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TRANSCRIPT
D-1
SOUTH CACHE 8/9 CENTER PROMOTING SUCCESS, RESPECT, AND RESPONSIBILITY
School Profile
SETTING
South Cache is located in the northern Utah rural community of Hyrum, about ten miles south of
Logan in beautiful Cache Valley. Our valley extends approximately 50 miles from Avon, Utah
on the south to Preston, Idaho on the north. Cache Valley has a strong agricultural history and is
comprised of 25 small cities and communities with Logan as the principal city.
Logan is home to Utah State University, Utah’s land grant institution that serves more than
23,000 undergraduate and graduate students. Utah State University’s College of Education
consistently ranks as one of the top tier institutions in the nation.
South Cache is one of two schools serving the eighth and ninth grade in the Cache County
School District and feeds into Mountain Crest High School. South Cache serves students who
come from two middle schools and nine elementary schools.
D-2
Mission Statement, Beliefs,
and Desired Results of Student Learning
OUR MISSION
Promoting Success, Respect, and Responsibility
OUR BELIEFS
All faculty and staff share the responsibility for teaching effective communication, critical
thinking, cooperative learning and life-long learning skills through:
SUCCESS – Opportunities for personal success and growth are made available to all.
RESPECT – Facilitators model appropriate social responses, manners, integrity and
citizenship to promote good character education.
RESPONSIBILITY – Effort, discipline, and dedication are applied to teaching and learning.
Teachers use a variety of learning styles, lessons plans, assessment measures, team
collaboration, and continued professional development.
OUR DESIRED RESULTS FOR STUDENT LEARNING
Student will become Effective Communicators
Students will become Critical Thinkers
Students will work Cooperatively within a Group
Students will be Life-long Learners
D-3
School Profile Guiding Questions
What are the students learning and how are they learning?
Students are presented with a broad array of courses that meet the state core curriculum
requirements and the credits associated with them. All stakeholders may access the course
offerings on the school web site and teacher’s individual web pages/links. A variety of
instructional strategies (direct instruction, Six Traits of Effective Writing, cooperative learning,
peer tutoring, team teaching, cross-curricular writing, and using technology in the classroom)
and learning styles are utilized in the classrooms.
Curriculum changes in language arts have included a focus on Six Trait Writing in order to
increase writing proficiency across the district. In addition, curriculum alignment was
accomplished through monthly meetings with secondary language arts teachers. In mathematics,
common formative assessments have been developed throughout the department to align the
curriculum with state core standards.
Who is learning? Who is not learning? Are there any patterns in school achievement?
Students at South Cache have met AYP for the past five years. As a school, we are at or above
state and district averages in all CRT areas. Most of our groups are learning and are proficient in
language arts, mathematics, and science. According to our USOE Data Display (formally known
as COGNOS), the majority of our students have maintained proficiency for two years. In math,
science, and language arts, only 3-5% of our students have dropped below proficiency. As we
disaggregate the data, we are concerned for our Hispanic population who show a need for
increased intervention, particularly in the subject of science.
What are the general characteristics of the students served by your school?
South Cache has a student body that is predominantly a Caucasian, homogenous group with a
growing Hispanic population. Cache Valley is rapidly changing from an agricultural society to a
suburban community serving the larger cities of Logan, Ogden, and Salt Lake. Free and reduced
lunch has averaged 27.6% for the past four years and the level of mobility stays consistent with
an average of 76 students, or approximately 6.7% of the total population.
What kinds of support for learning do students receive beyond the classroom?
Our superintendent has challenged all teachers in the district to provide opportunities for school
remediation during the school day. We are accomplishing this initiative through Homework
Lunch, study hall, and individual tutoring (before and after school), MESA club, TSA club, and
Expanding Your Horizons. We have three full-time counselors who provide support for learning
through individual and group counseling sessions, parent/staff meetings, SEOP conferences,
Student Assistance Team (SAT) conferences, career/guidance counseling, and the use of our
career center.
D-4
What are the defining features of your school?
According to the ISQ, all stakeholders have identified that South Cache has good parental
support and a faculty that focuses on academic achievement. While we face a steady growth in
our student population, we have dealt with the reality of declining budgets and increased class
sizes. Our faculty is organized into Professional Learning Communities (PLCs) which meet
regularly to address student achievement and share teaching strategies. Teaming is also a
defining characteristic of our school wherein teachers collaborate regarding student intervention,
teaching strategies, and goal setting.
Have there been any changes in these features over the past few years?
New teachers and a new administration have been employed since the previous accreditation
visit. We have faced a major shift in the dynamic of our staff. Many veteran teachers have
retired in recent years and have been replaced by a variety of new educators and out of district
transfers. The continuity of an administration that extended over the creation of the 8/9 center
was severed in 2010. While our new principal has extensive teaching and administrative
experience in this district, he is new to this configuration of South Cache.
At South Cache, there is a philosophical shift from teaming to PLCs due to an emphasis placed
on PLCs by the school district.
Teacher schedules have been changed to facilitate teams. A common study hall was added to the
school’s daily schedule in order to provide remediation for students. To accommodate 1200
students in a school built for 800, a new bell schedule was implemented with the eighth and ninth
grade students passing at different times. Three double portables (six classrooms) were added in
order to accommodate the growth of our student body.
What does each group of stakeholders believe are the strengths and limitations of the
school?
Our measurable indicators, ISQ and the NSSE survey, have identified the strengths and
limitations of the school.
According to the ISQ parent survey, the strengths of the school are: school leadership, teachers
promote good behavior in their classrooms, and students feel safe traveling to and from school.
The ISQ teacher survey identified strengths that students have adequate computer access and the
school has quality textbooks and instructional materials. The ISQ student survey identified
strengths as accessibility of administration, school leadership, and instructional quality.
According to the ISQ survey, 11and 20% of students have indicated that they do not like school
and do not feel safe at school respectively (see ISQ data in appendix). The teacher survey
indicates that teachers do not feel supported by the administration in classroom discipline.
Parent surveys indicated no major limitations that need to be addressed.
D-5
Through a review of the departmental analyses, the following have been identified as common
strengths among all departments. We have a highly qualified staff who teach the core curriculum
and standards. Academic rigor is encouraged. By aligning prep hours, our faculty actively
collaborates between departments using teaming to effectively communicate the needs of our
students. The availability of technology in the classroom is a huge strength and includes
Activboards, clickers, projector systems, and access to three stationary and two portable
computer labs. Furthermore, a variety of assessment tools are available to our faculty to provide
ample data for guiding our instruction, remediation efforts, and student learning. These include:
CRTs, Explore ACT prep test, Direct Writing Assessment, individual department pre- and post-
test, math common formative assessments, classroom projects, cross-curricular projects, and
portfolio.
Through a review of the departmental analyses, the following have been identified as common
limitations among all departments. Large class sizes and limited budgets continue to challenge
student-to-teacher interactions. The opportunities for cross-curricular instruction are limited due
to the fact that not all departments are included in teaming. Even though we have an outstanding
PTSA and School Community Council who are actively involved in the decision-making process
of our school, we seek increased parental involvement. Better communication is needed between
regular classroom teachers and teachers of special education students and English language
learners. Staff development days have been eliminated in our district due to budget restraints.
These days were instrumental in the development of instructional skills and strategies.
What are implications of the results of the survey for the development of a school
improving plan?
According to the ISQ survey, the faculty is on track with curriculum, instructional quality,
teacher excellence, and student commitment. As a school, we need to continue our direction in
each of the areas listed.
With the significant numbers of students disliking school and not feeling safe, we have
implemented one of the goals of the Action Plan to focus on promoting good citizenship.
Teachers nominate students for positive recognition who model good citizenship. Those
students will be celebrated and parents will be invited to an assembly at the end of each
trimester. In addition, the administration has created a Student Success Club to acknowledge
students who are doing better in school.
By providing opportunities and resources to succeed academically (Homework Lunch, study
hall), we help students become empowered in their own education and feel accomplishment as
they do so.
D-6
Community Demographics (Source – U.S. Census)
Population
Cache County has a land area of 1,164 square miles. With a total population of 109,347, it ranks
sixth in population in the state.
Populations of Towns and Cities within
South Cache’s Boundaries
Hyrum City ...............................7,670
Providence City .........................6,612
Nibley City ................................4,605
Wellsville City ..........................3,273
Millville City .............................1,833
River Heights City ....................1,713
Mendon City .............................1,203
Paradise City ................................904
Avon City .....................................306
Unincorporated Communities
College Ward, Petersboro, Mt. Sterling, and Young Ward
Ethnicity
White .................................................................. 87.0%
Hispanic ............................................................... 8.7%
Asian .................................................................... 2.0%
Black .................................................................... 0.6%
American Indian................................................... 0.7%
Pacific Islander..................................................... 0.1%
Other .................................................................... 0.9%
Household and Families
Total Households .................................................................................................................. 32,465
Family Households ............................................................................................................... 24,226
Married Couple Households ................................................................................................. 21,196
Female Households (no husbands present) ............................................................................. 2,202
Non-family Households .......................................................................................................... 8,239
Householder 65 Years or Older .............................................................................................. 1,807
Average Household Size ........................................................................................................... 3.30
Average Family Size ................................................................................................................. 3.69
Hyrum
ProvidenceNibley
Wellsville
Millville
River
Heights MendonParadise
Avon
87.0%
8.7% 4.3%
Caucasian Hispanic Other
D-7
Age of Population
Under 18 Years of Age .......................................................................................................... 31.0%
18 to 64 Years of Age ............................................................................................................ 61.5%
65 Years and Older .................................................................................................................. 7.5%
Education (25 years and over) High School Graduates .......................................................................................................... 92.2%
Bachelor’s Degree or Higher ................................................................................................. 35.0%
Language Spoken at Home
English ................................................................................................................................... 85.3%
Spanish ..................................................................................................................................... 9.4%
Other ........................................................................................................................................ 5.3%
Major Industry
Arts, Entertainment, Recreation, Food Services ...................................................................... 8.0%
Construction ............................................................................................................................. 6.0%
Education, Health, Social Services ........................................................................................ 26.8%
Manufacturing ........................................................................................................................ 17.9%
Retail Trade ............................................................................................................................ 11.6%
Income Level in Cache County
Median Income for all Households ..................................................................................... $46,091
Median Income for Family Households ............................................................................. $54,345
Per Capita Income ............................................................................................................... $18,755
Income Brackets for Cache County Households
Less than $10,000 ................................................................................................................... 1,683
$10,000 to $14,999 ................................................................................................................. 1,605
$15,000 to $24,999 ................................................................................................................. 4,192
$25,000 to $34,999 ................................................................................................................. 4,602
$35,000 to $49,999 ................................................................................................................. 5,478
$50,000 to $74,999 ................................................................................................................. 6,559
$75,000 to $99,999 ................................................................................................................. 3,833
$100,000 to $149,999 ............................................................................................................. 3,119
$150,000 to $199,999 ................................................................................................................ 676
$200,000 or More....................................................................................................................... 718
Unemployment (November 2010) ......................................................................................... 5.0%
Population Below Poverty Level (Last 12 Months)
Total Family Population Below Poverty Level ..................................................................... 15.3%
18 to 64 Years ....................................................................................................................... 17.5%
65 Years and Older .................................................................................................................. 8.2%
Children Under 18 Years ....................................................................................................... 12.6%
D-8
South Cache Demographics/Services
Cache County School District has grown with the addition of two elementary schools this year,
totaling sixteen elementary schools. The district includes four middle schools, two 8/9 centers,
two high schools, and one alternative high school.
Facility
The current South Cache building was built in 1994 and has been a sixth to eighth grade school
and is currently an eighth-ninth grade center. For our growing population, South Cache
expanded its cafeteria in 2006 and added three portables in 2008. Projectors were added to every
classroom, and we acquired two portable computer labs. We continue to look at the needs of the
school as budgets allow.
Faculty and Staff
South Cache 8/9 Center continues to pursue academic excellence. Constant change is a hallmark
of public education and South Cache is no exception to change. New staff and a new
administration have made the accreditation process a challenge over the years. The faculty has
worked cohesively, applying the accreditation model to continue moving South Cache forward in
pursuit of excellence in education for the benefit of our students.
Budget cuts affected our FTE allotments, resulting in higher teacher-to-student, administrator-to-
student, and counselor-to-student ratios.
Administrators 2 [1:582]
Counselors 3 [1:388]
Faculty 46.1557 FTE
Support Staff:
Aides 8
Custodians 3 [Full-Time]
Office Staff 3
D-9
Student Enrollment
South Cache’s student population has shown a
steady increase of growth with a major increase
in 2007 and a slight decline in the current school
year. Our school population is projected to
climb in the next few years.
Grade 2006 2007 2008 2009 2010
8th
518 589 581 590 587
9th
506 558 591 590 577
Total 1,024 1,147 1,172 1,180 1,164
Because of our large boundaries and agricultural landscape, 89% of our population is bused to
school. The remaining 11% of students live within walking distance.
Demographics by Ethnicity for the 2010-11 School Year
Our population is predominantly Caucasian with about 11% minorities.
Ethnicity Students Percentage
Asian 12 1.0%
Black 8 0.7%
Caucasian 1,039 89.3%
Hispanic 95 8.2%
Native American 3 0.2%
Pacific Islander 7 0.6%
0200400600800
100012001400
Student Enrollment
Total
Projected Totals
89%
8% 3%
Ethnicity
Caucasian Hispanic Other
D-10
Free and Reduced Lunch
All parents have an opportunity to apply for free or reduced lunch benefits throughout the year to
help meet a student’s nutritional needs. The number of students who have qualified for free or
reduced lunch has increased. These numbers serve
as an indicator of our students’ socio-economic
status.
Stability of Population
The school’s transient rate is low. According to the 2010 U. S. Census, dwellings in the
attendance area have a median home value of an owner occupied residence of $171,900 and an
average income of $46,091. Home ownership is high within our area. Over the past five years,
an average of 76 students (6%) have withdrawn from school per year.
School
Year
New
Students
Student
Withdrawals
2006-07 117 76
2007-08 87 78
2008-09 67 76
2009-10 103 76
2010-11 117 76
Departments
Departments hold regular meetings to align curriculum and implement new ideas and strategies
for effective student learning. The entire staff meets monthly in Professional Learning
Communities (PLCs).
Academic Departments
Career and Technical Education
English as a Second Language
Fine Arts
Foreign Language
Geography
Healthy Lifestyles
History
Language Arts
Mathematics
Performing Arts
Science
Special Education
2006 2007 2008 2009 2010
Total 281 291 315 336 347
Percentage 27% 25% 27% 28% 30%
0
50
100
150
2006 2007 2008 2009 2010
New Students
Student Withdrawals
0
200
400
600
800
1000
1200
2006 2007 2008 2009 2010
Free / Reduced Lunch
Eligible
Non-eligible
D-11
Course offerings
8
th Grade 9
th Grade
Course Credits Course Credits*
Algebra 1 1.5 Algebra 1.5
Art .5 Art Foundation .5
Band 1.5 Choral 9 .5
Choral 8 .5 Communications Tech .5
English 8 1.5 Computer in Business .5
Exploring Technology .5 Concert Band 1.5
FACS Exploration .5 Dynamic Fitness .5
Integrated Science 1.5 Earth Systems 1
Intro. to Spanish .5 English 9 1.5
Intro. to Tech/Engineering 1.5 Exploring Science .5
Keyboarding .5 Food and Nutrition I .5
Physical Education .5 Foundations of Tech .5
Pre-Algebra 1.5 Geometry 1.5
Reading .5 Group Guitar 1 and 2 .5
String Orchestra 1.5 Health Education .5
U.S. History 1.5 Healthy Lifestyles .5
Honors Choir 1
Manufacturing Tech .5
Office/Media Aide .5
Release Time 1
Spanish 1A and 1B .5
Sports Sewing .5
String Orchestra 1.5
World Geography 1
* A minimum of eight credits are required to warrant sophomore status.
Released Time (Seminary) Enrollment
Released time enrollment reflects the predominant religious affiliation of our community.
Currently 458 students attend The Church of Jesus Christ of Latter-Day Saints Hyrum Junior
Seminary. Approximately three-fourths of our ninth grade student population attends Seminary
each year.
2006 2007 2008 2009 2010
Total 397 408 420 435 458
% of students 78% 73% 71% 74% 79%
D-12
Additional Student and School Data 2010-11
Our school year runs on a trimester system. Report cards, which include academic and
citizenship grades, are mailed home. Monthly progress reports and mid-trimester deficiency
notifications are provided to students and parents.
Grading Scale: A = 4.000
A- = 3.667
B+ = 3.333
B = 3.000
B- = 2.667
C+ = 2.333
C = 2.000
C- = 1.667
D+ = 1.333
D = 1.000
D- = 0.667
F = 0.000
PowerSchool
PowerSchool is a web-based program that provides parents and students access to their grades,
attendance, and tardies. It is a great tool that informs parents about a course’s individual
assignments, quizzes, tests, and projects. Teachers keep accurate and up-to-date grade
information. Our school provides each student and parent a business card with the username,
password, and internet site to access PowerSchool.
South Cache Website
South Cache 8/9 Center maintains a web site with valuable information for parents and other
interested community members. A calendar with all activities and events (athletics,
band/orchestra concerts, holidays, etc.) is updated on a regular basis. School policies, emergency
information, and district information are linked from the web page. Furthermore, staff names,
emails, and course offerings are listed for patrons to access.
Website: http://www.ccsdut.org/SouthCacheCenter.cfm?subpage=20
D-13
Parent Involvement
Parents are encouraged to be involved in their students’ academic progress. The following
efforts are made each trimester to invite parent involvement:
School-wide progress reports are distributed monthly.
Deficiency reports for students earning a D and/or F grade(s) are mailed home to
parents at mid-trimester.
A PTA newsletter is sent home. The newsletter informs parents and students of
upcoming school activities and invites parents to be involved in their child’s
education.
Parents are invited to join the Parent Teacher Association.
Parents are invited to serve on the School Community Council.
Parents are invited to attend School Community Council meetings, to discuss
Trust Land monies and school objectives, and to voice any concerns.
Parent-teacher conferences are held at mid-trimester throughout the school year. The
conferences are scheduled in our cafeteria for a three hour block of time in the morning and in
the evening to accommodate parent schedules.
Parent Teacher Student Association (PTSA)
South Cache has a very active and supportive PTSA. Parent members of the PTSA spend many
hours raising money for their yearly budget. An estimated $2000 is spent annually by the PSTA
for Red Ribbon Week, Peace Week, teacher appreciation, honor roll, awards night, and
leadership training. Student members of PTSA are involved in helping and supporting South
Cache. Fun activities are planned throughout the year.
The School Community Council
The South Cache School Community Council is a group of individuals that bring many different
perspectives into meetings. Stakeholders feel invested and understand that the administration is
willing to listen to their needs and act upon them. School issues are addressed and the best
solutions applied to help improve the school for our students. There is a sincere desire to meet
the needs of our increasingly diverse community.
According to our bylaws, we composed a council that represents each of the smaller regions that
comprise southern Cache Valley. Each year we solicit members from the feeder schools in our
area, assuring that we meet the concerns relevant to those residents.
The council has been instrumental in allocating uses for our annual school Trust Land budget. In
addition, the committee is instrumental in developing and implementing the School Improving
Plan.
D-14
Special Education Programs
Students classified as Special Education/Resource qualify for services under one or more of the
following categories: Learning Disability, Communication Disorder, Emotional Disturbance,
Autism, Hearing Impaired, Intellectual Disability, Traumatic Brain Injury, or Other Health
Impaired. Students classified as self-contained receive Special Education services for 180
minutes or more during the school day. The seven self-contained students served in our school
have severe/multiple disabilities. Ninety-three percent of all Special Education students are
served in one or more regular education classes. Inclusion is a vital part of our Special
Education Program.
Current Special Education Enrollment:
Grade Special Education Self-Contained
8 36 4
9 53 3
Special Education totals – Five year comparison:
2006 2007 2008 2009 2010
Totals 88 110 116 110 96
% of students 8.6% 9.6% 9.9% 9.3% 8.2%
Limited English Student Information
Currently, fifty-eight students receive Limited English Proficiency (LEP) services at South
Cache 8/9 Center. They are served by a fulltime English as a Second Language (ESL) instructor
and one part-time ESL instructor. Both instructors are certified teachers; one holds an ESL
endorsement, and the other has a minor in ESL. A parent night for ESL students is offered each
trimester with interpreters to guide parents in the school process and answer any questions they
might have about the school, testing, schedules, policies and procedures, and other miscellaneous
items. South Cache has five teachers who speak fluent Spanish and twenty who are ESL-
endorsed.
The number of students categorized as Limited English Proficiency increased significantly from
2006 to 2009, and then decreased this school year.
2006 2007 2008 2009 2010
Total 47 52 56 79 58
% of students 4.6% 4.5% 4.8% 6.7% 5.0%
0
50
100
150
2006 2007 2008 2009 2010
Special Education Totals
D-15
504 Accommodations
Approximately seven students receive services each year under Section 504 of The
Rehabilitation Act of 1973. Reasonable accommodations are identified and documented to help
meet the needs of students and ensure their success in school.
Homebound Services
Homebound is a service provided to any student who will be absent for an extensive period of
time due to extenuating circumstances. The homebound teacher acts as a liaison between the
family and the school, providing course materials to the student and completed work to the
teachers. About thirteen students utilize this service per year.
D-16
D-17
SOUTH CACHE 8/9 CENTER
Major Goals and Evidence
The following data have been aligned according to the three major goals
of the current South Cache Action Plan:
Success: Increase the percentage of credits earned by all students.
Respect: Improve student character by promoting good citizenship.
Responsibility: Improve student mastery of content in core subjects.
D-18
D-19
SOUTH CACHE 8/9 CENTER
SUCCESS
OPPORTUNITIES FOR PERSONAL SUCCESS AND GROWTH ARE MADE AVAILABLE TO ALL
South Cache promotes success and believes that it is earned through effort, discipline, and
dedication to academics. Student needs are evaluated by various summative and formative
assessments as posted by teachers in individual classes and interventions (e.g. remediation, study
hall, and encouraging attendance) are in place to ensure students remedy or earn credits toward
graduation.
South Cache has a continuous process in its Action Plan, School Improving Plan, and Trust
Lands plan that articulates the vision and purpose the school is pursuing to provide opportunities
for personal success and growth to all students.
D-20
SUCCESS
Measurable Indicator: Remediation and Graduation Eligibility
Teachers provide one-on-one assistance to all students who need additional academic support
before, during, and after school. This initiative is in accordance with our superintendent’s
directive.
Homework Lunch is a program that was developed from information given by Dr. Anthony
Muhammad during a district-directed professional development meeting in 2008. It offers
students the opportunity to receive one-on-one tutoring for the first twenty minutes of the lunch
period. Students with multiple missing assignments and a GPA of 2.0 or lower are encouraged
by teachers, administration, and parents to attend this program where multiple teachers are
available to help students with their work. A math teacher is available since math appears to be
the greatest academic need in students this age.
Mountain Crest High School was concerned by the number of students coming into their
sophomore year without enough credit; the Homework Lunch program has been instrumental in
decreasing the total number of Fs earned by ninth graders from 546 (2008-2009) to 251(2009-
2010) failing grades.
546
251
1 2
Total Number of Fs in 9th Grade 2008-2009 vs 2009-2010
D-21
Homework Lunch helped decrease the total number of Fs school-wide during the 2009 school
year.
As we compare the number of failing grades by trimester for the past two years, the data show
that Homework Lunch greatly improved the overall grades for the class of 2013. The 2008
column represents the class of 2013 as 8th
graders, and the 2009 column represents the same
class as 9th
graders. Prior to Homework Lunch there were far more failing grades earned during
the second trimester. With Homework Lunch, we reversed this trend and fewer failing grades
were earned in the second and third trimesters.
915
500
1 2
Total Fs School-wide 2008-2009 vs 2009-2010
0
20
40
60
80
100
120
140
160
1 2 3
Total Fs by Trimester for the Class of 2013
2008
2009
D-22
Study hall is another remediation program that is part of every student’s daily schedule.
Approximately half an hour is attached to the end of fifth hour wherein students can work on
their homework, complete missing assignments, consult with teachers, and make up tests as
needed. On a weekly basis, students receive a missing assignment report during study hall,
indicating each assignment that is marked missing.
In addition to the above remediation efforts, teachers offer remediation in their individual
classrooms. A two-year algebra class is taught with a lower student-to-teacher ratio as compared
to other classes in order to facilitate this objective. Peer tutoring is also instituted in many
classes as well as in the MESA program. Team teaching with the Special Education department
in math, science, and health are additional tools to help our lower quartile students. The idea of
―do-overs‖ is a guideline our superintendent has emphasized in the 2010-2011 school year and is
being implemented throughout our district.
All of the remediation programs provide excellent opportunities for students to attain academic
success and reach their educational and lifelong goals.
In order to earn a high school diploma on a regular high school track students cannot fail ten or
more classes as a freshman at South Cache. With the implementation of Homework Lunch and
study hall, we successfully reduced the number of students leaving South Cache ineligible for
graduation from fourteen in 2008-2009 to five in 2009-2010.
Measurable Indicator: Grade Distributions
Grade distributions indicate the number of As, Bs, Cs, Ds, and Fs earned by students. To account
for changing populations and allow for better analysis of trends, these data have been represented
as percentages of the total grades earned in each category where the A category includes A
grades and A- grades, the B category includes B+, B and B- grades, the C category includes C+,
C, and C- grades and so on. Pass/Fail courses are not weighed into the GPA and are not included
in the data.
In 2007-2008, the school changed from its former grading program to PowerSchool, the program
we currently use. Due to this change, we are unable to provide data from the previous school
years. Regardless of changing grading programs, the new Action Plan reports will prevent this
problem in the future.
D-23
Grade Distributions: Total Populations
For the last three school years, we see continual improvement in the grades earned by the general
population. This trend is also reflected in all subgroups. The greatest improvements occurred in
the 2009-2010 school year with the initiation of such programs as Homework Lunch and the in-
school study hall.
Grade Distributions: Disaggregated by Subgroup
Limited English Proficiency Students
Limited English Proficiency students show improvements in their grades comparable to those in
other categories. That is a great accomplishment in this specific subgroup and illustrates the
effectiveness of current programs designed to accommodate ELL students.
55%24%
12%6% 3%
2009-2010A
B
C
D
F
48%
23%
15%
8% 6%
2007-2008
51%
23%
13%
8% 5%
2008-2009
24%
23%18%
18%
17%
2008-2009
21%
21%
21%
17%
20%
2007-2008
30%
28%
19%
15%
8%
2009-2010A
B
C
D
F
D-24
Ethnicity
Both Caucasian and Hispanic students show continual improvement in grade distribution with
the greatest improvement being made in the 2009-2010 school year. Hispanic students seem to
show the greatest improvement with a decrease from fourteen and thirteen percent of earned
grades being in the D and F range respectively in 2008-2009 to nine and six percent in 2009-
2010. There also was a decrease in the Hispanic population in 2009-2010, possibly allowing
increased intervention for a smaller population.
Caucasian Students
Hispanic Students
51%
23%
14%
8% 4%
2007-2008
53%23%
13%
7% 4%
2008-2009
58%23%
12%5% 2%
2009-2010
A
B
C
D
F
28%
25%19%
14%14%
2007-2008
33%
23%17%
14%13%
2008-2009
36%
32%
17%
9%6%
2009-2010
A
B
C
D
F
D-25
The Other Ethnicity category contains students claiming to be Asian, Black, Indian, Pacific
Islander and Unknown or Undeclared. Due to the small numbers in each group, they were
combined for this report. This category shows general improvement over the three years with the
most recent school year boasting the best performance. The 2008-2009 school year does show a
decrease in the percentage of As and an increase in the percentage of Fs earned.
While not visible in these charts, the subpopulation having the greatest influence in this change is
the American Indian subgroup which, of their total earned grades, only 27% were As while 20%
were Fs. This is the smallest margin between As and Fs of any ethnic subgroup. This margin,
however, did improve in 2009-2010 to 14% Fs and 42% As. Throughout all three school years,
American Indian is the subgroup that shows the poorest performance.
In 2009-2010, there was a large increase in the school’s Asian population, which had a high
performance with 61% of their total grades earned being in the A category and only 1% in the F
category. This is the best performance of any ethnic subgroup and, in part, accounts for the great
improvements in the 2009-2010 school year for Other Ethnicity.
Other Ethnicity
44%
25%
16%
11% 4%
2009-2010
A
B
C
D
F
35%
26%
17%
12%
10%
2008-2009
41%
22%
16%
14%
7%
2007-2008
D-26
51%
23%
14%
7% 5%
2007-2008
Special Education Students
Students receiving special education services have also demonstrated improvements in grade
distribution comparable to mainstream students. While, in general, the percentage of total A
grades earned by regular education students is double those of special education students and the
percentage of Fs earned is less than half for regular education students, special education
students are improving at almost the same rates as regular education students. The percentage of
Fs earned by special education students is now less than half of what it was in 2007-2008.
Almost 60% of the grades earned by special education students are in the A-B range. This is an
increase of 10% over the last three years.
Special Education Students
Regular Education Students
29%
29%
22%
14%
6%
2009-2010
A
B
C
D
F
20%
24%
24%
18%
14%
2007-2008
25%
24%23%
17%
11%
2008-2009
54%23%
12%
7% 4%
2008-2009
59%23%
11%5% 2%
2009-2010A
B
C
D
F
D-27
8079
8601
9642
2008 2009 2010
Tardies
Measurable Indicator: Attendance
Over the past five years, students at South Cache had an average of 95% percent attendance,
indicating the dedication of our students. It is a key predictor of high school graduation.
Through our website, letters to parents of students with excessive absences, and/or conversations
with teachers or administrators, parents and students are often reminded of the direct correlation
between school attendance and school success. To encourage class attendance and punctuality,
many teachers start class with a ―bell ringer‖ that requires class attendance for credit.
Administrators and teachers are frequently visible in hallways and classroom doorways before
the start of classes, which helps with discipline and hall monitoring.
2006 2007 2008 2009 2010
Overall Attendance 95% 95% 95% 96% 95%
Measurable Indicator: Tardies Data
Academic achievement is directly related to the amount of instructional time received.
Therefore, it is imperative that students report to class on time. Tardies have increased at South
Cache. Data reveals that at the end of the 2009 school year, there were 522 more tardies than the
previous year. At the end of the 2010 school year there were 1,041 more tardies. We attribute
this increase to reducing the passing time from five to four minutes. This shortened passing time
was initiated during the third trimester of the 2009 school year. Because our district switched
from one computer program to another in 2008; we don’t have comparable data from 2006 or
2007.
D-28
Measurable Indicator: Indicators of School Quality (ISQ)
One significant line of evidence that verifies the effectiveness of South Cache 8/9 Center is the
analysis of Indicators of School Quality (ISQ), a stakeholder survey conducted by Utah State
University. Our stakeholders provide feedback about the quality of South Cache 8/9 Center and
pinpoint areas of strength and weakness. The ISQ data reflects the countless hours spent by
students, parents, teachers, and staff to make South Cache a great school.
The ISQ was given in the fall of 2009 and 2010. Copies of the actual results are located in the
School Profile appendix. The ISQ serves as evidence of achievement in all three goals of the
school Action Plan.
For our success goal, the parent ISQ indicates an improvement in administrative high
expectations for all students (rating Typical to Superior). However, the teacher ISQ indicates
the opposite (Superior to Typical). The student ISQ indicates an improvement in Instructional
Quality as it pertains to preparing students for adult life (Typical to Superior). All ISQs indicate
that South Cache provides a quality education.
D-29
SOUTH CACHE 8/9 CENTER
RESPECT
FACILITATORS MODEL APPROPRIATE SOCIAL RESPONSES, MANNERS, INTEGRITY AND
CITIZENSHIP TO PROMOTE GOOD CHARACTER EDUCATION
South Cache promotes respect. Respect is about how you act—not react. We respect diversity.
Respect shapes and directs our path at South Cache in integrity, appropriate social responses, and
manners that effectively communicate good character.
D-30
D-31
RESPECT
Positive Student Recognition
The administration, faculty, and staff strive to recognize students in positive ways every day
throughout the school year. For many years, South Cache has held a spring awards assembly at
Mountain Crest High School to celebrate students for their academic and civic achievements.
School-wide honors include but are not limited to:
Student of the Trimester (one female and one male)
Trimester department awards
Honor roll
Community service awards
Perfect attendance awards
Presidential academic awards
Academic improvement
Individual achievement (inside and/or outside of school)
Participation recognition
Reading Challenge recognition
PTA honor roll recognition
Citizenship recognition
―You Make a Difference‖ coin awards
Homework Lunch academic success rewards
Student Organizations
Student Council – Student-elected student body officers coordinate school activities
such as school dances, assemblies, and teaching the DRLSs to fellow students.
S.W.A.T. (Students Working All Together) – This group of teacher-selected students
works in conjunction with the counselors to promote team work and student success.
Governors Youth Council/Assets – These students work in connection with the Bear
River Health Department to educate the student body in substance abuse and character
education.
Athletics – Ninth grade students can participate in all sports supported by the Utah High
School Athletic Association. Those sports include: volleyball, girls’ basketball, boys’
basketball, baseball, softball, football, cross country, soccer, wrestling, tennis, golf, and
track and field.
ASSETS – This group of staff-selected students focuses on 40 things young adults need
to succeed, e.g. risk reduction, character education, drug and alcohol awareness, and peer
mediation.
D-32
Student Responders – This group, chosen through an application process, is trained in
First Aid and CPR and assists in the event of an emergency.
Clubs:
Art Club – Students work on a variety of art techniques in different areas.
Academic Success Club – Students are recognized each trimester for increasing their
GPA by at least .5.
Book/Writing Club – Students read and discuss favorite books and do writing activities.
Chess Club – Students learn new strategies and improve their critical thinking skills.
Craft Club – Students explore their creativity by making crafts.
Drama Club – Students participate in club-sponsored stage productions.
Fly Tying Club – Students learn to tie flies for fly fishing.
Guitar Club – Students explore their musical abilities with guitar, bass, and drums.
Students are taught to play and are given the opportunity to perform for their peers.
MESA - The primary goal of the MESA Club (Mathematics, Engineering, and Science
Achievement) is to increase the number of underserved ethnic minority and all female
students who pursue course work, advanced study, and possible careers in mathematics,
engineering, and science. Students meet after school and participate in field trips
organized by the supervising teachers.
Running Club – Students improve their cardiovascular systems while running for fun
and health.
Sign Language Club – Students learn and practice the American Sign Language.
Ski Club – Students with As and Bs are able to participate in our two of three ski trips.
The third trip is open to all students.
Technology Student Association (TSA) - Students apply and integrate science,
technology, innovation, design, engineering, and mathematics through co-curricular
activities and competitive events. All South Cache students are registered members of
TSA. In our TSA after-school group, students work on competitions in the company of
others. For over a decade, our TSA students have attended national conferences and won
awards.
D-33
0 5 10 15 20
Assault
Criminal Mischief
Criminal Trespass
Disorderly Conduct
Distribution Porgnographic
Material
Distribution Prescription Drug
DUI Alcohol/Drugs
False Information (Personal)
False Information/Report to
PO
Fighting/Threatening
Fireworks violation
Improper usage of lanes
Possess Drug Paraphernalia
Possess firearm on school
premisis
Possession (other) drugs
Possession of Tobacco
Psychotoxic chemical abuse
Theft of Property
Trespass to School Property
Truancy - ordinance
Unauthorized entry school bus
Cache County
Sheriff's OfficeTotal Offenses Report, by Statute
2008 2009 2010
Measurable Indicator: Discipline
Discipline at South Cache 8/9 Center is an entire
faculty effort. The administration mediates and
makes necessary decisions and actions regarding
student behavior. Teacher and administrator
communication with parents is critical to the
development of appropriate student behavior.
South Cache has an extensive surveillance camera
system that has proved helpful in monitoring
locations in the school where littering, vandalism,
and graffiti once transpired. Since students are
aware of the cameras, this system has been
beneficial in deterring criminal mischief. We have
also been able to review recorded data when
violations have been brought to our attention and/or
disputed.
As a faculty, we made the decision not to spend
funds on an in-school suspension program. Single-
day, out-of school suspensions are issued for various
offenses, such as fighting, disorderly conduct, and
possession of contraband. Repeat offenders and
more serious offenders warrant a multiple-day
suspension.
We are fortunate to have a School Resource Officer
on campus who is funded jointly by the school
district and the Cache County Sheriff’s Department.
The officer assists us with situations that require
citations of a more serious nature such as substance
abuse, assaults, disorderly conduct, vandalism,
criminal mischief, truancy, and any other offenses
that are an infraction of the law. It has been very
helpful to have an officer as part of our
administrative team.
For the past three years in which data was collected,
the Sheriff's Office reports very few infractions
committed by our student population. We showed a
significant decrease in the number of truancies, the
possession of tobacco, and assault. Compared to the
previous year, property theft and disorderly conduct
rose. The number of perpetrators represents less
than two percent of our population.
D-34
Measurable Indicator: SHARP Survey
The Student Health and Risk Prevention (SHARP) Survey assesses adolescent substance use,
anti-social behavior, and the risk and protective factors that predict adolescent problem
behaviors. Eighth grade students at South Cache participated in this survey in 2005, 2007, and
2009.
According to the SHARP Survey, students reported that the highest percentage of substance use
in their lifetime was alcohol and inhalants. The results for alcohol use are below the state norm.
Furthermore, the use of alcohol and inhalants has decreased since 2005.
Percentage of Students Who Used ATODs During Their Lifetime
* In 2005, methamphetamines were not measured separately from other stimulants.
D-35
The main sources for alcohol were social parties, family members, or relatives other than the
student’s parents. The most frequent place for alcohol use was at the student’s home or at
someone else’s home without parent permission. The next most frequent place of alcohol use
was at the student’s homes with their parents’ permission. Both of these statistics are below the
state average. The only place that was reported higher than the state average was getting the
alcohol at a restaurant, bar, or nightclub.
* Places of alcohol use were not measured prior to 2009. ** Sample size represents the number of youth who chose at least one place of alcohol consumption. Students who indicated they had not drunk alcohol in the past year are not included in the sample. In the case of smaller sample sizes, caution should be exercised before generalizing results to the entire community.
D-36
In the category of Anti-Social Behavior, suspensions and incidents of students attacking
someone with the idea of seriously hurting them have decreased significantly over the past five
years. Being drunk or high at school as well as carrying a handgun has remained relatively the
same.
Percentage of Students With Anti-Social Behavior
The Risk Profile of the SHARP Survey indicates a high percentage of youth at risk in the
following categories: perceived availability of handguns, low commitment to school, and
depressive symptoms. The data shows a consistent trend at the state and eight-state norm level.
D-37
Measurable Indicator: Indicators of School Quality (ISQ)
For our respect goal the parent ISQ indicates an improvement in teachers promoting good
behavior in the classroom (rating Typical to Superior). Despite the fact that South Cache has
shown an improvement in students feeling safe traveling to and from school and are currently
above the norm in this area, 20% of students feel unsafe at school. The teacher ISQ indicates an
improvement in the availability of extra-curricular opportunities (Typical to Superior).
See School Profile appendix for ISQ data.
D-38
D-39
SOUTH CACHE 8/9 CENTER
RESPONSIBILITY
EFFORT, DISCIPLINE, AND DEDICATION ARE APPLIED TO TEACHING AND LEARNING.
TEACHERS USE A VARIETY OF LEARNING STYLES, LESSONS PLANS, ASSESSMENT MEASURES,
TEAM COLLABORATION, AND CONTINUED PROFESSIONAL DEVELOPMENT
At South Cache, students are responsible for their own actions and consequences. Students are
provided opportunities to acquire requisite knowledge and skills as teachers engage students in
the learning process through a variety of learning styles. Measurable expectations are clear and
based on curriculum standards. Instructional time is supported and protected during the school
day.
The School Improving Plan, Trust Lands plan, and Action Plan create a timeline for
disaggregating data and addressing instructional areas that suggest a need for growth.
D-40
D-41
56
83 74
44
*
72
2005-2006 2006-2007 2009-2010
Clothing
S. Cache State
RESPONSIBILITY
Measurable Indicator: Career and Technical Education
Students enrolled in CTE courses take a state skills test at the end of each trimester. Utah’s Skill
Certification Program provides students an opportunity to receive instruction that is aligned with
standards and objectives set by the State of Utah and local industry. Results are sent to the
school’s test coordinator and distributed to teachers, who use this testing data to adjust
curriculum and course work to better ensure student mastery.
Comparing school data against state data for each course allows us to evaluate class
effectiveness. Test results are provided in a format that indicates performance by standards for
the state core curriculum as well as by student and school. These results are used in the
development of class work.
Each year, compared to state averages, South Cache has scored higher in Computers in Business,
Foundations of Technology, Foods and Nutrition, and Clothing.
* Note: During the 2007-2008 and the 2008-2009 school years, there were problems with testing
which resulted in no data. We were not able to attain state data for the 2006-2007 school year.
88 89 8572
*
68
2005-2006 2006-2007 2009-2010
Computers in Business
S. Cache State
41
83 77
36
*
62
2005-2006 2006-2007 2009-2010
Food & Nutrition
S. Cache State
4170 71
40
*
51
2005-2006 2006-2007 2009-2010
Foundations of Technology
S. Cache State
D-42
Measurable Indicator: Iowa Test of Basic Skills (ITBS) Results:
The Iowa Test of Basic Skills assesses our eighth grade population in reading, language arts,
math, social science, and science. For the past five years, in every category South Cache has
demonstrated a higher proficiency than the state average. Due to budget constraints, the Cache
County School District eliminated the ITBS.
2005 2006 2007 2008 2009
S.
Cache State
S.
Cache State
S.
Cache State
S.
Cache State
S.
Cache State
Reading 67 62 69 59 63 59 68 59 67 60
Language
Arts 60 53 61 52 59 53 62 53 61 53
Math 61 57 65 53 59 53 62 52 59 53
Social
Science 57 52 60 52 58 52 59 51 57 51
Science 66 65 71 65 67 65 71 65 69 65
Total
Composite 62 58 66 56 61 56 64 56 63 57
62
66
61
64
63
58
56 56 56
57
2005 2006 2007 2008 2009
ITBSTotal Composite
S. Cache State
D-43
Measurable Indicator: Criterion Reference Tests (CRT)
Criterion Reference Tests (CRT) are administered to every student registered for courses in
mathematics, language arts, and science. CRTs are interpreted as a percentage of test items
answered correctly for individual students or as an average percentage of correct responses for a
group.
The following figures show: a) the percentage of students who achieved proficiency compared to
the percentage of proficiency of students within the state and Cache District, and b) the five year
trends of scores at South Cache.
CRT Data: Total Population
In general, students at South Cache exceeded state and district proficiency levels. Students’
scores remained consistent in all three core subjects over the five year period.
Percent Proficient (Total Population)
D-44
CRT Data: Disaggregated by Subgroup
Gender
For their genders, both subgroups scored at or above the state and district proficiency levels in
math, language arts, and science. Females scored higher in language arts and mathematics while
males had a higher level of proficiency in science.
Percent Proficient (Male Population)
Percent Proficient (Female Population)
D-45
Hispanic Population
While minorities scored significantly lower in science, Hispanics’ scores went from 40% in 2009
to 49% in 2010. Hispanics’ scores increased from 57% in 2009 to 79% in 2010 in language arts
and from 65% in 2009 to 82% in 2010 in mathematics.
Hispanic males were 61% proficient in science as compared to 42% of Hispanic females.
Hispanic females scored 83% proficient in language arts as compared to 72% of males.
Mathematics scores were comparable between Hispanic males and females.
Percent Proficient (Hispanic Population)
Hispanic Male
Hispanic Female
D-46
ELL Population
In 2010, 19% of ELL students mastered science as compared to 85% of non-ELL students; 58%
mastered mathematics as compared to 90% of non-ELL students; 53% mastered language arts as
compared to 92% of non-ELL students. Over the last three years, ELL students have shown
significant growth in language arts and mathematics in their subgroup.
ELL students scored above the state average in language arts and mathematics but lower in
science in their subgroup.
Percent Proficient (ELL Population)
Percent Proficient (Non-ELL)
D-47
Low Socio-Economic Status
Low SES students scored lower in all subjects with a significant difference in science (89%
compared to 69%).
Low SES students showed the largest gain in language arts and mathematics proficiency between
2009 and 2010 (language arts 80% compared to 85%; mathematics 78% compared to 86%). For
these students science remained constant from 2009 and 2010 (69%).
Percent Proficient (Low SES)
Percent Proficient (Non-SES)
D-48
Students with Disabilities
In mathematics, students with disabilities made significant increases in proficiency over the past
five years and have scored above the state and district proficiency levels in their subgroup.
In language arts, students with disabilities only exceeded the state proficiency levels; in science
students performed below the state and district proficiency levels in their subgroup.
Percent Proficiency (Students with Disabilities)
D-49
Transience
Transient students scored significantly lower than non-mobile students within our school
(science 48% compared to 84%; mathematics 63% compared to 90%; and language arts 78%
compared to 92%).
Scores for students that were mobile decreased in science, were stable in mathematics, and
increased in language arts.
Percent Proficient (Transience)
Percent Proficient (Non-Transience)
D-50
USOE 2009 Versus 2010 Data Display
In language arts, 942 students (80%) maintained proficiency (level three or four) from 2009
versus 2010; 33 students (3%) dropped from a proficiency level to below proficiency.
In mathematics, 821 students (70%) maintained proficiency; 58 students (5%) dropped from
a proficiency level to below proficiency.
In science, 835 students (71%) maintained proficiency; 61 students (5%) dropped from a
proficiency level to below proficiency.
Language Arts Progress
2010
1A 1B 2A 2B 3 4
2009
1A 3 2 2 1 1
1B 4 5 5 4 2
2A 1 3 4 5 11 2
2B 4 1 2 10 16 6
3
2 9 16 142 99
4 1 1 1 3 116 585
Mathematics Progress
2010
1A 1B 2A 2B 3 4
2009
1A
1
3 2
1B
3 1 5 7
2A 2 1 4 6 3
2B 2 2 7 6 14 5
3
5 15 26 126 120
4
1 1 10 81 494
Science Progress
2010
1A 1B 2A 2B 3 4
2009
1A 5 4 5 4 2 1
1B 5 5 7 4 3 1
2A 3 9 20 15 15 2
2B 1 8 10 10 31 4
3 2 2 14 23 116 95
4 3 2 2 13 77 547
D-51
Measurable Indicator: Professional Development
Jeff Stephens, BYU Reading Professor (2005)
Dr. Stephens focused on reading comprehension strategies across the curriculum to help students
ascertain content area reading.
Classroom Instruction that Works (2006)
Each teacher was required to choose an instructional strategy (e.g. Venn diagram, comparison
matrix, framed questions, words in context, summarization) that worked in the classroom and
present it to the staff using content area material.
Professional Learning Communities - PLCs (2006)
A group of educators from Sandy, Utah explained what PLCs were and how they worked.
Teachers participate in PLCs todate.
Video of self and review (2007)
Teachers were required to video-record themselves teaching for an entire class period and
analyze what went well and what needed improvement. Each teacher was required to present a
portion of his/her video in a department meeting in which peers could also give constructive
feedback on the teaching strategies used in the classroom. Teachers were required to observe
another teacher and complete a rubric provided by the district office.
Observe three teachers (2007)
Each teacher was required to observe three of his/her colleagues from different departments and
email to the faculty a written description of great teaching strategies used in the classroom. The
descriptions were placed in each teacher’s year-end evaluation.
Writing across the curriculum (Eval_U_Write – 2008)
Eval_U_Write was a writing program used to inculcate writing across the curriculum throughout
the school. Each teacher was required to use the writing program once a trimester in his/her
respective content area.
Data Team (2008)
After a presentation from Doug Snow, our Data Coordinator from the district office on
COGNOS, each department was asked to collect data on students. However, due to budget cuts,
this data team program was eliminated within a month of its inception.
D-52
Alan November (2008)
Dr. November, a leading expert on technology and international lecturer, focused on the use of
technology in the classroom. Each department was encouraged to write a technology grant or
use funds in their department budget to increase technology use in the classroom.
Anthony Muhammad (2008)
The concept of Homework Lunch and daily study hall were presented as ideals that would
benefit the needs of students to encourage success in academia. Both of these programs were
implemented at South Cache.
Nice Matters (2008) Ongoing professional development
Rachel Scott was the first person killed at Columbine High School on April 20, 1999. Her acts of
kindness and compassion coupled with the contents of her six diaries have become the
foundation for one of the most life-changing school programs in America.
Powerful video/audio footage of Rachel's life and the Columbine tragedy holds students spell-
bound during a one hour school presentation that motivates them to positive change in the way
they treat others.
This is followed by a separate interactive 90 minute training session involving both adult and
student leaders that shows how to sustain the momentum created by the assembly. The assembly
creates the ―want to‖ or desire for positive change. The training session teaches the ―how to‖ and
ensures that the positive impact will continue
That evening the Rachel’s Challenge speaker conducts a powerful session with parents and
community leaders. This session is similar to the assembly program and ends with a specific
challenge to parents and community leaders, showing them how they can reinforce the decisions
their youth are making. Entertainers, politicians, sports celebrities, educators, and even
two Presidents of the United States have been impacted by Rachel’s Challenge. However,
students are the target audience and they have proven that they will respond with positive words,
attitudes, and actions. (http://www.rachelschallenge.org/LearnMore/WhatIsRC.php)
The following activities support the DRSL we have been working on – being an “Effective
Communicator.” This is all part of the process of institutionalizing this DRSL for all of our
faculty and staff.
Bless and Release – Amanda Dickson (2010)
In August 2010, Amanda Dickson from The Morning Show on KSL radio taught our staff about
forgiveness and laughter. Bless and Release is the idea that we work in situations, either with
each other, with parents, and with students, in which we often have to bless and release certain
situations and feelings and move on. If we spend our time harboring negative feelings, we
cannot focus on the really important stuff in life. She provided us with a variety of ways to help
D-53
us develop better relationships with all we work with. Amanda used her time while brushing her
teeth to bless and release. Later in the year, the administration provided each faculty member a
tube of toothpaste and a toothbrush with the words Bless and Release printed on the toothbrush
as a reminder of the important message that Amanda taught the faculty.
The Fred Factor (2010)
The Fred Factor is a concept of how a person can turn his/her work and life from the ordinary to
the extraordinary. This idea is based on The Fred Factor, the National Bestseller written by
Mark Sanborn. This book recounts the story of Fred, the mail carrier who passionately loves his
job and who genuinely cares about the people he serves. Fred is always looking for an
opportunity to make a difference in the lives of those he serves. The challenge is for educators to
make a difference in the lives of the young people they have the opportunity to serve. It is a
must read for educators and anyone working with the public.
You Make a Difference Coins (2010)
―You Make a Difference Coins‖ is an idea that piggy-backs on The Fred Factor concept.
Teachers were each given ―You Make a Difference‖ coins and were challenged to pass them on
to individuals who have made a difference in their lives. In turn, these coins may be passed on to
other individuals that have made a significant difference. Coins were also given to students who
do extraordinary things. This has been a great activity and will have an impact on the lives of
many individuals.
Building Bridges (2010)
Building Bridges is an activity that was completed in November 2010 as part of our Professional
Learning Communities (PLCs) activities this year. A team of teachers is given a three
dimensional model bridge to build. It isn’t long before they discover the complexity of building
a bridge. Bridges often take time, effort, and good communication skills. Not every team builds
the bridge the same way in the same amount of time. Through this activity teachers relate to
building bridges with each other, with parents, and with students. It is a great activity for
building relationships in life.
Santa Mailboxes (2010)
Santa mailboxes have been a fun way to help us institutionalize effective communication through
Santa postcards sent at Christmas time. Students were able to write postcards and send them to
friends and staff members in the school.
D-54
Good Morning, Miss Tolliver (2011)
This movie was shown to the faculty as a great example of the effective modeling of our four
DRSLs. Each faculty member was given a worksheet to fill out during the movie to emphasize
the power this teacher had on student learning. Teachers wrote down key points of how students
were able to demonstrate knowledge on the DRSLs and how the teacher went about effectively
teaching those DRSLs followed by a discussion of these important teaching strategies.
Measurable Indicator: Professional Development Reading List
Benjamin, A. (2005). Differentiated Instruction using Technology: A Guide for Middle and High
School Teachers. Larchmont, New York, NY: Eye on Education.
Breaux, Annette and Whitaker, Todd (2006). Seven Simple Secrets: What the Best Teachers
Know and Do. Larchmont, New York, NY: Eye on Education.
Marzano, Robert D., D. J. (2001). Classroom Instruction that Works: Research Based Strategies
for Increasing Student Achievement. Alexandria, Virginia: Association for Supervision or
Curriculum Development.
Muhammad, A. (2009). Transforming School Culture: How to Overcome Staff Division.
Bloomington, Indiana: Solution Tree Press.
Pearson, C. L. (1998). The Lesson: A Fable for Our Times. Salt Lake City, Utah: Gibbs Smith.
Reavis, Kenton, e. a. (1996). Best Practices: Behavioral and Educational Strategies for
Teachers. Longmont, Colorado: Sopris West.
Sanborn, M. (2004). The Fred Factor. New York, NY: Doubleday.
Sewell, Carl and Paul B. Brown. (2002). Customers for Life. New York, NY: Doubleday.
Wong, Harry K., R. T. (1998). How to be an Effective Teacher: The First Days of School.
Mountain View, California: Harry K. Wong Publications, Inc.
Measurable Indicator: Indicators of School Quality (ISQ)
All ISQs indicate that South Cache is above the norm in teachers are knowledgeable about the
subjects they teach and in innovative instruction. All ISQs indicate that again South Cache is
above the norm in keeping stakeholders informed about what happens at the school.
See School Profile appendix for ISQ data.
D-55
SOUTH CACHE 8/9 CENTER
Institutionalized DRSL
“Effective Communicator”
D-56
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Institutionalized DRSL Effective Communicator
Measurable Indicator: Direct Writing Assessment (DWA)
The Direct Writing Assessment (DWA) is a summative writing experience designed to assess
student writing skills in the fifth and eighth grades. The DWA accounts for 5% of the U-PASS
English/language arts score. Until last year, the DWA was administered to ninth, not eighth
grade students. Therefore, the results show ninth grade scores from 2006-2009 and an eighth
grade score for 2010.
The DWA results indicate a need to continue to focus on the ―Effective Communicator‖ DRSL.
Indeed our selection of ―Effective Communicator‖ as our institutionalized DRSL is tied to this
performance.
Measureable Indicator: Utah Write Formative Writing Assessment
Utah Write Formative Writing Assessment is a web-based skills assessment tool used in eighth
grade English classes beginning 2009-2010. It enables students to learn writing lessons, practice
writing an essay online, and submit the essay for automatic scoring. Scores are posted in the Six
Traits of Writing (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency, and
Conventions) from a one (lowest score) to a five (highest score) for each of the Six Traits, and as
a total score of 30 points on an essay. On average in 2009-2010 eighth grade students earned a
score of 21.62. This correlates closely with the average score of 21 of 30 possible points earned
by students on the DWA as shown above in 2010.
0
5
10
15
20
25
2006 2007 2008 2009 2010
Direct Writing Assessment5-year Comparative Analysis
S. Cache
District
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Measurable Indicator: Effective Communicator Rubric (Adapted from NSSE)
In 2009, the Accreditation Steering Committee adapted the NSSE’s Survey of Goals for Student
Learning to develop a rubric for measuring the school’s indicators of ―Effective Communicator.‖
This rubric was distributed to staff members as an evaluation instrument in the fall of 2009 and
then again in the fall of 2010. According to staff perceptions the results indicate an improvement
in all four indicators. The rubric can be found in the DRSL section.
2.13 2.13 2.13 2.08 2.122.42
2.61 2.59 2.6 2.56
Reflect respect for diversity
Communicate with clarity, purpose, understanding
Integrate a variety of communication
forms
Recognize, analyze, evaluate forms of communication
Average
Effective Communicator
2009 2010
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SOUTH CACHE 8/9 CENTER PROMOTING SUCCESS, RESPECT, AND RESPONSIBILITY
School Profile Conclusion
The South Cache Profile is a wealth of information accumulated from various stakeholders that
allows us to customize our tasks and roles as educators and administrators to fit the population of
our school community. We have drawn from Best Practices and knowledge of what makes a
school a great school. Our profile has given us the opportunity to analyze the past, apply in the
present what we know is best for our students, and project the needs of our school population for
years to come.
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D-61
SOUTH CACHE 8/9 CENTER
APPENDIX