Olympus
High School community topics
The Board is
committed to air condition all school buildings as this becomes financially
feasible. In order to achieve this goal, the Board may consider raising taxes.
Asked at Olympus High School community meeting, November 28,
2007
Top
Focus on low-performing students
With the reauthorization of the Elementary Secondary Education Act which
resulted in federal legislation known as the No Child Left Behind Act, Granite
School District acknowledged the broad goals of the legislation as similar to
those of our own education community: increase student achievement and close the
gap between subgroups in language arts and math, increase acquisition of English
and performance in core subjects among the limited English proficient, ensure
safe and drug free schools, and increase high school graduation rates. Although
we find many of the details mandated in the federal regulations unrealistic,
Granite District is committed to accountability for increased results in student
achievement, has increased the flexibility and control available at the school
level, continues to provide more information and options for parents, and
emphasizes the use of proven instructional strategies and educational programs
in our schools.
Annual AYP designations may suggest that a school has not yet met a particular
standard for a particular sub-group; however, they also indicate that a myriad
of school efforts are increasingly focused and fostering academic success for
each and every student. As Utah’s population becomes increasingly diverse, we
embrace the notion that every child, regardless of circumstance or condition of
life, shall receive a quality education. Rather than anticipate every student
meeting the same academic standard by 2014, Granite District believes every
student should make academic progress over each school year. It is also
committed to maintaining the same rigorous academic standards for all students
and will not lower its expectations as the federal bar is raised every two
years. Due to the exemplary efforts of our teachers and administrators, no child
in Granite District will be left behind.
Asked at Olympus High School community meeting, November 28, 2007
Top
Purposes of so much testing
There is some confusion about the amount and types of testing that impact
students in Granite School District. Some assessments, often called summative in
nature, are mandated by the Utah State Office of Education. These include “high
stakes” tests like the end-of-level CRT’s, the Direct Writing Assessment, the
IOWA norm-referenced test, and the Utah Basic Skills Competency Test (UBSCT);
they are all tests used to determine such things as a school’s NCLB and UPASS
status, ranking of the school in comparison to others in the state and nation,
student proficiency in the state core curriculum, and eligibility for high
school graduation.
Some other assessments, however, have been mandated by Granite District.
Formative in nature, such assessments as Yearly Progress Pro (YPP), the math
benchmark tests, and DIBELS are meant to focus on individual students’ progress.
Some are 15 minutes in length and administered weekly or bi-weekly, and others
are administered quarterly or two or three times a year. All of these
assessments are meant to inform (hence formative in nature) teacher instruction
- to identify for the teacher particular concepts or objectives in reading
and/or math with which a particular student is struggling, thereby allowing a
teacher to focus additional, different, intensive instruction in a personalized
way. It is these types of assessments that most contribute to increased student
success and which provide immediate and timely information to teachers who
desire to target the specific needs of their students in their classroom and
through small group instruction.
Some concern has also been expressed that the district focus on literacy and
numeracy is diluting instruction in other content areas and that important
programs are being ignored in our elementary schools. In grades K-6, teachers
must spend three hours on literacy instruction, but that means that in addition
to teaching reading specifically, they address reading skills as they cover
other content areas such as social studies, health and science. One and a half
hours’ math instruction is also required; that might include teaching math
objectives in relation to science core concepts or applying them in completing
an art project.
All elementary schools in Granite District use Interconnections, a thematic
curriculum model that integrates social studies, science and a variety of life
skills in a focused, engaging, rigorous way. The curriculum lessons and
materials were created by Granite District, and specialists have been augmenting
the model recently with additional lessons that infuse the fine arts.
Asked at Olympus High School community meeting, November 28, 2007
Top
US trails internationally
As the press has suggested recently, US students do not score as well on tests
administered internationally as do students from some other countries. It is
difficult to make those comparisons equitable given the many variables at play
in educational systems worldwide. While there may be some indication that some
students do better on some tests than some students in the US, it is important
to note that many of the countries with which the US is compared do not educate
ALL their children nor does as great a percentage of total population go on to
post-secondary educational opportunities as do US students.
Asked at Olympus High School community meeting, November 28, 2007
Top
Boundary changes and
feeder school patterns
The Board of Education has made a significant effort in the past three years to
align boundaries so that students move as cohorts from elementary school to
junior high school and from junior high school to high school. Three years ago,
the board adjusted many elementary, junior high and high school boundaries to
help accomplish that. Mainly because of space issues at receiving schools, the
board was not able to fully accomplish that. However, as boundaries are reviewed
annually, we continue to pursue that as a goal and adjust boundaries as possible
to accommodate keeping students together as they progress from elementary to
secondary schools.
Asked at Olympus High School community meeting, November 28, 2007
Top
Feeder systems and boundaries
The Board of Education is committed to creating strong, vibrant school networks
and feeder systems. They have made a significant effort in the past to align
boundaries so that students move as cohorts from elementary school to junior
high school and from junior high school to high school. Requests to change
boundaries come from many different sources and on occasion the Board of
Education receives conflicting requests from the community to consider. Feeder
systems generally are one of these difficult issues that create tension within
communities. Individuals desiring a change often propose change to a specific
boundary that will also impact feeder systems. Other individuals wishing to
preserve feeder systems will oppose these proposed changes. All of these
requests are considered through a process called the Annual Population Review
Procedure (see OLY 26 response). The Board of Education, through a process of
study and public input, makes the final decision on how best to serve the needs
of the students and patrons. There are no currently no requests to consider
altering the Rosecrest Elementary - Evergreen Junior High - Olympus High School
feeder. District administration and the Board of Education have no plans to do
so. Such a request would have to come from a patron and then thoroughly
reviewed, including full public scrutiny and input, using the Annual Population
Review Procedure (see OLY 26, 51, 60 response).
Asked at Olympus High School community meeting, November 28, 2007
Top
Planning and boundary process
Boundaries and population issues are reviewed annually. The Board of Education
has adopted a procedure, the Annual Student Population Review, which establishes
a process for reviewing boundaries as needed or requested by city or county
officials, patrons, and school employees. Patrons may request the review of a
boundary by contacting the Planning and Boundary Department or their Board of
Education representative. The full text of the policy may be viewed by going to
the Planning and Boundary department page at
www.graniteschools.org and
clicking on the Annual Student Population Review Procedures hyperlink.
The Board of Education approves a study list every February of issues they wish
reviewed in that calendar year. Once placed on a study list, boundary proposals
are thoroughly examined over a 10 month period. The Board of Education and
district officials meet in two study sessions, four public Board of Education
meetings, and community open house meetings to gather information and hear
public concerns. In addition, the Planning and Boundary Department meets with
school committees multiple times prior to submitting any proposal in order to
gather information and listen to concerns and recommendations about possible
boundary proposals.
There are no plans by the Board of Education or district administration to close
Evergreen Junior High School or Olympus High School. Such a request would have
to come from the public and then thoroughly reviewed, with full public scrutiny
and input, using the process outlined above.
Asked at Olympus High School community meeting, November 28, 2007
Top
Keep communication
open, keep parents informed
The Granite School District Board
of Education is conducting nine community meetings to give citizens better
access to the board. The responses on this website are part of the
communications plan to help keep you better informed. In addition to these
special board meetings, citizens are welcome to attend any regular board
meeting. If you want to offer suggestions at any board meeting, please
contact us
to let us know you are coming and what you would like
to talk about, so we can be prepared to help you.
Schools frequently communicate with
families through back to school visits, school newsletters, telephone calls,
etc. There are other ways we provide communication opportunities for
parents, students, and other patrons. Perhaps one of the most active
communication tools we use is our “Updates by E-mail” service. On our
website, citizens can sign up to receive new information on specific topics
such as school weather closures, board meeting agendas, news about district
division initiatives, school boundary changes, and to receive the
Board Report and other
publications. You may
subscribe to receive e-mail notices on the topics you want here.
Granite District also publishes a
parent newsletter, Pathways,
five times a year. All parents of Granite students should already be
receiving the newsletter. It contains news about the district that affects
all of our patrons. If you are not receiving
Pathways, please visit our website to
download the publication.
If you are trying to reach a
district office and are unsure who to call, go to the district website and
click on
Contact Us
in the upper left corner. This page
contains a list of most district departments, their functions, e-mail
contacts, plus phone and fax numbers.
If you are not getting information
you need from any of these sources, please contact us by
e-mail
or by phone (646-5000), and we’ll have someone get an answer for you.
Our mailing address is Granite School District, 2500 South State Street,
Salt Lake City, UT 84115.
Asked at Olympus High School community meeting, November 28, 2007
Top
End of school year instruction
It is the expectation of the Granite District Board of Education that all
schools engage in meaningful instruction through the last day of school.
Although it is understood that the last two weeks of school involve award
assemblies, field days, yearbook distribution and other closing activities,
principals are given guidelines in order to minimize disruptions. If a patron
has a concern with the instruction their student is receiving, they should
contact the school administration.
Asked at Olympus High School community meeting, November 28, 2007
Top
English and writing skills
It is the expectation of Granite School District that school and district
decisions which are made regarding instruction, assessment and professional
development in reading and writing shall be based upon the Balanced Literacy
Framework grades pre K-12 presented to the Board of Education on October 1,
2002. (posted on the district website)
That framework is based not only on the national standards created by the
National Council of Teachers of English and the International Reading
Association but also the Utah State Core Curriculum for Language Arts. It
provides a comprehensive literacy education beginning with reading skills and
strategies. The core encourages students to use language for authentic purposes
to gather information, to enrich thinking, to explore culture and the human
condition, and to be more forceful and articulate in using language in their
lives. It requires instruction in reading in literary and informational text,
including functional texts such as charts and diagrams.
It also supports reading and writing efforts across the curriculum, assuming
that content-specific teachers (science, social studies, the arts, etc.) are
addressing reading and writing in their particular courses as they guide
students through domain-specific learning. In Utah’s secondary schools, students
should spend at least 45 minutes writing during the school day. In order to meet
this goal, all content areas should spend time in writing to learn as well as in
writing to demonstrate learning. In addition, to create common expectations for
assessing writing, the Utah Secondary Language Arts Core uses a form of
analytical evaluation of writing based on six traits; the model is used for
consistency of vocabulary when talking about the development of skill in
writing, and for consistency of evaluation across schools and across content
area writing programs.
Asked at Olympus High School community meeting, November 28, 2007
Top
Financial literacy
Financial Literacy is a course specifically mandated by the Utah State
Legislature for high school graduation. The curriculum has been prescribed by
the Utah State Office of Education, and the USOE has determined that it must be
taught by a teacher appropriately certified in math, social studies, or career
and technical education. Each year, the USOE offers professional development
opportunities to teachers who have received this course assignment to help them
prepare to effectively teach the curriculum. Granite District specialists in
each of those three subject areas are also available to provide teacher support
in making this an engaging class.
Asked at Olympus High School community meeting, November 28, 2007
Top
Library consolidations
Some time ago, consideration was given to consolidating the county library
system with school library media centers. The concept became problematic on
several fronts. Supervision of and responsibility for an entire school building
and grounds after hours for the county library system poses considerable
expense. Many materials in a school library media system are chosen to be
supportive of classroom instruction and are aligned with the state core
curriculum in some cases; school libraries in all Granite elementary schools
also contain resources consistent with the Interconnections curriculum used
district wide. Expecting that a county system would incorporate such additional
materials into its system could also burden that system, particularly when
materials are shared and tracked among schools across the district.
Asked at Olympus High School community meeting, November 28, 2007
Top
Math instruction
Math instruction in Granite District is aligned with the Utah State Core
Curriculum which articulates specific objectives and indicators at all
elementary grade levels and for most secondary math courses; the core is also
consistent with the National Council of Teachers of Mathematics focal points.
The district also routinely evaluates the textbooks approved as primary
instructional materials by the Utah State Office of Education and approves for
use in Granite schools only those that best and most comprehensively support
quality math instruction.
Teachers at all levels receive considerable instructional support in Granite
District. Exemplary math specialists demonstration teach in actual classrooms
and coach teachers in their own classroom instruction after those observations.
Professional development courses leading to advanced math level endorsements are
offered through the Teaching and Learning Department for interested teachers.
Opportunities to participate in Algebra Academy and develop expertise in such
things as using math manipulatives are also readily available to Granite
teachers.
The district website provides easy access to instructional supports for all
teachers and interested parents who need only go online: core curriculum by
grade/course level, essential concepts, curriculum maps, benchmark grading
sheets and manipulative lists, lesson plan formats and rubrics, professional
development opportunities, links to professional math associations, even samples
of student work.
Asked at Olympus High School community meeting, November 28, 2007
Top
Movies and TV
in school
The use of rented videos/DVDs in schools is
strictly prohibited; commercial videos brought by students or provided by their
parents also CANNOT be shown. Purchased videos may be used for “face-to-face”
instruction if a direct connection can be established between the video/DVD
content and the instructional objectives articulated in the Utah State Core
Curriculum. If the video/DVD is not selected from the district or school media
center (and those videos/DVDs are purchased in support of specific curriculum
content), the teacher must fill out a “Request to Show” form that explains how
the video/DVD supports the curriculum and must be signed by the school
administrator.
Granite District does not allow the showing of “R” or “X” rated materials. Use
of materials rated “PG” or “PG-13" must be approved by the principal and
requires a signed parental permission slip. Parents having read the explanation
of the educational purpose of the video/DVD who do not wish their children to
view the video/DVD should indicate their objection on the permission slip. An
alternative educational activity should be provided by the teacher.
It is expected that viewing of television programs in Granite District
classrooms is consistent with the district policy on use of videos/DVDs. A
parent or patron with a concern regarding video/DVD/TV use in a particular
classroom or school should feel free to express that concern to the appropriate
teacher and/or school principal and expect resolution of the issue.
Asked at Olympus High School community meeting, November 28, 2007
Top
Need for
more arts, languages, enrichment, gifted programs
The state core curriculum mandates arts education K-12 and includes the areas of
music, visual arts, drama and dance. Granite School District has always voiced
strong support for arts education and has made multiple efforts in recent years
to bolster such programs.
The Board of Education doubled the number of teachers in the elementary
instrumental music program two years ago and increased the classes in band and
orchestra in our elementary schools from one to two days a week. An additional
elementary music specialist was added to district staff to create integrated
music lessons for use in music instruction by all elementary teachers, and two
such specialists coach teachers throughout the district in related instructional
strategies to better teachers’ music expertise.
Effective this year, elementary schools also have the latitude, assuming
Community Council and staff support, to designate up to one half of a teacher
allocation for an arts specialist to serve the school. Many Granite elementaries
are doing so; others are providing students with various types of arts
experiences through grant funding from Art Works for Kids or similar sources.
In our secondary schools course offerings in the arts areas, like all other
courses, are driven by student need. In support of secondary arts programs, the
Board of Education doubled the specialist support in the areas of visual art,
drama and dance and continues to support the Granite Youth Symphony as a
renowned district program.
Many elementary schools offer enrichment programs both during and after school
in areas of specific community interest: chess club, Spanish instruction, dance,
etc. All schools at all levels address the needs of gifted students in their
individual schools. [see Gifted and Talented response]
Asked at Olympus High School community meeting, November 28, 2007
Top
Novel selections
Novels (fiction and non-fiction) carry powerful and important life lessons and
have significant literary import; therefore, novels used for instructional
purposes in Granite District are reviewed according to district policy and by
broad committee before they can be adopted for general classroom use, adopted
with annotations, or not allowed for classroom use. Reviewers consider the
recommending teacher’s goals and educational rationale, core educational
standards, and community ideals as they make recommendations regarding the use
or non-use of novels. The goal of review is to assist teachers in enabling
students to meet the mission of the district (to prepare every student with the
knowledge and skills needed for lifelong success in a changing world) through
the appropriate use of novels.
When a parent has a concern about a novel which a teacher is using, the parent
is encouraged to talk to the teacher to discuss concerns, instructional goals,
and educational rationale for the novel’s use. If a parent is uncomfortable in
approaching the teacher, the school’s district novels committee liaison or a PTA
officer can serve as an intermediary to help both the teacher and parent. A
parent may contact the district curriculum director for general assistance, as
well as information regarding the filing of an appeal for district
reconsideration of the novel’s approval, if the parent’s concerns are not
resolved at the school.
Parents are encouraged to discuss concerns with the teacher or the school
liaison. By law, schools must respond to objections to materials or curriculum
content in one of several ways. Granite District teachers and administrators
make every effort to provide appropriate alternative reading materials and/or
assignments whenever a parent expresses concern over a specific book title or
related reading assignment.
Asked at Olympus High School community meeting, November 28, 2007
Top
Public school offerings
Granite School District is proud of the breadth and depth of instructional
programs and other possibilities it offers to students from preschool through
high school graduation and beyond. For students whose special needs require
intervention, there are a multitude of focused classes, specialized personnel,
and customized programs. For students who are so inclined, Granite District
offers enrichment opportunities at both the school and district levels. Granite
District, by virtue of its size and ability to leverage resources, continues to
offer a wide variety of options for students given diverse academic needs,
career and occupational goals, talents and interests. It is incumbent on
parents, students and counselors to be aware of the many opportunities available
to students in Granite District and to determine “best fit” for individual
students and guide them to it.
Asked at Olympus High School community meeting, November 28, 2007
Top
Homework
Granite School District has not created a prescriptive policy on homework but
recognizes the positive contribution it can make to a student’s education if
implemented wisely and strategically. To that end, following are administrative
recommendations concerning homework that are intended to guide schools as they
address homework issues and communicate their expectations to their communities:
Premise:
The core curriculum is extensive, and instructional time during the school day
is limited. Homework provides an extended learning experience for students,
ideally with parental guidance and participation.
Purpose:
Homework should be meaningful, purposeful, and related to the core curriculum.
It might be differentiated and involve student choice. An appropriate and
effective homework assignment requires a student to demonstrate understanding of
a concept, show that understanding in a new or different way, apply a concept to
a specific problem, and/or integrate the concept with something else.
Thoughtfully assigned, homework reinforces learning of one core concept and
provides a bridge to learning the next.
Caution:
Students who have not utilized class time provided to complete a class
assignment may need additional time on that task. This constitutes makeup work
and should not be confused with homework. Additionally, teachers should be
cognizant of students’ busy lives outside of school and attempt to coordinate
their homework assignments with one another.
Asked at Olympus High School community meeting, November 28, 2007
Top
Vending machines
Vending machines have provided a significant source of discretionary revenue to
schools for many years. The decision to place (or remove) vending machines has
been and continues to be a local decision, driven by school community councils.
Despite state audits and numerous legislative bills regarding vending in
schools, there has been no allocation of funds to replace the revenue should
vending machines be removed.
Asked at Olympus High School community meeting, November 28, 2007
Top
Money for teacher projects
School teachers, charitable and committed to their students by nature, regularly
contribute their own resources to classroom decorations, class activities and
individual projects. Such generosity, however, is purely voluntary. All schools
receive discretionary funding to support classroom and school activities
according to student enrollment; in fact, last year Granite’s Board of Education
tripled that amount for its elementary schools. In addition, teachers annually
receive a legislated dollar amount earmarked specifically for such incidental
expenses as a classroom teacher might incur personally.
Asked at Olympus High School community meeting, November 28, 2007
Top
Upgrade textbooks, provide
for all classes
Textbook funding for schools is provided through both state monies and, in
Granite District’s case, a local tax levied nearly a decade ago for buildings,
textbooks and technology. These funds are allocated to schools on the basis of
student enrollment. In addition, the district provides a rotation schedule
recommendation which suggests the content area in which books ought to be
purchased annually to guarantee that each subject receives similar attention and
that textbooks used for primary instruction are current and tied to the core
curriculum. Recent surveys of schools have indicated that adequate funding is
available to meet their textbook needs. Not all teachers, however, provide a
book for every student to take home regularly. Such situations relate to books
used only as classroom resources, supplemental textbooks, research sources, etc.
All students in Granite District should have access to textbooks sufficient for
their needs.
Asked at Olympus High School community meeting, November 28, 2007
Top
The School Board is divided. They are fighting for their own precincts.
It is true that we are elected by geographic precincts, but when we take the
oath of office we then all represent all of the children of Granite School
District. Because we all take this oath seriously, we feel very strongly that we
need to gather as much information as we can so that our decisions are based on
accurate data that can be defended. It would be easier to respond to a more
specific example of when this patron feels we are only “fighting for our
precinct.” Please come to our board meetings and watch the decision making
process.
Asked at Olympus High School community meeting, November 28,
2007
Top
I am very much for the splitting of the eastern schools from the western
schools. We need to keep our taxes at home---going toward our schools.
There are many reasons to keep Granite District together. Duplication of
services will cost the tax payers on both sides of the district - two district
offices and staff, human resources, etc. In watching what is happening with the
division of the Jordan District, the financial burden for both sides will be
much higher than many anticipated. Keeping the district together is also
educationally sound. There are many programs that benefit children across the
district that would be very expensive to duplicate or perhaps will have to be
eliminated - the Granite Technical Institute, for example, which houses career
and technical programs available to all high school students across the
district. When a lot of the east side schools were being built, many of the tax
dollars were being gathered from Kennecott Copper. The tax burden has been
shared by both sides of the district throughout Granite’s 100+ year history. As
citizens, we share the burden of educating all of the children.
Asked at Olympus High School community meeting, November 28,
2007
Top
I still don’t
understand why Wasatch Jr. was rebuilt.
The vote was a split vote on this issue (5 for/2 against). Board members tried
to represent both their constituents and the greater good for Granite School
District; some members felt this concession would strengthen the case for
keeping Granite District together.
Asked at Olympus High School community meeting, November 28,
2007
Top
Reducing class size
Each year the legislature establishes a dollar amount for the Weighted Pupil
Unit, that is, a dollar amount per student. The WPUs represent the money that
pays for operations and maintenance (everything from utility costs at the
schools to fuel for school buses). Funds for teachers also come from the WPU. In
many years, the WPU increase has not covered the increases in costs of doing
business – the same inflation costs that impact families also impact school
districts – and student opportunities have been reduced and class sizes have
sometimes needed to be increased.
Last year’s legislative increase to the WPU gave Granite’s board the opportunity
to reduce class sizes. We are dependent upon the legislature for future
increases.
It is significant to note that class size reduction expenses are on-going
expenses. Class sizes are lowered by hiring additional teachers. One-time
resources can be used to lower class sizes . . . until those resources are
drained and employees need to be laid off.
Asked at Olympus High School community meeting, November 28, 2007
Top
Parent participation in hiring
Schools are encouraged to include parents in interview committees when selecting
teachers or other employees. Parents are also included in administrative
interview committees. It is important to note that interviews are only one part
of a larger selection process which also includes such things as background
checks and references from previous employers.
As a practical matter, principals often look to the school community council and
the PTA for recommendations for parents to serve on committees. Parents who are
interested in participating are encouraged to let their principals, community
council representatives or PTA leaders know of their interest.
Asked at Olympus High School community meeting, November 28, 2007
Top
School board precincts
Granite school board precincts are established by Salt Lake County. The county
establishes precincts periodically using, balancing them by population.
Following the 2000 census, the county balanced each precinct at approximately
50,000 residents per board precinct. Changes to the configuration of precincts
are absolutely possible but would be wholly in the purview of the county.
Asked at Olympus High School community meeting, November 28, 2007
Top
Newcomer Program
The Newcomer Program is an intensive academic English program for high school
students new to the United States. It is intended to be a relatively short-term
transition program – students should attend their neighborhood schools as soon
as they are prepared to do so. We are reviewing the addresses of the current
students and seeking to project the addresses of future students to determine
where the best long-term placement for the program itself should be.
Asked at Olympus High School community meeting, November 28, 2007
Top
Teachers making treatment
recommendations
The state legislature recently adopted
a
law prohibiting teachers
from doing anything which could be interpreted as recommending a psychological
treatment.
Teachers are able to describe a child’s behavior or
performance to a parent, but not suggest or recommend a treatment.
Asked at Olympus High School community meeting, November 28, 2007
Top
Teacher membership in
employee associations
State law prohibits employers from making employment decisions based on an
employee’s membership or non-membership in an employee association. Many
teachers across the state have chosen to join teacher associations for a number
of reasons. Granite School District does not encourage or discourage (or even
track) teacher membership in associations. It has been the experience of most
districts in the state that it is simpler to negotiate teacher contracts with an
association rather than with each individual teacher. Those negotiations take
place with the association that represents the greatest number of teachers in
Granite School District case, the Granite Education Association.
Asked at Olympus High School community meeting, November 28, 2007
Top
Vouchers
It is evident that parents are greatly interested in participating in the
education of their children. We completely support this and the Board of
Education is committed to supporting parent choice. Thousands of Granite School
District students attend schools other than their “boundary” school through
school choice procedures.
We further believe strongly that entities receiving public funds should be fully
accountable to the public for those funds and that the entities should not be
allowed to discriminate on the basis of race, religion, gender, disability or
other protected class.
Asked at Olympus High School community meeting, November 28, 2007
Top
Using the
word “Christmas”
Several years ago a rumor was started
that the word “Christmas” was prohibited in the Granite
School District.
The following letter from
Superintendent Ronnenkamp was published in a
local newspaper:
'Christmas' not banned in schools
By Stephen F. Ronnenkamp
A few weeks ago we sent a
memo to our principals about sensitivity to their students and communities
during the holiday season. The memo was similar to the message we have sent for
many years. Unfortunately the memo appears to have created some lingering
misunderstandings — not the least of which is the false impression that the word
"Christmas" has been banned.
It is well settled that schools are prohibited "from
conveying or attempting to convey a message that religion or a particular
religious belief is favored or preferred." However, in the words of the United
States Supreme Court, "Music without sacred
music,
architecture minus the cathedral, and painting without the scriptural theme
would be eccentric and incomplete."
So, when teaching about holidays, it is absolutely
appropriate to includ instruction about Christmas —
sing the songs and display and explain the symbols — but
not to preach Christmas. Teaching that Christians
believe that the Savior of the world was
born 2,000 years ago in Bethlehem
may well fit into the curriculum. Teaching this, or the
tenets of any other faith, as doctrine properly
takes place in homes and churches. The people of our community are of many and
varied beliefs. Schools must cultivate
tolerance, appreciation and respect for one
another.
Said otherwise, our public schools have the right, and
perhaps even more, the
responsibility, to teach about religion when
meeting the objectives of their classes.
We expect that children will be singing Christmas music
like "Silent Night,"
Hanukkah music like the "Dreidel
Song" and other religious and nonreligious music during this holiday season. We
are confident that schools will make crafts and put up
displays with various religious themes this month
within the context of the curriculum.
We again encourage our employees to be sensitive to their
communities and make instructional and activity decisions that will allow all of
the public's children to feel they have equal place within our
public schools. This having been said, the word "Christmas" will be spoken,
written, sung and otherwise used again, again and again in the Granite
School District.
Asked at Olympus High School community meeting, November 28, 2007
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Charter school impact on
teaching staff
Several private groups have petitioned the State Board of Education for charters
to become “charter schools” with physical locations within Granite School
District. The district’s only involvement with the creation of charter schools
is to provide input whether or not the proposed charter is educationally and
instructionally sound. The district is unable to deny or prevent the chartering
of a school. Charter school enrollment is typically drawn from the general area
in which the school is located.
Because the number of teachers at a district school is a function of the
school’s enrollment, when students are drawn away from their neighborhood
district school, a necessary reduction in teachers occurs as well (see Staffing
Issues – Reducing Class Size). The notion that a reduction in the number of
students will result in lower class sizes in simply incorrect. Students bring
state revenue with them, when the students go elsewhere, the revenue to hire
their teachers leaves with them.
Asked at Olympus High School community meeting, November 28, 2007
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LDS
Seminary
LDS Seminary (or seminary programs of any other religion) are not associated
with the district. Seminary buildings are physically separate from district
buildings and district property. It does happen that parents request that their
children be released from school one period a day. The students are released but
the school does not take attendance or otherwise track the students during the
time they are released.
Asked at Olympus High School community meeting, November 28, 2007
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Employees who live in school
communities
As an equal opportunity employer, the district does not deny employment to
people who live in a school’s community. In fact, many very dedicated and
committed employees live in the same communities where they work.
All employees of the district, regardless of their residence, are expected to
maintain the confidentiality of student records and information. Failure to do
so would be cause for corrective action. Parents who are concerned about
confidentiality are encouraged to meet first with the school administration and
then with district personnel for resolution.
Asked at Olympus High School community meeting, November 28, 2007
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Fund raisers
Children should not be turned into bill
boards and schools should not be hubs for the distribution of private interest
flyers.
The board of education has adopted a
policy allowing for the
distribution of government-sponsored, education related materials.
The board also allows schools to sponsor three
school-wide fund raisers a year: one by the school, one by the PTA, and one for
charity.
Clubs and organizations within a school may conduct an
annual fund raiser as well.
Asked at Olympus High School community meeting, November 28, 2007
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Teachers and technology skills
Teachers in all Granite District schools are provided technology for use in
instruction as well as support in developing the skills to use it. All schools
have at least one, generally two, and sometimes three computer labs available
for assessment, instruction and student projects. All teachers have a desktop
computer and an email address that facilitate communication and gradebook record
keeping. Many teachers - and more to come - have sound amplification and
projection systems in their classrooms; others have such things as smart boards
and digital cameras. As all of these classroom enhancements are placed in
schools, relevant teacher training is always provided. To assure that equipment
is always working and that teachers have adequate training in its appropriate
uses, School Technology Specialists (STS’s) are assigned to every school in
Granite District to provide support services. Also, the new vision for our
library media specialists includes a technology focus that adds additional
support to schools in the technology for instruction arena.
Granite District has also pioneered the eMINTS4Utah project which began through
an EETT (Enhancing Education Through Technology) grant in 2003. A model that
supports high quality teaching powered by technology in 103 district classrooms,
eMINTS participation is time intensive but generates many rewards. Teachers
complete 175 hours of after-school training over a two year time frame with a
stipend, participate in professional learning full days, and receive the
following classroom equipment: computers at a ratio of one computer per two
students, color laserjet printer, scanner, digital camera, and a ceiling mounted
projector. Many teachers first become interested in the program because of the
equipment their classrooms receive, but the teaching strategies learned and the
classroom support received is what makes eMINTS successful in increasing student
engagement, achievement, and productivity in the classroom.
Asked at Olympus High School community meeting, November 28, 2007
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Gifted and talented students
Granite District long ago acknowledged its need to differentiate educational
opportunities for academically gifted students by convening a gifted task force
which created a continuum of services from which schools would create their
gifted service patterns. Though the term Access Program is no longer used to
define those services, every school is expected to provide appropriate
educational experiences for gifted students that include time spent with gifted
peers and a properly endorsed teacher. Students who qualify as highly gifted may
choose to attend one of the two gifted magnet schools in Granite District.
Originally comprised of grades three through six, both magnet schools have now
expanded to include grades one and two which serve students identified in
kindergarten as advanced readers. Beyond the Basics is a district program that
provides summer classes for gifted students who choose to participate in one of
several integrated learning experiences provided by master teachers in the
gifted arena.
As gifted students leave elementary school they are encouraged to opt for a
rigorous academic course schedule including honors classes at the junior high. A
variety of Advanced Placement (AP) classes are available to gifted students in
all Granite District high schools. In addition, the International Baccalaureate
Programme is also available at two sites for highly motivated students who are
interested in a demanding two-year pre-university international curriculum
reflecting global standards.
Asked at Olympus High School community meeting, November 28, 2007
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Alternatives to college prep programs / specialized schools
“One size fits all” is no longer the educational approach that best prepares all
students for success in the twenty-first century. Not only do teachers
differentiate for various needs in individual classrooms, but Granite District
has strategically implemented many programs that allow students to address a
variety of educational and career goals, to personalize their educational
experiences. The Granite Technical Institute (GTI) provides any high school
student in the district the chance to take advanced CTE courses in such things
as biotechnology, 3-D animation, dental assisting, pre-engineering or pharmacy
tech with a career focus in mind. Centralized programs such as these at the GTI
provide state-of-the-art lab experiences, internships and real-world connections
that go beyond what even an individual comprehensive high school can offer.
Students who participate in such courses frequently graduate not only with a
high school diploma but also with industry-recognized certifications and/or
concurrent enrollment credits through Salt Lake Community College.
Other CTE (Career and Technical Education) programs and academies are available
in every local high school. Articulated pathways in a variety of career fields
allow a student to develop a vocational interest as early as junior high school
and then pursue a course sequence created to develop employable skills in that
area of interest throughout the secondary experience. Granite District is
continually adding program options in the career field in response to
anticipated economic need and student interest; recent additions are programs in
pharmacy tech and culinary arts; our homebuilding and construction as well as
possible horticulture and landscaping programs are currently being addressed.
While some students are drawn to career exploration, other students are
interested in accelerating their academic experiences and take advantage of
district programs that provide “two for one”. Students enroll in courses
offering concurrent enrollment - high school credit as well as university or
community college credit - to get a head start on an associate’s degree or early
college entrance. Competency tests afford the opportunity to earn credits by
demonstrating mastery of a curriculum and make it possible for some students to
fit more courses of choice into their school schedules.
Asked at Olympus High School community meeting, November 28, 2007
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Keys to Success Program
The Keys to Success Program sponsored by the Ken Garff Group has been very
successful in motivating high school students to academic achievement and good
citizenship. If a patron feels that the activities associated with this program
are impinging on the instruction of students, contact should be made with the
school administration to address the concern.
Asked at Olympus High School community meeting, November 28, 2007
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Language immersion programs
This year Granite District began a dual language Spanish immersion pilot program
in two elementary schools - Vista and William Penn. The goals of the program are
twofold: to provide an enrichment opportunity for English-speaking students who
desire to acquire proficiency in a second language, and to provide
Spanish-speaking students instruction in such areas as science, social studies
and art in their primary language. The program began with a first grade class in
each school, and students are participating on a voluntary basis by application.
Next year, and the four thereafter, an additional grade level class will be
added so that students initially participating will leave elementary school with
six years’ Spanish instruction every other day in all content areas except
language arts.
Assuming a successful pilot and continued community interest, additional schools
may be invited to offer similar dual language programs, possibly in languages
such as Chinese or French.
Asked at Olympus High School community meeting, November 28, 2007
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Teacher quality and accountability
It is certainly the goal of Granite School District to have a highly qualified
and motivated teacher in every classroom. We believe that quality educators are
essential for the success of all students. All of our educators are held to
“Granite School District’s Standards for Educators.” All of the provisional
educators employed by the district (those with three years of experience or
less) are formally evaluated twice per year and receive two summative
evaluations. Career educators (those with four years of experience or more) are
observed and formatively evaluated every year by the principal as outlined by
state law. They receive a summative evaluation as it comes time to renew their
teaching license with the state. At any time if it is determined by the
principal or district administration that an educator is not meeting the
“Standards for Educators” as outlined by the district, the educator is given
notice that they are not meeting the standards, and are given appropriate
assistance in an effort to improve their performance. If the educators’
performance does not improve, the educator is once again given proper notice and
continues to go through the process of corrective discipline outlined in the
state of Utah’s Orderly Termination Act. Contrary to popular belief, it is not
difficult to terminate an educator that is not adhering to “Granite School
District’s Standards for Educators.” As a parent, if you are concerned that your
student’s teacher or counselor is not meeting the needs of your student, please
contact the principal. The principal can also provide you a copy of “Granite
School District’s Standards for Educators”, or you can also access them on the
Granite School District web site.
Asked at Olympus High School community meeting, November 28, 2007
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Fire
alarms
Fire alarm systems and building code requirements have changed over time as
better equipment and practices are implemented. All Granite District schools are
in compliance with fire code regulations. Although we are in compliance, it is
our goal to further enhance the fire alarm systems. Two systems were upgraded at
a cost of $125,000 each this year. It is our goal to complete the remaining
schools this year.
Asked at Olympus High School community meeting, November 28, 2007
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Handicapped parking violations
Students and adults who park in handicap zones should be reported to the school
administration. Adequate ADA parking exist at all schools and handicap stalls
are to be left available for those needing special parking accommodations.
Violators to this policy are subject to ticketing and/or towing.
Asked at Olympus High School community meeting, November 28, 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 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 Olympus High School community meeting, November 28, 2007
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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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District wellness
program
Granite District’s Board of Education adopted a comprehensive
wellness policy in April, 2006. The Board expressed its
understanding of the relationship between food and good nutrition and the
capacity of children to develop and learn and acknowledged the relationship
between developing healthy nutritional and exercise habits at a young age and
wellness throughout an individual’s life. It also committed to doing its
part in confronting the larger societal problem by directing schools to provide
education and opportunities to help students develop healthy habits.
Granite District’s wellness policy,
found on the district
website, addresses nutrition education and healthy eating habits in schools,
encourages physical activity beyond P.E. on a regular and creative basis,
identifies a variety of school-based activities that schools are urged to
implement, and provides for ongoing monitoring and evaluation. The
detailed policy also anticipates the involvement of local Community Councils in
addressing the needs and desires of their particular communities at the school
level.
In addition to implementing this policy, Granite District has
added two specialists to the Teaching and Learning Department who focus on the
elementary grades and provide both nutrition lessons and lifelong wellness
activities in classrooms across the district.
Asked at Olympus High School community meeting, November 28, 2007
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Low teacher salaries
We are fortunate in Granite School District to offer our teachers one of the
most competitive salary and benefit packages in the state of Utah. For the past
two years, Granite’s salary and benefit package for its teachers has ranked in
the top 5, out of all 40 school districts. Granite has been able to pass the
entire weighted pupil increase on to teachers in the form of salary and
benefits, largely because we are a self insured entity. Granite has the ability
to be self insured due to the large number of employees who participate in the
insurance program. This fact has helped shelter us from the tremendous increase
in insurance costs felt by other school districts that are not self insured. For
the first time in the history of Granite School District, the starting salary
for a beginning teacher is over $30,000 per year, and the maximum teacher salary
exceeds $63,000. Unfortunately the state of Utah still ranks near the bottom in
terms of salaries for teachers.
It is our sincere hope that the legislature will continue to do everything
possible to provide the resources which would allow all school districts
throughout the state to be competitive with other states around the country. We
agree that low teacher pay has a tremendous impact on attracting quality
teachers. It is our hope that it will improve.
Asked at Olympus High School community meeting, November 28, 2007
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