U, we strive to ensure all students have the opportunity to participate by dismantling potential barriers and constructing appropriate supports.

INSTRUCTIONAL FACTORS Student Well-Being Program SLCSE supports mental well-being and social-emotional learning for all students. In partnership with the University of Utah's College of Educational Psychology, SLCSE utilizes a tiered model of well-being support services to students. The aims of tier-one supports are to prevent the occurrence of mental health and social-emotional difficulties, reduce the stigma associated with mental health, and support the use of a common language when discussing mental health difficulties. Students participate in tier-one social-emotional learning work through the implementation of Yale’s Center for Emotional Intelligence’s evidence-based approach to social-emotional learning, RULER. Tier two well-being services include group therapy and counseling, and tier one well-being services include individual therapy, directly available on SLCSE's campus. The broad goals of the program are to reduce mental health concerns such as anxiety or depression, help students who experience trauma, neglect, or abuse, and increase resiliency and positive coping behaviors. Well-being is assessed through the Student Subjective Well-being Questionnaire and RULER surveys.