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LAND Trust Plan
Community Council
All parents and community members are invited and encouraged to attend community council meetings. The council determines Garland Elementary policy as well as how essential funds are spent to improve student learning. Serving on the community council is an opportunity for parents to serve and to be involved in the creation of the land trust plan and determining how the land trust funds will be used. All information is made available via the website, newsletters, and emails. It is also available, upon request, at the front office or sent home with the student.
Meeting Dates
All meetings will be held at 3:15 p.m. in the school library.
September 27
November 15
January 24
March 21
April 25
Elections were not necessary in spring of 2022.
2022-23 Council Members
Alicia Parker (Parent) bing8727@yahoo.com
Donnie Howell (Parent) donnie.howell.2009@gmail.com
Sara Merrick (Parent) sara_pwll@yahoo.com
Jessica Nielsen (Parent/chair) thejnielsen@gmail.com
Brynn Saxey (Teacher) brynn.saxey@besd.net
Marcia Wilson (Counselor) marcia.wilson@besd.net
Mark Johnson (Principal) mark.johnson@besd.net
The duties of the school community council are to:
Develop a School Improvement Plan
Develop a School LAND Trust Plan
Assist in the development and implementation of a Professional Development Plan.
Develop a Reading Achievement Plan.
Advise and make recommendations to school and district administrators, when appropriate.
Oversee that appropriate internet filtering and safety precautions are in place.
Key Links
LAND Trust Plan
Funding History
2015-16: $52,513
2016-17: $56,010
2017-18: $76,927
2018-19: $90,199
2019-20: $88,591
2020-21: $95,884
2021-22: $91,685
2022-23: $98,412
2020-2021 Land Trust Plan Final Report
https://schoollandtrust.schools.utah.gov/home/leas/lea/schools/school/finalreport
Garland Elementary Community Council Agenda/Minutes
Meeting Date: September 29, 2022 Meeting Time: 3:00
Meeting Location: school library
Council Members: Brynn Saxey, Sara Merrick, Jessica Nielsen, Alicia Parker, Donnie Howell (Mark Johnson non-voting member) Marcia Wilson
Financial Report: The Land Trust budget for 2022-2023 is: $91,685. The carry over is: $1,138. The distribution for 2022-2023 $98,337
Plan Implementation Report. The current plan has been implemented as written
New items—
The Land Trust Plan for 2022-2023 was discussed
Land Trust Plan 2022-2023 School Year
Our goal is based on reading achievement. Our goal is to have the following percentages of students read on grade level: Kindergarten: 90% First Grade: 80% Second Grade: 82% Third Grade: 85% Fourth Grade: 87% Fifth Grade: 87%.
Academic Areaclose
English/Language Arts
Measurementsclose
Our goals are linked to end of year DIBELS/Acadience scores. This test is administered three times per year. Our goal is to reach the following scores on the end of year test which will be conducted in April and/or May of 2022. The goals represent the percentage of students who we hope to be at grade level. Kindergarten: 90% First Grade: 80% Second Grade: 82% Third Grade: 85% Fourth Grade: 87% Fifth Grade: 87%. Percentages are measured using the composite score.
Action Plan Steps and Expendituresclose
1.We will purchase a Storyworks subscription for each of our 4th grade students. This a Scholastic magazine. This will cost $1,149.00. We will also purchase a Scope magazine subscription for each of our 5th grade students. This is also a Scholastic magazine. This will cost $1,209.00. Grand total: $2,358.00.
2.We will pay for the services of 7 reading aides. Each aide will work 142 days in the year, 5.25 hours per day. We project this will cost us $13,503 per aide, for a grand total of $94,521.00. These reading aides will provide small group instruction for all students in our building. Training for these aides will be provided by the instructional coaches in our building. The aides will also be observed regularly and will be evaluated and given feedback by the instructional coaches.
3.We will purchase the Spanish version of the Storyworks magazine for all of our students who are in the dual-immersion program. This will be about 290 subscriptions for a total cost of about $2,300.00.
Category
Description
Estimated Cost
Total:
$98,058.00
Salaries and Benefits (teachers, aides, specialists, productivity, substitutes)
The cost to pay for 7 reading aides.
$94,500.00
Books, Ebooks, online curriculum/subscriptions
Scholastic magazine subscriptions.
$2,358.00
Technology related supplies < $5,000 each - devices, computers, E-readers, flash drives, cables, monitor stands
2 projectors to work with smart boards.
$1,200.00
Digital Citizenship/Safety Principles Componentclose
No
Summary of Estimated Expenditures
Category
Estimated Cost
(entered by the school)
Total:
$98,058.00
Technology related supplies < $5,000 each - devices, computers, E-readers, flash drives, cables, monitor stands
$1,200.00
Salaries and Benefits (teachers, aides, specialists, productivity, substitutes)
$94,500.00
Books, Ebooks, online curriculum/subscriptions
$2,358.00
Funding Estimates
Estimates
Totals
Carry-over from 2021-2022
$0.00
Distribution for 2022-2023
$98,337.00
Total Available Funds for 2022-2023
$98,337.00
Funds to be Spent Estimated in the Goals for 2022-2023
$98,058.00
Estimated Carry-over from 2022-2023
$279.00
The Estimated Distribution is subject to change if student enrollment counts change.
Funding Changes
There are times when the planned expenditures in the goals of a plan are provided by the LEA, a grant, or another unanticipated funding source leaving additional funds to implement the goals. If additional funds are available, how will the council spend the funds to implement the goals in this plan?
By paying for additional services from reading aides or purchasing additional technology to support our action plans and goals such as more projectors.
Action Items (a detailed description of the motion, who made the motion, # voted for, # voted against)
None
Digital citizenship—Utah Netsmartz
Informational Items—Mrs. Marcia Wilson presented to the council on the Garland Elementary Positive Behavior Plan. She asked council members to review it and give her feedback.
Garland Elementary Positive Behavior Plan
November 2022
Positive Behavior Specialist: Marcia Wilson
Date discussed with and received input from Intervention Team: 9/27/2022
https://docs.google.com/document/d/1e_tKkX1AeVlLG7j-BeZhTPLPDwXGe3oYP6-cQLmmpck/edit
Date discussed with and received input from Community Council: 9/28/21
Date plan was completed: 9/21/2022
Programs we already have in place that focus on peer pressure, mental health, and creating positive relationships:
Name of Program: How program addresses the use of tobacco, alcohol, electronic
cigarette products, and other controlled substances:
1. Second Step The Second Steps curricula builds on student skills in mental
health, conflict resolution, prosocial behavior, and empathy in
the classroom/school, and focuses on overall student
well-being. These skills were found to have improved in
students who were provided instruction with this curriculum
according to the 2015 study on Promoting Social-Emotional
Competence (Low, et al, 2015). A similar study in 2019
found that students even with the weakest skills at the
beginning of the study saw an increase in social-emotional skills
and a decrease in disruptive behavior (Low, et al, 2019).
Lastly, and arguably most importantly, research conducted via a
meta-analysis by CASEL and collaborating researchers found
that students who were exposed to SEL instruction (including
Second Steps) longitudinally saw lower levels of conduct
problems, emotional distress, and lower rates of drug
use (Taylor, et al, 2017).
2. Red Ribbon Week Red Ribbon Week is a week out of the year that focuses
specifically on community building and action planning for a
drug-free life. The week focuses on student attitudes
surrounding drugs, alcohol, and other substances, as well as
attitudes surrounding one’s community and community
connectedness. One study suggests that Red Ribbon weeks
could reduce the use of drugs and alcohol, could improve
student attitudes toward non-use of substances, can increase
school performance, and increase the positive perspective
students have regarding their community (Brooks &
Clem, 2013); all of which were found to play a substantial role
in student attitudes and behavior as it relates to pro-social
behaviors in the middle and high school levels (Flay,
2000). Similarly, as outlined by (Moon & Rao, 2011) students
with positive views of school and their community served as
protective factors for all levels of students.
3. Individual and group counseling/social work services Individual and group counseling services support students in a
multitude of ways. Not only do students receive treatment and
support for general life stressors, students also have the
opportunity to process trauma, suicidal ideations, and receive
referrals for outside support when needed. These provisions
allow for students to feel connected and cared about in the
school environment and thus can lead to a decrease in the
likelihood that students will use substances (Moon & Rao,
2011). Similarly, students who are provided appropriate
treatment for trauma, mental health challenges, and chronic
stress are more likely to build resilience within themselves and
the family system, and therefore are less likely to experience a
higher number of ACEs and have less likelihood of mental
health disorders and substance use and abuse later in life
(American Academy of Pediatrics, 2014).
4. Bullying and Harassment Prevention Classroom-based lessons and confidential reporting systems are
implemented and focused specifically
on identification/interruption of bullying behavior. This provides
students with skills to advocate for themselves and
others to prevent bullying behavior within the context of school
and online. Evidence supports that providing lessons and
support in these areas provides students with strategies that
reduce bullying both on individual and school-wide levels
(Olweus, 1991; Smith and Sharp, 1994). Bullying behavior,
especially when severe can qualify as an Adverse Childhood
Experience (ACE) and studies have found that when students
experience ACEs, they are more likely to suffer from
maladaptive behavior including substance use (American
Academy of Pediatrics, 2014). By providing students with bully
prevention programs that reduce bullying, and thus reducing
the likelihood of ACEs, we are reducing the likelihood that
students will begin using substances.
5. Botvin Life Skills The Botvin LifeSkills Training Elementary School program is a
comprehensive, dynamic, and developmentally appropriate
substance abuse and violence prevention program designed for
upper elementary school students. This highly effective
curriculum has been proven to help increase self-esteem,
develop healthy attitudes, and improve their knowledge of
essential life skills – all of which promote healthy and positive
personal development and mental health. LifeSkills Training is
comprehensive, dynamic, and developmentally designed to
promote mental health and positive youth development.
6. Character Ed Garland Elementary has a Character Education classroom that
each grade 1st-5th attends every week during prep time. This
class focuses on the soft skills necessary for students to be
successful in and out of school. We focus on 8 main traits and
believe that all other traits we learn can fall under the umbrella
of these. They are Kindness, Compassion, Empathy,
Forgiveness, Patience, Optimism, Gratitude, and Humility. If
students are learning about these traits they also learn to avoid
peer pressure, resolve conflict in a healthy way, and make
informed decisions. These all tie into living a healthy lifestyle
and staying away from drugs. The counselor also teaches these
skills in Kindergarten monthly.
Programs we are building or adding to address peer pressure, mental health, and creating positive relationships:
Name of Program: How program will address the use of tobacco, alcohol,
electronic cigarette products, and other controlled substances:
1. Red Ribbon We are implementing more learning based activities and
lessons to go along with Red Ribbon Week. PTA typically runs
this week with school wide activities. The counselor will add
onto this program with more awareness and knowledge about
its purpose with classroom lessons.
Other programs, clubs, service opportunities and pro-social activities we already have in place:
Name of Program, Club, Service Opportunity, or Pro-Social
Activities:
How program, club, etc. addresses the use of tobacco, alcohol,
electronic cigarette products, and other controlled substances:
1. Student Council These programs and applications all promote pro-social
behaviors and provide students with structured, supervised,
and engaging activities for students within their school and
community. Studies have found that structured activities such
as these are important factors in mitigating substance use
among students as they create protective factors against
substance use (Moon & Rao, 2011).
2. Classroom Incentives see above
3. The Great Kindness Challenge see above
4. Start with Hello Week see above
1. Career Week see above
Other programs, clubs, service opportunities and pro-social activities we are building or adding:
Name of Program, Club, Service Opportunity, or Pro-Social
Activities:
How program, club, etc. will address the use of tobacco,
alcohol, electronic cigarette products, and other controlled
substances:
1. Counselor Newsletter/Website Monthly updates and tips to help parents and community know
about resources and events surrounding pro-social skills.
2. Parent Outreach Emails With the number of increasing anxiety cases, parents would like
tips, suggestions, and other ideas to help. Emails will be sent
monthly
References
American Academy of Pediatrics. (2014). Adverse Childhood Experiences and the Lifelong Consequences of Trauma.
Retrieved 2020, from https://www.aap.org/en-us/documents/ttb_aces_consequences.pdf
Flay, B.R. (2000). Approaches to substance use prevention utilizing school curriculum plus social environment
change. Addictive Behaviors, 25, 861-885.
Low, S., Cook, C. R., Smolkowski, K., & Buntain-Ricklefs, J. (2015). Promoting social-emotional competence: An evaluation of
the elementary version of Second Step. Journal of School Psychology, 53, 463–477.
Low, S., Smolkowski, K., Cook, C., & Desfosses, D. (2019). Two-year impact of a universal social-emotional learning
curriculum: Group differences from developmentally sensitive trends over time. Developmental psychology, 55(2),
415.
Moon, S. S., & Rao, U. (2011). Social Activity, School-Related Activity, and Anti-Substance Use Media Messages on
Adolescent Tobacco and Alcohol Use. Journal of Human Behavior in the Social Environment, 21(5), 475-489.
doi:10.1080/10911359.2011.566456
Morrison, B. E., & Vaandering, D. (2012). Restorative Justice: Pedagogy, Praxis, and Discipline. Journal of School Violence,
11(2), 138–155. https://doi.org/10.1080/15388220.2011.653322
Olweus, D. (1991). “Bully/Victim Problems Among Schoolchildren: Basic Facts and Effects of a SchoolBased Intervention
Program.” In D. Pepler and K. Rubin (Eds.), The Development and Treatment of Childhood Aggression (pp. 411–448).
Hillsdale, NJ: Erlbaum.
Passarella, A. (2017, May). Restorative Practices in Schools. Retrieved 2020,
from https://edpolicy.education.jhu.edu/wp-content/uploads/2017/05/OSI-RestorativePracticemastheadFINAL-1.p
df
Smith, A. Guzman-Alvarez, A., Westover, T., Keller, S., & Fuller, S. (2012). Mindful Schools Program Evaluation. University of
California at Davis: Center for Education and Evaluation Services.
Smith, P., and Sharp, S. (1994). School Bullying: Insights and Perspectives. New York: Routledge.
Taylor, R.D., Oberle, E., Durlak, J.A., & Weissberg, R.P. (2017). Promoting positive youth development through school-based
social and emotional learning interventions: a meta-analysis of follow-up effects. Child Development, 88(4):
1156–1171.
Websites:
The Great Kindness Challenge: https://thegreatkindnesschallenge.com/
Start with Hello: https://www.sandyhookpromise.org/our-programs/start-with-hello/
Meeting Date: March 21, 2022 Meeting Time: 3:00
Meeting Location: school library
Council Members Present: Patricia Novoa, Jessica Nielsen, (Mark Johnson non-voting member) Marcia Wilson
Members Absent: Jennifer Webb, Sara Merrick, April Wheatley. (These members were consulted and informed of options prior to any decisions being made final.)
Financial Report: The budget for 2021-2022 is: $91,685. The carry over is: $1,138. The distribution for 2022-2023 will be $98,412
Plan Implementation Report. The current plan has been implemented as written
New items—
Land Trust plan for next year. The following document represents what was discussed by the council.
Land Trust Planning for 2022-2023 School Year
Our distribution for this year was: $91,685
Our distribution for next year (2022-2023) will be: $98,412
Here are the highlights of this year’s plan:
Our goals are linked to end of year DIBELS/Acadience scores. This test is administered three times per year. Our goal is to reach the following scores on the end of year test which will be conducted in April and/or May of 2022. The goals represent the percentage of students who we hope to be at grade level. Kindergarten: 90% First Grade: 80% Second Grade: 82% Third Grade: 85% Fourth Grade: 87% Fifth Grade: 87%. Percentages are measured using the composite score.
Action Stepsclose
1.We will purchase a Storyworks subscription for each of our 4th grade students. This a Scholastic magazine. This will cost $1,149.00. We will also purchase a Scope magazine subscription for each of our 5th grade students. This is also a Scholastic magazine. This will cost $1,209.00. Grand total: $2,358.00.
2.We will pay for the services of 7 reading aides. Each aide will work 142 days in the year, 5.25 hours per day. We project this will cost us $12,860 per aide, for a grand total of $90,020.00. These reading aides will provide small group instruction for all students in our building. Training for these aides will be provided by the instructional coaches in our building. The aides will also be observed regularly and will be evaluated and given feedback by the instructional coaches.
Things to consider
Typically, the district gives reading aides an increase each year. These increases are usually decided on after we have submitted our plan. So, we will have to estimate how much it will be. If that increase were 3%, then it would cost us $92,720. An increase of 5% would be a total of: $94,500. We are committed to retaining these people for next year. We will plan for the amount of $94,500, just to be on the safe side.
The district has already purchased chrome books for all students. They have plans to replace them as they age.
The district is replacing all audio enhancement systems this year.
Scholastic Storyworks and Scope magazines have been very valuable to the 4th and 5th grade. They would really like to continue using it. We are working on a quote for next year. However, we assume it will be about the same expense. We decided to purchase these magazines again. We also decided to purchase the Spanish version for our DLI students as well. For grades 1-5, we will need a total of about 290 subscriptions. That will be about $2,300. Renewing the 45th and 5th grade subscriptions in English will be about $2,200 as well.
Smart boards. The new type of smart board is about $2,800 each. We discussed purchasing one of two of these, but ultimately decided not to do it. We have spoken with the district tech rep. and decided to acquire some used smart boards at no cost.
Projectors for smart boards are about $600. We always need to replace a few of those each year. We decided to purchase two of them for a total of about $1,200.
Action Items (a detailed description of the motion, who made the motion, # voted for, # voted against)
Jessica Nielsen moved to approve the highlighted items for our land trust plan. Patri Novoa seconded. No one voted against.
Digital citizenship—Utah Netsmartz
Informational Items—none
Garland Elementary Community Council Minutes
Meeting Date: November 17, 2021 Meeting Time: 3:15
Meeting Location: school library
Members Present: Patricia Novoa, Sara Merrick, Jessica Nielsen, April Wheatley (Mark Johnson non-voting member)
Members Absent: Jennifer Webb
Financial Report: The budget for 2021-2022 is: $91,685. The carry over is: $1,138.
Plan Implementation Report. The plan is being implemented as written and expected.
New items--
Action Items (a detailed description of the motion, who made the motion, # voted for, # voted against)
During the month of October, several council members visited the school to see our reading groups in action. They took a tour of the building and were able to ask questions and see first hand how the land trust money is helping our students.
At this meeting, the council discussed the Garland Elementary Positive Behavior Plan. All council members were given access to the plan a few weeks ago and were given the opportunity to provide input and feedback. Also at this meeting, council members helped to create a care and connect statement for the school.
Digital citizenship—Utah Netsmartz presentations will be used to provide the required digital citizenship instruction.
Informational Items—none
Garland Elementary Community Council Minutes
Meeting Date: September 28, 2021 Meeting Time: 3:30
Meeting Location: school library
Members Present: Patricia Novoa, Sara Merrick, Jessica Nielsen, April Wheatley (Mark Johnson non-voting member)
Members Absent: Marcia Wilson, Jennifer Webb
Financial Report: The budget for 2021-2022 is: $91,685. The carry over is: $1,138.
Plan Implementation Report.
Here is the plan:
School Plan 2021-2022 - Garland School
School Plan Approved
School Plan Approval Details
Submitted By
Mark Johnson
Submit Date
2021-05-06
Admin Reviewer
Karen Rupp
Admin Review Date
2021-05-19
LEA Reviewer
Keri Greener
LEA Approval Date
2021-05-19
Board Approval Date
Goal #1close
State Goalclose
Our goal is based on reading achievement. Our goal is to have the following percentages of students read on grade level: Kindergarten: 90% First Grade: 80% Second Grade: 82% Third Grade: 85% Fourth Grade: 87% Fifth Grade: 87%.
Academic Areaclose
English/Language Arts
Measurementsclose
Our goals are linked to end of year DIBELS/Acadience scores. This test is administered three times per year. Our goal is to reach the following scores on the end of year test which will be conducted in April and/or May of 2022. The goals represent the percentage of students who we hope to be at grade level. Kindergarten: 90% First Grade: 80% Second Grade: 82% Third Grade: 85% Fourth Grade: 87% Fifth Grade: 87%. Percentages are measured using the composite score.
Action Stepsclose
1.We will purchase a Storyworks subscription for each of our 4th grade students. This a Scholastic magazine. This will cost $1,149.00. We will also purchase a Scope magazine subscription for each of our 5th grade students. This is also a Scholastic magazine. This will cost $1,209.00. Grand total: $2,358.00.
2.We will pay for the services of 7 reading aides. Each aide will work 142 days in the year, 5.25 hours per day. We project this will cost us $12,860 per aide, for a grand total of $90,020.00. These reading aides will provide small group instruction for all students in our building. Training for these aides will be provided by the instructional coaches in our building. The aides will also be observed regularly and will be evaluated and given feedback by the instructional coaches.
Planned Expendituresclose
Category
Description
Estimated Cost
Total:
$92,378
Books, Ebooks, online curriculum/subscriptions
Item #1. Scholastic magazines for 4th and 5th grade.
$2,358
Salaries and Benefits (teachers, aides, specialists, productivity, substitutes)
Item #2. Hiring and paying 7 reading aides.
$90,020
Digital Citizenship/Safety Principles Componentclose
No
Summary of Estimated Expenditures
Category
Estimated Cost
(entered by the school)
Total:
$92,378
Books, Ebooks, online curriculum/subscriptions
$2,358
Salaries and Benefits (teachers, aides, specialists, productivity, substitutes)
$90,020
Funding Estimates
Estimates
Totals
Carry-over from 2019-2020
$1,137.78
Distribution for 2020-2021
$95,884
Total Available Funds for 2020-2021
$97,021.78
Estimated Funds to be Spent in 2020-2021
$94,242.01
Estimated Carry-over from 2020-2021
$2,779.77
Estimated Distribution for 2021-2022
$91,685
Total Available Funds for 2021-2022
$94,464.77
Summary of Estimated Expenditures for 2021-2022
$92,378
Estimated Carry-over to 2022-2023
$2,086.77
The Estimated Distribution is subject to change if student enrollment counts change.
Estimated Carry-over
I don't understand this section. I have not entered my budget yet and we will not be carrying over that much. Our planned total expenditures for 2021-2022 are $92,378. Assuming that is accurate, we would a carryover of $2,086.
Funding Changes
There are times when the planned expenditures in the goals of a plan are provided by the LEA, a grant, or another unanticipated funding source leaving additional funds to implement the goals. If additional funds are available, how will the council spend the funds to implement the goals in this plan?
If we had enough additional funding, our first priority would be to hire an additional reading aide. If we didn't have enough funding for that, we would purchase additional curriculum to support our reading instruction, such as: 95% materials, Shell fluency, Reading Mastery, more Scholastic magazines, etc. We may also choose to purchase replacement microphones for our audio enhancement systems. These cost over $200.00 each and many of them are aging and are due to be replaced.
New items--none
Action Items (a detailed description of the motion, who made the motion, # voted for, # voted against)
The council discussed the current land trust plan and several members of the council are going to visit the school so they can see first hand how the land trust money is being spent. They will be observing our reading groups where the aides do their work.
Digital citizenship—Utah Netsmartz
Informational Items—none