Taylorsville
High School community topics
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.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Dress
codes
The board of education has delegated the establishment of dress codes to
schools. A number of schools and district departments have established staff and
faculty dress codes. Patrons and employees are encouraged to discuss dress
standards with school community councils and school administration.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Vending machines
Vending machines have provided a significant source of discretionary revenue
to schools for many years.
The decision to place (or remove) vending machines
has been and continues to be a local decision, driven by school community
councils.
Despite state audits and numerous legislative bills
regarding vending in schools, there has been no allocation of funds to replace
the revenue should vending machines be removed.
Asked at Taylorsville High School community meeting, January
22,
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 Taylorsville High School community meeting, January
22,
2008
Top
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.
The district has been piloting a “Newcomer Academy” for high school youth new to
our language. If the pilot is successful its application may be expanded to
assist those students with little or no English experience.
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
Creating
electronic publications
A Granite District patron has suggested that we send our
publications electronically and save the costs of printing and mailing. In fact,
many of our publications are now available by e-mail. Please visit the
Updates by E-mail
webpage.
We plan to improve the electronic presentation of our
publications and to reduce the number of issues that we print and mail. We
recognize, however, that some of our employees – and some parents – do not have
internet access. We don’t want to lose contact with them or deprive them of
information.
Our plan for the newsletter, the annual report, and for our
parent newsletter, Pathways, is to create electronic versions that can be
easily navigated and read on a computer screen. Then we will notify all
recipients that they may continue to receive a printed version upon request. All
others would receive only the electronic versions.
Designing a publication that can be easily navigated and read
on a computer screen will take some time and money, as well. In the long run, we
believe that it will save resources and provide speed and access to information
about Granite District and our schools.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Educator evaluation
We believe that quality educators are essential for the success of all students.
Consequently, we hold all of our educators accountable to a comprehensive set of
standards. All of our educators are evaluated by the same set of standards that
are driven by student performance results that are measured through a variety of
lines of evidence, across multiple domains. All provisional educators receive a
summative evaluation twice per year. Career educators are formatively evaluated
once per year and receive a summative evaluation the same year their teaching
license is to be renewed. You may access a complete list of Granite School
District’s standards for educators and the process that we use to
evaluate all of
our educators on our website. Do not hesitate to contact the Principal of
your school to discuss how they implement the Professional Growth and Evaluation
process at their school.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Concerned about RDAs. Wouldn’t our tax dollars be better spent on teacher
incentives or infrastructure improvements?
The funds that you refer to are not actual dollars available in today’s budget,
but are new tax dollars that the RDA projects should generate. They are the
future “growth” dollars that the district would get only if the projects are
successful and increase the assessed value of those properties.
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 Taylorsville High School community meeting, January
22,
2008
Top
Concerned about money for Cottonwood Mall redevelopment. Are there safeguards in
place if the district splits?
The money that the district will be contributing to the Cottonwood Mall project
is the future, new tax increment as the value of the property is increased. The
tax dollars are specific to that piece of property. If the district was split
the money would all come from the smaller east side district.
Asked at Taylorsville High School community meeting, January 22,
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 Taylorsville High School community meeting, January
22,
2008
Top
Addressing school concerns
When there are specific concerns regarding a school such as student supervision,
littered grounds and hallways, teacher and student dress standards, student
safety, changing the structure of lunch recess, student discipline, teacher
assignments and grading procedures or other school policies, 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 Taylorsville High School community meeting, January
22,
2008
Top
Jr. High registration
Last year, some junior high schools participated in a pilot for student
registration. In spite of the schools’ best efforts, there were many problems
associated with the new procedures. The district has taken steps to ameliorate
this problem in the future including the exploration of on-line registration.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
School budgets and supplies
Each elementary school throughout the district receives funding for textbooks
and supplies according to the same formula – by student enrollment. In other
words, two schools with the same student enrollment will receive exactly the
same amount of money for supplies and textbooks. If it seems that your
particular school is lacking student and teacher supplies, please follow the
steps outlined in Addressing school
concerns.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Reducing class size using
aides
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 and aides 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 Taylorsville High School community meeting, January
22,
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
http://www.schools.utah.gov/curr/main/2011gradrule.htmonline.
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.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Teacher appreciation
Both the Board of Education and district administration acknowledge that
teachers are our most valuable resource when it comes to accomplishing the
mission of Granite School District: to prepare every student with the
knowledge and skills needed for lifelong success in a changing world. At a
district level we take advantage of many opportunities to recognize their
wonderful service, and we support and encourage individual schools and their
communities in doing the same. The state legislature has also taken note of
teacher dedication and allocates funding specifically to help them cover
personal out-of-pocket expenses related to materials they choose to provide for
their classrooms beyond those the school is responsible to furnish.
We also know that the priority for our teachers is instructional time in the
classroom. To that end, we make every attempt to streamline and reduce tasks
required of teachers that draw them away from their students. Using technology
to address such things as grading, attendance-taking, and reporting saves
teachers time.
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
Upgrade textbooks, provide
for all classes
Textbook funding for schools is provided through both state monies and, in
Granite District’s case, a local tax levied nearly a decade ago for buildings,
textbooks and technology. These funds are allocated to schools on the basis of
student enrollment. In addition, the district provides a rotation schedule
recommendation which suggests the content area in which books ought to be
purchased annually to guarantee that each subject receives similar attention and
that textbooks used for primary instruction are current and tied to the core
curriculum. Recent surveys of schools have indicated that adequate funding is
available to meet their textbook needs. Not all teachers, however, provide a
book for every student to take home regularly. Such situations relate to books
used only as classroom resources, supplemental textbooks, research sources, etc.
All students in Granite District should have access to textbooks sufficient for
their needs. Questions concerning availability of specific textbooks should be
directed to the school principal.
Asked at Taylorsville High School community meeting, January
22,
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 Taylorsville High School community meeting, January
22,
2008
Top
Grants for schools
Many schools in Granite District are able to implement innovative programs, hire
additional staff or provide increased professional development opportunities for
teachers through application for and receipt of grant funds. Whether the monies
are federal, state or local, grant funding can support a School Student
Achievement Plan in many ways; sustaining the services provided by the grant can
be problematic after it has expired, though.
The district frequently provides support and expertise to schools who are
applying for grants. We help them collect appropriate data, create a plan, and
ultimately assign a district administrator to help oversee its smooth
implementation when a grant is awarded.
Asked at Taylorsville High School community meeting, January
22,
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 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
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 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
Top
Online parent-teacher
conferences
Granite School District has made many attempts to incorporate the latest
technological advances into high quality instruction and better communication.
The use of email between parent and teacher, online grading reports/course
offerings/registration, e-newsletters, etc. all enhance a school’s ability to
communicate faster and more effectively with its community. It is not likely,
however, that we will begin conducting parent/teacher conferences online. Though
the time commitment for both teachers and parents is significant twice a year,
these scheduled face-to-face conferences provide the opportunity for teachers to
demonstrate actual student work, share instructional materials, and generally
focus collaboratively in the school environment on a specific student with his
or her parents.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Schools appreciate parent
and student volunteers
The public education system relies heavily on the support of its local
communities in preparing students to take their places in the world. PTA and PTO
organizations marshal parent support for classroom activities and fundraising;
other organized parent groups take such forms as booster clubs and special
interest associations (e.g., gifted parents). But more help is always needed; it
is sometimes difficult to identify parents who might be willing to work with
students at specific grade levels or with specialized needs. Some schools are
creative and use students to volunteer as tutors to younger students or serve as
mentors for their peers.
Parent volunteers provide wonderful instructional support when they assist in
school classrooms, allowing teachers to work with small groups or individual
students. They help with after school programs, tutor in math and reading,
sponsor schoolwide arts, physical education and service projects; and serve as
guest speakers in their areas of expertise. Volunteer hours tallied in Granite
District schools annually number in the tens of thousands. 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
Air conditioning schools
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 Taylorsville High School community meeting, January
22,
2008
Top
Lunch program and what
students want, not what adults think they want; providing water instead of milk
Food services provided for Granite District students is continually being
evaluated and adjusted to meet and/or exceed federal guidelines for nutritional
value. The evaluation includes portion size, fat content, carbohydrate counts,
etc. All elementary schools now offer a “nutrition station” for students wishing
to add fruits, nuts, raisins, and vegetables to their lunches. These stations
have become exceedingly popular and the volume of these food items served is
increasing. A nutritionist has been hired by the food service department to
assist in writing nutritionally fit menus and to help provide specialized diets
to students requiring a special calorie count or diet.
New food items are often evaluated for adequate nutritional standards. When
standards are met or exceeded, the item is field tested to determine if students
like the product. If adopted, the item is then added to the menu rotation.
Recently a new pizza was added to this rotation after following this selection
method. It is very tasty yet contains far less saturated fat than the previous
pizza offering.
Some school administrations have requested that water be given as an option
rather than milk in the food line. A few schools are currently exploring how to
best serve water in the lunch line.
This coming school year fewer drink choices will be available to students
through vending machines. The new standard will dramatically reduce the volume
(size) of drinks sold and totally eliminate carbonated drinks at the elementary
(which is already the case) and junior high levels with only diet carbonated
drinks sold on high school campuses. Bottled water is allowed to be sold at all
three levels, along with juices and sports drinks of smaller volume in high
schools.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Traffic and safety issues in
front of elementary schools when picking up children
Every year more and more parents are electing to drop off and pick up their
students from school. The additional number of cars at the school has created
major student safety and supervision problems. Schools are eager to adjust
traffic flow patterns and alter school bell schedules to reduce the traffic
issues, but only so much can be done. It is vital that parents help reduce
traffic issues by following designed traffic flow areas, not parking in areas
that halt traffic flow, car pooling with other neighbors, and whenever possible,
having children walk to school.
By state statue, the district is required to install separate drop-off zones for
school buses and parent zones. This is obviously an attempt to keep students
safe from moving cars while walking around buses. Many times this separation
provides safety for students loading buses, but causes more issues for traffic
gridlock in other areas of the campus. Principals and community councils are
encouraged to evaluate their campus and find ways to help move parents along at
the opening and closing of the school day.
When financially feasible, the school district makes modifications to drop off
areas to enhance efficiency. Often the land needed for these improvements is not
available and becomes a limiting factor.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Plymouth Elementary
landscaping looks bad because sprinklers need to be fixed, outside lighting is
needed to discourage graffiti, door security needs to be improved, and bathrooms
need to have hand dryers
Last summer the district added automatic sprinkler systems to six elementary
schools. Plymouth is one of three schools scheduled for a system this summer.
This project will begin in early spring and a determination as to the best
method to restore the grass in areas that are severely damaged will follow. Auto
systems help conserve water when used correctly, but school custodians will
still need to monitor and evaluate the grass throughout the summer. This can be
difficult at many of our schools (including Plymouth) because of the extreme
high usage of the field by the school and the local youth sports programs.
Graffiti is a constant battle across the district. Lighting sometimes helps
reduce graffiti. Lights around Plymouth will be evaluated for coverage. Graffiti
is removed immediately when found, but it does take time, effort, and funds to
stay on top of this issue. One reason the district installs chain link fences
and does not allow patrons living next to schools to build a solid fence (such
as the popular vinyl type), is to avoid providing a nice clean writing surface
for our local graffiti artists.
This year, the Board of Education provided funds for access control at all our
elementary schools. This system only allows teachers, principals, and recess
assistants access to the school building through the back and side doors
following recess. As a matter of fact, this system will require any person
visiting the school to enter the building through the front doors next to the
office. We are confident this provides better security for our students.
Currently, our installation team is completing one elementary a week and should
have all elementary schools completed this summer. Other similar measures will
be included at the secondary level as funds are available. Presently all
secondary schools have security cameras installed around the campus to observe
and record various issues.
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Resources for bus drivers to
deal with foulmouthed kids and drugs on buses
Driving a school bus is difficult at best. The students riding the bus are
excited to go to school and even more excited to get home. While en route, the
driver has to follow a designated course, deal with traffic conditions, and
maintain a tight schedule; all while the driver is dealing with up to 75
students behind him/her. It is not an easy job.
To assist the driver in his duties, every driver has direct radio contact with
the bus dispatcher at all times. When issues arise, the driver can request
assistance from the dispatcher, school district, or county police department.
Rarely is assistance needed, but it can be obtained if required.
Currently, video recording systems are being installed in a majority of our
buses. This will allow a review of students’ behavior should a problem that is
not observed by the driver occur on the bus.
We request that parents advise their students that riding a bus to and from
school is a privilege and the bus driver, other students, and the bus itself
must be treated with dignity and respect. If a student creates a distraction for
the driver through behavior, language, or threats to other students, that
student will be restricted from the riding on the bus until the problem is
resolved. We prefer that issues be resolved when off the route. The driver must
consider the options when dealing with a student’s behavioral issue. Do I call
for backup, or do I finish my run and then report the problem?
Asked at Taylorsville High School community meeting, January
22,
2008
Top
Taylorsville High needs
repair and/or replacement
Taylorsville High school is one of the best schools in our district. It is only
23-years-old while the average age of our high schools is 43-years; it is still
one of the newer schools. The custodial staff is one of the best around and the
facility is one of the best-maintained schools in our district. The district is
completing necessary upgrades to maintain this building and the students and
community take great pride in the beautiful campus.
Currently two projects are underway at T-Ville. First, the stage rigging was
determined to be worn out and potentially unsafe, so a new stage rigging system
was installed this past month to bring it back into code. Second, the pool needs
repair to stop water from leaking out of the bottom. This project will begin the
second week of February as the swim season concludes.
Asked at Taylorsville High School community meeting, January
22,
2008
Top