Hunter High School community topics
The Board is
committed to air condition all school buildings as this becomes financially
feasible. In order to achieve this goal, the Board may consider raising taxes.
Asked at Hunter High School community meeting, November 7,
2007
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Arts Programs 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.
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. Schools also support their own targeted arts projects
and extracurricular arts clubs through grant writing and fundraising.
Asked at Hunter High School community meeting, November 7, 2007
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Testing and Student
Achievement
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 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
small group instruction.
Some concern has also been expressed that the district focus on literacy and
numeracy is diluting instruction in other content areas and that important
programs are being ignored in our elementary schools. In grades K-6, teachers
must spend three hours on literacy instruction, but that means that in addition
to teaching reading specifically, they address reading skills as they cover
other content areas such as social studies, health and science. One and a half
hours’ math instruction is also required; that might include teaching math
concepts in relation to science core concepts or applying them in completing an
art project.
All elementary schools in Granite District use Interconnections, a thematic
curriculum model that integrates social studies, science and a variety of life
skills in a focused, engaging, rigorous way. The curriculum lessons and
materials were created by Granite District, and specialists have been augmenting
the model recently with additional lessons that infuse the fine arts.
Asked at Hunter High School community meeting, November 7, 2007
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Boundary changes and
feeder school patterns
The Board of Education has made a significant effort in the past three years to
align boundaries so that students move as cohorts from elementary school to
junior high school and from junior high school to high school. Three years ago,
the board adjusted many elementary, junior high and high school boundaries to
help accomplish that. Mainly because of space issues at receiving schools, the
board was not able to fully accomplish that. However, as boundaries are reviewed
annually, we continue to pursue that as a goal and adjust boundaries as possible
to accommodate keeping students together as they progress from elementary to
secondary schools
Asked at Hunter High School community meeting, November 7, 2007
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Boundary concerns
Boundaries and population issues are reviewed annually. The Board of Education
has adopted a procedure, the Annual Student Population Review, which establishes
a process for reviewing boundaries as needed or requested by city or county
officials, patrons, and school employees. Patrons may request the review of a
boundary by contacting the Planning and Boundary Department or their Board of
Education representative. The full text of the policy may be viewed by going to
the Planning and Boundary department page at www.graniteschools.org and clicking
on the Annual Student Population Review Procedures hyperlink.
The Board of Education approves a study list every February of issues they wish
reviewed in that calendar year. The board will review the Hunter Junior High
issue at that time and make a determination whether to further study and/or
recommend boundary adjustments for Hunter Junior High School.
Once placed on a study list, boundary proposals are thoroughly examined over a
10-month period. The Board of Education and district officials meet in two study
sessions, four public Board of Education meetings, and community open house
meetings to gather information and hear public concerns. In addition, the
Planning and Boundary Department meets with school committees multiple times
prior to submitting any proposal in order to gather information and listen to
concerns and recommendations about possible boundary proposals.
Asked at Hunter High School community meeting, November 7, 2007
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Funding
It is the understanding of the school
district that the funding committed by
West
Valley
City to help with the
Granger Elementary move and construction has been provided. Please check with
the principal at Granger Elementary for confirmation.
Asked at Hunter High School community meeting, November 7, 2007
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Financial literacy course
requirement
Financial Literacy is a course specifically mandated by the Utah State
Legislature for high school graduation. The curriculum has been prescribed by
the Utah State Office of Education, and the USOE has determined that it must be
taught by a teacher appropriately certified in math, social studies, or career
and technical education. Each year, the USOE offers professional development
opportunities to teachers who have received this course assignment to help them
prepare to effectively teach the curriculum. Granite District specialists in
each of those three subject areas are also available to provide teacher support
in making this an engaging class.
Asked at Hunter High School community meeting, November 7, 2007
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Textbook availability
Textbook funding for schools is provided through both state monies and, in
Granite District’s case, a local tax levied nearly a decade ago for buildings,
textbooks and technology. These funds are allocated to schools on the basis of
student enrollment. In addition, the district provides a rotation schedule
recommendation which suggests the content area in which books ought to be
purchased annually to guarantee that each subject receives similar attention and
that textbooks used for primary instruction are current and tied to the core
curriculum. Recent surveys of schools have indicated that adequate funding is
available to meet their textbook needs. Not all teachers, however, provide a
book for every student to take home regularly. Such situations relate to books
used only as classroom resources, supplemental textbooks, research sources, etc.
All students in Granite District should have access to textbooks sufficient for
their needs.
Asked at Hunter High School community meeting, November 7, 2007
Top
Plates are too small
The lunch plates in all secondary schools were converted from a five-compartment
lunch tray to a nine-inch, round, black plate. The high schools were converted
last year, and the junior high schools this year. The objective was to upscale
the look and feel of the meal. The black plate gives the appearance of a less
institutional meal and creates a distinctive difference from the
five-compartment lunch tray used in the elementary program. Throughout Sodexho’s
districts the round black plate has been well received and is perceived as less
juvenile in the secondary program. After reviewing the concerns received since
the beginning of the year, it seems the concerns are generated more from adults
(faculty and staff) than from students.
We have authorized schools to use hard trays (washable) and side dishes at the
offering table to alleviate the concern about students not having room to have
their side dishes. We will be converting to a larger ten-inch round black plate
when the current supply is exhausted.
Asked at Hunter High School community meeting, November 7, 2007
Top
Spanish translation
We have a translation coordinator who facilitates the translation of school and
district publications into many of the languages used by our students and their
families.
Asked at Hunter High School community meeting, November 7, 2007
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Addressing School Concerns
When there are specific concerns regarding a school such as littered grounds and
hallways, teacher dress standards, changing the structure of lunch recess,
student discipline, and grading procedures, patrons should contact the principal
and/or the School Community Council for assistance in addressing the problems.
If the patron does not receive satisfaction in resolving the concern, then it is
appropriate to call the School Services Director, who supervises the principal,
and ask for assistance in resolving the concern.
Asked at Hunter High School community meeting, November 7, 2007
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Elementary ability grouping,
class levels
Research has repeatedly shown that differentiated instruction in heterogeneous
classrooms maximizes student achievement and speaks to best educational
practice. In general, Granite District thus recommends heterogeneous classrooms
in all elementary grades and supports students spending as much time as possible
with their homeroom teachers for a variety of reasons:
• Teachers can better integrate curriculum, linking concepts taught in the
morning with those later addressed in the afternoon.
• Teachers are expected to differentiate support and instruction in all content
areas on a daily basis according to varying student needs.
• We minimize the possibility of having an entire group of struggling students
assigned to one teacher.
• We avoid tracking students and related pitfalls.
That said, we do believe in grouping for all students - but within those
heterogeneous classrooms. Whole group instruction, for instance, is followed by
appropriate work groups in reading; whole class work is expanded and enhanced by
dividing students into cooperative learning groups or smaller ability groups
that are fluid and change regularly as students’ needs and abilities fluctuate.
Gifted, ESL and students with disabilities are entitled to time with their peers
under the guidance of an appropriately endorsed teacher. This can be
accomplished within a heterogeneous classroom if they are grouped together with
one another and the teacher differentiates activities for the rest of the class
as well.
Differentiation for student learning must occur. This is most effectively done
in heterogeneous classrooms rather than within or across grade levels. Schools
are encouraged to make their grouping decisions with student achievement in mind
and in such a way as to maximize student performance results.
Asked at Hunter High School community meeting, November 7, 2007
Top
Jr. high registration
Last year, Hunter Jr. High participated in a pilot for student registration. In
spite of the school’s best efforts, there were many problems associated with the
new procedures. Hunter Jr. and the district have taken steps to ameliorate this
in the future.
Asked at Hunter High School community meeting, November 7, 2007
Top
Middle level
All of the middle level (7-9 grades) schools have the option
of being on a traditional 7 period, 8 period, block, or modified block schedule.
The decision is school-based and must include the approval of the School
Community Council, the majority of parents and the majority of staff members.
All schedules must be approved by the Granite Board of Education
Asked at Hunter High School community meeting, November 7, 2007
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Removal of relocatable classrooms and splitting of classes so late in the school
year
Relocatable classrooms are assigned on a priority
basis to schools. First priority is always to provide for enrollment growth. By
providing classroom space for students, we help maintain the lowest possible
class sizes. Relocatables are designed so that they can be moved periodically to
accommodate for enrollment fluctuations. Year-round schools, such as Hillside
Elementary, also accommodate for enrollment growth by rotating teachers into
classrooms on four-track calendar system. When a year-round school is not fully
utilizing grade level rotation to efficiently use classrooms within a building,
they are encouraged to do so before utilizing relocatable classrooms. In the
case of Hillside Elementary, the school had not been fully rotating at grade
levels for several years. Enrollment growth at other schools required the
reassignment of a relocatable classroom at Hillside to another school since
Hillside had classroom space available within its building.
Asked at Hunter High School community meeting, November 7, 2007
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.
Asked at Hunter High School community meeting, November 7, 2007
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Concern or safety at
Valley Crest drop-off zone
The traffic issue at Valley Crest Elementary is currently being analyzed by the
school district architect in conjunction with the West Valley City safety
engineer. The district is committed to help increase the size of the driveway
and/or add an additional entry to the school if it fits within the city
guidelines.
Asked at Hunter High School community meeting, November 7, 2007
Top
Mold at Orchard Elementary
Following the discovery of mold in the crawl space under Orchard Elementary, the
district has worked closely with OSHA to address all issues relating to the
mold. The main problem was water seeping and collecting under the building.
Major construction projects were conducted to eliminate the moisture source and
to remove or bleach any construction materials that showed signs of moisture.
Final re-insulation of that space is currently being completed.
Asked at Hunter High School community meeting, November 7, 2007
Top
Staffing issues
Elementary schools do accept input from parents for consideration in placing
students with a particular teacher. Whether the request can be granted is
determined by multiple factors.
Asked at Hunter High School community meeting, November 7, 2007
Top
Educator accountability and
evaluation
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 4 years of experience or more) are
observed and formatively evaluated every year by the principal as outlined by
state law. They receive a summative evaluation as it comes time to renew their
teaching license with the state. At any time if it is determined by the
principal or district administration that an educator is not meeting the
“Standards for Educators as outlined by the district, the educator is given
notice that they are not meeting the standards, and are given appropriate
assistance in an effort to improve their performance. If the educators’
performance does not improve, the educator is once again given proper notice and
continues to go through the process of corrective discipline outlined in the
state of Utah’s orderly termination act. Contrary to popular belief, it is not
difficult to terminate an educator that is not adhering to “Granite School
District’s Standards for Educators”. As a parent, if you are concerned that your
student’s teacher or counselor is not meeting the needs of your student, please
contact the principal. The principal can also provide you a copy of “Granite
School District’s Standards for Educators”, or you can also access them on the
Granite School District web site.
Asked at Hunter High School community meeting, November 7, 2007
Top
Reducing class size
Each year the legislature establishes a dollar amount for the Weighted Pupil
Unit, that is, a dollar amount per student. The WPUs represent the money that
pays for operations and maintenance (everything from utility costs at the
schools to fuel for school buses). Funds for teachers also come from the WPU. In
many years, the WPU increase has not covered the increases in costs of doing
business – the same inflation costs that impact families also impact school
districts – and student opportunities have been reduced and class sizes have
sometimes needed to be increased.
Last year’s legislative increase to the WPU gave Granite’s board the opportunity
to reduce class sizes. We are dependent upon the legislature for future
increases.
Asked at Hunter High School community meeting, November 7, 2007
Top
Student safety
All elementary schools have received funding from the Board of Education to
provide playground supervision before school. If patrons have questions
regarding the supervision at their school, they should contact the principal.
Asked at Hunter High School community meeting, November 7, 2007
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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 Hunter High School community meeting, November 7, 2007
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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
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GTI requirements and fees
Courses at the GTI are career-focused, and many offer industry recognized skill
certifications. Because of that nature, teachers often encourage students in
their classes to become involved with whatever related CTSO (Career and
Technical Student Organization) is sponsored as a voluntary extra-curricular
experience. Some activities conducted by the CTSO can fulfill class
requirements, but students are always given a variety of ways in which those
requirements can be met - no student must join a CTSO to earn course credit.
Additionally, career and technical courses often have specialized participation
and/or equipment fees attached to them, and some have specific job-related
requirements such as internship hours, uniforms, or food handler’s permits.
These requirements are always stipulated in writing in the course disclosure
slip sent home with students for a parent signature. Granite District makes
every effort to communicate effectively with its students and patrons,
particularly regarding new programs and opportunities.
Asked at Hunter High School community meeting, November 7, 2007
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Increased funding
for Educational Equity programs
The legislature provides some funding targeted to students who are at risk. We
have high hopes and expectations for students who are learning English and are
strongly supporting the state office of education’s request to the legislature
to provide a specific appropriation for English language learners.
Asked at Hunter High School community meeting, November 7, 2007
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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 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.
Asked at Hunter High School community meeting, November 7, 2007
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Programs for 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.
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 Hunter High School community meeting, November 7, 2007
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Reading instruction
Granite School District’s Board of Education has approved a pre K-12 literacy
framework for use district wide. It details curriculum and instruction, student
assessment and teacher professional development, as well as suggestions for a
positive literacy environment and resources to support student achievement in
literacy. In addition, after lengthy study through a district task force, the
board also identified and approved two basal readers which best support the
eight research-based components of the curriculum and mandated that three hours
a day be spent on literacy instruction in our elementary schools. The district
also provides reading specialists in every elementary school to work with
students in the primary grades who are not reading on grade level. Weekly
assessment of all students’ reading allows teachers to identify areas in which
students are struggling - fluency, comprehension, phonemic awareness, etc. - and
provide appropriate interventions in a timely fashion.
You may access the literacy framework as well as information about literacy
assessments and reading intervention programs available in the district through
the district website: Home Page - Departments - Instructional Services -
Department of Teaching and Learning - Literacy.
Asked at Hunter High School community meeting, November 7, 2007
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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
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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
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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 Hunter High School community meeting, November 7, 2007
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Parent volunteers
Parents are the absolute experts in their children and we hope to work in
partnership with parents. We whole-heartedly encourage parents to be involved
with their children both in and out of class. However, we do not punish parents
who are unable to participate as actively as other parents nor does the law
provide a mechanism to require parental participation.
Asked at Hunter High School community meeting, November 7, 2007
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A board member indicated
there may be smaller meetings for the community with the board. Do it!
As has been indicated at our "What Counts" community meetings, this is just the
first step in a process to increase our understanding of our patrons’ priorities
and concerns and addressing them. After we have finished this first step with
meetings at each high school in the district, we will continue to communicate
and meet with constituents to address the issues that have come up in these
meetings. While the exact format of the next step has not been determined, we do
plan to hold meetings with smaller focus groups as part of this ongoing effort.
Asked at Hunter High School community meeting, November 7, 2007
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Mt. View Corridor issues -
concern about its impact on the schools
We are also concerned about the impact that the Mt. View Corridor will have on
the schools that are in close proximity. Of particular concern are safe walking
routes for students who will have to cross the highway to attend school. We have
met and talked with UDOT about this issue and will do all we can to work with
them to find the best possible solutions to keep our school communities
connected and assure the safety of our students.
Asked at Hunter High School community meeting, November 7, 2007
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The board should have stayed
out of the voucher debate
As elected representatives of the people who are charged with providing the best
education possible for the children of the district, it is important that we
take a stand on issues that impact our ability to provide what is needed for our
children's education. It is also important for us to share the knowledge we have
regarding the impact those issues will have on public education. As a result, we
passed a resolution in opposition to the voucher law that includes a summary of
our reasons for that opposition. We hope this was helpful in providing a clear
message about our position and was helpful to our constituents in their efforts
to become informed voters.
Asked at Hunter High School community meeting, November 7, 2007
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Use the information here to
form committees to affect things on a district level
As has been indicated at our "What Counts" community meetings, this is just the
first step in a process to increase our understanding of our patrons’ priorities
and concerns and addressing them. After we have finished this first step with
meetings at each high school in the district, we will continue to communicate
and meet with constituents to address the issues that have come up in these
meetings. While the exact format of the next step has not been determined, we do
plan to hold meetings with smaller focus groups as part of this ongoing effort.
Asked at Hunter High School community meeting, November 7, 2007
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Wants a smaller district in
West Valley City
While there are advantages to both large and small districts, we are aware that
a large district is able to offer a greater depth and variety of programs and
services to students at a lower cost than would be possible with a smaller
district. We also believe that the Granite board has the ability to be extremely
responsive to its patrons through our school community councils, which are
already in place and are legally required by Utah state law. The district is
making every effort to educate the public in regard to the purpose and role of
community councils. Please refer to the district's November 2007 issue of
Pathways for more information. (This publication was mailed to each household in
the Granite District.) Ultimately it will be up to the people of the district to
decide this issue, not the Board of Education, should the issue appear on the
ballot in a future election.
Asked at Hunter High School community meeting, November 7, 2007
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