001It is September 2nd, 2025. Time is 5:06. We're going to begin by indicating who's here. Clerk, >> Clark Nelson, >> Chris Win, >> Connie Bruce, >> Kim Chandler, Julie Jackson, >> Todd Hub, Ben Wley, >> and Nicole McDermott. All right, we're going to go ahead and turn this time over first to Oh, no. Karen is not online. We are going to excuse her. She's on vacation, correct? She's not online, right? Okay. She's out of the She's not online. She's out of the country. Um, so we're going to go ahead and turn the time over for our strategic plan to Mitch. Are you taking this? >> Okay. All right. Good evening, board and superintendency. Uh thanks for the opportunity to share with you. Um this will be the first of some bimonthly strategic plan reports that
002we will be providing to you to look at our progress on the strategic plan. Uh Joan Bramble and Mike Douglas will be present. So our strategic plan includes two prominent goals. um that 1% increase in proficiency and a 1% increase in graduation rate each year. So there are three priorities as part of the plan and this plan has been you've seen this before so this should just be a review. We've got the three priorities academic, social skills and dispositions and talent development. So those three priorities include objectives and measures that support the priorities and therefore those overall goals to increase proficiency and graduation rates. So this slide is showing you some leading and lagging indicators and a plan for how we're going to present these on an every other month basis. So when we talk
003about leading indicators, we're looking at those green boxes where we're um trying to find out are we on track to achieve some of the goals that we've set for ourselves in the plan. The lagging indicators indicate things that um happened. Um so for example, we'll look at increasing graduation rate. We'll be able to report on that in January. Did we meet that goal? In the meantime, as we look at some things that are lagging, we try to develop some ways to be able to measure, are we on track to increase that graduation rate or some other things like our ELA and math proficiency. We measure looking at our PBL grades to see whether or not um that as a leading indicator is letting us know whether or not we're going to meet our goal. To
004that end, could I just indicate that through um through our efforts to implement PBLO, the correlation between grades and how well students do on end of level test has gotten much much tighter, meaning that they they are really correlated. If a kid gets a two, um, they're probably not going to do so well on the end of level exam as opposed to if they're getting fours, they they are like where in the past before PBL, you might have a kid that's getting straight A's and then they just don't do so well on the test. It's much tighter now thanks to PBLO. >> Yeah. Uh, and if you um if some of you were around a couple years ago where we pulled that data together, we looked at that really strong correlation and you could see
005the change from when we moved to PBL grading and we could see that tight correlation where um those students that um were receiving PBL grades and it was much tighter in elementary school as we went up into the grade levels. Um we talked about is that because our elementary schools have been implementing PL PBL longer than our high schools. Uh so there are reasons that we talked about why that correlation is likely tighter. Um but as Mitch mentioned, it's it's definitely a way for us to be able to track are we on progress to get to that uh increase in in overall proficiency. So in addition to tracking the progress of the strategic plan um our student achievement leadership team um which we're referring to as salt has some other initiatives that um we're looking
006at on a very regular basis. So um one of those is um our boost initiative and um another is some data tools that schools are using to support student achievement. So we thought for this meeting we would like to share with you some of the progress that we've made with both of those initiatives that have been shared with our our salt committee. So first our boost school update. So boost um is based on identifying some of our schools that are struggling the most. And as we looked at how to identify those schools, we landed on looking at the previous three years and using the state accountability data. Um the the team really went back and forth looking at whether we wanted to look at all of our accountability data or just proficiency. And we landed
007on this because our state school accountability system does include um some other components like growth um and performance on WEDA. So we felt like this was a good way to identify our schools that were struggling the most. So we identified those schools and these are the schools that are identified this year as boost schools. So we have um six elementary schools, two junior highs and a high school. Now the number that was was selected for boost really was based on how many we felt we could support in the way that we wanted to support our boost schools. So we rankordered our schools and then determined that um this seemed like the appropriate amount of schools to be able to uh support in the ways we wanted to. So some of the supports that we have
008already provided include these things. We had a um some summer planning for 82 teachers total that participated in um planning some math units over the summer. Uh we were able to provide a full-time assistant principal at our elementary schools. Uh we added an instructional coach and made sure that all of our booth schools have an instructional coach. We did some leadership training with um our elementary schools over the summer. And then we've had some additional site visits from our slid. So they are visiting these schools weekly and um making sure that we're talking through with the um principles their leadership um ability at the school to drive the improvement um for our boost initiatives. some of the celebrations. So far, we um have had a lot of great appreciation for the additional coaching support for
009grade level teams and teachers um and how that's going to help our schools move the needle with student improvement. Um I think we'll be excited to track that um and see how our coaches are supporting that. Another big support has been that administrative support for our schools at the elementary level and the early identification of focused needs at each school. We've been in the elementary schools and really worked closely uh we meaning um the slid and I and our curriculum folks have um helped um with those schools identify using their SIP goals and also looking at some um information we had from uh observations that we did in the the the classrooms to really get focused on what their needs are. And what's interesting is those needs are very different across each of these schools.
010So, I feel like we're tailoring um much of the support that we're providing um from the collaboration with departments. Then we have curriculum, assessment, coaching, access, and opportunity, and PBIS. We're all working together to determine what's best going to support those schools as they work toward increasing um student achievement. So, um for for some of them, I mentioned um they really identified that they needed behavioral supports. So what was exciting is looking at some of these next steps. So already on uh today um they were excited to be able to have that legislative day and they put in place some professional learning opportunities already. They did behavioral supports in some of the schools. They looked at teacher clarity. Um they looked at planning and PLC's to be able to target exactly what those schools needed.
011Um, another next step, we're tracking 30-day plans um in order to help them celebrate small wins and set goals and then identifying additional resources and supports. The idea is that those additional resources and supports really come to the salt committee as we um say these are some needs that these schools have. Um we also have some smaller committees at uh the district that are directing um the work that we're deploying some of our specialists out into the schools to do. Any questions about boost? Yeah, >> I just had a quick question on the coaching. Is that is that additional coaching instructional coaching? Is that or does it center around like what they need like the behavior supports and the planning, the PLC? What what does the coaching look like for those? >> It really looks
012different at each school. So, for some of it, it is um let's see, our junior high has our curriculum specialists coming out to help coach their PLC on how do we move forward and how do we embed some um some good CFAs into the work that we're doing. And so, we've collaborated and brought some of our curriculum specialists out to work with an instructional coach and PLC team. Um some of the coaching is um very unique to a teacher, too. Maybe a specific teacher needs some individual um coaching on a goal that they have or something identified in a coaching cycle that they're going to use. Some of it is uh for example, teacher clarity is also a great opportunity to um coach a teacher on um their clarity with which they are presenting material.
013Do the kids know what they're supposed to learn, how they're they know when they learned it, and why it's important? So, those are all great opportunities to coach and things that we know are going to um help students um achieve greater. >> So, it's a variety of coaching. >> It's a variety. It's very targeted, which is kind of fun, I think, because it really is looking at uh targeted needs at each school. >> I love that she's kind of brought uh that you asked that question because I think really Salt is there to provide the supports that an individual school needs, right? So we're coming and having those conversation as she's indicated to identify what specific strengths the staff and the school has and where we can help provide additional supports and build capacity and
014uh that's that's the intention here is to strengthen our school level teams um and build capacity of all of our employees. >> Any other questions around boost before we move to a data tool? >> Yeah, Dr. Dr. Bramble, I'm wondering um if I go into one of these schools and I start talking to a teacher about this, like what is their level of consciousness that these things are coming from the boost initiative or I mean are are they is there a sense that like oh we're a boost school. We're all coming together on this or are they receiving additional supports and happy to receive them? What what would you say is >> you know what was really cool is this summer we pulled our elementary schools together and we provided a training with a leadership
015team. Um and there was such positive energy in the room about um really getting clear on uh some of their goals and their plans and the supports they were going to get. So I would say there's you're going to hear some positive energy around um what they're they're getting in terms of supports. um would they be able to art they should be able to articulate what their goals are too. Um and I will say with a caveat to that we have our elementary schools are farther along in this process. Um our two junior highs are um we're getting started and we've got some things in place and uh Granger were just developing some of what they will be experiencing with this initiative. So they're they're in various stages based on >> That's helpful. Thank you.
016>> Yeah. >> Do you want to address that, Mitch, at all? I know you've been out visiting these sites and visiting with leadership teams, and you have some additional goals. >> Yes. Um to that point, I um intend to go out and meet individually with every single teacher, especially at the elementary school level. And just, you know, it's going to be a short little 20 minutes, but it's going to say, "Thank you so much. You're working at this school. We love and appreciate all that you're doing and what other supports do you need? I want them the whole intent here is that they feel like it isn't just me, a teacher left to my own devices and having to solve this problem on my own. And it isn't this massive pressure from the district saying
017you better get this done or you're in trouble. It's we're all in this together. >> We're we're supporting the heck out of them, right? So to that to that end, you're looking at our leadership team here that kind of helps watch over this process and navigate those resources, but it really is incumbent upon the SLID to make sure they're out in the school on a regular basis and know what those needs are and they're coming to Salt uh prepared to uh talk about their specific schools and the challenges that they're faced with and some very specific things that we might be able to do to support them as a district, whether that's professional development, uh resources, whatever that might be. So, we're still a little bit, as Joan indicated, Dr. Bramble indicated, we're still in
018our infancy on some of these locations, but we we're starting to move forward in some other places as well. Can I just highlight one more time, Joan said 80 different teachers were given an opportunity than they took it to spend more time this summer getting prepared to better meet the needs of their kids. It's a massive jump forward that they can really focus in. They've kind of spent time answering divorce first and second question. What do we want students to know and how am I going to know if they know it? And now they can really focus while they're teaching on what am I going to do when kids aren't learning. It's exciting. >> Yeah, it is really exciting work. Uh and um we uh are we're really trying to focus our principles and coach
019them along the way too. So when you think about building capacity, we're building the capacity of our principles too. a lot of them were trying to do too many things in some cases and so we really helped narrow that focus and say we need to focus here first and get some things in place and so it's been a really good opportunity I think to also um build that capacity while the principles are building the capacity of their teachers and I think what's fun about this is kind of discussing all these things on a more regular basis with our entire district level team to brainstorm a variety of ideas because nobody has a monopoly on um all those ideas and all that uh all those instructional benefits and help. So um Salt's really turned into a
020collaborative support and if you look at the membership of Salt, we're also looking at school level administrators who participate and provide their and lend their expertise to that process in that brainstorming as well. >> All right. So our next step is or next uh report piece will be looking at uh some data tools that we have available that are pretty exciting um that are um sle have been going out to um schools to help their principles understand how this tool can be used uh with their teachers. >> So this is one of the fantastic tools that our department has developed with um collaboration with school principles. We call this the teacher report and all teachers and school administrators have access to this report. So I'm just going to quickly walk you through how a teacher,
021a classroom teacher might use this report. And if you put yourself in the seat of an eighth grade science teacher in one of our 15 junior high schools and oh 16, sorry. Okay. Uh we had a rock bank. Good point. >> Thank you. I was there this morning. I should have known that. All right. Uh, you might be asking yourself, how did how did my students do last year? So, you click down here on last year's students. You'd select eighth grade. And we've blocked out the student names and the school and the and the teacher, but these are actual scores from a from a classroom teacher uh who teaches science. So you might notice that the overall prof proficiency changed for this group of students with this science teacher from 31% in 2024 to 38%
022in 2025. So that's the kind of growth that we want to see. So that would be exciting if you were looking at this as the teacher. We also want um to point out that you might notice that the proficiency scores um right here are they're derived level score. So the scaled scores are converted to decimals to show how close the score is to the proficiency levels of one two three and four. Um, of course, FA four is the highest level of proficiency you can you can earn on the rise, but this slick feature shows the teachers uh how they can see how close their students were to a to a three, perhaps they might be a 2.8, 2.9, or even if they are scoring a four, are they a lower level four or a higher
023level four? If you look at this student here, second from the top, um a teacher could look at and see how their students performed um in this uh math rise over the last three years. So, this student went from a 3.4 to a 3.8 to a four over three years. And that's the exact kind of uh growth we want to see. Um, and then I don't have it outlined here on the slide, but if you go, um, to the other column, um, towards the bottom, there's a student who who was a three, third from the bottom, who was a three on their science rise scores three years ago, and then they went to a 1.9 and then they they jumped back up to a 3.1. So, that would be an interesting uh thing for a
024teacher to look at. Why would a student be going uh down and then back up? Um, so those are just some powerful things we want uh wanted to show you and this tool has been used uh I'll reiterate by our slids. They've been going out to the principles and meeting with them and showing them how to use this tool. >> Is the uh just for clarification it says overall proficiency changed for this group of students with this science teacher. Does that mean the same group of students that you're tracking from one year to the other or is that the same the science teacher that you're tracking from one year to the other? >> Yeah, that's the cool thing about this is we're talking about a cohort group of kids. So, you're able to look at
025how did they do last year and then I taught them this year and where did their proficiencies move. So, often we give our teachers, you know, a proficiency from one year to the next, but it's um a different group of kids. So the cool thing about this is that it is the same cohort of kids and so we can really uh demonstrate what happened to them and the impact that that teacher had on student to the student level. >> Okay. >> Julie, you have a question. >> Yeah. So in this case it's a cohort, but in most cases it's not a cohort. I mean I'm thinking especially in a junior high or a high school. So, are you saying that like say that I'm at Granger and I'm teaching science, 10th grade science, will I
026get a form like this that shows me I guess it's a little different because you have so many more students, but that will show me the proficiency and the history of each of my students. So, I will get that. >> That is correct. So, yeah. So, every every teacher has access to this. Um, and you can uh also filter by your period. So you could look at how did my period one students do. Um, on the next slide we're going to show you um how you can look at your current students. So you notice that we filtered here to last year's students. On the next slide you're going to see your current students which has been where the slid spent more of their time I think because they said hey these are just the kids
027you have. And so this is sort of looking backwards at how I did last year, but now let's look at the kids I have and what impact I might be able to make on them. Um, so >> were we able to answer your questions before we move forward? >> Yeah, I just have a quick one to help me make sure I understand the data and maybe this is a silly question, but this is actual data or this is just made up test data. >> This is actual data. >> Yep. >> And it's using our grading scale. One, two, three, four. >> It is using Okay. So, so what we do is we take the scaled scores on their RISE test or their Utah Spire test and those scale scores are all attached to a proficiency
028level. So, for example, a student might have, and I'm making this up, they might have between a um 332 and a 410. And that range of scale scores is a three as a proficiency level on rise. So typically all that our our um students and teachers might see is oh that student is a three in math. However, what this does is what we've done is we've taken that range of scores and we've attached a decimal to it. So you might be a 3.1 which is just barely got to that three or you might be a 3.9. You're way on the other end of that scale. This allows you to see how where you are in relationship to that um scaled score. >> So what is the upper limit of the numbers we have in here?
029Because we we do have numbers above four. That's kind of what's driving my question. Numbers above. >> Yes. And that's a really good question because a lot of people look at it and they say, "Well, wait a minute. Four is the highest you can get." But there's a difference between um a low four. I just barely um made a four or I'm way at the end of it. So 4.9 is the highest this goes because we needed to be able to see that um distinction in the scale scores because a four goes all the way up, right? But if you just know you're a four, you're not sure are you way up at the top end of that four scale or are you at the bottom end of it? And then I'm guessing there's more
030data like you would scroll down on this because just doing a quick scan in my head we've got in one of the columns for example like only two numbers that are below a three but we show a 31% proficiency rate. There's just a lot of data that's not shown in the snippet. Right. >> You're correct. Yes. So yeah. So this uh goes all the way down. And again if you sort it by classes or filter it by classes you're going to see just um those students in your class. The cool thing too is that a teacher who is teaching science class could look at their ELA scores and get some information about where their students are um in terms of their ELA um and their reading abilities. Um there is a way to to download
031this too that principles are shown if they want to download it into their own spreadsheet. Um so that's a possibility too in this report. So I think a better way of asking what you just asked, not that you didn't ask a nice question. That's a good question, but maybe is if as an individual teacher, I'm looking at this data, how does it guide my practice? And uh when I'm looking at you guys showed me how I could look at this data for my own Granger class and I noted that probably 30 or 40% of my kids uh 65% of my kids are multil- language learners, right? So they're learning English for the first time. Um and about a third of those um about half of those or a third of the class is uh really
032low in uh reading proficiency. So that's now helping guide my instruction uh to be able to look at this information and go, okay, I need to change this outcome or this exercise or this this lesson to make sure I'm meeting the needs of those respective students. Am I saying that correctly? >> Yeah. >> Is that how I'm going to use that as a teacher? Are there other tools or resources? >> Yeah. And there well the other the resource we were showing you is another tab that's on the same report that gives you their um reading. Um we do a a benchmarking with our students at beginning, middle, and end at the um in the high schools. And so that is the tool that we were showing you to see where are these students reading. Um,
033and then a lot of our tools will also have um a WEDA level so that you know where they are in Weda. This particular one doesn't. This has ML whether or not they're a multilingual learner or not. But the uh report that we were showing you also included the WEA level, >> but ultimately, >> right, so the the idea as a teacher, I get consumable data. It's not just some generic report that's more applicable to a grade level or a school. I can actually see where my students are are lacking and how I can best support them. Is that fair to say? >> Yep. And then you might notice also on here that uh ELA is not yet reported. So, we're going to have a little delay in reporting out of our English language um
034arts uh reports for RISE. And you'll also notice that the student growth percentiles that we typically talk about with growth are also going to be delayed this year. We usually see those about um October. This year we're not going to see those until probably December or January. So just >> why are they so much delayed? >> Uh because um we had um new standards um that were written to for ELA. So we have to do a standard setting on all of the assessments that were given. And so it it takes that long to do the standard setting and then get our student growth percentiles back. Tyler um as the leader of our slids um might have some really good insight in how the Slids have been using this to help principles who are helping teachers.
035This is my first time using this microphone. This is very exciting. I'm just bursting hearing this. Of all my years as a as a principal, this is one of the most accessible data points I've ever gotten to unpack. So, we've been as slid going to each of the schools the last week and sitting down with the principles and sharing them um sharing this data with them. And I think Mike's going to share the next version of it. But the data we usually get on proficiency is terribly inaccessible for not just students and parents, but even for educators because you get a score back on the eighth grade math test and says you got a 485 and it's just meaningless. It's what does that is that good? I guess it's better than 480. Um, so to
036be able to unpack it at this level and say, "Hey, you are a two, but you're a higher two than you were before." Um, being able to have the conversations in terms of cohorts as opposed to how did this teacher do last year with a whole different group of kids that this teacher had last year. That's always been why teachers have pushed back on some of this proficiency data because there are so many variables at play, but this seems to level the playing fields. This is able to tell somebody the group you just got arrived to you. I'm just going to pick one of those numbers. They arrived to you at 19% proficient. If this group had been a group together, 19% of them were proficient. Can we add value to that? Can we move
037that 19 to 25 to 29 to 35? There's context and that's what's always been lacking before. So, we've gone and shared this with the the principles. The first thing they say is, "How do I share it with my teachers?" And uh what Jo was just saying, it's so simple. You're in focus already. Go to your reports and focus analytics. They have access to this. whereas the magic of this is being able to drill down and explore it at your leisure rather than just have one static report handed to you. So, um I couldn't be more excited about this and what I've seen with the principles as we've gone to the schools and shared it out. It's pretty cool. Is there is this data at all considered as their I know it gets harder when you're
038in secondary, but in in elementary when you're putting together classes, is this considered or would they are they like trying to balance it out? What or is this not considered quite yet with our with our elementary folks especially? >> Not to my knowledge, but to me this opens up an entire realm of possibilities. I think also, you know, setting goals, whether they're PLC goals or school goal or our strategic plan goals of what what the next step in a proficiency rate might be. Um, now instead of just looking at random numbers and trying to say, well, this one's got a class of 30, that one's got a class of 30. There's the ability to be able to say, how can we get an equal balance in this cohort? So, I'm thinking of setting a goal
039and trying to say, "Hey, we had this percent proficient last time." Not only can we build on last time's percent proficient, we can also drill down to say, "Well, which students are, you know, in your medium to high two range or low threes? That's a group that's going to need to cross over the three line and stay proficient." At the same time, you wanted to do how many of our ones can we move to twos? How many of our high threes can we move to low fours? It just it creates a a reality of specific kids we can set goals around. And to to your question, I think we can also be very intentional about how we group heterogeneous mix of kids together. >> And I was at a one of our booth schools this
040morning uh for their PD and that's exactly the conversation they were having as grade level teams. They were looking at the these sheets. they were going, "Okay, as a team, we want to move these kids to the next level and how and how many can we do that do that with and and what's what's a what can we accomplish together?" Um, so they're actually have when I talk about consumable data like giving it down to the to the level where a classroom teacher knows exactly what they want to to help accomplish to help the school meet its goal school and in turn the district meet its goal, right? Because it's always this big broad ambiguous thing. We're going to raise 1% yada yada yada. Now it's really down to a a classroom level. This is
041where this kid has been. Can I move them up uh to this level? >> So was this >> was this given to our booth schools first or do all our schools have access to this right now? >> All schools have access to we built it last year actually at the end of the year at the end of last year and uh gave teachers a walk through on on how to use it. Um there are so many tools that we have and um part of the the problem we have is that we have so many tools and so I think the redundancy has been really great in terms of having the slids um take these tools out to schools and so we've set a goal for ourselves this year that we will be um giving our
042slids a different data tool that they're the intention is that they're going to go out and work with the principal on that data tool so we have um hopefully some better traction with some of these pool tools that we have. Um I was going to mention there is a focus report that um the schools do have access to where they can um create a balanced classroom based on the previous uh year's uh scores that their students had. So it's called a um infocus. It's like a uniform um school grade or something like that. But what it is is they take their Acadians reading and Acadians u math um scores for our elementarymentaries and they um can balance their classrooms looking at how the students performed last year on that particular measure. >> That's great. >>
043So this is a really dumb question but it's a question in my mind everyone. So as you line this up, it's these numbers go with the student for next year. So next year's students, that classroom is going to be totally different because of the kids that are there. But as the kids performed in a different class last year, a different grade, those are the ones. So the numbers go with the student and not with the teacher. >> Yes, in this report they do. And in fact, this reports updates every night, too. So if if I had somebody that added to my class, I can go in and I can see um how that student performed. Um so that's kind of a neat feature, too. >> Okay. Thank you. >> Great questions. So we were just
044looking at how did I do as a teacher, a science teacher with my last year's group. Now we're now we're on to a different part of the same tool. I want to look up my current students. So, as Superintendent Horsley mentioned, we showed him how to look up his class. So, uh now um put yourself in the in the seat of uh a seventh grade math teacher. You can see that this group's overall um so so you can click on current students and I'm a seventh grade uh math teacher and I can see that my current students uh were 19% of them were proficient um last year on the math uh on rise. So, um, now what can I do as a teacher to help my current group go from 19% of them being proficient
045to 25 or or whatever the goal the teacher wants to to create? Um, we want to of course maintain students who are proficient and then grow the number of students who are proficient. But that score at the bottom of that column just shows of that group of students that this teacher currently has, 19% of them were proficient on the rise last spring. So, it's pretty slick. And then uh the the classroom teacher or or their team could look at patterns across the the years of testing. So, I've just um highlighted a couple of students here at the top where um in 23 the student had a 2.9, then they dropped to a 1.8, and then a 1.7. So, that's a decline that we don't want to see, right? Um and the student below had a
0464.1, then a four, then a 3.6. So, those are some across the years how that student has performed. Um, another another column that I wasn't able to highlight, but if you if you go to science, the third one from the uh from the top, I'm sorry, the second one from the bottom, the student was a 3.5, then a 2.1, then a 1.9 over the last three years. So, that's a concern. Why why was that student who was proficient three years ago no longer proficient in their science rise? So as a classroom teacher, I can also look at their reading levels, not just their rise scores, but their reading levels. This also teases out um who are the MLS. Uh we think that this is going to be a powerful tool for teachers to use. Uh
047we can also we can also filter different uh class periods to see how those students performed as well. Any questions? I just see that this is a really uh I mean when we take it next level this is so incredible by the way I I can see how this would have been very helpful for me as a teacher. Um, but I also think that this is an opportunity for great collaboration with parents because this creates conversations that are really meaningful, which is what I think we really we can do better at, right? And and that are helpful and bring that parent on board with the team and like um the goal setting, you know, can be much more targeted. And a parent loves nothing more than to be involved in a concrete academic goal with
048their kid because otherwise they know nebulously that their kid is having a hard time but they don't know like okay here's how you can actually be of help. So I'm I'm very excited about this and what it can mean for our parent teacher situation and parent teacher and kid situation. But um and uh also I hope I think there's a place where I can go right now to look this up for my own child, right? Not in this same format, but I can see their past like all the way from the beginning. Am I right? >> Yes. In fact, uh we have a really great report that um gets put in the parent um portal that allows you to see that pattern of performance and we also are um showing that in this incremental level
049of decimal so that you can really see that um that progression over time. Um so that's a >> that's so awesome. >> Maybe we'll share that with you next. Uh thanks but it's a it's a great report. Um yeah, and just to to wrap things up, um in November, uh we'll be coming back to present on some of these things so that um you have an idea of uh some of our other goals with regard to um social skills and dispositions. So, we'll be looking at um what percentage of our teachers are taking attendance daily and then our our regular attenders um how do those um percentages look for us under talent development. We'll be looking at um the compliance rate of the training, the vector training that we um we provide for all of
050our employees and where we're at with that. And then one of our lagging indicators will be looking at um how close do we come to that 95% of all contract positions being filled at the beginning of the year. >> Just to clarify to make sure we're clear on this, all of these things that we're going to present are based off of what's available in that month. So we've got multiple parts of the strategic plan and we want to know that data. Everybody does right now. But we are going, we've mapped it out to share with you what's available when. So we still, as you noticed in November, we're still not sharing actual official end of level results because we won't have them even in November. We hope to have them in January. >> Yeah, I
051was just going to add we're parsing out these different pieces. These are more lengthy conversation report outs between the subcommittees for salt. Um, and they're going to helping us understand whether our goal how how we like our goals, if they're getting us where we want to be, if we need to alter or change our goals, um, and focus on different uh, types of metrics. So, that's why you'll start to see these in the every other month report out because these are the things we're discussing monthly. And so, >> thank you so much, Dr. Brownville and Mr. Douglas. We appreciate you being here. >> Thank you. >> Thanks. We're gonna go ahead and invite up Dr. Converse and Mr. Whitehead and >> the whole party. >> We're going to have our report on athletic participation. >>
052Okay. This This is so impressive. >> Honestly, it's like, oh, but we killed a few trees. So magnificent McDermott, Vice President Wyn, Superintendent Horsley, members of the board. Um, we are here tonight to present the student participation in Scholastic Sports Report. And you have been provided already with an electronic copy. You get this commemorative edition hard copy as well. and and basically the slide deck we're using is the same slide deck we've used for the past couple of years. The real data is within the booklet here. So I'll go through here and kind of go over the points quickly, but then we'll get into the data. Uh on the first page, uh you will find an introduction. So if we open it up, the first page is an introduction which includes um the legislative requirements
053of House Bill 420. And to hit those quickly, those are the number and type of intercolastic sports available to at the school categorized by gender. The number of students competing in gender designated intercolastic sports at the school categorized by gender. The amount of spending the school devotes to each gender designated sport reported in the total amount and per student basis. Comparison and evaluation of designated practice and game locations. School's efforts in Title 9 compliance. school's action plan to improve title N compliance and also the number of type of intercolastic sports available per location categorized by gender total enrollment in the school number of students participating in gender designated interclastic sports revenue transfers and expenses for each program and the amount of spending the school devotes per student per sport. Um, also comparison of practice and
054game locations, individual schools self- assessment of their title nine compliance efforts and the title N action plan for schools with over 10% disparity in male and female athletic participation. And so I've included on the slide deck and we can look through any of these. This I just randomly selected Skyline High School. And as you look through at the top row all the way across, it goes through each of the sports and if Skyline High School offers those sports. Goes over the second row with the green headings. Goes over the enrollment of the school, the male enrollment, the female enrollment. also goes over the number of interplastic sports provided to boys and to girls, number of students participating in interplastic sports as well as number of boys participating, number of girls participating and then we specifically
055get into each of the sports and it goes through each of the numbers for each of the sports. Now, last year we introduced uh a rubric for schools to go ahead and self assess to see where they stand and the majority are have pretty good scores. And then at the very end, if there's a disparity, a discrepancy between boys sports and girls sports of 10% or above, they have been required to put in that the state law requires them to put in an action plan to bridge that gap to under 10%. And as you can see, Skyline was at 16% in their action plan consists of continuing to work to highlight their women's sports on social media, working with Wasatch and Church Hill to build excitement in their women's athletics for the incoming freshmen. And
056the very last of the book, it go is a summary. And the summary is pretty good. It basically goes through all the data points for ready reference for you. And if you want to get into it specifically for a school, then we refer you to the actual school for that. >> Any questions? >> I have a couple. Um, can you refresh my memory? I may have asked this a year ago and I apologize if I'm repeating the same question again, but are we especially now that the dynamic has changed that Granite School District is the charter sponsoring entity for Ames? Um are we not responsible for uh accounting for those students in our reporting here? So that would add another, you know, 500 or so students into the total for Cottonwood High School. their their
057their students participate on our athletic teams primarily. I realize there's some uniqueness to that dynamic. But do we have a responsibility to report those? >> We don't have to formally report out for Ames or in their behalf. Um but as you mentioned, a lot of their students do participate and in fact we have a number of homeschool students and other charter schools uh students who are required and allowed under the law to participate on their local uh high school sports team. So those are kind of built into these numbers in terms of how much funding is going towards those respective students um on this left side of the sheet. Um and would break out uh because Ames is using our facilities. you could see, I mean, I was just looking at Cottonwood's portion. Um, that
058would be addressed in those numbers regardless, even though we're not required to do a facility assessment for Title N efforts on their as an official charter sponsoring organization for them. Does that make sense? >> I just want to make sure I clarify my understanding. You say that those numbers are reported on the left side, but those enrollment numbers do not include Ames figures. >> They should. So they should >> Yeah. If you're looking at Cottonwood's numbers, if those are Ames, it doesn't break it out between Ames students andor Cottonwood students because they're all considered part of Cottonwood's athletic program. >> Does that make sense? >> The act the actual enrollment >> no participation >> participation numbers are included, but enrollment is not >> correct. >> Right. So, so okay. I just want to make sure
059I understand the accounting of of the figures then. Um because that if if there's anything that's driving off of an enrollment number that would not be accurate in terms of those Ames participants. Fair. >> Okay. I have a second question if I may. Um, regarding what Utah House Bill 420 requires and title 9, is there and and if this is exhaustive that can answer my question uh immediately these bullet points, but my question more specifically is is there anything regarding specific facilities in terms of like coaching facilities? So, I toured the the new Cypress High School for example last week um in its fully finished or not fully but almost fully finished state. um and and saw the new coach's offices and was impressed by them. We have schools that have been built, you know,
06060, 70, 80 years previously. And and it's my impression that, for example, facilities may not be equivalent for boys programs coaches and girls programs coaches. >> Okay. So to >> so so I'm just curious if if if House Bill 420 andor title 9 specifically requires some measurement of that um that facility uh portion of of offerings if that makes sense. >> Yeah. So rather than for the student athletes, we're looking at for the coaches. >> Correct. >> Okay. >> Yeah. What? Excuse me. >> No, I wouldn't cover that. >> HP420 does not >> does not address that. >> No, at all. Okay, >> it's only just taking in consideration the impact of the student, not the coaching staff. >> Okay, >> and in fact, we do have I mean, you can look in this report,
061I don't want to really vocalize some of those concerns. We have some facilities sponsored by outside entities that have been enhanced in previous years. >> Sure. >> That >> but to your point, Title 9 does address it, right? And so there in terms of the the various um u measurements of title n or or the elements of title n that is one of the elements that that you're trying to reach parody in right >> in in those various areas. One of them is participation one of them is facilities. Yeah. And so >> there's an indirect connection there obviously to facilities that coaches have access to in terms >> that's exact. Yeah. That's right. So, Title N does address it, but the but the state bill does not. >> Thank you for clarifying. >> I think
062the the concern too knowing that we've had this conversation a little bit earlier. So, speaking to that, I think we would want to enhance whatever is available to our female coached le teams as opposed to diminish uh what we're already providing. >> Agreed. It was not that was not the intention of my question. It was to to determine whether there needs to be some enhancement in that regard. >> And there does. >> Yeah. And I can point out some others if you'd like off the offline. >> I have no doubt. >> So this is our second big book that I remember, but I know we've been tracking data probably longer than that. What trends >> when we look at this? Like >> I think there's a lot of Yes. Qu Yes, we have disparity. Yes,
063we Yes. What are we doing to like maybe answer some of those? So, >> what are we doing as a district is what I'm wondering. >> Okay. So, we have a title N committee which includes u administrators, coaches, athletic directors, and uh different members here in the district as well. Uh we take a look at the different action plans that are on here. We've also had athletic directors reach out saying, "Hey, we need this at this school. We need this at this school." And then we discuss those and determine kind of put into place. We have Justin Negley's new new to the committee this year. And so with having that element on our committee, we can start putting stuff into play. >> I just want to add I think I think the the formation of
064the committee, you know, because this came to us and we had to immediately report that first year. So we had it was it was I I remember Clark some of your questions. We had very little data to be able to provide to you. But with um with with this with this bill staying in place and and being able to really um dig in and make it a meaningful part of what we do, we were able to to create the rubrics um the committee and now I think we're really getting to a place where we're creating feedback loops um that can be very actionable. So in the same way Dr. Bramble was talking about the data in the hands of our teachers um using it to make improvements. We're able to use this data in real
065time now um and make it meaningful to us. Not just checking a box of legislation, but making it really meaningful and getting it into the hands of the right people like Justin who can really think about what kind of systemic changes we need to make across the district. So, we just had a budget meeting, committee meeting, and you could see how some of these this data and information could then inform decision makers on how we expend capital. >> Yeah, for sure. Thank you. Yeah, I think that's important to kind of make sure we're looking at the actual numbers, too. It's a big deal. >> I have a quick question. the um the number of sports offered to males versus number of sports offered to females. It seems pretty even. But when I go back and
066count, uh it doesn't seem like the cheer and drill team are counted in the males, the sports offer to males. And it's my understanding that that changed last year that males now can compete with the UHSAA for drill. >> But if it's if it's co-ed, then for example, there's se most of our high schools have co-ed cheer. We don't count that for females. We don't count for both females and males. If it's just males in a sport and females in a sport, then those are the numbers we count. >> But I guess looking at the like I just went and counted Taylor'sville, it is it is 13 female sports including chair and drill, but it's 15 for males including chair and drill or 14 sorry 14. >> Okay. So the way we gathered it, we
067did not count males for those sports because males did not participate in those sports >> in that year. in that year. >> So only the number Yes. So only the number represents the number of actual male sports, female sports or co-ed sports. So it it will >> current participants. >> Correct. >> I just want to make sure I'm understanding the accounting here. Um so I'm looking at Evergreen Junior High and their boys basketball at the very beginning. There are no page numbers, so sorry I can't refer to it. That's a that's an improvement we'll make for next year. >> Well, no problem. I mean, you've got it up here, but um so the expenses, this is how much it costs for the entire team for the entire season. I'm thinking the revenues are the school
068fees that were gathered, not including fundraising. And the school contribution is what the school needed to contribute because of free reduced lunch. Is am I have I got that correct? >> There are other issues that come into play as well. Other things to contribute. For example, if there's equipment needed, if there's uniforms needed, that comes out of that same category. >> The school contribution. >> Yes. And so, um, does do our high schools I'm trying to now like remember my budgets when I'm looking at the high schools. Um, we don't necessarily allocate money for this. Um, they we give them their budget and then they can allocate it if they want to this or not. But I mean, I guess I'm wondering like where is this money coming from? the school contribution portion of this
069and I am asking it as as an accounting question like how are you accounting for where that money is coming from? >> Um every year the school charges an activity fee or school fees 65 bucks to every student. We don't do that anymore. >> Yeah. But we have and that's the pot of money that a school principal had to allocate out to these sports. >> Okay. And that makes sense. And now >> And now that money is gone, except now we get an allocation from the district um that is not out of the school fees, but it's supposed to replace that that will help fill that in fill that hole. So we have been just we we've increased how much money we allocate to each high school to replace those that registration fee. >> That
070is correct. >> And that is what will go to this. >> That is correct. >> And um because this number is going to be very different based on different schools, right? Um, so if I have every student who's receiving who's paying $65 into a registration fee and in one school I only have 20% of my kids on free reduced lunch, but in another I have 80%. You see what I'm talking about? >> Yeah. The we've been reimbursed for fee waver. Schools in our district have been reimbursed for fee waver. I believe Todd all the way to the the maximum amount so that it's equitable. >> Correct. >> Reimbured by whom? >> District dollars. by district in place for a number of years. >> So we have a separate category somewhere that I just am not
071noticing that little level little level of detail that handles that. Okay. And then the revenues that is not including fundraising. Am I correct? I mean this is a because I'm because we have the changes in the school fees. I can't remember. So the revenues I I believe all revenues coming into the school should is basically fundraising. >> Well, school fees would not be fundraising necessarily. They can, but um >> I didn't help build this report, but I would guess that revenue includes school money, fees that we charge the kid, and fundraising that we raised. Okay, that's helpful >> because when you get to these big dollar amounts like it's, >> you know, $1,500 to be a cheerleader. >> Yeah, >> that's all of it. >> Okay. >> It has to be all of it. >>
072To that end, um we have created a reporting process over the last few years to be compliant with HB420. Um, and we do this as an annual legislative requirement. If there's feedback or input that we could have um that would help uh make this data a little bit more clear or understandable, I think our committee would be appreciative of that information from the board and feedback. >> I just think it should say number of sports males participated in and females participated in and not offered. >> That makes a lot of sense. Yeah. And the definitions are all >> I also just want to clarify that all my questions were answered on page two if I would have read that. >> Thank you, Julie, for being able to admit that. All right. Thank you so much.
073We appreciate all you being here and and the information that you provided. This is great and it's I think it improves every year and we love seeing the data and >> please let us know if there are things that you would like to see in it that aren't and then let us know if there's any way to improve people >> as they're transitioning out. I do want to highlight that we are starting a high school guiding coalition. Um because high school principles have kind of been left to their own devices to figure out all these problems on their own. And everybody and you kind of just have to build it in flight every by yourself. And uh we're going to use the economies of scale and all the genius that that collectively high school principles
074have to help improve the process and help everybody get a little bit better. >> Thank you. All right, we're going to go ahead and take a recess for dinner and we