District Receives Prestigious Budget Award

The Association of School Business Officials International (ASBO) has recognized Park City School District for excellence in budget presentation with the prestigious Pathway to the Meritorious Budget Award (MBA) for the 2019–20 budget year. The budget is prepared annually by Business Administrator Todd Hauber.

ASBO International’s MBA and Pathway to the MBA promote and recognize best budget presentation practices in school districts. Participants submit their applications and budget documents to a panel of school financial professionals who review the materials for compliance with the MBA Criteria Checklist and other requirements and provide expert feedback that districts can use to improve their budget documents.

Districts that successfully demonstrate they have met the necessary program requirements may earn either the MBA or Pathway to the MBA, an introductory program that allows districts to ease into full MBA compliance.

“Districts that apply to the MBA or Pathway to the MBA programs recognize the importance of presenting a quality, easy-to-understand budget internally and to the community,” ASBO International Executive Director David J. Lewis explains. “Participating in the MBA and Pathway programs provides districts with important tools and resources they need to communicate the district’s goals and objectives clearly and illustrates their commitment to adhering to nationally recognized budget presentation standards.”

Founded in 1910, the Association of School Business Officials International (ASBO) is a nonprofit organization that, through its members and affiliates, represents approximately 30,000 school business professionals worldwide.

Park City High Announces 2020 Sterling Scholars

Park City High School has announced the 16 recipients of the 2020 Sterling Scholar competition. A Sterling Scholar is a high school senior who is publicly recognized and awarded for his or her pursuit of excellence in scholarship, leadership and citizenship in the State of Utah.  

A potential Sterling Scholar presents an all-encompassing portfolio on his or her work in a specific category and during the later stages of the competition is interviewed by judges in the category’s field.  Sterling Scholars are awarded at the high school, regional, and state levels.  

This year’s Sterling Scholars are:  

– Agricultural Science: Lucy Flitton

– Business & Marketing: Molly Gallagher

– Computer Technology: Gabe Sherman

– Dance: Clara Bradford

– English: Sydney LaPine

– Family/Consumer Science: Kathryn Clapier

– Foreign Language: Mary Hurner

– General: Ella Ball

– Instrumental Music: Liam Hanrahan

– Math: Jack Skidmore

– Science: Sydney Senn

– Skilled & Technology: Bella Miller

– Social Science: Siri Ahern

– Theater: Victoria Kenton

– Visual Art: Ashley Silver

– Vocal Performance: Emma Sundahl

New Issue of ‘Counselor Connection’ focuses on technology

Park City School District promotes digital citizenship and internet safety in a variety of ways. Please contact your school’s counselors or administrators if you have questions.

According to Cyber Savvy Kids:

– The average age for a child getting their first smartphone is now 10-years-old.

– 64% of kids have access to the internet via their own devices, compared to 42% in 2012.

– 39% of kids get a social media account at 11-years-old.

– On average, children in the 4th and 5th grades have their hands on a powerful device that leaves them unsupervised and open to a whole lot of trouble. Whatever trouble they can get into, you can be sure that a phone will magnify that trouble 100x.

Phones have become a ubiquitous part of ours and our childrens’ lives, providing instant access to the internet. And while they are incredibly convenient for staying connected, there are some potential negative impacts we can’t overlook. Cell phones impact learning, relationships, and overall well being in ways that none of us could have predicted before cell phones (BCP.) And because they’ve never been without phones and internet access, digital natives are challenging our parenting and teaching in dramatic ways.

So how can we help our children develop healthy cell phone and online habits? How can we keep them safe, gain that all-important sense of belonging and prevent them from developing substance abuse or mental health problems? How can schools and parents partner so students can benefit from the innovative technological and educational opportunities an online world provides?

There are terrific resources for parents in our second issue of Counselor Connection. In addition, we want to share what counselors and social workers in our schools are doing related to each Connection topic to promote academic, social, emotional, and behavioral wellness.

Read the full newsletter here in English, or in Spanish.

PCSD Employee Named 2020 Utah ESP of the Year

Park City School District Human Resources Coordinator Veronica Claridge has been named the Utah School Employees Association’s 2020 Educational Support Professional of the Year. She was awarded the honor during a surprise district office luncheon on Friday. Members of the district administration along with leaders from both the Utah School Employees Association (USEA) and the Park City Classified Employees Association (PCCEA) joined in celebrating Claridge’s contributions to public education. This is the second year in a row a PCSD employee has won this state honor. 

Education support professionals (ESP) are the support staff — clerical services, custodial and maintenance, food services, health and student services, paraeducators, security services, skilled trade services, technical services and transportation services — who work tirelessly to ensure students are healthy, safe, engaged, challenged and supported.

As the winner of USEA’s award, Claridge will be Utah’s nominee for the National Education Association’s ESP of the Year. She will attend the national conference and awards event this Spring in New Orleans. She will also travel throughout the state to meet members, raise awareness of ESP issues and advocate on their behalf.

Claridge has been with  Park City School District since 1999. In addition to her work in Human Resources, she has also been the head secretary at McPolin Elementary, and an administrative assistant for Student Services. 

“I am honored to be named the Outstanding Education Support Professional of the Year for the State of Utah,” said the mother of three. “I work with several outstanding ESPs and am humbled to even have been considered. It is my hope that I will represent Park City School District as well as the State of Utah well at the national level.”

District Seeking Substitute Bus Drivers

Park City School District is looking for substitute bus drivers to begin work immediately. This is an ideal position for retirees, parents with students in school, and college students.

Starting pay is $18.65/hour, and the district provide all the training.
Substitute drivers work up to 29 hours during the week. Those who do not have a Commercial Driver’s License (CDL) can earn it from the district while also getting paid for the training.

Benefits include:
• Work Schedule is through the second week of June
• Summers off with the possibility of summer driving opportunities
• Split shifts = freedom during the day
• No required weekends
• Extra work available, if desired
• Ongoing regular training instruction and professional development provided
• Ability to work outdoors
• Holidays off

Park City School District is looking for substitute bus drivers to begin work immediately. This is an ideal position for retirees, parents with students in school, and college students.

Starting pay is $18.65/hour, and the district provide all the training.
Substitute drivers work up to 29 hours during the week. Those who do not have a Commercial Driver’s License (CDL) can earn it from the district while also getting paid for the training.

Benefits include:
• Work Schedule is through the second week of June
• Summers off with the possibility of summer driving opportunities
• Split shifts = freedom during the day
• No required weekends
• Extra work available, if desired
• Ongoing regular training instruction and professional development provided
• Ability to work outdoors
• Holidays off

Those interested must be at least 21 years of age, and hold a high school diploma or GED. For more information call 435-645-5600 or apply here: https://pcsd.munisselfservice.com/employmentopportunities/default.aspx

Board Meeting Summary | Nov. 19, 2019

PCEA Report

Aaron Webb, PCEA co-vice president, said the association recognizes that strong feelings arise whenever issues related to inclusion and bullying are discussed. When disagreements surface, PCEA asks the community to remember its shared values, including honesty, respect, dignity, and kindness. He said PCEA affirms its role as educators is to respect and value each student, and to meet students’ individual and group emotional, developmental and academic needs. PCEA remains committed to the safety and academic success of a diverse and strong body of students and educators. 

CAO Report

Chief Academic Officer Dr. Amy Hunt reported a committee of educators has created a standards-based learning and grading handbook. The purpose of the handbook is to guide principals and teachers towards best practices, to clarify expectations, and to better understand how to provide students with feedback that reflects their learning.

COO Report

Chief Operations Officer Mike Tanner said the District Security Committee continues to meet monthly and is working on a variety of increased safety measures including mainstreaming entrances to Park City High School, using a threat assessment model, and refining emergency communications. Mr. Tanner said he anticipates a secure vestibule will be installed at Park City High during Winter Recess.

Superintendent Report

Superintendent Jill Gildea said the best aspect of her position is the chance to work with a collective community to reach shared aspirations and to provide an outstanding learner experience. During this season of gratitude, she thanked the board and staff for their dedication and commitment to ensure the success of each and every student. She thanked all employees for inspiring passion in students and making a difference in their lives and shaping the educational future for students and their families. 

Master Planning Update

Dr. Gildea proposed the board consider implementing master planning in three phases:

– High School: The board needs to consider when it can move the 9th grade to high school. That will require significant course adjustments to accommodate additional students. She asked the board if it preferred one high school with an addition or a multiple campus site.

– Middle School: Does the board prefer one middle school for grades 6, 7, and 8, with a remodel and addition to Ecker Hill Middle, or two middle schools? Should the 8th grade be kept at Treasure Mountain Junior High until the addition to Ecker is complete? Should necessary improvements be made at TMJH if it is used as a transitional facility?

– Early Learning: Making this a phase three priority allows for additional research, as well as the ability to work in step with the city, county, and state on the initiative.

The next steps in the master planning process include determining financial options, retaining an architect to design high school and middle school options, and conducting a community finance survey. Dr. Gildea asked the board in the coming month to determine a pathway for the future of learning in Park City. 

School Community Council Training

The board reviewed its responsibilities concerning School Community Councils. Local school boards are the adjudicator and protector of School Land Trust funding that is intended to benefit the public-school children of Utah in perpetuity. Boards are required to approve school land trust plans that meet critical academic needs, and that directly impact the instruction of students and improve academic excellence. 

Public Education and Tax Reform

Business Administrator Todd Hauber reviewed the latest draft of the tax reform bill and education funding. He said the Utah School Boards Association is asking for input from local school boards on the proposed tax reform. The state’s proposed tax reform is meant to provide stable, flexible, and equitable funding security for public education. Board President Andrew Caplan expressed concern that the redistribution would mean the district would send an additional $11-12 million back to the state (in addition to what it currently sends back to the state).

Official Oct. 1 Enrollment

Mr. Hauber reported the district’s official Oct. 1 enrollment is 4,757, a decrease of 0.5 percent over the prior year (23 fewer students).  

2020-21 Open Enrollment

The board voted to close all schools to open enrollment for the 2020-21 school year, pending a review of configurable space at some schools. 

Audit Report

The board adopted the district audit report for the year ending June 30, 2019, conducted by the independent firm Squire & Company. The report found all financial statements were in accordance with state and federal accounting principles generally accepted by Government Auditing Standards.

Policies for Posting

Policy 1001:  Code of Conduct (New Policy)

Policy 1005:  District Vision, Mission, Beliefs

Policy 2030:  Policy Development

Policy 2036:  Board Code of Conduct

Policy 5005:  Building Access and Security

Policy 7040:  Extra Duty Assignments

Policy 7075:  Twelve-Month Staff Holidays and Vacations

Policy 11000: Family Education Rights and Privacy

Public Comment

– Linda Lukanowski asked the board for clarification about the Welcoming School professional development training at Trailside Elementary. She asked that all forms of bullying be covered in future trainings for teachers. 

– Diane Livingston believes there are inappropriate novels on the district-approved list. She proposed all books be approved using Utah criminal code. The district’s legal counsel is reviewing the code for application in school materials.

– Tom Clardy expressed concern over some of the novel students are being asked to read for class assignments.

– Shauna Wall asked the board to follow state law regarding pornography and determine that some novels on the novel adoption list are not appropriate for some ages.

– Kristen Brown suggested school and/or district administrators determine the appropriateness of novels read in schools. She noted that her daughter worked with the teacher to provide an alternative to reading a certain book, but she believes it was not a fair alternative.

– Lindsay Cunningham applauded the board, district administration and staff for all they are doing to make Park City a better place. She said it is easy to have an opinion and post it on social media. She appreciates those who doing the work and “fighting the fight.”

A Letter from the Board of Education

pcsd logo

In regards to current community discussions involving Park City School District, the Board of Education wants to remind the community of the mission and vision for the district created in 2017 through community input and shared collective values and aspirations of our learning organization.

Our mission is to inspire and support all students equitably to achieve their academic and social potential. Our vision is student-centered with a focus and emphasis on the whole child — our students are safe, supported, engaged and healthy.

When we say “all students” we literally mean all students regardless of their socioeconomic status, their religious beliefs, their immigration status, their sexual preference, their learning ability or any other factors with which students may identify.

There has been recent discussion around a professional development module that was presented to teachers at Trailside Elementary in August by the equity officer from the Utah State Board of Education. The program, called “Welcoming Schools,” focuses on anti-bullying and was in a direct response to two forces: specific bullying that our teachers witnessed at that school and state law that mandates anti-bullying programs be adopted at all districts. Given this program is state approved and administered, we did not anticipate the criticism that we have received via anonymous letters, social media posts and threats of legal action.

We welcome feedback from parents and community members but ask that this discourse remain civil and that threats of legal action or harassment against specific members of district staff stop immediately. PCSD employees are our friends, neighbors and community members and deserve our respect regardless of differences in opinions.

We would also like to address recent criticism and harassment around repairs being done to the district-owned property where the Superintendent and her family live. In response to the community’s desire for the superintendent to live within the district boundaries, the board purchased a residence in Jeremy Ranch. The board decided that purchasing a property was a more efficient use of resources than providing a rent stipend that we would have no equity benefit.

Given the superintendent’s residence is 25 years old, repairs were included in the budget for much-needed safety and structural improvements. So far a total budget allocation of $67,000 has been spent.

Unfortunately, we are now seeing complaints on social media and in the press that both mischaracterize the maintenance being done and directly attacking the superintendent. These repairs are benefiting the same neighbors who are complaining about the work being done.

Please remember that online abuse, including inciting people to go to the house and threaten and harass the superintendent, is not only potentially illegal but also morally wrong. It feels inappropriate in this case, where a parent of the family residing in this residence is working for the children of this community.

Most troubling is that this district property was attacked last week when a rock was thrown through one of the windows in response to the vitriol that certain “neighbors” have been posting on a popular social media site. We are embarrassed and ashamed that this is how some members of the neighborhood have welcomed the superintendent and her family to Park City.

We value dissenting opinion and comments at all times, but we will not tolerate verbal, written or physical harassment of district employees. This behavior is not only dangerous and illegal but sets a terrible example for the children of Park City.

We believe these actions and words belong to a vocal minority and we appeal to the rest of the community, families and individuals who make up the Park City community that we know and love. Please stand up for what is right and push back against those who feel that threats, intimidation and physical violence are better avenues of expression than traditional conversation and discourse.

— Park City Board of Education

Andrew Caplan, President

Erin Grady, Vice President

Wendy Crossland

Kara Hendrickson

Anne Peters

School counselors introduce inaugural issue of ‘Counselor Connection’

Beginning this month, Park City High counselors, along with counselors throughout the school district, invite parents/guardians, educators, and community members to review the new “Counselor Connection: Parenting Tips for Today.” This month’s issue focuses on vaping.

Park City School District works with students and families to minimize/eliminate the use of e-cigarettes in or around school campuses. If devices are found, cartridges are tested to be certain there are not illegal substances such as THC in the device.

Devices, as they are not permitted on site, are confiscated. We work with students and families on both educational intervention and age appropriate consequences.

Please contact your school administrators if you have additional questions about vaping or the use of e-cigarettes on campus. 

Read the full newsletter here: English | Espanol

Information Regarding Use of Welcoming Schools Program and Threatened Litigation / Informacion sobre el uso del programa de dievenida en las esquelas y la amenaza de litigio

As some in our community know, Park City School District has recently received a demand letter from Solon Law and the Pacific Justice Institute regarding the use of the Welcoming Schools program at Trailside Elementary School. This professional learning program provides educators with information on how to address bullying situations or exclusionary behaviors with our students.

While the District’s attorneys will be substantively responding to that communication in due course, we want to inform the community regarding our perspective on the issues and attempt to correct some of the misinformation that appears to be floating around in the community.

First and foremost, the mission of Park City School District is to inspire and support ALL students EQUITABLY to achieve their academic and social potential. All Park City schools are working toward creating an inclusive environment for all families. Positive school culture is essential in welcoming all students and families to participate and feel a sense of belonging within the schools.

The District as a whole is also working to comply with applicable Utah statutes and Utah State Board of Education administrative rules regarding bullying policies and staff training. Specifically, Rule 277-613-1 requires school districts to “develop, update, and implement bullying, cyber-bullying, hazing, retaliation, and abusive conduct policies at the school district and school level.” Similarly, R277-613-4 requires school districts to provide training that includes information on various types of bullying, including “bullying, cyber-bullying, hazing, and retaliation based upon the students’ or employees’ actual or perceived characteristics, including race, color, national origin, sex, disability, religion, gender identity, sexual orientation, or other physical or mental attributes or conformance or failure to conform with stereotypes.”

It is our belief that the use of the Welcoming Schools program for professional development is consistent with this mandate. Trailside Elementary teachers are being trained this year in a way that prepares them to have the appropriate tools to provide a safe, optimal and equitable learning environment for their students. So far this year, teachers have received 3 hours of professional development training using the Welcoming Schools program. That training was delivered by Holly Bell, Equity and Advocacy Specialist for the Utah State Board of Education. The professional development module was entitled “Embracing Family Diversity” and the goal is to equip educators with the tools to be able to answer questions from students and families about the importance of welcoming all families in our diverse school community. Written training materials provided to our staff in connection with that module are available for review. 

We would be in grave violation of our duties as public educators and school leaders if we did not strive to prepare our teachers to teach not only the academic portion of the curriculum, but also to address and support the social and emotional growth and development of our diverse student body while at school. In choosing to send your child to Park City School District, you should expect nothing less of us. The Welcoming Schools program is only one small piece of this huge responsibility that we share with parents.

When questions started to be raised about the program, and even before the receipt of the demand letter at issue, we committed to looking at the implementation of the program to see if we could assuage the concerns that have been brought to our attention. While we do not believe that the program teaches sex education in any way that violates state law or otherwise violates the rights of members of our community, we will further examine this issue moving forward.

Even though the arguments set forth in the demand letter may be extremely emotional to many members of our community on both sides of the issue, we hope and expect that patrons and other community members will model the values we try to instill in our students: respect, honesty, and integrity in their communications. We also want to remind the community that pursuant to the same state law and District policy that requires us to implement anti-bullying policies and training, our employees may not be subjected to, and we will not tolerate, “abusive conduct”, meaning verbal, nonverbal, or physical conduct that a reasonable person would determine is intended to cause intimidation, humiliation or unwarranted distress.  

Finally, we hope that our community will appreciate that the primary obligation of our teachers is to focus on their important work within the classroom. This means that community members who wish to make their opinions known regarding these issues should address their concerns not to classroom teachers or individual school counselors and administrators, but to the Superintendent and elected members of the Board of Education. Ultimately, the Board of Education, in consultation with the Superintendent, Cabinet, and legal counsel, will decide on the appropriate response to the demands that have been made. Thank you for reading and for your continued involvement in the education of our community’s most precious resource, our children.


Como algunas personas de nuestra comunidad conocen, el Distrito Escolar de Park City ha recibido recientemente una carta de demanda de las oficinas de Solon Law y del Pacific Justice Institute con respecto al uso del programa Escolar de Bienvenida en la Escuela Elemental Trailside. Este programa de aprendizaje profesional proporciona a los educadores información sobre cómo abordar situaciones de acoso escolar o comportamientos excluyentes con nuestros estudiantes.

Si bien los abogados del Distrito responderán sustancialmente a esa comunicación a su debido tiempo, queremos informar a la comunidad sobre nuestra perspectiva sobre los problemas e intentar corregir parte de la información errónea que parece estar girando en la comunidad.

Primero y lo más importante, la misión del Distrito Escolar de Park City es inspirar y apoyar a TODOS los estudiantes de manera EQUITATIVA para que alcancen su potencial académico y social. Todas las escuelas de Park City están trabajando para crear un ambiente inclusivo para todas las familias. Una cultura escolar positiva es esencial para dar la bienvenida a todos los estudiantes y familias y que estos participen y tengan un sentido de pertenencia en las escuelas.

El Distrito en su conjunto esta también trabajando para cumplir con los estatutos de Utah que son aplicables y las reglas administrativas de la Junta de Educación del Estado de Utah con respecto a las políticas de intimidación y la capacitación del personal.  Específicamente, la Regla 277-613-1 requiere que los distritos escolares “desarrollen, actualicen e implementen políticas de intimidación, hostigamiento cibernético, burlas, represalias y conductas abusivas a nivel del distrito escolar y de las escuelas.” Del mismo modo, la R277-613-4 requiere que los distritos escolares brinden capacitación que incluya información sobre varios tipos de acoso escolar, incluyendo “hostigamiento escolar, acoso cibernético, burlas y represalias basadas en las características reales o percibidas de los estudiantes o empleados, incluyendo raza, color, nacionalidad de origen, sexo, discapacidad, religión, identidad de género, orientación sexual,  atributos físicos o mentales, o conformidad o inconformidad de los estereotipos.”

Creemos que el uso del programa Escolar de Bienvenida para el desarrollo profesional es consistente con este mandato. Los maestros de la Escuela Primaria Trailside están siendo entrenados este año de una manera que los prepara para tener las herramientas apropiadas para proporcionar un ambiente de aprendizaje seguro, óptimo y equitativo para sus estudiantes. En lo que va del año, los maestros han recibido 1.5 horas de capacitación en desarrollo profesional utilizando el programa Escolar de Bienvenida. Esa capacitación fue impartida por Holly Bell, especialista en equidad y defensa de la Junta de Educación del Estado de Utah. El módulo de desarrollo profesional se tituló “Abrazando la diversidad familiar” y el objetivo es equipar a los educadores con las herramientas para que puedan responder preguntas de los estudiantes y las familias sobre la importancia de dar la bienvenida a todas las familias en nuestra diversa comunidad escolar. Los materiales de capacitación escritos, proporcionados a nuestro personal en relación con ese modulo, están disponibles para su revisión.  

Estaríamos en grave violación de nuestros deberes como educadores públicos y líderes escolares si no nos esforzaríamos por preparar a nuestros maestros para enseñar no solo la parte académica del plan de estudios, sino también para abordar y apoyar el crecimiento y desarrollo social y emocional de nuestro diverso alumnado en las escuelas. Al elegir enviar a su hijo (a) al Distrito Escolar de Park City, es lo menos que debe esperar de nosotros. El programa de Bienvenida de Escuelas es solo una pequeña parte de esta enorme responsabilidad que compartimos con los padres.

A pesar de que los argumentos establecidos en la carta de demanda pueden ser extremadamente emotivos para muchos miembros de nuestra comunidad en ambos lados del problema, esperamos que los involucrados y otros miembros de la comunidad modelen los valores que intentamos inculcar en nuestros estudiantes: respeto, honestidad e integridad en sus comunicaciones. También queremos recordarle a la comunidad que, de conformidad con la misma ley estatal y la política del Distrito que nos obliga a implementar políticas y capacitación contra el acoso escolar, nuestros empleados no pueden ser sometidos, y no toleraremos, “conducta abusiva”, es decir, verbal, no verbal, o física hacia ellos, que una persona razonable determinaría que tiene la intención de causar intimidación, humillación o angustia injustificada.   Finalmente, esperamos que nuestra comunidad aprecie que la obligación principal de nuestros maestros es enfocarse en su importante trabajo dentro de las aulas. Esto significa que los miembros de la comunidad que deseen dar a conocer sus opiniones con respecto a estos temas deben dirigir sus inquietudes no a los maestros de la clase, o a consejeros o administradores individualmente, sino a la Superintendente y a los miembros elegidos de la Junta de Educación. Finalmente, la Junta de Educación, en consulta con la Superintendente, el Gabinete y el asesor legal, decidirá la respuesta adecuada a las demandas que se han formulado. Gracias por leer esta carta y por su continua participación en la educación del recurso más apreciado de nuestra comunidad, nuestros niños.

Board Meeting Summary | Oct. 15, 2019

PCEA Report

Amanda Lawing, co-president of the Park City Education Association, said the association is continuing its focus on student success, safety, and transparency. PCEA members have been invited to share their suggestions to improve teacher recruitment and retention. 

Student Report

Mimi Luna, the student representative on the board, reported that Homecoming was successful, especially the school’s first Homecoming parade. The Miners final region football game is Oct. 16. Prior to the game, students are invited to a tailgate party that will feature food made by PCHS culinary arts students. 

Chief Operations Officer Report

Mike Tanner said the Security/Safety Committee is discussing open campus security between the Park City High and Treasure Mountain Junior High. The committee will also be reviewing the district’s current emergency response protocol.

– The front entrance vestibule is complete at Treasure Mountain and visitors will now be required to check-in with an ID.

– Tanner is participating in the Utah Schools Critical Commission, created through the Utah Division of Risk Management, that is working to create a uniform emergency protocol across all school districts. 

– There is still a need for substitute bus drivers. The district is using commercial drivers to support PCHS athletic trips. Four new buses will be in service by the end of the month, paid in part through an $80,000 EPA grant. 

– John Hopkins, the new director of Child Nutrition Services, was introduced to the board.

Superintendent Report

Superintendent Jill Gildea said staff, educators, and administrators are focused on doing “whatever it takes” to support each and every learner in Park City schools.  As a culture of excellence is fostered, Dr. Gildea said the district is focused on improving student achievement through: 1) strengthening school-based factors, such as teacher professional development, use of evidence-based practices within classrooms, and equitable allocation of resources; 2) bolstering student resilience which is a key aspect of success through social, emotional learning programs, equity in services, and providing a safe and secure school environment; and 3) building community alliances to support family and community engagement, offering a variety of extracurriculars, and providing school-based social services in partnership with our community. 

Community Social Equity Update

Diego Zegarra, Social Equity Director, presented an overview of the Community Social Equity Strategic Plan. The most important areas of focus include affordable housing, education, and inclusion. The full report can be viewed here

Oct. 1 Enrollment

Business Administrator Todd Hauber reported the Oct. 1 enrollment is 4,765, a decrease of 15 students from last year. 

Master Planning Update

Dr. Gildea shared community feedback about possible master planning priorities. See presentation here

New Policy for Posting

Policy 1001: Code of Conduct

Policy Approved

 Policy 10045: Attendance 

Public Comment 

Shannon Schemmer expressed concern with teachers learning to use PowerTeacher Pro version of the gradebook program. She believes when too many variables at one time are changed, it puts additional stress on students, teachers, and parents. She also questioned the decision to end the quarter the same week as Fall Break.

Resumen de la Reunión de la Junta Directiva  | 10-15-19

Reporte de PCEA

Amanda Lawing, co-presidente de la Asociación de Educación de Park City (PEA), dijo que la asociación continúa centrándose en el éxito, la seguridad y la transparencia de los estudiantes. Los miembros de PCEA han sido invitados a compartir sus sugerencias para mejorar el reclutamiento y retención de maestros.

Informe del Estudiante

Mimi Luna, la representante estudiantil de la junta, informó que el baile de Bienvenida (Homecoming) fue exitoso, incluyendo el primer desfile de Homecoming y el invitar a estudiantes del primer año al baile. El juego final de football de la región de los Miners es el 16 de octubre e incluirá una fiesta previa con comida hecha por estudiantes de artes culinarias del Park City High School (PCHS).

Reporte del Director de Operaciones

Mike Tanner dijo que el Comité de Seguridad está discutiendo la seguridad del campo entre Park City High School y Treasure Mountain Junior High. El comité estará también revisando el protocolo actual del distrito sobre respuestas de emergencias.

– El vestíbulo de la entrada principal de Treasure Mountain está terminada y ahora se pedirá a los visitantes que se registren con una identificación (ID).

– Tanner está participando en la Comisión Escolar Critica, creada a través de la División de Administración de Riesgos de Utah, que está trabajando para crear un protocolo de emergencia uniforme en todos los distritos escolares.

– Todavía hay necesidad de conductores substitutos. El distrito está ofreciendo sus conductores para apoyar los viajes deportivos del Park City High school. Cuatro nuevos buses estarán en servicio a finales de mes, pagados en parte a través de una subvención de $80,000 de EPA. 

– John Hopkins, el nuevo director de Servicios de Nutrición Infantil, fue presentado a la junta.

Reporte de la Superintendente

La Superintendente Jill Gildea dijo que los empleados, educadores, y administradores están enfocados en hacer “lo que sea necesario” para apoyar a todos y cada uno de los interesados en las escuelas de Park City. A medida que fomentamos una cultura de excelencia, la Dra. Gildea dijo que el distrito está enfocado en mejorar el rendimiento de los estudiantes a través de: 1) reforzando factores protectores basados en la escuela, como el desarrollo profesional de los docentes, el uso de prácticas basadas en eventos en las aulas, y la asignación equitativa de recursos; 2) reforzando la capacidad de recuperación de los estudiantes, lo es un aspecto clave del éxito, a través de programas de aprendizaje social y emocional, equidad en los servicio, y proporcionando un ambiente escolar seguro y estable; y 3) construyendo alianzas comunitarias para apoyar la participación familiar y comunitaria, ofreciendo una variedad de actividades extracurriculares, y brindando servicios sociales basados en la escuela en asociación con nuestra comunidad.

Actualización de la Equidad Social Comunitaria

Diego Zegarra, Director de Equidad Social, presentó una visión general del plan estratégico de equidad social de la comunidad. Las áreas más importantes de enfoque incluyen vivienda asequible, educación e inclusión. El reporte completo puede ser visto aquí.

Octubre 1 Inscripción

El Administrador de Negocios Todd Hauber compartió los datos de inscripción de octubre 1: 4,765 estudiantes, una disminución de 15 estudiantes comparado con el último año.

           Distrito Escolar de Park City octubre 1 Inscripción por Escuela

           Inscripción Total                    Actual                    Proyectada         Actual

                                                          Oct 1, 18                  Oct 1, 19             10/1/2019

           Parley’s Park                                 522                           526                      547

            McPolin                                        380                            382                      388

           Jeremy Ranch                               546                           556                      555

           Traiside                                          461                           469                      427

           Ecker Hill                                       805                            768                     773

           Treasure Mountain                     813                            806                     784 

           High School                                1,253                         1,287                  1,291

                                       Total:              4,780                          4,794                 4,765

            Cambio                                         (37)                                 14                     (15)

            Cambio Porcentual                    -8%                            0.3%                 -0.3%  

Actualización de la Planificación Maestra

La Dra. Gildea compartió comentarios de la comunidad sobre posibles prioridades del plan maestro. Ver la presentación aquí.

Nueva Reglament a Publicarse

Regulación 1001: Código de Conducta

Reglamento Aprobada

Regulación 10045: Asistencia

Comentarios del Publico

Shannon Schemmer expresó su preocupación con los maestros que están aprendiendo a usar la versión del libro de calificaciones del programa Power Teacher Pro. Ella cree que cambiar demasiadas variables a la vez añade mucho estrés adicional en los estudiantes, maestros, y padres. Ella también cuestionó la decisión de terminar el trimestre la misma semana del receso de otoño.