Parent involvement is very important to student academic achievement. By serving on the school council, parents have the opportunity to collaborate with other parents, teachers and the principal to set and achieve school goals. Parents are rewarded with a better understanding of the educational process and have the opportunity to develop relationships with school leadership. A parent always serves as chair of the council. Parents make up the majority of the council and are often the driving force in how School LAND Trust funds are spent.
La participación de los padres es muy importante para el logro académico del estudiante. Al servir en el consejo de la escuela, los padres tienen la oportunidad de colaborar con otros padres, maestros y el director para establecer y alcanzar las metas de la escuela. Los padres son recompensados con una mejor comprensión del proceso educativo y tienen la oportunidad de desarrollar relaciones con el liderazgo escolar. Un padre siempre sirve como presidente del consejo. Los padres constituyen la mayoría del consejo y son a menudo la fuerza impulsora en cómo se gastan los fondos fiduciarios de la escuela LAND.
|Rules of Order and Procedure|
Mound Fort has 110 (17%) students scoring below basic in reading ability according to the March 2014 Scholastic Reading Inventory (SRI). To determine the number for the 2014/2015school year, all students will be tested in September so that our data will include our 7th graders. Our goal is to increase the number of students scoring basic or above by 10%, as measured by the SRI, by May, 2015
students proficient on the District Common Interim Assessments was 23%. There was a -1% change in the number of students scoring proficient on the ELA SAGE test at the end of the school year as compared with the previous school year.
Contract with the University of Utah Reading Clinic (UURC) for reading tutoring Hire one 3.5 hr/day tutor to work with the UURC program in September, Mound Fort will assess all students using the SRI and identify those students scoring below basic. School personnel and the
University of Utah Reading Clinic tutors will select students that are appropriate for the tutoring program. Tutors will set up a schedule to meet with identified students bi-weekly to weekly.
The University of Utah Reading Clinic (UURC) consultant trained and worked with two reading tutor and volunteer college students. They were able to tutor 44 students who were significantly below grade level as identified by the Scholastic Reading Inventory (SRI). Student reading level of students being tutored at beginning of year raged between 2.5 and 5.6 (the higher range students were continued from the previous year). Students received between 14 and 50 tutoring sessions (depending on attendance and mobility). Student reading level of students being tutored at the end of the year ranged between 3.9 and 7.3. The average student gain was 1.06 years. (least gain 0.4, greatest gain 2.3) The students who were chosen for this program had scored Proficiency level 1 on SAGE the prior year. All of these students showed growth on the SAGE, but did not make it to proficient, as the gap being closed was so great.
End of quarter report cards Formative assessments given on a regular basis District Common Interim assessments given three times a year.
Formative assessments and District Common Interim assessments were used by the teachers to plan instruction and identify struggling students. The following shows the number of students on track to have 5-7 credits earned by the end of the school year.
- End of 1st Quarter 87% of 9th graders on track to have 5-7 credits.
- End of 2nd Quarter 83% of 9th graders on track to have 5-7 credits.
- End of 3rd Quarter 81% of 9th graders on track to have 5-7 credits.
- End of 4th Quarter 95% of 9th graders on track with 5-7 credits.
Counselors will identify students who are credit deficient at the end of each quarter. Provide students who are credit deficient in Math, Language Arts, Science or Geography with Granite Credit Recovery Packets. Hire a 3.5 hr/day staff assistant to work with the credit recovery program Offer a Content Support class the second half of the year. Counselor will monitor that students are completing the packets in a timely fashion.
The counselors created a spread sheet of all 9th grade students to record any credits failed each quarter in all subject areas. This spread sheet was used to identify students needing to be enrolled in the credit recovery class. Students were then scheduled into the credit recovery class during 2nd semester. Teachers and counselors worked with the students during this class to complete Credit Recovery Packets in the core subjects. 102 quarter credits were recovered by students, allowing this goal to be met.