• Overview

      Grades K-3

      • Grades K-3 Academics

        A strong foundation of learning in the primary grades leads to life-long learning success. We provide a strong foundation by providing high quality instruction aligned to the rigor of the state standards grades kindergarten through three. Classroom lessons are planned and implemented for reading, writing, mathematics, science and social studies with an expectation of high student engagement. Opportunities for collaboration and conceptual understanding of learning are incorporated into the lessons and assessments. Teachers frequently check for understanding to ensure every child is learning and achieving.

        Our K-3 Benchmark Advance Program is comprehensive in all realms of learning to read and includes embedded writing components. Investigations Math and FOSS Science are used and both are inquiry-based programs.

        Our core mission is to ensure that every child is achieving either at or above grade-level in each subject area. Our programs are designed to quickly and effectively identify remediation and enrichment opportunities through database, decision-making. Through math and literacy academies, instruction is customized to meet the needs of each child.

        To continue building and sustaining our collaborative learning community, teachers meet regularly within and across grade levels and participate in professional development. Teachers drive their professional development in the true spirit of collaboration by meeting across grade levels and by content area to grow professionally and in turn drive student achievement.

      Grades 4-6

      • Grades 4-6 Academics

        High-quality instruction aligned to the rigor of the state standards continues in grades four through six. Classroom lessons are planned and implemented for reading, writing, mathematics, science and social studies with increasing expectations for student engagement.

        Opportunities for collaboration and presenting conceptual understanding of learning in multiple ways are incorporated into the lesson and assessments. Teachers frequently check for understanding to effectively meet the needs of all students. Our 4-6 classrooms are departmentalized: reading and social studies instruction are provided by one teacher in each grade level; inquiry based mathematics and FOSS Science are taught by a second teacher in each grade level.

        Students read both quality literature and informational text. The emphasis is on critical thinking skills to make connections to and across texts as well as citing text to justify responses. Writing is embedded in all content areas. Our core mission is to ensure that every child is achieving at or above grade level in each subject area. Our intervention programs are designed to quickly and effectively identify remediation and enrichment opportunities for each and every child through data-based, decision-making. We believe that with strong, effective instruction children will grow. 

        Our core mission is to ensure that every child is achieving at or above grade level in each subject area. Our programs are designed to quickly and effectively identify remediation and enrichment opportunities through database, decision-making. Through math and literacy academies, instruction is customized to meet the needs of each child.

        To continue building and sustaining our collaborative learning community, teachers meet regularly within and across grade levels and participate in professional development. Teachers drive their professional development in the true spirit of collaboration by meeting across grade levels and by content area to grow professionally and in turn drive student achievement.

      Grades 7-8

      • Grades 7-8 Academics

        The Emerson Middle School program is based on research of best practices for middle level students ages 11-15. Our program promotes a sense of self-actualization, the realization of one’s own talent and potential that serve as a motivation for success. We promote this through the development of the whole child: physical development, cognitive-intellectual development, moral development, psychological development and social-emotional development. 

        Program highlights include: 

        Student-Led Conferences 

        Students hold student-led conferences with their guardians to share their growth three times per year. Conferences last from 30-45 minutes. Throughout the school year students build an electronic portfolio that consists of work in all classes. The work is evidence of their strengths, needs for refinement, growth and mastery. Their portfolios include short-term and long-term goals for high school and beyond. The process of student led-conferences develops a student’s cognitive-intellectual development by increasing authentic responsibility for their learning. Most importantly, the process of building the portfolio builds the capacity in students to be reflective about themselves as students, which traditionally was the role of the teacher. At Emerson, we prepare and empower our middle school students to organize, plan and facilitate these conferences themselves. 

        Advisory 

        Five days a week students have a class called Advisory. The advisory period is an opportunity for students to establish a meaningful relationship with an adult at school in a different capacity than in an academic class. It is also a chance to build relationships with other students in our middle school community. Students have the same advisor for their two years in middle school. Their advisory teacher (advisor) will lead them in lessons and activities that address their transition to middle school (7th grade) and high school (8th grade), community building, and community and service learning projects. Advisors help students track their grades and academic progress and make plans for completing work. The Advisory period serves as a catalyst for many aspects of a student’s growth, particularly their moral and social-emotional development. Themes for advisory curriculum may include the following topics: identity, maintaining healthy relationships, peer-pressure, bullying, stress and anxiety, and how students fit into the school, local and global community. 

        The purposes of our advisory program: 

        1. To ensure students have time and opportunity to build positive relationships with the school community. 
        2. To ensure students develop a sense of responsibility through learning organizational skills and personal academic monitoring with an adult. 
        3. To explore each student’s personal interests through high school and career preparation. 
        4. To ensure all students develop personal responsibility through awareness of their individual identity and responsibility to a larger community. 

        Exploration 

        Over the course of a student’s two years in middle school, they will be required to participate in all of the different non-core classes that we offer (i.e. art, choir, world drumming, physical education, coding). Research shows that middle level students need an opportunity to explore, as they may not know exactly what their passions and talents are. Students select one elective class for the full year and another elective class is assigned and they switch every trimester. 

        Also, in both 7th and 8th grade, middle school students participate in out of town fieldtrips that provide an opportunity to explore content as it applies to the real world. 

        Project-Based Learning 

        The middle school teachers are committed to implementing project-based learning (PBL). PBL is a teaching methodology that allows students to acquire a deeper knowledge of content through exploration of real-world challenges and problems. This approach to teaching is very student-driven and promotes teaching and learning that crosses multiple content areas. 

        Block Scheduling 

        We are committed to block scheduling. This means that students will have their core classes (math, science, language arts and social studies) for two-hour blocks. The benefit of the block schedule is that it provides a more in-depth exploration of concepts. Additionally the blocks allow for projects, science experiments, social studies simulations and time for students to explore content and work independently. Our block schedule also includes a physical activity break daily to help students get active and jump-start their brains in the mid-morning.

      • Art, Music & Physical Education

        Arts and physical education classes are an integral part of our curriculum at Emerson School. Although many school districts have cut these programs, we believe in the education of the whole child and know that arts and physical education lead to a balanced curriculum for learning. All students participate in art, general music, and physical education weekly. Instrumental music is offered to our students in grades 4 through 8. All lessons are driven by the special area state standards. Our special area teachers collaborate with classroom teachers to provide cohesive cross-curricular learning whenever possible.

        Fine arts include: paint, oil pastels, charcoal and clay with an on-site kiln.

        General music explores reading music, rhythms, keyboard and pre-instruments with recorders for our 3rd grade students. Our middle school electives include world drumming and choir. Instrumental Music provides students with interests in either band or orchestra instruments.

        Our physical education program emphasizes teamwork and good sportsmanship throughout the curriculum.

        Flexible Learning Environment

        We know children learn in different ways. Part of Emerson’s regular instructional practice is providing flexible learning activities in the manner children learn best, through content and the classroom environment. Students understand they have choices to maximize their growth in learning.

        Children receive instruction and have opportunities to demonstrate learning:

        • Using visuals, language, technology
        • Kinesthetically, mathematically, collaboratively, individually

        We view classroom furniture as a tool for instruction and learning. The design of our classrooms makes available different learning environments within one classroom setting:

        • Mobile furniture – on casters for easy reconfiguration
        • * Multiple settings – table and chair, floor table, puzzle table, standing table

        * Seating – desk chairs, stools, soft seating

        Holistic Student Support

        Emerson School, grounded in equitable practices, we accept, respect, and celebrate diversity within our community. Our support for students and families is strategic and intentional in recognizing the value of cultural diversity. Communication with families is key to providing collaborative and consistent support for our children; the right support for that child at that point in time. Our goal is to maximize time on task in every classroom and for every student. This happens when all the non-academic needs of a child have been met and they are immersed in a caring, nurturing, positive classroom and school-wide environment.

        Programs we have in place to support your child include Positive Behavior Interventions & Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and partnerships with community members to build self-awareness, empathy, and self-confidence. Our PBIS program focuses first and foremost on recognizing and reinforcing positive behavior in our classrooms. We teach and reinforce skills for being Responsible, Respectful and Caring. The emphasis is on the strengths and positive behaviors of our students. This is a tiered system of support meaning struggling students are provided with individualized supports. Other schools may focus on punishment and strict discipline. Although we know how to implement strict procedures when needed for safety, we also know there is a significant body of research indicating that a focus on positive behavior and addressing a student’s strengths produces much more positive results. We invite you to learn more about the system. Consistency between school and home allows both of us to support our children’s needs.

        MTSS is a team-centered collaboration to meet needs of students who are not yet meeting the classroom expectations: academic, behavioral and/or emotional. The team includes the principal, social worker, school psychologist, reading and math interventionists, classroom teacher, parent or guardian and any other staff member who can provide insight based on student interactions and observations. This is also a tiered system of support for students not yet meeting expectations. The support may be a small group of individualized based on the needs of the child.

        Partnerships with the community include Gabriel’s Angels, Yoga 4 the Classroom, Mindfulness, Playworks, and Caring Coalition. Gabriel’s Angels provide pet therapy in small group settings and include a literacy component. Yoga 4 the Classroom and Mindfulness teach our students calming and focusing strategies. Playworks focuses on inclusion during the recess periods. Structured play activities are taught to students incorporating fair play, teamwork, and good sportsmanship. Caring Coalition provides nutritional and basic clothing supports to our families in need.

        As new needs arise, we are mindful and protective of our community as we search for appropriate and effective resources.

        Student Leadership

        Student leadership opportunities provided at Emerson School include Student Council, Playworks Junior Coaches, 7/8 Club and the District Gifted & Talented Program.

        Student Council develops student leaders in grades 4 through 8 with officer positions and classroom representatives. The Council is sponsored by a staff member to coordinate opportunities for students’ voices in school decisions, fundraisers, and to host family and community events.

        Playworks Junior Coaches are selected, 5th-grade students. Their leadership role is to support the Playworks structured activities and fair play during recess periods with their peers or students from other grade levels.

        Student leaders in grades 7 and 8 support unique needs of the middle school program. The 7/8 Club is sponsored by a staff member to coordinate fundraisers for 7/8 activities and celebrations.

        Our District Gifted & Talented Program helps students develop their unique leadership abilities and talents through enrichment and expansion activities. It is designed to assist the students in the development of their intellectual, emotional and social needs. Diversity is addressed through the use of differentiated and rigorous curriculum to create high levels of curiosity for our gifted students. The program is supported at the school level and also at the Monterey Park campus with students from other District schools. The program is designed for kindergarten through grade eight students.

        Technology

        Technology is integral to student learning at Emerson School. As a 21st century skill, students apply their learning through the use of individual laptop devices on a daily basis. Keyboarding and additional technology standards are taught and reinforced in the classroom. Students receive teacher created lessons on SmartBoards or on laptops. Students enhance critical thinking skills by working collaboratively and individually to create presentations in multiple formats. Students also use Google Classroom to communicate their learning allowing for immediate feedback.

        District benchmark assessments, as well as the state assessment, are administered online to students in grades 3 through 8.

        Students participate in the following technology sources:

        • Computers
        • SmartBoards
        • Document cameras
        • Digital cameras/camcorders

        Emerson School utilizes the following software and programs to supplement and enhance student learning:

        • Google classroom
        • Newsela
        • Khan Academy
        • Moby Max * ePals * Starfall
        • Imagine Learning