School LAND Trust Program

Writing: Identify and improve basic writing skills of all sophomores by
institutionalizing specific skills and expectations in all SLCs and advisories.
Reading: Continue to improve UBST and CRT reading scores and comprehension by
providing all teachers strategies to differentiate instruction to reach and
teach all learners and subpopulations.		
Mathematics: Increase math proficiency rates by increasing focus and attention
on low math concept areas in all math classes.		
General: Provide all students with greater personalization and understanding of
educational goals through the infusion of advisories for all grade levels using
all staff		
Social Studies:  All students will work within a team as a leader, participant,
learner, or teacher in accomplishing a common goal. Students will also develop
the six pillars of character.		

We will support Read 180 to provide ongoing remediation for students who are 2
or more grade levels below in reading. Students who are identified as having
major math skill deficiencies will be given the opportunity to participate in
tutoring provided during the lunch period and the regular school day to evaluate
their basic skill deficits and work to remediate them. Supplies for these
remedial classes will be purchased with Trust Land funding and will provide
hands on materials for applying math concepts. Some money will also be spent to
purchase new math materials/books to facilitate a broader teaching strategy and
broader approaches to learning math across several math levels. Additional
monies will be spent to provide training for teachers to help address
instructional strategies related to student learning and support. We have
allocated monies to continue supporting our Smaller Learning Communities and our
Professional Learning Communities. We have added for 2008-2009 funding for
attendance interventions and for Sophomore transition and Post-secondary
transition. We will also support teacher requests for technology in our
classrooms.  It needs to be noted that the school will not fund development of
the six pillars of character with Trust Lands funds.  Any character education,
behavior, school climate, bullying, or prevention programs will be funded with
non trust land monies.

We have begun looking at many measures to determine if students are Learning. 
For a long time in education, we have taught students, but in light of
educational reform we are making a shift to what student are learning.  We are
now asking the questions 1-What is it that every student needs to learn? 2-How
will we know when they have learned it? and 3-What will we do if they have not
learned?
The data we are using are our UBSCT scores and in particular who students are
not proficient on the first time they take the UBSCT tests.  We are also
beginning to compare CRT data from one teacher to another to discover strengths
and weaknesses.  We are also using our AYP data to help keep us focused on the
needs of our sub-populations.

If we received additional funding, our first priority would be to purchase
additional technology programs and/or equipment to support instruction in the
classroom and to cover costs to develop materials and instructional materials
for teachers working in courses with students needing additional interventions
and support or remediation. Most of our teachers are in need of sound system to
go with their classroom projectors.

The Trust Lands Plan and School Improvement Plan are created together as one
plan. Trust Lands is part of the School Improvement Plan.

Davis High School expenditures of Trust Land include: attendance trackers, extra
duty pay for our school teacher leaders, paid teachers in Core subject areas to
coordinate their curriculum and testing to help students learn ($50,292),
funded
professional development for a smaller learning communites ($1580), sent a
group
of teachers to NSDC conference on school based professional learning, sent a
team of teachers to a Professional Learning Community conference, sent an
interdisciplinary team of Fitness and health service teachers to training on
working as a team ($29,800), purchased novels for nontraditional learners
($4,200), continued to update the age of our library collection (13,000), and
has purchased technology to help teachers in their classrooms and create
mini-classroom computer labs as well as purchase two complete computer labs
($65,160).

This question is not applicable.

This question is not applicable.

We committed $4500.00 of Trust Land money from the technology area to receive
matching funds from our district TAP funds.  All of the money was used to
purchase technology for teachers in their classrooms including Elmo digital
document camera.

• Letters to State Senators, Representatives, Governor, Attorney General, State Treasurer, and Congressional Delegation

Mathematics

Reading

Writing

Social Science

Writing: Identify and improve basic writing skills of all sophomores by
institutionalizing specific skills and expectations in all SLCs and advisories.
Reading: Continue to improve UBST and CRT reading scores and comprehension by
providing all teachers strategies to differentiate instruction to reach and
teach all learners and subpopulations. Mathmatics: Increase math proficiency
rates by increasing focus and attention on low math concept areas in all math
classes. Social StudiesAll students will work within a team as a leader,
participant, learner, or teacher in accomplishing a common goal. Students will
also develop the six pillars of character. 2006-2008 Writing: Increase writing
in all grades by identifying specific skills needed by all students and focusing
instruction to address these skill areas. Reading: Encourage and increase
reading for all students using a common reading book to be further addressed and
reviewed in integrated course throughout our SLCs \"Schools\" Mathmatics:
Continuing to address the needs of lower end math students by providing support
and tutoring during the lunch periods. Social StudiesStudents will demonstrate
understanding of their obligation to society by following school rules,
policies, and procedures. 2006�2008 Social StudiesStudents will use a variety of
strategies to solve problems, analyze, interpret, apply, and etc. 

We will support Read 180 to provide ongoing remediation for students who are 2
or more grade levels below in reading. Students who are identified as having
major math skill deficiencies will be given the opportunity to participate in
tutoring provided during the lunch period and the regular school day to evaluate
their basic skill deficits and work to remediate them. Supplies for these
remedial classes will be purchased with Trust Land funding and will provide
hands on materials for applying math concepts. Some money will also be spent to
purchase new math materials/books to facilitate a broader teaching strategy and
broader approaches to learning math across several math levels. Additional
monies will be spent to provide training for teachers to help address
instructional strategies related to student learning and support. We have
allocated monies to continue supporting our Smaller Learning Communities and our
Professional Learning Communities. We will continue to  have the added person
being funded for attendance interventions and for Sophomore transition and
Post-secondary transition. We will also support teacher requests for technology
in our classrooms.  It needs to be noted that the school will not fund
development of the six pillars of character with Trust Lands funds.  Any
character education, behavior, school climate, bullying, or prevention programs
will be funded with non trust land monies.
Students who did not pass the writing, reading or math portions of the UBST
test their sophomore year will be put into a class that will help focus on the
skills they may be lacking in that area.  Rewards and incentives for these
students could be purchased out of Truslands.
We will also support the training of student leaders to help support our new
sophomore adviory efforts.

We have begun looking at many measures to determine if students are Learning. 
For a long time in education, we have taught students, but in light of
educational reform we are making a shift to what student are learning.  We are
now asking the questions 1-What is it that every student needs to learn? 2-How
will we know when they have learned it? and 3-What will we do if they have not
learned?
The data we are using are our UBSCT scores and in particular who students are
not proficient on the first time they take the UBSCT tests.  We are also
beginning to compare CRT data from one teacher to another to discover strengths
and weaknesses.  We are also using our AYP data to help keep us focused on the
needs of our sub-populations.
Another focus this year will be identifying which incoming sopnomores might be
at risk of not passing UBST.  This would be determined from their end of level
scores and freshman teacher recomendations.

If we received additional funding, our first priority would be to purchase
additional technology programs and/or equipment to support instruction in the
classroom and to cover costs to develop materials and instructional materials
for teachers working in courses with students needing additional interventions
and support or remediation.  Specifically, funding could be used to reduce class
sizes in lower concept math courses paying for a productivity or remediation
period in math.

The Trust Lands Plan and School Improvement Plan are created together as one
plan. Trust Lands is part of the School Improvement Plan.

We are looking to send our SLC Teacher Leader group to the NSDC training on
School Based Professional Learning.  We would like to also send a group  of
teachers and administrators to a Rigor conference set up by the National Career
Advancement Coalition Center. 

This question is not applicable. 

This question is not applicable.

Not Applicable

The school U-PASS Report is published on the district website at
http://www.davis.k12.ut.us/rad