School organization &
scheduling
Formation of “sub-districts” by high school network
Granite School District is currently divided into 8 sub-districts or networks
with the high school serving as the hub of this structure. We are working to
align school feeder systems to further facilitate this organization. The
network collaborates together to align the K-12 curriculum and instruction. Many
networks have created their own student performance standards and report cards.
Networks are provided funding for professional development as well as for the
creation of effective student learning models. We support network autonomy and
will continue to explore ways in which this structure can be further amplified.
Asked at Cottonwood High School community meeting, October 17,
2007
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Elementary ability grouping,
rotating classes
Research has repeatedly shown that
differentiated instruction in heterogeneous classrooms maximizes student
achievement and speaks to best educational practice.
In general, Granite District thus recommends
heterogeneous classrooms in all elementary grades and supports students spending
as much time as possible with their homeroom teachers for a variety of reasons:
- Teachers can better integrate curriculum, linking
concepts taught in the morning with those later addressed in the afternoon.
- Teachers are expected to differentiate support and
instruction in all content areas on a daily basis according to varying
student needs.
- We minimize the possibility of having an entire group of
struggling students assigned to one teacher.
- We avoid tracking students and related pitfalls.
That said, we do believe in grouping
for all students - but within those heterogeneous classrooms.
Whole group instruction, for instance, is followed
by appropriate work groups in reading; whole class work is expanded and enhanced
by dividing students into cooperative learning groups or smaller ability groups
that are fluid and change regularly as students’ needs and abilities fluctuate.
Gifted, ESL and students with disabilities are
entitled to time with their peers under the guidance of an appropriately
endorsed teacher.
This can be accomplished within a heterogeneous
classroom if they are grouped together with one another and the teacher
differentiates activities for the rest of the class as well.
Differentiation for student learning
must occur.
This is most effectively done in heterogeneous classrooms
rather than within or across grade levels. Schools are encouraged to make their
grouping decisions with student achievement in mind and in such a way as to
maximize student performance results.
Asked at Granger High School community meeting, October 23,
2007
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Addressing school concerns
When there are specific concerns regarding a school such as littered grounds and
hallways, teacher dress standards, changing the structure of lunch recess,
student discipline, and grading procedures, patrons should contact the principal
and/or the School Community Council for assistance in addressing the problems.
If the patron does not receive satisfaction in resolving the concern, then it is
appropriate to call the School Services Director, who supervises the principal,
and ask for assistance in resolving the concern.
Asked at Hunter High School community meeting, November 7, 2007
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Jr. high registration
Last year, Hunter Jr. High participated in a pilot for student registration. In
spite of the school’s best efforts, there were many problems associated with the
new procedures. Hunter Jr. and the district have taken steps to ameliorate this
in the future.
Asked at Hunter High School community meeting, November 7, 2007
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Middle level
All of the middle level (7-9 grades) schools have the option
of being on a traditional 7 period, 8 period, block, or modified block schedule.
The decision is school-based and must include the approval of the School
Community Council, the majority of parents and the majority of staff members.
All schedules must be approved by the Granite Board of Education
Asked at Hunter High School community meeting, November 7, 2007
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Removal of relocatable classrooms and splitting of classes so late in the school
year
Relocatable classrooms are assigned on a priority
basis to schools. First priority is always to provide for enrollment growth. By
providing classroom space for students, we help maintain the lowest possible
class sizes. Relocatables are designed so that they can be moved periodically to
accommodate for enrollment fluctuations. Year-round schools, such as Hillside
Elementary, also accommodate for enrollment growth by rotating teachers into
classrooms on four-track calendar system. When a year-round school is not fully
utilizing grade level rotation to efficiently use classrooms within a building,
they are encouraged to do so before utilizing relocatable classrooms. In the
case of Hillside Elementary, the school had not been fully rotating at grade
levels for several years. Enrollment growth at other schools required the
reassignment of a relocatable classroom at Hillside to another school since
Hillside had classroom space available within its building.
Asked at Hunter High School community meeting, November 7, 2007
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Wednesday afternoon
collaboration time
For many years, elementary school teachers have had 2 hours each week for lesson
planning and preparation. This usually occurs on Friday afternoon unless school
is not in session on Friday. During this critical time, teachers plan for up to
30 lessons for the next week. However, teachers have expressed that they have
not had sufficient time to review student data and collaborate with other
teachers on behalf of students. Research shows that these activities are vital
in helping students achieve. Beginning with the current school year, teachers
are allowed 6 Wednesday afternoons throughout the year to analyze student data,
share effective instructional practices with colleagues and discuss student
needs. This time was created for teachers by standardizing all lunch recesses
across the district to 35 minutes. Students still receive the same hours of
instructional time during the year as before. In fact, students receive ten
hours more than the 990 instructional hours required by the State Board of
Education. The Granite School District Board of Education approved these days in
November of 2006 and the information has been posted on the district website for
School Calendars since December of 2006. Additionally, schools were
asked to provide this information to parents at the beginning of the school
year. A committee has been formed consisting of parents, teachers and principals
to evaluate the Wednesday collaboration pilot and will make recommendations to
the Board of Education in the spring of 2008.
Asked at Cottonwood High School community meeting, October 18, 2007
Asked at Hunter High School community meeting, November 7, 2007
Asked at Olympus High School community meeting, November 28, 2007
Asked at Kearns High School community meeting, December 12, 2007
Asked at Skyline High School community meeting, January 16, 2008
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School
and community-based decisions
Patrons occasionally ask why the district doesn’t allow schools more autonomy in
making decisions. Below is a list of some of the budgets and other issues that
are decided at the school level.
All money allocated by student enrollment to schools:
LandTrust funds
Supplies funds
Student achievement funds
Professional development funds
Instructional materials funds
Title I funds (for those who qualify)
School Per Pupil Allocation
Field trip money
Supervision/Security allocation
Site-Based Decision Making:
School Student Achievement Plan
Employee selection/evaluation/termination
Fundraising
Vending
Daily instructional schedules
School Capital Outlay funds
School discipline plans
Dress codes
Extra curricular activities
After school programs
Academic interventions
Grant applications
Faculty assignment
FTE allocation by school enrollment
Safe walking routes
Scheduling of Professional Development Days
Asked at Olympus High School community meeting, November 28, 2007
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School uniforms
District policy allows schools through a very structured, collaborative process
to implement a standardized dress code for students. If a patron is unhappy with
a school’s current policy, it should be addressed with the School Community
Council and school administration.
Asked at Olympu High School community meeting, November 28, 2007
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Online parent-teacher conferences
Granite School District has made many attempts to incorporate the latest
technological advances into high quality instruction and better communication.
The use of email between parent and teacher, online grading reports/course
offerings/registration, e-newsletters, etc. all enhance a school’s ability to
communicate faster and more effectively with its community. It is not likely,
however, that we will begin conducting parent/teacher conferences online. Though
the time commitment for both teachers and parents is significant twice a year,
these scheduled face-to-face conferences provide the opportunity for teachers to
demonstrate actual student work, share instructional materials, and generally
focus collaboratively in the school environment on a specific student with his
or her parents.
Asked at Taylorsville High School community meeting, January
22,
2008
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