Skyline
High School community topics
Addressing school concerns
When there are specific concerns regarding a
school such as student supervision, littered grounds and hallways, teacher dress
standards, student safety, changing the structure of lunch recess, student
discipline, teacher assignments and grading procedures, patrons should contact
the principal and/or the School Community Council for assistance in addressing
the problems. If the patron does not receive satisfaction in resolving the
concern, then it is appropriate to call the School Services Director, who
supervises the principal, and ask for assistance in resolving the concern.
Asked at Skyline High School community meeting, January 16,
2008
Top
How can I be better informed about education issues so that I can talk to
legislators about our schools?
Some Granite District parents and other patrons want more
information about the school district so as to be better informed when issues of
public education come up. We publish several good sources about our programs and
services.
Our
Pathways
parent newsletter, which is mailed to all
parent homes five times each year, is also archived on our website.
The 2006-07 Annual Report, recently mailed to all parent’s homes, also give
statistical and program information about our students, schools, and programs.
Attending
board of
education meetings or reading the board’s
agendas
or
minutes
will provide information about current district issues.
In addition, anyone may subscribe to
our
Updates
by E-mail service. This allows you to choose
what topics you want to receive by e-mail such as daily news stories relating to
public education, notice of board meeting agendas, school test scores,
school calendars, district publications, proposed school boundary changes, and
more.
Asked at Skyline High School community meeting, January 16,
2008
Top
Creation of school
district calendar
The calendar is created by the calendar
committee consisting of parents, teachers and administrators. All parents in the
district are surveyed every few years to determine the critical elements desired
for the calendar such as starting/ending dates and the length of winter, fall
and spring recesses. Survey results are combined with requirements by the State
of Utah for 180 days and 990 hours of instruction to create the calendar. A new
survey will be sent to parents this spring.
Immediate feedback on the calendar can be addressed by contacting Mr.
Paul Hansen at
pohansen@graniteschools.org.
Asked at Skyline High School community meeting, January 16,
2008
Top
End of year school activities
Each spring, by direction of the Board of Education, schools
principals are sent a reminder that interruptions to instruction during the last
week of school are to be kept to a minimum. This does not mean, however, that
some school activities are not appropriate during this time. If you have
specific concerns about the activities during the last week of school, please
contact your school principal.
Asked at Skyline High School community meeting, January 16,
2008
Top
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 Skyline High School community meeting, January 16,
2008
Top
District website
Some of our patrons have commented that the district website
needs to become more user-friendly. We agree!
In fact, in the weeks prior to our high school What Counts
meetings, we began the process to redesign the website, particularly the home
page, to make the information that parents, students, employees, and other
people need easier to find.
We hope you will understand that it will take a few months to
make a complex website easier to use. We plan to have a more user-friendly site
up and running by April 2008. In the meantime, you may find what you are looking
for by using the search window at the top of the home page (it’s immediately to
the right of the words “all sources” at the very top).
If you have
suggestions on what you would like to see on our website, please send an
e-mail message to Public Relations.
Asked at Skyline High School community meeting, January 16,
2008
Top
Lunch on the Block Schedule
High school students on the block schedule attend school from 7:30 a.m. to 2:10
p.m. or about 6 ½ hours. Lunch is served around 10:30 a.m. or midway through the
day to accommodate students who must leave to attend university, GTI or academy
classes. Asked at Skyline High School community meeting, January 16,
2008.
Asked at Skyline High School community meeting, January 16,
2008
Top
Teacher standards
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. If you are concerned that your school principal is not
meeting the needs of your student or meeting the needs of your school, please
contact the appropriate school service director.
Asked at Skyline High School community meeting, January 16,
2008
Top
Teacher shortage and teacher
retention
The current national teacher shortage represents arguably the most imminent
threat to our nation’s schools. The teacher shortage has become a real issue in
the state of Utah as well, and is certainly affecting the Granite School
District. As of November 1, 2007, there are 173 teaching positions across the
state of Utah that have yet to be filled. We were fortunate in Granite School
District to begin the school year fully staffed. There are many reasons for the
teacher shortage, but perhaps the most alarming are the number of teaching
candidates that are enrolling at our local universities. According to a recent
survey of all universities along the Wasatch front ranging from Utah State
University to Dixie College, enrollment in teacher preparation programs have
dipped 30% in the past five years. This has made it very difficult for school
districts like Granite to recruit highly qualified teachers, and to keep pace
with the number of teaching openings they have each year. To help alleviate this
problem, Granite is expanding their recruiting base to other states,
particularly those states that have a surplus of teaching candidates.
Although Granite School District has a higher teacher retention rate than the
national average, we still lose teachers to surrounding states who pay their
teachers more than we do in the state of Utah. It is our hope that the state
legislature will continue to fund teacher salaries the way they have the past
few years which will help decrease the salary gap in that currently exist.
In regards to teacher retirements, the number of teachers that retire from the
Granite School District to seek employment elsewhere is very small compared to
the number of teachers we employ from other school districts that have retired.
Teachers who retire from Granite School District are encouraged to apply for
teaching openings that occur throughout the school year. We have many teachers
who have retired from Granite who have separated their employment from us for
the required amount of time as outlined by the URS, and are currently teaching
with us.
Asked at Skyline High School community meeting, January 16,
2008
Top
Air Conditioning
High classroom temperatures are a major issue in the fall and spring. The Board
of Education has adopted policies which will increase the number of air
conditioned schools, as well as reduce the air temperatures in non air
conditioned schools. These policies include but are not limited to:
• Air conditioning all new buildings
• Install air conditioning during major remodeling projects
• Air condition computer labs and main office areas
• Schools that are not air conditioned have been fitted with mechanical systems
to help purge the building with cooler air during the evening hours
• Energy managers assist principals in monitoring and resolving overheating
issues
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 Skyline High School community meeting, January 16,
2008
Top
Physical
conditions of schools on the east side is not good
Building conditions throughout the district are a
concern. Repairs and improvements are made annually using all available funds to
upgrade or maintain our aging schools. It is important the district be
financially responsible and not over spend on facilities, however, our buildings
must remain safe, energy efficient, clean, and provide a comfortable learning
environment for the students. Every school is regularly evaluated by our
maintenance staff. The principal in conjunction with the community council will
make recommendations for improvements. Since the average age of our school
buildings is approximately 40 years old, there is always more needs than money.
The board of education is continually stretching
limited funds to meet facility needs across the district. In recent years
several older building were replaced with new buildings, new schools were built,
and additions were constructed to existing buildings to increase school size.
Regardless of what avenues are used to improve our
school building in the future, it will be expensive. Granite School District has
been out of debt since 1996 which has saved a great deal of money, however
without the infusion of additional capital funds, Granite District schools will
continue to get older and will require more money and effort to keep them
repaired.
Asked at Skyline High School community meeting, January 16,
2008
Top
Stage and safety issues
Over a year ago it was determined that the fly system “ropes and pulleys” on the
stage were unsafe. The district hired a company to oversee the removal and
replacement of the entire fly system to address the safety and functionality of
the stage.
As the new system was installed, it became apparent that some alterations were
needed that were different from the original design. This work was completed
last year. Since completion last summer a few additional alterations have been
deemed as important to student safety. The most obvious need is to move a metal
bridge located in the upper stage area to a different elevation. This bridge is
very heavy and awkward. It is about 30 to 40 feet off the stage floor. This
project has been sent out for bid twice now and is currently out a third time.
To this point no contractors have offered a bid to fix the bridge. We are
pursuing other avenues to finish this project as soon as possible.
Asked at Skyline High School community meeting, January 16,
2008
Top
Wear and tear on Churchill, restoration/compensation after housing Wasatch?
After Wasatch Junior students move back to their building this coming fall, the
district will evaluate Churchill for wear and tear. Relocatable units will be
moved and repairs will be made as needed.
Asked at Skyline High School community meeting, January 16,
2008
Top
Skyline swimming pool needs
attention
The Skyline pool is one of 9 swimming pools in the district. These pools have
been a great asset to our district over the years as our district swim teams
have won many state titles. Nothing is better than swimming to keep the body fit
and healthy.
These pools are expensive to own and operate. The commitment to school swimming
pools has indeed been outstanding in the Granite School District over the years.
Granite is actually the only large district in the state where all high schools
have their own pool.
Skyline’s pool will be evaluated along with all other district pools again this
spring for any major repairs that may be needed. In the mean time, any issues
that are life safety concerns are dealt with immediately as they are discovered
or reported.
Asked at Skyline High School community meeting, January 16,
2008
Top
Eastwood needs to be retrofitted for earthquake and air conditioning, fix
electrical box in supply room, extension cords running along ceiling
Eastwood needs:
Air conditioning— The board will evaluate the possibility to add air
conditioning as money is available.
Seismic upgrade — Being an older school, Eastwood was build before many of
today’s seismic codes. Upgrades to buildings for seismic improvements are
included on our older buildings as roof systems are replaced. Cost associated
with completely seismically upgrading a building often exceed the cost of a new
building. Ability to withstand a seismic event will be one factor considered by
the board as funds are available to replace buildings.
Extension cords/Electric box in supply room — The extension cord hanging from
the ceiling of the supply room was installed correctly. Installations of this
nature are used when electricity is desired on a counter top surface such as
science labs, work areas, and shops. This installation meets code requirements
and is installed as designed.
Asked at Skyline High School community meeting, January 16,
2008
Top
How can
physical fitness/playground equipment be improved?
The district is upgrading playground equipment annually as funding is available.
New regulations are specific in the sizes and configurations of acceptable
playground apparatus and the materials under that apparatus. Some schools have
raised money locally through the PTA association to expedite the process. The
costs to install a new playground system is high and can range from between 25
to 50 thousand dollars. If rubberized matting is used under this equipment, the
cost is increased by about ten thousand dollars.
The district will continue to replace equipment that is considered a safety risk
and upgrade older playground systems when feasible.
Asked at Skyline High School community meeting, January 16,
2008
Top
Recycling
Several schools are currently recycling paper, plastic, and metal products. The
costs associated with collection and pickup of these items is often an expense
to the school. We encourage any group or school that wishes to participate in a
recycling program to do so, however it will be at the expense of that group or
school to pay for related costs.
Asked at Skyline High School community meeting, January 16,
2008
Top
Not enough desks for students
at Skyline
The district warehouse maintains a stock of new student desks and chairs. There
is also a surplus of furniture available for redistribution stored at the
district warehouse. If a school is in need of more student desks, they need only
requisition them and they will be sent in short order.
Asked at Skyline High School community meeting, January 16,
2008
Top
Cafeteria food too expensive, can you analyze food services (Davis district is
much better)
The cost of school lunch in the Granite School
District is the lowest of all districts in the area. A question was asked about
a comparison between Davis and Granite lunch prices so the following comparison
chart is included as a comparison:
|
|
Granite District
|
Davis District
|
|
Elementary Breakfast
|
$ .75
|
$1.10
|
|
Elementary Lunch
|
$1.20
|
$1.60
|
|
Jr. High Breakfast
|
$ .85
|
$1.40
|
|
Jr. High Lunch
|
$1.40
|
$2.00
|
|
Sr. High Breakfast
|
$ .85
|
$1.15
|
|
Sr. High Lunch
|
$1.50
|
$2.00
|
Asked at Skyline High School community meeting, January 16,
2008
Top
Better coordination with
Community Councils
The procedure for review of boundaries and student enrollment involving specific
schools provides extensive public involvement in boundary and student enrollment
issues. The school community council is involved formally and members may
participate as members of the school community as well. If a school boundary or
population is being studied by Granite School District, the Planning and
Boundary director meets with the school principal and calls for the creation of
a school committee to participate in the study process.
The principal provides information to the school community council regarding the
reason for placement on the study list. A school committee is appointed by the
principal in consultation with the school community council. Community council
members may participate on the committee but are not required to do so. The
committee is ad hoc and meets between February and August in the calendar year
the school issue is being studied to provide input and feedback on boundary and
population concerns.
There are other ways the school community council may participate in the
process. The school community council may meet with the director of Planning of
Boundaries as they desire. Community Council members may also contact members of
the Board of Education and voice concerns, state positions, or ask questions.
The council members may also attend and encourage attendance at open house
meetings held in October to review boundary recommendations and provide input
and feedback.
For a full description of the process involved in boundary and student
enrollment review, please see the
Annual Population Review Procedures
posted at the Granite District website.
Asked at Skyline High School community meeting, January 16,
2008
Top
Board representation and
district split
There are several requirements in state statute that must be met when forming
board precincts. Districts with student populations under 24,000 may have
five-member boards. Districts with student populations over 24,000 shall have
seven-member boards. Board precincts are determined by the county or municipal
legislative body. The district precincts are divided into areas of substantially
equal population and should be contiguous and compact as practical. Precinct
boundaries are reapportioned at least once every ten years; when a new district
is created; or whenever a district is consolidated.
Current precincts were reapportioned in 2002. They were based on substantially
equal populations of around 51,000 total people within each precinct. The
precincts will be reapportioned again in 2012. Representation is equal in that
board members represent largely equal populations within compact geographic
areas.
Dividing a district in order to maintain equal representation may or may not
fully address the concerns stated. A smaller district still will be divided into
relatively compact, contiguous areas of substantially equal populations as
required by law. Those municipal areas with higher populations or municipal
areas with more dense populations within a new district boundary will still have
different numbers of board members living in or near the municipal boundaries
depending on the geographic size and population density of the area. The
perceived advantages or disadvantages of this method of apportionment will still
be present within the new district precinct areas.
Asked at Skyline High School community meeting, January 16,
2008
Top
Use enrollment numbers as a way to fix financial issues. Determine an optimum
size and try to work toward that
Optimal enrollment is one of the issues that are considered in determining
school boundaries and populations. The Annual Population Review Procedures
require that student enrollment, neighborhood schools, limited use of
relocatables, and minimal busing among other issues are considered in population
analysis. For the full text of the procedures, visit our
website.
One of the challenges of Granite School District has been the simultaneous
student population decline in some areas and student population increase in
other areas. This concurrent population increase in some locations and decline
in other locations have stressed the system. In either situation, school climate
and programs are impacted by student enrollment. Schools face eliminating staff,
programs, or creating split grade levels when populations decline or face
crowded facilities limiting the programs that may reasonably be offered when
populations increase. Remedies include consolidating boundaries and
reapportioning students to increase enrollment or building new facilities to
accommodate an increased number of students
School physical facility size and target enrollments are developed in
consultation with principals, staff, and patrons. Financial issues do influence
the process in that they limit what may be done with staffing ratios, physical
facility upgrades, new school buildings, and program offerings in any given
fiscal year. The district continues to allocate resources in order to provide
the greatest benefit with the resources available. As more resources become
available, Granite School District will continue to move towards best possible
use of those funds that will include creating physical facilities and
maintaining student enrollment at optimal levels.
Asked at Skyline High School community meeting, January 16,
2008
Top
Is the construction of Wasatch on schedule, and will school open at start of
2008-2009 school year?
The plan to open Wasatch Junior High is still on schedule. This construction
time table has been very tight however, and the snowy weather in January has
slowed construction progress.
Weekly meetings are being held to monitor construction. One goal of these
meetings is to rush construction along without jeopardizing quality and/or
safety.
Asked at Skyline High School community meeting, January 16,
2008
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.
As the legislature adopts the education budget, the district is able to
establish a school staffing ratio. Each school then receives its staffing
allocation based on the number of students in the school. The decision how to
balance actual class sizes in a specific school, given the staffing allocation,
is made at the school level.
Legislators sometimes visit schools as part of their Legislators Back To School
program. We encourage patrons to encourage their local legislators to visit
regularly.
Asked at Skyline High School community meeting, January 16,
2008
Top
More counselors
and additional student support staff
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 counselors and teachers or other
advisors also come from the WPU.
Granite School District currently has the best counselor to student ratio on the
Wasatch front. Lowering that ratio further would require a trade-off elsewhere
such as a class size increase or reduction of another program in exchange for
more counselor support. The same principle holds true for social workers,
nurses, or other staff. Patrons should feel free to communicate priorities.
Asked at Skyline High School community meeting, January 16,
2008
Top
Dress Codes
The board has
delegated the establishment of
dress codes or standardized dress codes to schools.
Patrons and employees are encouraged to discuss
dress standards with school community councils and school administration.
Asked at Skyline High School community meeting, January 16,
2008
Top
Bullying
The board of
education
prohibits bullying.
Parents who are concerned about bullying or other
school safety issues are encouraged to meet first with the school administration
and then with district personnel for resolution.
Asked at Skyline High School community meeting, January 16,
2008
Top
Equity between genders in
athletics
The funding of men’s and women’s sports is the same. Coaches for sports are paid
the same regardless of whether the sport is a men’s or women’s sport. Budgets
are the same as well. A school’s men’s basketball budget, for example, is the
same as the women’s basketball budget. Parents who are concerned about this
assertion are encouraged to meet first with the school administration and then
with district personnel for resolution.
Asked at Skyline High School community meeting, January 16,
2008
Top
Numbers of students
in classes and student desks
Each school receives its staffing allocation based on the number of students in
the school. The decision how to balance actual class sizes in a specific school,
given the staffing allocation, is made at the school level. School
administration is responsible for ensuring that the number of students assigned
to a classroom can be served in that classroom. Parents who are concerned about
the number of students or desks in a specific class or classroom are encouraged
to meet first with the school administration and then with district personnel
for resolution.
Asked at Skyline High School community meeting, January 16,
2008
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 Skyline High School community meeting, January 16,
2008
Top
Special education
after-school opportunities
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, to include after-school opportunities if necessary. 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 Skyline High School community meeting, January 16,
2008
Top
Translation services
Many district and school publications are translated into Spanish because of the
large number of Spanish-speaking families in our district. More than 60
languages in addition to English and Spanish are spoken by families in our
district. We have a translation coordinator who facilitates the translation of
school and district publications into many of the additional languages as
needed. Parents are encouraged to contact the Educational Equity department at
646-4205 directly or through the school.
Asked at Skyline High School community meeting, January 16,
2008
Top
Where is
the accountability of where funds are being spent?
School districts are accountable to the public that they serve. This is
accomplished through their elected school board members who spend endless hours
reviewing budgets, determining priorities and approving expenditures. Districts
are required by law to have public budget hearings prior to adoption and then
usually post their financial information out on their web page. They prepare an
annual financial report that is filed with the State Board of Education as well
as the State Auditor.
Districts are also required to have an annual audit done by an outside,
independent CPA firm and are subject to legislative audits whenever they are
requested.
Asked at Skyline High School community meeting, January 16,
2008
Top
Where is money going and how is it spent?
In an annual budget of $566 million
dollars it would be difficult to tell you where all of the money is going.
In
the General Fund of $407 million dollars, ninety percent of the money is spent
on employee salaries and benefits, as education is a very labor intensive
business.
Another $106 million dollars will be spent this year in
Capital Outlay for buildings and equipment and $21 million for school lunch.
All of this information is available on the district’s web page at
www.graniteschools.org and you are welcome to call the budget office if
you have any questions.
Asked at Skyline High School community meeting, January 16,
2008
Top
Go
for a bond to finance new schools and alleviate over crowding
Thank you for your suggestion and assumed support to sell bonds, even if it
means an increase in Granite’s property tax rate. The district has worked hard
to get out of debt. As with any personal mortgage, it is nice to save the
interest and pay-as-you-go. After many years of bonding through the growth
years, in 1996 the district paid off all of their debt and shifted the
debt-service levies to the capital outlay fund to pay cash for the new projects.
That has worked well for many years as we were able to construct ten new schools
and save millions of dollars of interest and still maintain one of the lowest
tax rates along the Wasatch Front. However, with new growth on the west side,
growing replacement needs across the district and rapid increase in building
costs, the district is currently looking at getting back into bonding.
Before the district could sell bonds, it would be necessary to hold a district
wide vote for authorization. That process has at times been questioned since we
have lost 10,000 students and should be closing a number of schools.
Asked at Skyline High School community meeting, January 16,
2008
Top
Where does the money go that is earmarked for decreased class size mandated by
legislature?
All of the money received by Granite for class size reduction has gone to pay
for additional teachers to reduce class size. In a recent legislative audit
Granite was recognized as one of the few districts that could account for every
dollar being spent for its intended purpose. Unfortunately, keeping up with
salary increases and pockets of growth in some schools has used some of that
money and not shown additional decreases.
Granite has also put some of their local funds into reducing class size as this
is a high priority for the board of education, but it takes millions of dollars
to reduce classes by just one or two students.
Asked at Skyline High School community meeting, January 16,
2008
Top
Why is school money
going for Cottonwood Mall?
The funds that you refer to are not actual dollars available in today’s budget,
but are new tax dollars that the RDA project should generate. They are the
future “growth” dollars that the district would get only if the project is
successful and increases the assessed value of that property.
Yes, our dollars would be better spent on our educational needs, but they may
not be there without some assistance. On the Cottonwood Mall project the
district revenue is projected to increase from today’s $171,000 to $4 million
dollars at the end of the 20 year proposal.
We need to ask the question, would the developer build the project without the
public dollars? If yes, then they wouldn’t need the district’s tax dollars. But,
if it wouldn’t happen without some assistance, then it’s probably a good
investment and we will see a significant increase in tax revenues when the
project is completed.
Asked at Skyline High School community meeting, January 16,
2008
Top
Would support a
bond to give many schools a face lift
Thank you for your suggestion and assumed support to sell bonds, even if it
means an increase in Granite’s property tax rate. The district has worked hard
to get out of debt. As with any personal mortgage, it is nice to save the
interest and pay-as-you-go. After many years of bonding through the growth
years, in 1996 the district paid off all of their debt and shifted the
debt-service levies to the capital outlay fund to pay cash for the new projects.
That has worked well for many years as we were able to construct ten new schools
and save millions of dollars of interest and still maintain one of the lowest
tax rates along the Wasatch Front. However, with new growth on the west side,
growing replacement needs across the district and rapid increase in building
costs, the district is currently looking at getting back into bonding.
Before the district could sell bonds, it would be necessary to hold a district
wide vote for authorization. That process has at times been questioned since we
have lost 10,000 students and should be closing a number of schools.
Asked at Skyline High School community meeting, January 16,
2008
Top
I am under the impression that a high or majority of tax revenue comes from the
east side, but the schools on the west side are better funded, am I incorrect?
During the recent discussions about splitting the district the Jordan River was
used as the dividing line. Only 47% of the assessed value is on the east side,
while 53% was on the west. This is a pretty equal distribution for collection of
taxes. However, 75% of the students are on the west side. Most of the operating
funds (from state WPUs ) are allocated by enrollment so that teaching resources
and supplies provide an equal educational opportunity. But, because of the
overhead cost of the east side schools, with lower enrollments, it is more
expensive to educate a student on the east side.
Asked at Skyline High School community meeting, January 16,
2008
Top
Funds
should be handled through main offices, not teachers
We agree teachers need time for curriculum and fewer operational tasks. We are
currently working to redefine some of those administrative functions. Handling
funds through the office and/or electronic payments would also improve the
control of cash.
Asked at Skyline High School community meeting, January 16,
2008
Top
District emergency plan has not been updated since 1998 - Please help us be
prepared
There is an Emergency Preparedness Manual in every classroom in the district
which was last updated in January 2006. Each school should also have an
Emergency Response Plan on file in the office. The principal is responsible to
keep that information up to date.
School safety is a very high priority in the district and information is
constantly being reviewed on how to handle new emergencies.
Asked at Skyline High School community meeting, January 16,
2008
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. It is expected
that the use of movies in the classroom is rare but always as a means of
enhancing instruction, not to takes its place.
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 Skyline High School community meeting, January 16,
2008
Top
State sets minimum graduation
standards
Granite School
District must abide by the graduation requirements set first by the state
legislature and then implemented in state board rule; these include additional
math, science and language arts credits for graduates in the year 2011. In
addition, local boards of education may set standards for districts beyond those
set by the state. Granite’s Board of Education has, over the years,
increased the state’s semester requirements for 9th grade geography
and 7th grade earth systems from one semester each to one year each.
Graduation requirements can be found
online.
Granite District has made every effort to introduce for
students as much flexibility into those requirements as is allowable by law.
With the increase in required math, science and language arts credits, the state
provided an approved list of applied, advanced and supplemental courses that
could count toward meeting those new graduation requirements; districts have
been given latitude to accept any or none of those courses. Our Granite
District Board of Education, in an effort to provide as many options in course
choices that meet the credit requirements as the law will allow, approved the
entire list provided by the state and will continue to add to those options
whenever the Utah State Office of Education adds to its approved list.
In addition to increasing the number of
course credits required for graduation, the legislature has prescribed specific
courses that must be taken by every student to graduate: computer technology,
general financial literacy, U.S. government and citizenship. Granite
District is aware that not all students desire to take these and other
particular courses or may already consider themselves proficient in the course
content. While neither districts nor individual schools may waive state
graduation requirements, Granite students do have options for meeting those
graduation requirements beyond taking the class. State law currently
allows for earning course credit by taking state-approved competency assessments
- most of which have been created by Granite District - in the following areas:
Algebra 1, Biology, Computer Technology, Earth Systems Science, Fitness for
Life, General Financial Literacy, Geography for Life, U.S. Government &
Citizenship, World Languages. Students who would like to “test out” of
taking a course may visit Granite District’s
website
for information about the process. Also, district policy on acquiring
graduation credits extends to earning those credits online through such
accredited sources as the
Electronic High School,
thus providing students with more course options in a school day schedule.
Students who choose to participate in the International
Baccalaureate Programme commit to requirements beyond those required for high
school graduation in Utah. They commit to additional academic rigor in
anticipation of receiving a diploma that is recognized by some colleges and
universities in the world as enhanced, value added. The program is
prescriptive and requires school compliance with both student course and teacher
training requirements to maintain affiliation with the international
organization; Granite District has no latitude or flexibility within those
program standards.
Asked at Skyline High School community meeting, January 16,
2008
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
Reading 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 Skyline High School community meeting, January 16,
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 Skyline High School community meeting, January 16,
2008
Top
P.E. and related credit
requirements
The state core curriculum which must be taught in every Utah school is
determined by the Utah State Office of Education. At the elementary level, the
physical education curriculum for each grade includes four content areas:
fitness, motor skills development, social and emotional development, and
knowledge. Schools must spend a minimum of ninety minutes (exclusive of recess
and other free time) in structured P.E. activities per week to meet the state
requirement.
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 a P.E. specialist to serve the school.
At the secondary level, the USOE mandate for grades 9-12 is 1.5 units of P.E.
credit - generally a semester each of Participation Skills, Fitness for Life,
and a maximum of one semester of Individual Lifetime Activities, Team Sports or
Athletic Participation. For each course, a specific academic curriculum is
prescribed. Participation in a dance class can generate either P.E. or fine arts
credit depending on the qualifications of the teacher teaching the class.
Whether elementary or secondary, the desired outcome of all physical education
experiences is that every student gain the knowledge, skills and attitudes that
will promote physical activity as part of everyday life.
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
Teaching the state core curriculum
It is the expectation in Granite
District that all teachers at every level are familiar with, competent to teach
and accountable for instruction in the prescribed state core curriculum.
It is readily available
online,
and teachers have ample resources available to develop both their instructional
expertise and to support their teaching of the core: professional development
classes, instructional videos, curriculum maps, etc. Because student
learning is assessed in key content areas through criterion-referenced tests
(CRT’s) that tie directly to the core curriculum, Granite District has also
provided
Interconnections
as well as training in integrated thematic instruction to help elementary
teachers cover a very broad and extensive core curriculum during the course of
each year.
Asked at Skyline High School community meeting, January 16,
2008
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 of these assessments are delivered online and require
students to participate in the school computer lab. In order to still
maintain computer lab access for students to work on projects, do research,
etc., all schools have at least two computer labs, some have more, and Granite
District is providing more flexibility and adding computer access in schools
with portable wireless laptops.
Asked at Skyline High Schoo