Schools appreciate parent volunteers
Declining arts programs
The state core curriculum mandates arts education K-12
and includes the areas of music, visual arts, drama and dance. Granite
School District has always voiced strong support for arts education and has
made multiple efforts in recent years to bolster such programs.
The Board of Education doubled the number of teachers in
the elementary instrumental music program two years ago and increased the
classes in band and orchestra in our elementary schools from one to two days
a week. An additional elementary music specialist was added to
district staff to create integrated music lessons for use in music
instruction by all elementary teachers, and two such specialists coach
teachers throughout the district in related instructional strategies to
better teachers’ music expertise.
Effective this year, elementary schools also have the
latitude, assuming Community Council and staff support, to designate up to
one half of a teacher allocation for an arts specialist to serve the school.
Many Granite elementaries are doing so; others are providing students with
various types of arts experiences through grant funding from Art Works for
Kids or similar sources.
In our secondary schools course offerings in the arts
areas, like all other courses, are driven by student need. In support
of secondary arts programs, the Board of Education doubled the specialist
support in the areas of visual art, drama and dance and continues to support
the Granite Youth Symphony as a renowned district program. Schools
also support their own targeted arts projects and extracurricular arts clubs
through grant writing and fundraising.
Asked at Granger High School network meeting, October 23,
2007
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Granite finds the positive in
NCLB
With the reauthorization of the Elementary Secondary
Education Act which resulted in federal legislation known as the No Child
Left Behind Act, Granite School District acknowledged the broad goals of the
legislation as similar to those of our own education community: increase
student achievement and close the gap between subgroups in language arts and
math, increase acquisition of English and performance in core subjects among
the limited English proficient, ensure safe and drug free schools, and
increase high school graduation rates. Although we find many of the
details mandated in the federal regulations unrealistic, Granite
District is committed to accountability for increased results in student
achievement, has increased the flexibility and control available at the
school level, continues to provide more information and options for parents,
and emphasizes the use of proven instructional strategies and educational
programs in our schools.
Annual AYP designations may suggest that a school has not
yet met a particular standard for a particular sub-group; however, they also
indicate that a myriad of school efforts are increasingly focused and
fostering academic success for each and every student. As Utah’s
population becomes increasingly diverse, we embrace the notion that every
child, regardless of circumstance or condition of life, shall receive a
quality education. Rather than anticipate every student meeting the
same academic standard by 2014, Granite District believes every student
should make at least a year’s academic progress every 180 days he or she is
in attendance. Due to the exemplary efforts of our teachers and
administrators, no child in Granite District will be left behind.
Asked at Granger High School network meeting, October 23,
2007
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Bullying, drugs & alcohol
Granite
School District’s
approach to school safety and drug issues emphasizes prevention. Specific
life skills are taught which have been found to reduce drug use, bullying
and school violence. When necessary, intervention services are provided.
Please contact your child’s school to determine which district and school
programs are being used for prevention and intervention.Asked at
Granger High School network meeting, October 23,
2007
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Elementary classroom supplies
Utah law does not allow fees to be charged in the elementary schools. The
law defines a fee as a mandatory payment whether in the form of money or
goods. Requiring elementary students to supply the classroom would
constitute an impermissible fee.Asked at Granger High School network meeting, October
23,
2007
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School funding
In Utah, basic school operations are primarily funded
through the state WPU, Weighted Pupil Unit, which is a legislated dollar
amount provided per student throughout the state. Schools in Granite
District then hire teachers according to a staffing ratio based on salary
costs in relationship to that WPU: one teacher for every 27 students in an
elementary school, one teacher per 27 students in a junior high, one teacher
per 28 students registered in a high school.
Though schools are initially funded equally, some appear
to have more programs and/or teachers than other schools for several
reasons. Other funds allocated by the state
(Trustlands, Quality Teaching/Student Achievement monies)
are spent according to plans generated by the school Community Council and
can dramatically affect both people and programs. Schools identified
as high risk according to certain demographic data qualify for federal Title
I funds intended to provide extra support for economically disadvantaged
students. Title III monies provide targeted resources to English
language learners, and federal dollars are also allocated to some schools
for safety and drug and alcohol programs on the basis of such identified
needs. Additionally, many schools apply for grants and are awarded
funds for programs they desire to create or to hire additional staff or
specialized personnel.
Again, although all school funding begins at the same
level, it is because of these different funding sources intended to equalize
the playing field for students that some schools appear to have more and
varied programs and personnel than others.
Asked at Granger High School network meeting, October 23,
2007
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School supplies
Each school is given an allocation, based on the number
of enrolled students, for purchasing student and teacher supplies. Some
school staffs and PTA’s have chosen to supplement this allocation through
fund raisers. If you have questions regarding school supply budgets or
fundraising activities at your child’s school, please contact the school
administration.
Asked at Granger High School network meeting, October 23,
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 Granger High School
network meeting, October 23, 2007
Top
Granger High
School rebuild status and time line
Currently our district
architectural department is evaluating possible new school designs to best
fit the available property at the Granger High School site.
Over the past several years, the Board of
Education has set aside funds for the initial stages of planning and
architectural design for the new building.
Several more years of funding will be needed to
complete the entire project, but actual planning and is currently underway.
We are working with city and school officials
to evaluate the best educational facility designs and to coordinate
redevelopment efforts with the city.
It is
the intent of the Board of Education to keep
Granger students in school on the current site during the construction
phase.
Granger High School has a limited amount of
acreage and some accommodations will be needed to facilitate student and
staff parking, sporting events, and other typical high school activities.
It will be vital for the students, teachers,
and community members to work together to minimize the inconveniences
associated with new construction.
Asked at Granger High School network meeting, October 23,
2007
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Middle level
calendars
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 Granger High School network meeting, October 23,
2007
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Optional extended day kindergarten
A specific allocation has been provided by the legislature to allow
twenty-four of our elementary schools to offer extended day kindergarten. We
are pleased with the results obtained by these schools and plan to offer
this option at additional locations as the legislature increases funding for
optional extended day kindergarten.Asked at Granger
High School network meeting, October 23, 2007
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Year-round tracks
Because of the complexity of year-round schedules, it
becomes difficult to provide all activities for students on each track. If
your child is excluded from programs or activities provided by the school
because of a track assignment, please contact the school administration
and/or the School Community Council for assistance in addressing this
conflict.
Asked at Granger High School network meeting, October 23,
2007
Top
Elementary ability
grouping, rotating classes
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 Granger High School network meeting, October 23,
2007
Top
Infection and disease control
The district is working closely with the state and county
health departments to coordinate efforts in the event of an epidemic.
Among other things, we are working to comply with health department
recommendations regarding cleanliness, hand-washing, and so on.
Asked at Granger High School network meeting, October 23,
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 Granger High School
network meeting, October 23, 2007
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Teaching licenses
Both State and Federal law require that teachers be
licensed in the areas that they teach. The district actively
participates in “alternative route to licensure” programs and offers
educational opportunities to help people become licensed and endorsed.
Thus, the district can assist individuals with bachelors degrees become
licensed and help teachers gain needed endorsements.
Asked at Granger High School network meeting, October 23,
2007
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Student apathy
Many parents and students are
concerned that apathetic students compromise the learning and experiences of
those students who are in school to learn.
Granite
School District
has found that the most effective way to deal with this issue is for parents
and students to work directly with school administration and school
community councils at the school level. Parental involvement is a key
element in providing an atmosphere where learning is valued by all.
Asked at Granger High School network meeting, October 23,
2007
Top
Extra help in
elementary math, reading
Schools in Granite District do a wonderful job providing support and
interventions for students who struggle with basic skills or perform below
grade level in reading or mathematics. All elementary schools have at least
one reading specialist on staff who works with small groups of students in
the primary grades to help them reach grade level in reading. Various
schools provide both before and after school tutoring in both reading and/or
math through teachers on staff. In addition, we have district reading
tutoring programs available after school for students whose parents desire
to procure such services. Parents who are interested in any such support
should ask what is available in their area through either the school
administration or the district Teaching and Learning Department.
Asked at Granger High School network meeting, October 23, 2007
Top
High school
experience different for everybody
The high school experience can be exciting, frightening,
stimulating and exhausting all at the same time. Some students
complain that they are stressed and overloaded and long for a break in the
day or a way to unwind. For many, classes in areas of personal
interest or those tied to hobbies or talents can be relaxing and energizing
(painting, jazz band, auto body). For some, a physical outlet provides
stress relief, and PE or participation on a sports team can be beneficial.
For still others, extracurricular clubs, service projects or social
activities create that welcome relief.
Conversely, some students over schedule and find
themselves buckling under pressures of competing school activities,
extracurricular commitments, job responsibilities and homework.
Helping a student organize, prioritize and simplify can be a parent’s
greatest contribution to that student’s high school education.
Asked at Granger High School network meeting, October 23,
2007
Top
Opportunities for
academically gifted students
Granite District long ago acknowledged its need to
differentiate educational opportunities for academically gifted students by
convening a gifted task force which created a continuum of services from
which schools would create their gifted service patterns. Though the
term Access Program is no longer used to define those services, every school
is expected to provide appropriate educational experiences for gifted
students that include time spent with gifted peers and a properly endorsed
teacher. Students who qualify as highly gifted may choose to attend
one of the two gifted magnet schools in Granite District. Originally
comprised of grades three through six, both magnet schools have now expanded
to include grades one and two which serve students identified in
kindergarten as advanced readers. Beyond the Basics is a district
program that provides summer classes for gifted students who choose to
participate in one of several integrated learning experiences provided by
master teachers in the gifted arena.
As gifted
students leave elementary school they are encouraged to opt for a rigorous
academic course schedule including honors classes at the junior high.
A variety of Advanced Placement (AP) classes are available to gifted
students in all Granite District high schools.
In addition, the International Baccalaureate
Programme is also available at two sites for highly motivated students who
are
interested in a demanding two-year pre-university international curriculum
reflecting global standards.
Asked at Granger High School network meeting, October 23,
2007
Top
Options other than
traditional class settings
“One size fits all” is no longer the educational approach
that best prepares all students for success in the twenty-first century.
Not only do teachers differentiate for various needs in individual
classrooms, but Granite District has strategically implemented many programs
that allow students to address a variety of educational and career goals, to
personalize their educational experiences. The Granite Technical
Institute (GTI) provides any high school student in the district the chance
to take advanced CTE courses in such things as biotechnology, 3-D animation,
dental assisting, pre-engineering or pharmacy tech with a career focus in
mind. Centralized programs such as these at the GTI provide
state-of-the-art lab experiences, internships and real-world connections
that go beyond what even an individual comprehensive high school can offer.
While some students are drawn to career exploration, other students are
interested in accelerating their academic experiences and take advantage of
district programs that provide “two for one”. Students enroll in courses
offering concurrent enrollment - high school credit as well as university or
community college credit - to get a head start on an associate’s degree or
early college entrance. Competency tests afford the opportunity to earn
credits by demonstrating mastery of a curriculum and make it possible for
some students to fit more courses of choice into their school schedules.
Asked at Granger High School network meeting, October 23, 2007
Top
Variety in course offerings
Courses taught in secondary schools vary for a number of
reasons. All schools must offer courses mandated by the State Office
of Education to meet graduation requirements. Beyond that, course
offerings are the result of student interest and need - classes that the
greatest number of students request and register for are those that are
carried by the school.
Teacher certifications and endorsements play a part in
course offerings, too. Courses must be taught by teachers with
appropriate content expertise, and the smaller the school faculty, the less
variety and diversity of subject areas available for master course
scheduling.
Asked at Granger High School network meeting, October 23,
2007
Top
Accommodations not being provided
We expect that students who are entitled to specific
accommodations through an IEP or a 504 plan receive those accommodations.
Concerns about the provision of accommodations should be referred first to
school and then district personnel for resolution.
Asked at Granger High School network meeting, October 23,
2007
Top
Assign counselors by population risk factors rather than by flat ratio
Counselors have traditionally been assigned based on a
student ratio. Counseling interns however, are assigned to schools
based on risk factors. We are currently studying different ways to
allocate counselor and other student support staff.
Asked at Granger High School network meeting, October 23,
2007
Top
Assisting parents who
are learning English
The Adult and Community Education department teaches English classes for
adults during the day at the GEC and in the evenings at several high
schools. Contact the Adult and Community Education office at 646-4666 for
further information.Asked at Granger High School
network meeting, October 23, 2007
Top
Educational equity programs
The Educational Equity department hosts meetings
throughout the year with leaders from various ethnic communities.
Combined efforts are made to build and enhance relationships and prevent and
respond to concerns both within the schools and the greater community.
Asked at Granger High School network meeting, October 23,
2007
Top
Foreign exchange student
diplomas
Foreign exchange students are a wonderful resource to a school. Exchange
students who come to the
US are having a significant
experience as well. One’s academic ability does not equate to meeting state
established high school graduation requirements. If either a
Utah student in a foreign country, or a foreign student in
Utah, meet the respective
graduation requirements, a high school diploma would be appropriate. Simply
attending
Utah, or foreign, schools for a
year would not automatically qualify either student for a diploma.
Asked at Granger High School network meeting, October 23, 2007
Top
Increased
funding for educational equity programs
The legislature provides some funding targeted to
students who are at risk. We are strongly supporting the state office
of education’s request to the legislature to provide a specific
appropriation for English language learners.
Asked at Granger High School network meeting, October 23,
2007
Top
Struggling students
Special Education is a federal designation for students
who have specific disabilities and meet specific criteria. Students
who struggle but do not qualify under the federal definitions can receive
help through other school and district programs. We would encourage
parents whose students need assistance but do not qualify for special
education to meet with their school administration to discuss interventions
and options.
Asked at Granger High School network meeting, October 23,
2007
Top
Schools appreciate parent
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. 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 school wide
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 Granger High School network meeting, October 23,
2007
Top