Student Programs
Student Names on
School and District Documents
The law requires that schools keep
accurate records.
This means that official student records such as
transcripts, diplomas, and state tests must reflect a student’s full legal name.
Although the student accounting computer program
maintains a student’s full legal name, schools, and teachers are certainly
allowed to use student nicknames in the classroom and elsewhere.
At times schools print lists from the student
accounting program and some confusion results.
We are reviewing the student accounting program to
determine what programming changes would be necessary to be able to generate
lists with a student “preferred” name.
Asked at Cottonwood High School community meeting, October 17,
2007
Top
Extra help in
elementary math, reading
Schools in Granite District do a wonderful job providing support and
interventions for students who struggle with basic skills or perform below
grade level in reading or mathematics. All elementary schools have at least
one reading specialist on staff who works with small groups of students in
the primary grades to help them reach grade level in reading. Various
schools provide both before and after school tutoring in both reading and/or
math through teachers on staff. In addition, we have district reading
tutoring programs available after school for students whose parents desire
to procure such services. Parents who are interested in any such support
should ask what is available in their area through either the school
administration or the district Teaching and Learning Department.
Asked at Granger High School community meeting, October 23, 2007
Top
High school
experience different for everybody
The high school experience can be exciting, frightening,
stimulating and exhausting all at the same time. Some students
complain that they are stressed and overloaded and long for a break in the
day or a way to unwind. For many, classes in areas of personal
interest or those tied to hobbies or talents can be relaxing and energizing
(painting, jazz band, auto body). For some, a physical outlet provides
stress relief, and PE or participation on a sports team can be beneficial.
For still others, extracurricular clubs, service projects or social
activities create that welcome relief.
Conversely, some students over schedule and find
themselves buckling under pressures of competing school activities,
extracurricular commitments, job responsibilities and homework.
Helping a student organize, prioritize and simplify can be a parent’s
greatest contribution to that student’s high school education.
Asked at Granger High School community meeting, October 23,
2007
Top
Opportunities for
academically gifted 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 Granger High School community meeting, October 23,
2007
Top
Options other than
traditional class settings
“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.
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 Granger High School community meeting, October 23, 2007
Top
Variety in course offerings
Courses taught in secondary schools vary for a number of
reasons. All schools must offer courses mandated by the State Office
of Education to meet graduation requirements. Beyond that, course
offerings are the result of student interest and need - classes that the
greatest number of students request and register for are those that are
carried by the school.
Teacher certifications and endorsements play a part in
course offerings, too. Courses must be taught by teachers with
appropriate content expertise, and the smaller the school faculty, the less
variety and diversity of subject areas available for master course
scheduling.
Asked at Granger High School community meeting, October 23,
2007
Top
Accommodations not being provided
We expect that students who are entitled to specific
accommodations through an IEP or a 504 plan receive those accommodations.
Concerns about the provision of accommodations should be referred first to
school and then district personnel for resolution.
Asked at Granger High School network meeting, October 23,
2007
Asked at Hunter High School community meeting, November 7, 2007
Top
Assign counselors by population risk factors rather than by flat ratio
Counselors have traditionally been assigned based on a
student ratio. Counseling interns however, are assigned to schools
based on risk factors. We are currently studying different ways to
allocate counselor and other student support staff.
Asked at Granger High School community meeting, October 23,
2007
Top
Assisting parents who
are learning English
The Adult and Community Education department teaches English classes for
adults during the day at the GEC and in the evenings at several high
schools. Contact the Adult and Community Education office at 646-4666 for
further information.
Asked at Granger High School community meeting, October 23, 2007
Top
Educational equity programs
The Educational Equity department hosts meetings
throughout the year with leaders from various ethnic communities.
Combined efforts are made to build and enhance relationships and prevent and
respond to concerns both within the schools and the greater community.
Asked at Granger High School community meeting, October 23,
2007
Top
Foreign exchange student
diplomas
Foreign exchange students are a wonderful resource to a school. Exchange
students who come to the
US are having a significant
experience as well. One’s academic ability does not equate to meeting state
established high school graduation requirements. If either a
Utah student in a foreign country, or a foreign student in
Utah, meet the respective
graduation requirements, a high school diploma would be appropriate. Simply
attending
Utah, or foreign, schools for a
year would not automatically qualify either student for a diploma.
Asked at Granger High School community meeting, October 23, 2007
Top
Increased
funding for educational equity programs
The legislature provides some funding targeted to
students who are at risk. We are strongly supporting the state office
of education’s request to the legislature to provide a specific
appropriation for English language learners.
Asked at Granger High School community meeting, October 23,
2007
Asked at Hunter High School community meeting, November 7, 2007
Top
Struggling students
Special Education is a federal designation for students
who have specific disabilities and meet specific criteria. Students
who struggle but do not qualify under the federal definitions can receive
help through other school and district programs. We would encourage
parents whose students need assistance but do not qualify for special
education to meet with their school administration to discuss interventions
and options.
Asked at Granger High School community meeting, October 23,
2007
Asked at Hunter High School community meeting, November 7, 2007
Top
Citizenship
We recognize that while what a person knows may help them get a job, skills such
as getting to work on time, following directions and getting along with
co-workers will help them keep the job. The citizenship grade takes these
factors into account and is intended to provide feedback to students and parents
accordingly.
Asked at Hunter High School community meeting, November 7, 2007
Top
School safety
The Board of Education has adopted policies prohibiting bullying and promoting
school safety. Parents who are concerned with safety issues at the school are
encouraged to meet first with the school administration and then with district
personnel for resolution.
Asked at Hunter High School community meeting, November 7, 2007
Top
Special education for
students with disabilities
Students with disabilities each have an Individualized Education Program.
Parents are intended to be integral and active part of the team that develops
the program. Parents who are uncertain about the IEP are encouraged to meet
first with the school administration and then with district personnel for
resolution.
Asked at Hunter High School community meeting, November 7, 2007
Asked at Olympus High School community meeting, November 28, 2007
Top
Mandatory kindergarten
Although the state of Utah does not mandate kindergarten attendance, most
children do attend kindergarten during their first year of school. Many of the
elementary schools in Granite School District now offer optional extended day
kindergarten as well. A specific allocation has been provided by the legislature
to allow twenty-four of our elementary schools to offer extended day
kindergarten. We are pleased with the results obtained by these schools and plan
to offer this option at additional locations as the legislature increases
funding for optional extended day kindergarten.
Asked at Cyprus High School community meeting, January 8,
2008
Top
Charter schools
Several private groups have petitioned the State Board of Education for charters
to become “charter schools” with physical locations within Granite School
District. By law, 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.
We feel we compete well with charter school in every category, including such
measures as student opportunities, teacher experience and qualifications, meet
or exceed those in a charter school. We would invite those with specific
questions or comparisons to meet with local school leaders. In any event, we
welcome suggestions for improvement regardless of the source!
Asked at Cyprus High School community meeting, January 8,
2008
Top
English Language Learners
The district has worked closely with the Office for Civil Rights to develop a
system to identify and serve English Language Learners. The Department of
Educational Equity staff (646-4205) would be happy to answer questions regarding
the process and programs.
Asked at Cyprus High School community meeting, January 8,
2008
Top
Kindergarten enrollment
The law states
that “a board may enroll children in school who are at least five years of age
before September 2 of the year in which admission is sought” (Utah
Code 53A-3-402(6)).
The state office of education has consistently
interpreted this, and directed accordingly, to mean that if a child was not five
on September 2, the child cannot be enrolled in a public school until the next
school year.
This having been said, it is not uncommon that children who
were born shortly after the deadline the previous year, after having been
assessed by their school, are registered in first grade.
Asked at Cyprus High School community meeting, January 8,
2008
Top
Pre-school classes
Our district pre-school have a curriculum which has been very valuable for
participating children. Funding for pre-school is quite limited but we are
expanding the program as we are able.
Asked at Cyprus High School community meeting, January 8,
2008
Top
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
Top
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
Top
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
Top
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
Top
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
Top
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
Top
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
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
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
Top
International Baccalaureate
Programme
Granite District recently began offering the IB program at two high schools as
an additional option to the many academic opportunities available to high school
students. Teachers at both schools received extensive training in the curriculum
and program requirements, and both schools - Hunter and Skyline - have
customized their programs within parameters allowed to meet perceived needs of
the students involved and to capitalize on the varied skills and content
expertise of school staffs. Granite District is committed to ongoing support of
the IB program and is creating additional initiatives that will hopefully
provide a systemic approach to supporting students at the elementary and junior
high levels for whom this will ultimately be an appropriate program. (see also
State sets minimum graduation
standards)
Asked at Skyline High School community meeting, January 16,
2008
Top
Education of gifted
students, advanced learners
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. Granite District is also considering a dual immersion magnet
program: an elementary gifted program that will serve identified gifted students
- both English and Spanish speakers - who would enjoy a bilingual approach to
elementary instruction.
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.
As gifted students leave elementary school they are encouraged to opt for a
rigorous academic course schedule including honors classes at the junior high,
though among our sixteen junior highs, the opportunities available to students
can be different.
The education of young adolescents is both challenging and rewarding. At the
root of quality middle level education is the belief that students in our junior
highs require developmentally appropriate experiences provided by caring adults.
They learn best when involved with integrated, engaging curricula provided in a
team structure. In enriched learning environments, these students thrive on
instruction based on exploration, discovery, and application of learned concepts
to the real world. What these characteristics look like may be very different
from community to community; essential to quality middle level education is the
concept of responsiveness to individual student needs and choices.
Granite District’s Board of Education has mandated that all its junior high
schools organize students into teams, provide common planning time for teachers
through which they can integrate curriculum, and provide professional learning
for teachers that meets the needs of young adolescents. The board also allowed
flexibility of student scheduling to accomplish these goals. It is both this
flexibility and responsiveness to student needs that determine course offerings,
extracurricular activities, collaborative experiences, etc. that vary from
school to school. Parents of gifted students are encouraged to investigate
course offerings and programs among the schools to best match their students’
needs with the options available.
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. Questions about specific courses available, funding
for these programs or participation and testing fees required of students should
be referred to the principal of the high school of interest.
Granite District is committed to meeting the needs of its academically advanced
and gifted learners and will continue to introduce and expand initiatives
designed to address them.
Asked at Skyline High School community meeting, January 16,
2008
Top
Impact on programs
New districts (in the event of a division, both districts are “new” districts)
do not receive an infusion of new resources. The revenue, largely based on
student enrollment, is the same as prior to a division but would need to go
further because of necessary duplications. For example, the law requires that
each district have a superintendent and a business administrator. As a practical
matter, districts also need central staffs to coordinate transportation, school
lunch, facility maintenance, technology, special education, career and technical
education, curriculum and instruction, human resources, payroll, accounting, and
so on. The functions would all need to be provided although, depending on the
size of new districts, some of the functions could possibly be provided by the
same individual.
In any event, a negative net effect on student opportunities in both new
districts would be anticipated in the event of a district division. Studies
conducted on behalf of Holladay City, South Salt Lake City, and Salt Lake County
did not address or plan for this eventuality.
Asked at Cyprus High School community meeting, January 8,
2008
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Special Education eligibility
Federal law has established certain categories of disabilities. A student who
has one of the specific disabilities to the degree required by the law is
entitled to an individualized education plan and certain related services.
Although some children may not achieve as well as other students or siblings,
they may still not qualify for special education.
Schools have a number of programs to help students who struggle, whether the
student qualifies for special education or not. Parents are encouraged to meet
with school teachers, administrators and support staff to explore these
opportunities.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Charter schools
Charter schools offer a number of programs, many of which are offered at
district schools and all of which can be offered at district schools. The
question is one of prioritization. For example, an elementary charter school may
prioritize a focus, perhaps language instruction. Within the district we have a
number of elementary which are dual immersion language schools and others
providing intensive language instruction. These district schools have
established a focus on languages while other schools may focus on something
else. District schools have considerable latitude to establish such programs and
areas of focus.
Parents are encouraged to meet with teachers, administration or community
council members regarding interests for their particular school.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Elementary school maturation
programs
In 2000, the Utah State Legislature addressed school instruction in human
sexuality, and state law was then revised. Granite School District complies with
rule that was then written with regard to its school maturation and sex
education programs. On a regular basis, all teachers responsible for any aspect
of human sexuality instruction receive state-approved training outlining the
approved curriculum. A district committee made up of teachers, administrators,
health practitioners and parents reviews and approves all guest presenters and
their respective materials relating to human sexuality instruction prior to
their use in schools; approval by the committee is contingent on the materials
meeting the general provisions of the law. The district also uses the
appropriate parental notification forms and has appropriate procedures in place
for appeal and student exemption from participation.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Increase arts and music
education in schools
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. Additionally, Granite District
has created an integrated thematic approach to the science and social studies
core curricula called Interconnections - used by all elementary schools; arts
components are currently being infused into that curriculum and its related
materials.
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.
The public education system relies heavily on the support of its local
communities in preparing students to take their places in the world and in
providing enrichment activities that support classroom instruction. Granite
District appreciates the contributions made by PTA and PTO organizations as well
as individual patrons who share expertise that provides music and other arts
experiences for students in our schools. If you would like to volunteer in your
neighborhood school, contact the principal or local PTA officer - someone’s
child will always be the better for it.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Foreign languages at the
elementary level
Granite District supports world language education and acknowledges that
learning a foreign language is easier the younger the student. To that end, many
of our elementary schools are offering the FLES program, an exploratory program
of world languages and cultures that exposes sixth graders to Spanish and French
(and in some schools, an additional language) and Greek and Latin roots. Once
students have had this overview experience, many are better prepared to choose a
language to study in depth once they reach junior and senior high school.
Also, two elementary schools in Granite District began offering a dual immersion
program this year. Students are instructed in both Spanish and English beginning
in the first grade; by the end of sixth grade, participating students are likely
to be bilingual.
Asked at Taylorsville High School community meeting, January
22,
2008
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