Community Council

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.



Name Email Phone Position
Jill Wayman 801-586-0393 Chair
Shanda Richey 801-388-8029 Vice Chair
Minerva Tavera 801-737- Staff Member
NIchole Goodliffe 801-737-7797 Staff Member
Ross Lunceford 801-737- Principal
Margie Pluim   Parent
Wendy Graham     Parent
Codi Smith   Parent
Lori Hoaglin   Parent
Carla Irwin   Parent
Jessica Smith   Parent
Daniel Devries   Parent
Rules of Order and Procedure
Parent Involvement
Funding Allocation
Sept. 10 5:00 Conference Room    
Oct. 8 5:00 Media Center    
Nov. 12 5:00 Media Center    
Dec. 10 5:00 Media Center    
Jan. 14 5:00 Media Center    
Feb. 11 5:00 Media Center    
March 10 5:00 Media Center    
April 14 5:00 Media Center    
May 12 5:00 Media Center    




School Land Trust Annual Summary

Land Trust Summary Report 2014/15

Goal #1
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


We did not meet this goal. The percent of students who measured mastery on the Scholastic Reading Inventory (SRI) increased by 1% (September 23%, March 24%). The number of

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.

Action Steps:
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.

Goal #2
95% of the 9th grade students at Mound Fort Junior High will end the 2014-15 school year with 5-7 credits.

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.

Action Steps:
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.

Land Trust Summary Report 2016/17

Financial Proposal and Report

This report is automatically generated from the School Plan entered in the spring of 2016 and from the District Business Administrator's data entry of the School LAND Trust expenditures in 2016-2017.

DescriptionPlanned Expenditures
(entered by the school)
Actual Expenditures
(entered by the school)
Actual Expenditures
(entered by the District
Business Administrator)
Remaining Funds (Carry-Over to 2017-2018)$992N/A$5,716
Carry-Over from 2015-2016$2,283N/A$3,424
Distribution for 2016-2017$52,341N/A$58,039
Total Available for Expenditure in 2016-2017$54,624N/A$61,463
Salaries and Employee Benefits (100 and 200)$29,732$26,252$18,385
Employee Benefits (200)$0$0$7,656
Professional and Technical Services (300)$0$0$13,211
Repairs and Maintenance (400)$0$0$0
Other Purchased Services (Admission and Printing) (500)$0$0$0
Travel (580)$0$0$0
General Supplies (610)$2,500$6,389$6,389
Textbooks (641)$0$0$0
Library Books (644)$0$0$0
Periodicals, AV Materials (650-660)$0$0$10,106
Software (670)$13,000$13,000$0
Equipment (Computer Hardware, Instruments, Furniture) (730)$8,400$10,106$0
Total Expenditures$53,632$55,747$55,747

Goal #1


Mound Fort Junior High will have at least 35% of our students proficient in English Language Arts on the SAGE End of Levels (Aligns to Focus Plan)

Academic Areas

  • Reading
  • Writing
  • Technology
  • Science
  • Social Studies


This is the measurement identified in the plan to determine if the goal was reached.

Reading Plus will be given as a pre-test to determine student reading level and lexile. Teacher will test students every 9 weeks to determine growth and progress towards their goal that were set based on pre-test data. Students will track their progress every 9 weeks.

Please show the before and after measurements and how academic performance was improved.

We utilized reading plus on a consistent basis with our students in Reading classes, but ELA classes were not as consistent. Overall we showed 6% growth on our ELA end of levels even though we only achieved 26% ELA Proficiency.

Action Plan Steps

This is the Action Plan Steps identified in the plan to reach the goal.

-Teacher Leaders, IC and SST will develop summer professional development for reading and writing school-wide instruction development. (Aligns to Focus Plan which will cover the costs) -Teachers will attend professional development in the summer led by Teacher Leaders, IC and SST. (Aligns to Focus Plan which will cover teacher pay) -Purchase Reading Plus to support targeted reading intervention/extension. The program supports all learners in reading comprehension advancement. Students with low reading levels will benefit, as well as students ready for college level text. -Purchase supplies to support reading and writing across content areas as well as ELA classes. This will allow us to expand our resources for leveled reading materials. -Purchase a full Chromebook lab cart (36 Chromebooks, licenses, and cart). This will support teachers with targeted small group instruction. It will provide students with technology to access targeted materials for their learning.

Please explain how the action plan was implemented to reach this goal.

Each action item was completed in order to support student learning. We purchased the Chrome Books at the start of the year and provided Professional Development in September and January to ELA teachers. Our data showed that the PD and use of Chromebooks and Reading Plus increased our ELA End of Level scores.


CategoryDescriptionEstimated CostActual CostActual Use
General Supplies (610)

Reading and writing supplies


1500.00 in Pencils, sharpeners, paper and Reading and Writing supplies. 3889.00 in additional supplies as indicated in the Increased Distribution section.

Software (670)

Reading Plus


Purchased Reading Plus and implemented PD. The actual expenditure of 13,000.00 is reflected in the Professional and Technical Service (300) line item in the Financial Proposal and Report.

Equipment (Computer Hardware, Instruments, Furniture) (730)

36 Chromebooks and Cart


Initially anticipated only spending 8400.00 on Chromebooks, carts, consoles, and licenses. However, we were able to utilize some increased distribution funds to bring the total expenditures to 10,106.00. Please note: That we have a difference in object coding between this document and OSD purchasing coding. This expense is reflected in the Periodicals, AV materials (650-660) on the Financial Proposal and Report.

Goal #2


Mound Fort Junior High will have at least 30% of students proficient in Math on the SAGE End of Levels (Aligns to Focus Plan)

Academic Areas

  • Mathematics
  • Science


This is the measurement identified in the plan to determine if the goal was reached.

Quarterly CFA and CIA data from the math and science teachers will be used to determine student progress. Students will set goals based on previous years SAGE success and progress monitor their goals every 9 weeks.

Please show the before and after measurements and how academic performance was improved.

Conducted PLCs for the first time in the school and developed CFAs along with lesson plans. SAGE Proficiency Data in Math only in by 1% from the previous year and we achieved 15% Proficiency. In science, we maintained our proficiency at 30%.

Action Plan Steps

This is the Action Plan Steps identified in the plan to reach the goal.

-Hire .5 Math Teacher to support students in differentiated instruction and increase student growth on CIAs and SAGE. -Purchase math and science manipulatives and supplies to support instruction and engage students with MAPS, Springboard and OER resources. - Continue the use of ALEKS within the classroom and within math/reading lab classes. Implement ALEKs pre-tests to determine where students have proficiency gaps and teach to those gaps.

Please explain how the action plan was implemented to reach this goal.

- Hired a .5 Math Teacher - Math Manipulatives and Compasses Purchased - We did not have to purchase ALEKs because we obtained licenses from the DO - Molecule of Life Kit's purchased for science - Geo Reflector Set for Math - Algebra Tile Set - Various science supplies


CategoryDescriptionEstimated CostActual CostActual Use
Salaries and Employee Benefits (100 and 200)

Hire .5 Math Teacher to support students in differentiated instruction and increase student growth on CIAs and SAGE.


Hired a teacher and paid for 1/2 salary. 18,835.00-Teacher Base Salary 7656.00-Salary Benefits 211.00-Substitute Costs

General Supplies (610)

Purchase math and science manipulatives and supplies to support instruction and engage students with MAPS, Springboard and OER resources.


- Various math and science manipulatives purchased

Increased Distribution

The school plan describes how additional funds exceeding the estimated distribution would be spent. This is the description.

Additional funds will be used to purchase technology, math and science supplies to support the classroom instruction.

Description of how any additional funds exceeding the estimated distribution were actually spent.

Additional funds were used to purchase headphones, science supplies, technology cart, etc.


The following items are the proposed methods of how the Plan would be publicized to the community:

  • School newsletter
  • School website
  • School marquee
  • Other: Please explain.
    • - PTSA Meeting - Community Council Meeting

The school plan was actually publicized to the community in the following way(s):

  • School website
  • Other: Please explain.
    • Monthly Community Meeting

Summary Posting Date

A summary of this Final Report was provided to parents and posted on the school website on 2017-10-20

Council Plan Approvals

Number ApprovedNumber Not ApprovedNumber AbsentVote Date

Land Trust Final Report 2018/19

Community Council Agenda/Minutes


October 2017

Community Council Meeting Minutes - 10/12/17, 5:00 pm in the Mound Fort Media Center

In attendance: Bryan Becherini, Cheryl Rankin, Sara Dove, Lori Hoaglin, Jessica Smith, Jill Wayman, Margie Pluim, Liz Morrison, Shanda Richey, Rachelle Hester

Meetings will be 2nd Thursday of the month at 5:00.

Bryan - excited about this year, glad to get this many people interested in working with the school.

Discussion about officers for the 17-18 school year. Jill will continue to be the chair, vice chair will be selected at the next meeting and Liz Morrison will continue to be secretary. Voting was unanimous for chair and secretary.

Mandatory videos were watched by council members.

Review of Land Trust Plan developed last school year presented by Bryan Becherini. District focus is Literacy and Graduation rates. Explained that we are a Focus School in the state and are rated on ELA and Math scores. Many of our students are below grade level in reading, we are focusing on improving literacy this year with Reading Plus. This is going well now in the 7th and 8th grades in the ELA classes. We also have reading classes to address reading levels in the 7th and 8th grade. All students have access to this program. This program can also be done at home, however, many of our students do not have internet access at home.

Discussion about incentivising the program a bit more to get students more motivated to use the program and want to work on it at home as well. Also, looking for the best route to educate parents about this program so that they encourage their students to work on this at home as well.

Math is being supported through a .5 FTE to teach Double Dose Math. She has a special education endorsement which is beneficial because she has the skills for remediation.

Science is being supported through this program as well. Science 7 and 8 has new standards that require much more hands on learning and projects. With this, we have allocated $5,000 to supplement the supplies that can be purchased.

Behavior component - 80% of a school is typically Tier 1 behavior. Tier 2 students need more support, Tier 3 students require much more adult support to be successful in school. These students need both behavior and academic supports. We allocated $5,000 to support the Tier 3 students. This supports homework nights and incentives for these students. We now track students in the way that they have to have passed all 8 credits to be on track to graduate, if they are attending Seminary, they must pass 7 credits.

Allocated money for technology - goal is to get the computer/student ratio to 1:1. We have been able to purchase chromebooks with this money.

We also were able to get money from the district for technology to also help with this goal of getting the school 1:1. With the purchase of all the technology, we are now getting the district to upgrade our wifi, this will begin Thursday and Friday, October 26 and 27.

FLEX time was explained to the council to understand how it is used to remediate students with D’s or F’s. The students that are passing all of their classes with a C or better attend an “extension” during this two week time period.

Meeting adjourned at 6:17

November 2017

Mound Fort Junior High SchoolLogo

Principal Bryan Becherini


Professionalism - Perseverance - Progress

Community Council Agenda


5:00 - 5:10 - Welcome and Introductions


5:10 - 5:15 - LandTRUST Allocations


5:15 - 5:30 - GAP Report


5:30 - 5:40 - STEM Momentum


Meeting was called to order at 5:00

In attendance: Bryan Becherini, Cheryl Rankin, Josh Simon, Sara Dove, Lori Hoaglin, Codi Smith, Margie Pluim, Jill Wayman, Jessica Smith, Carla Irwin, Shanda Richey

Celebrations - Mound Fort is officially off of “FOCUS” status. This is a good thing because we have shown the improvement necessary to get off this status. It does, however, mean that we will not be receiving the extra funding to support incentives to make the necessary improvement. We are going to be able to support this with some of the funding we have so we will be able to continue with many of the things we started.

We are the best performing junior high in the district at this time academically. This can be attributed to “GAP” implementation - students now do not do packets to make up credit, instead they work with the teachers to show they have learned the standard. They have to do the work they missed with the teacher in order to make up the work. Mound Fort was 87% on track for graduation with the 9th graders. We only had 32 9th graders with “F’s” this first term.

Counselors also went into each 9th grade science class to explain the credit situation and how the GAP works. Educating them on this has helped with mentality of passing classes.

7th grade had 77% pass all classes and 8th grade had 75% pass all classes. Next Friday we will do a celebration for all students who have passed all of their classes. 2nd quarter will be a movie, 3rd quarter will be a BMX assembly and 4th term will be the Lagoon trip.

Land Trust Allocations: Our enrollment went up so our allocation was up $2,000. We also have an extra $20,000 to spend because the district was able to purchase the laptops for the new classroom. They are redoing our wifi so we are good with computers. In January we will revisit this and if we need to do an addendum because we want to spend on something other than what we wrote for in our plan for an increased allocation.

Stem Momentum: Mound Fort will still get the Innovative Center because it is being paid for out of capital funds. Mound Fort has been on the path to become a stem school so this was allocated before the bond. We will be teaching Education 1 as a new stem class. The high schools are on board with this as well. Health is no longer required by the legislature, we will continue to teach health here, we will be offering other options for this health credit, Cisily Chamberlain will be teaching a Medical Detective class which is a Project Lead the Way class. This will be more exploratory class but will be a pathway to the classes at the high school with Project Lead the Way. We are working to create a stronger 8th grade pathway to boost our mid level students to higher levels. We are also looking at increasing our training for all teachers in STEM training.

Meeting adjourned at 6:00