LIBERTY HILLS ELEMENTARY

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.

SCHOOL-LEVEL FACTORS

Positive behavior interventions and supports

At Liberty Hills Elementary, we believe positive behavior can be supported alongside the typical subject area learning we anticipate in the school setting. To accomplish this objective, we implement principles of the Positive Behavioral Interventions and Supports (PBIS) framework. In keeping with the PBIS framework, we emphasize clear expectations to ensure that everyone--students and adults alike--know what constitutes appropriate behavior in the school setting. These expectations are articulated in our Husky High 5: Be safe, Be respectful, Be safe, Work hard, Keep trying. We then focus on reinforcing students’ positive behaviors and contributions to a safe and successful school environment through multiple channels of student recognition. When misbehaviors occur, we have a consistent and clear school wide response that focuses on student agency, restorative justice, natural consequences, and skill development. Our efforts to implement these principles have helped to create a school culture of shared respect and responsibility. In the year since our program’s implementation, we have seen incidents of major disciplinary infractions and antisocial behavior decrease. During the 2019-2020 school year, we had a total of 22 office referrals for student behavior by October. At the same point in time in the 2020-2021 school year, we had 14 referrals. Year by year, student by student, we aim to see improvement and greater self-regulatory ability in our students.


SCHOOL-LEVEL FACTORS

Social and emotional support structures

A growing body of research indicates that education promoting social and emotional learning (SEL) gets results, and students participating in SEL programs show improved classroom behavior, increased abilities to manage stress and depression, and better attitudes about themselves, others, and school (CASEL, 2020). Through our own observations during our opening year at Liberty Hills, we took note that our students could benefit greatly from a common, cohesive, purposeful, and targeted approach to SEL. We look to the CASEL SEL Competencies framework as the basis of our well-being plan. It is a well-researched and well-rehearsed model that fully aligns with our district objectives. We also look to the EveryDay Strong campaign by the United Way of Utah County as a guide to help every child feel safe, connected, and confident. An on-site counselor, psychologist, and social and emotional support professional stand as key personnel that enable us to reach out to our students and address specific needs. We believe that a systemic, schoolwide approach to SEL will strengthen our school environment and support better social and academic outcomes for students. Our overall objective remains the same: improve students’ academic outcomes while bolstering their social and emotional competencies and overall well-being.