NOTICE OF SCHOOL BOARD VACANCY
Emery County School District
Notice of School Board Vacancy
The Emery County School District is accepting letters of interest to fill a vacancy on the Board of Education, by interim appointment, due to the impending resignation of Board Member Laurel Johansen, which takes effect Dec. 7, 2018.
The Board will appoint a qualified individual from Board Precinct #3, which includes East of Center Street in Castle Dale, Lawrence, and parts of Eastern Huntington. (For exact Precinct boundaries, check with the County Clerk’s Office.) The individual appointed by the Board will serve the remaining term of the office, which ends at the conclusion of 2020. The individual appointed will serve until a successor is elected and sworn in. The election for this Board position will be held during the general election in November 2020.
Minimum Qualifications
•Must be at least 18 years of age at the time of appointment.
•Must have been a resident of School Board Precinct #3 for at least one year as of the date of appointment.
•Must be and remain a registered voter in School Board Precinct #3.
•Must maintain the member’s primary residence within School Board Precinct # 3 during the member’s term of office.
•Must be mentally competent and have no felony convictions.
•May not serve as an employee of the Board during the member’s term of office.
Application Procedures
•Submit to the School District Office, 120 North Main Street (PO Box 120), Huntington, Utah, 84513 by Oct. 26, 2018 a letter addressed to Business Administrator Jared Black, expressing interest in being appointed to fill the vacated Board position. Include reasons for interest, a statement verifying that all minimum qualifications listed above are met, and any other qualifications the applicant may want considered.
Appointment Procedures
•The Board of Education will interview interested and qualified persons beginning at 7 PM on Wednesday, Nov. 7, at San Rafael Middle School - 390 West 500 South, Ferron, Utah 84523. The Board will announce the interim appointment that same evening, following the interviews. The new appointee will be sworn into office at the Dec. 7, Board Meeting.
It is the policy of the Emery County School District not to discriminate on the basis of race, color, national origin, religion, sex, or disability in programs, activities, and employment. Emery County School District is an Equal Opportunity Employer and complies with all Rules and Regulations of the Americans with Disabilities Act.
DISTRICT POSITION ON NATIONAL SCHOOL WALKOUT
For the March 14, National School Walkout
Several events stemming from the Florida school shooting have been scheduled that may involve our district. This memo is being written to make you aware of these events and to let you know the procedures that will be in place at our schools.
Wednesday, March 14, 2018, 10 am (all time zones): National School Walkout
National organizers are encouraging teachers, students, administrators, parents and others to “walk out” for 17 minutes, one minute each for every person killed at Marjory Stoneman Douglas High School.
District Position:
1) Students/employees who have a genuine interest in participating in this event will be allowed to do so with no consequences to their employment (adults) and academic, citizenship, or attendance standings (students). This only applies to the 17-minute period from 10 am to 10:17 am. Students and/or employees who leave campus will be considered absent from school or their work site and will face consequences.
2) Regarding a student walkout, teachers will be flexible with this gap in their instructional time and make plans accordingly. Teachers will not be confrontational about students leaving class but will make note of those who leave. If a teacher wishes to participate in the walkout, he/she is responsible for making sure students remaining in class are supervised and engaged.
3) Those choosing to participate in the walkout will have a designated place on campus to gather collectively. Participants will not be allowed to assemble for the purpose of confrontation over political issues but will be allowed to reflect on the lives lost at Stoneman Douglas High School. This area will have adult supervision. Law enforcement and counselors will be on standby.
4) Schools are not to promote the walkout. However, administrators will review the district position and update school plans with faculty and staff members.
Saturday, March 24: March for Our Lives
Since this is a Saturday and takes place in Washington, D.C., it should not impact our regular course of operation.
Friday, April 20: National High School Walkout
This event calls for high school students to walk out on April 20, the 19th anniversary of the Columbine High School shootings. No specific time has been set. Generally, the same procedures used for the March 14, event would apply here.
Larry W. Davis, Superintendent
Emery School District
School Day Early Release For Students Planned by Emery District for Dec. 4
School day early release for students planned by Emery District for Dec. 4
At the beginning of the 2016-17 school year, the Emery District adopted the philosophy espoused by the Professional Learning Community (PLC) program, a research-based educational improvement approach designed to help all kids succeed in school no matter their skill level. The program now enters its second year in the district, and plans call for an even more aggressive continuation of the PLC philosophy.
According to Superintendent Larry W. Davis, last year’s rollout coincided with the awarding to the Emery District of the Teaching and Learning Grant from the Utah State Board of Education. “The grant funding has allowed us to provideEmery students to be released early on Dec. 4, for teacher PLC work | ||
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Date: Monday, Dec 4 | ||
School Bus Schedule* | ||
School | Arrival | Departure |
Castle Dale | 11:45 | 11:55 |
Cottonwood | 11:30 | 11:10 |
Cleveland | 11:00 | 11:10 |
Ferron | 11:45 | 11:55 |
Huntington | Noon | 12:10 |
Canyon View | 12:10 | 12:20 |
San Rafael | Noon | 12:10 |
Emery High | 11:45 | 11:55 |
School lunch will be served prior to bus arrival and departure. | ||
Purpose: District PLC and Teacher Collaborative Team work | ||
Special Needs: Students and parents who have problems with the early-out schedule should contact the school's principal for accommodations. | ||
*Green River Schools are not involved in this mid-term early out. |
That training came into focus when teachers and administrators met for the Emery District Opening Institute on Aug. 21, at Emery High School. Two hours of that program were dedicated to PLC work in grade-level (elementary) and discipline-level (secondary) collaborative sessions
Additional time for PLC work has been built into the district 3-year calendar which now gives teachers and administrators a full day at the end of each term to work within Collaborative Teams. Students are no longer required to attend school on the last day of each of the four terms. Less time, but certainly as important, has also been built into the yearly calendar at midterm for PLC purposes. The first of four mid-term early-out days was held on Monday, Sept. 18. The second will take place on Monday, Dec. 4.
On the early-out days, students will be released about noon at which time buses will make their runs (see sidebar). For the rest of the school day, teachers and administrators will meet in their Collaborative Team settings.
Jeneane Warren, Emery District Food Services supervisor, said that breakfast and lunch will be served on these early-out days although each school will have to set up time for lunch that is compatible with the early-out busing schedule. However, because of the bell schedule at Cleveland Elementary, no lunch will be served on Dec. 4.
The district PLC plan calls for the creation of Collaborative Teams throughout the district and within each school. The teams come together to determine the most critical core standards, establish timelines for teaching those standards, and to develop common assessments. In addition, the teams utilize data to determine individualized educational plans for each student. Teachers will also be able to share strategies for success in helping students with unique educational needs. “PLCs rely heavily on collaboration among our teachers,” the superintendent said. “We have a wealth of data available from multiple sources, and it takes a team to break down the numbers and apply disaggregated outcomes toward individual student needs.”
For the second mid-term early out, elementary and secondary teachers and counselors will be working in their assigned schools in collaborative teams or in faculty professional development. Each school’s faculty and administration will decide how best to use the early-out time.
Early-out PLC training will continue at each midterm through the rest of the school year while full-day PLCs will be held on the last day of each term.
Emery School District Teacher PLC Early Out and End of Term Schedule | ||
Monday, Sept. 18 | Midterm Early Out | Students Dismissed after Lunch* |
Friday, Oct. 27 | End of Term No School | No School for Students Districtwide |
Monday, Dec. 4 | Midterm Early Out | Students Dismissed after Lunch* |
Friday, Jan. 12 | End of Term No School | No School for Students Districtwide |
Monday, Feb. 12 | Midterm Early Out | Students Dismissed after Lunch* |
Friday, March 16 | End of Term No School | No School for Students Districtwide |
Monday, April 23 | Midterm Early Out | Students Dismissed after Lunch* |
Friday, May 25 | End of Term No School | No School for Students Districtwide |
Each of these day is a contract day for teachers. |
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*Does not include Green River High School or Book Cliff Elementary |
If you have questions or comments regarding this article go to the following email address: larryd@emeryschools.org
End of Term Brings Day Off for Students but not for Teachers
The changes were encouraged by Superintendent Larry W. Davis as part of the Emery District’s incorporation of District Professional Learning Communities (PLCs) and School Collaborative Teams involving all district teachers and administrators.
“Providing time for collaboration while bringing teachers together with student term-ending data will allow teachers to assess student progress, create individual student learning plans, and compare their progress toward meeting core standards with the progress of their colleagues in similar teaching assignments,” the superintendent said. “We have had the data for years, but now we are using that data to drive instruction and advance student growth with the goal of mastery for every child.”
Implementation of PLCs in the Emery District began last year with initial training for school and district administrators. Principals were asked to consider implementation in their schools by having conversations with their teachers about Professional Learning Communities and the research that backs up PLCs as an effective way to improve student outcomes. During the course of the first year, each of the district’s 10 schools incorporated PLCs to varying degrees and with varying success. During the summer, principals, district administrators, and teachers from each school participated in the annual Rural Schools Conference in Cedar City to further enhance their knowledge of PLCs.
The first district PLCs were held at the district’s Opening Institute in August, just before the first day of the new school year. During that time, teachers met in elementary grade-level teams and in secondary subject-level teams to establish team protocol, review Utah Core Standards and to prioritize the standards from most important to least important. “There are far too many standards in each subject area to thoroughly cover in a school year,” Superintendent Davis said. “By prioritizing standards, we are in a better position to cover the most essential ones before we run out of time.” Determining “priority standards” is generally based on foundational skills needed by students to master other skills. Also, priority is based on state summative testing.
Also this year in support of district PLC’s, mid-term early-out days are scheduled to allow for collaborative team work. On these days, students are excused after lunch, giving teachers the afternoon to work with their teams to discuss student progress, review formative data, and modify individual learning plans as needed. The first mid-term minimum day was on Monday, Sept. 18. Elementary teachers met in grade-level teams at Cottonwood Elementary School. Each elementary team was assigned a principal as the facilitator. Secondary teachers met in subject-level teams at their respective schools where secondary principals supervised along with district office personnel.
Principal John Hughes of Cottonwood Elementary said of the mid-term PLCs, “Our 3-4-5 team PLC meeting was a huge success. The teachers seemed to be on board and have a better understanding of the big picture.” On the secondary level, Principal Yvonne Jensen, Canyon View Middle School, said, “As the principal, I love that teachers get to ‘be in charge’ of and have greater ownership in the process of identifying needs of the students and needs of the school.”
Entering the end-of-term PLC day for teachers, collaborative teams will continue the work they have already initiated, but moving forward they will also work on common assessments for future use relevant to each school while setting bench marks as targets for term progress and standards coverage. “Each team will have a lot of data from each term that will come into play as teachers look at student progress, compare that progress across the district, and have meaningful discussion about what is working in their classes and what has not been as successful,” the superintendent said.
To help with data management, the district has purchased a program called SchoolCity. It will allow teachers, parents, and students themselves to follow student progress in each class and at each grade level on a daily basis. The platform also provides lessons for students who are struggling to meet standards as well as lessons for students who are advanced and moving beyond standards. “Through this method, no child will be left behind as they work toward mastery, and no child will be inhibited because they have already mastered a standard,” Superintendent Davis said. Training on the use of SchoolCity began on Tuesday, Oct. 17, at Emery High School where district administrators, principals, and selected teachers met in the library. Principals and teachers will become the trainers of their respective faculty members on the new data system.
Plans for the first end-of-term full day of professional development have primarily been designed by school principals who have worked together to establish agendas. It is anticipated that elementary teachers will again meet in grade-level teams while secondary teachers will meet in common discipline meetings. Teachers will also be given time to finalize first term grades.
Superintendent Davis noted that the adoption of the PLC philosophy has not been without its “bugs.” He said that as the district has implemented the program, there have been issues with where to best place some teachers who don’t line up with natural grade levels or secondary disciplines, such as resource teachers, counselors, and Career and Technical Education (CTE) teachers. There are also some teachers who are unique in the classes they teach and therefore have no colleagues with whom to collaborate. “Our staff and the school principals have been working with these anomalies to find the best collaborative team for every teacher,” Mr. Davis said. To help with these unique situations, principals have been given a lot of flexibility on how they assign teachers to various work groups.
“We’re still new at this,” the superintendent said. “But we have a lot of faith in our teachers, administrators, and district staff that we can overcome any significant obstacles as we move forward. We all recognize that working in Professional Learning Communities and Collaborative Teams is in the best interest of our students.”
For more information or to comment on this article, go to: larryd@emeryschools.org
District Seeks Nominations for Outstanding Employees and Volunteers
2017-18 Emery School District Outstanding Employees/Volunteer Nomination Information
The Emery School District Education Foundation is accepting nominations for the following annual awards:
Secondary Teacher of the Year: Outstanding certified educators in district middle, junior high, and high schools, including teachers, counselors, social workers, etc.
Elementary Teacher of the Year: Outstanding certified educators in district elementary schools, including teachers, counselors, social workers, etc.
Classified Employee of the Year: Outstanding employees in the district working as secretaries, aides, custodians, lab assistants, lunch workers, etc.
Volunteer of the Year: Outstanding individuals donating time on a regular basis in service to our schools and their students.
Deadline and Selection Process: Nominations will be accepted until March 30, 2018. A district selection committee will review the nominations and then select the winners. The committee will also select an Emery District Teacher of the Year who will enter the Utah School Boards Association Teacher of the Year Competition while also being honored as the Rural Schools Teacher of the Year by the Utah Rural Schools Association. Announcement of the 2017-18 Outstanding Employees will be made in May. Awards will be presented to the winners at their schools and work sites as well as at the June School Board Meeting.
Nomination form: Anyone can make nominations in any or all of the above categories. Nominations must include the following: 1) Name of person making the nomination… 2) Name, position, and site location of the nominee… 3) Relationship to the nominee such as coworker, student, parent, community member, administrator, etc. 3) Narrative describing why you think this individual is one of Emery School District’s most outstanding employees or volunteers. In the narrative, include at least one example which exemplifies the nominee’s outstanding qualifications for this award.
Submitting Nominations: All nominations must have the above information in order to be considered. Nominations may be emailed to Superintendent Davis at larryd@emeryschools.org or may be mailed to: Superintendent Larry Davis, Emery School District, PO Box 120, Huntington, Utah 84528. All nominations need to be at the district office by Friday, March 30, 2018. Announcement and recognition of winners will be made the end of April.
Utah Rural Schools Newsletter
YOUTH PROTECTION SEMINARS to be HELD in NOVEMBER
“We were very pleased with the participation in last year’s seminar,” Superintendent Larry W. Davis said. “The turnout was more than we had hoped for, and the presentations were so well done and relevant to today’s issues that we wanted to expand the program to Green River.” The superintendent explained that the program involves several presentations lasting about 15 minutes each with time for questions and comments from the audience.
Youth Protection Seminars are required by state law originating from HB 289 passed in 2013. The law requires school districts “to offer an annual seminar to parents with information on substance abuse, bullying, mental health, and internet safety.” Additional topics can be added at the discretion of the school district. “Issues facing our children are not always the same each year,” the superintendent said. “It is nice to have the option of adding presentations to our program that reflect the current needs of our students and their families.”
This year’s program will be similar to last year’s but with relevant updates and availability of more current data. The Emery High School Youth Coalition, under the direction of counselor Darline DeBry, will be presenting on the 2017 Student Health and Risk Prevention (SHARP) survey results from the last school year. That survey collects data from students in grades six, eight, ten and twelve on topics related to drugs, alcohol, and tobacco use, safe schools, and home and school environment.
Emery District Supervisor of Student Services Ryan Maughan has been collaborating with Four Corners Behavioral Health on presentations on student mental health as well as recognition of child sexual abuse. A major topic of presentation regarding mental health will be on teenage suicide which will be discussed in relation to bullying and harassment, among other social behaviors. Jed Jensen, supervisor of secondary education, will discuss district bullying and hazing policies as well as strategies for preventing bully and dealing with it when it happens.
As part of a presentation on Internet Safety, Doug Johnson, supervisor of the Instructional Technology Department, will discuss ways to prevent cyber bullying and what students and parents should do when it takes place.
Ralph Worthen, supervisor of elementary education, will address the topic of substance abuse. He has invited members of the Emery County Sheriff’s Department to present on recent trends in drug abuse, including identification of abuse, harmful effects, and treatment programs.
Superintendent Davis said that “this will be a very informal event that will include conversations about issues our children face in our schools and in our communities on a regular basis. It is our hope that those who attend will leave with a better understanding of the challenges that exist in raising and educating a child.” He added that it is of primary importance that we combine our resources as a community in working to eradicate these barriers to a quality life for our children.
For more information or to comment on this article, go to: larryd@emeryschools.org
Diane Carter Honored at Utah 2018 Teacher of the Year Program
SALT LAKE CITY: Emery High School language arts teacher Diane Carter represented the Emery School District at the 2018 Utah Teacher of the Year Banquet held at the Marriott on Friday, Sept. 8.
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TEACHER HONORED: Diane Carter, one of 26 state educators nominated for the 2018 Utah Teacher of the Year Award, receives recognition from Utah Governor Gary R. Herbert at the recent awards program. The event is sponsored by the Utah State Board of Education.
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Mrs. Carter was among the 26 candidates for Teacher of the Year, an event sponsored by the Utah State Board of Education. She was selected at the end of the 2016-17 school year from among nominees representing each of the Emery District’s 10 schools. As the nominee from the Emery District, Mrs. Carter became eligible for the Utah Teacher of the Year competition.
In addition to the 2018 nominees, former Utah Teachers of the Year were also honored, including Utah’s first Teacher of the year, Robert A. Nielson, a long-time agriculture teacher in the Millard School District who received the honor in 1978. Keynote speaker at the event was Governor Gary R. Herbert.
Aaryn Birchell, an English language arts teacher at Uintah High School, was named the 2018 Utah Teacher of the Year. Steven Hendricks, a music teacher in the Davis School District, was named first runner-up, and Jenny Atcitty, who teaches at Montezuma Creek Elementary in the San Juan School District, was named second runner-up.
A long-time educator in the Emery District, Mrs. Carter has taught language arts and social science at San Rafael Jr. High and Emery High School after starting her teaching career in the Logan and Carbon School Districts. She is currently the head of the EHS Language Arts Department and teaches senior AP and Honors English classes. In addition to having bachelor’s and master’s degrees from Utah State University, she is also a graduate of the Utah Writing Project. Mrs. Carter grew up in Emery County and is a graduate of Emery High School. She and husband Rod have two daughters, Adrienne and Madelyn.
Joining the Carters at the program were Emery School District Superintendent Larry W. Davis and his daughter and former student of Mrs. Carter, Carly Simpson, who is a 5th grade teacher at Ascent Academy in West Jordon.
The awards program was hosted by Mary Dickson, Director of Creative Services at KUED, and featured remarks by Valerie Gates, the 2017 Utah Teacher of the Year, and Angie Stallings, Associate Superintendent with the Utah State Board of Education (USBE). Chairman of the USBE, Mark Huntsman, was also a featured speaker.
School Day Early Release for Students Planned by Emery District for Sept. 18
At the beginning of the 2016-17 school year, the Emery District adopted the philosophy espoused by the Professional Learning Community (PLC) program, a research-based educational improvement approach designed to help all kids succeed in school no matter their skill level. The program now enters its second year in the district, and plans call for an even more aggressive continuation of the PLC philosophy.
According to Superintendent Larry W. Davis, last year’s rollout coincided with the awarding to the Emery District of the Teaching and Learning Grant from the Utah State Board of Education. “The grant funding has allowed us to provide professional development and establish resources to advance PLCs,” he said, pointing out that in the first year, the district offered training to administrators who were then able to conduct Collaborative Team meetings in their schools. Also, the grant funded participation of over 50 teachers and administrators at the July Rural Schools Conference in Cedar City which focused
Emery students to be released early on Sept. 18, for teacher PLC work |
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Date: Monday, Sept. 18 | ||||
School Bus Schedule* | ||||
School | Arrival | Departure | ||
Castle Dale | 11:45 |
11:55 |
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Cottonwood | 11:30 | 11:40 | ||
Cleveland | 11:00 | 11:10 | ||
Ferron | 11:45 | 11:55 | ||
Huntington | Noon | 12:10 | ||
Canyon View | 12:10 | 12:20 | ||
San Rafael | Noon | 12:10 | ||
Emery High | 11:45 | 11:55 | ||
School lunch will be served prior to bus arrival and departure. | ||||
Purpose: District PLC and Teacher Collaborative Team work | ||||
Special Needs: Students and parents who have problems with the early-out schedule should contact the school's principal for accommodations. | ||||
*Green River Schools are not involved in this mid-term early out. | ||||
That training came into focus when teachers and administrators met for the Emery District Opening Institute on Aug. 21, at Emery High School. Two hours of that program were dedicated to PLC work in grade-level (elementary) and discipline-level (secondary) collaborative sessions.
Additional time for PLC work has been built into the district 3-year calendar which now gives teachers and administrators a full day at the end of each term to work within Collaborative Teams. Students are no longer required to attend school on the last day of each of the four terms. Less time, but certainly as important, has also been built into the yearly calendar at midterm for PLC purposes. The first of four mid-term early-out days is scheduled for Monday, Sept. 18.
On the early-out days, students will be released about noon at which time buses will make their runs (see sidebar). For the rest of the school day, teachers and administrators will meet in their Collaborative Team settings. Special arrangements will be made for students whose parents may not be able to accommodate an early-out schedule. Substitute teachers will be available at each school to provide educational services for children unable to go home early because of parent work schedules or other conflicts. For those children, it is important that parents contact their child’s school prior to the early-out date so that accommodations can be made.
Jeneane Warren, Emery District Food Services supervisor, said that breakfast and lunch will be served on these early-out days although each school will have to set up time for lunch that is compatible with the early-out busing schedule.
The district PLC plan calls for the creation of Collaborative Teams throughout the district and within each school. The teams come together to determine the most critical core standards, establish timelines for teaching those standards, and to develop common assessments. In addition, the teams utilize data to determine individualized educational plans for each student. Teachers will also be able to share strategies for success in helping students with unique educational needs. “PLCs rely heavily on collaboration among our teachers,” the superintendent said. “We have a wealth of data available from multiple sources, and it takes a team to break down the numbers and apply disaggregated outcomes toward individual student needs.”
For the first mid-term early out, elementary teachers will be working in grade-level groups at Cottonwood Elementary School while secondary teachers will work within their buildings in teams assigned by their principals. School and district administrators will be monitoring the procedure and progress of each team as they meet in their 2-hour sessions.
“By the end of the day, we want to know what was accomplished in these Collaborative Team meetings and how that can be applied to student academic growth,” the superintendent said. Early-out PLC training will continue at each midterm through the rest of the school year while full-day PLCs will be held on the last day of each term.
Emery School District Teacher PLC Early Out and End of Term Schedule | |||||
Monday, Sept. 18 | Midterm Early Out | Students Dismissed after Lunch* | |||
Friday, Oct. 27 | End of Term No School | No School for Students Districtwide | |||
Monday, Nov. 13 | Midterm Early Out | Students Dismissed after Lunch* | |||
Friday, Jan. 12 | End of Term No School | No School for Students Districtwide | |||
Monday, Feb. 12 | Midterm Early Out | Students Dismissed after Lunch* | |||
Friday, March 16 | End of Term No School | No School for Students Districtwide | |||
Monday, April 16 | Midterm Early Out | Students Dismissed after Lunch* | |||
Friday, May 25 | End of Term No School | No School for Students Districtwide | |||
Each of these days is a contract day for teachers. | |||||
*Does not include Green River High School or Book Cliff Elementary |
If you have questions of comments regarding this article go to the following email address: larryd@emeryschools.org
Opening Institute to include "Eclipse" time
Superintendent Larry W. Davis announced this week that changes to the original Emery School District Opening Institute program, scheduled for Monday, Aug. 21, have made it possible for district teachers and administrators to view the solar eclipse.
“The closer we got to this solar event, the more we realized that this is something of great scientific and historical significance, and something everyone should have the opportunity to experience,” the superintendent said. “As a result, we will be providing time for our employees to view the event during its prime time.”
The district’s 2017-18 Opening Institute will begin at 8:30 am and continue until 11 am at which time employees will be excused for two hours to watch the eclipse. The district will provide eclipse protective eyewear. “We hope that our teachers and administrators will find a comfortable place for viewing on the Emery High campus and maybe bring their lawn chairs and invite family members to join them,” Superintendent Davis said. He noted that during the 2-hour viewing break that lunch will be available in the Emery High Food Court and the District’s Benefit Fair will be open in the auxiliary gym.
In addition, Lee Moss, head of the science department at Emery High, has been coordinating with students in setting up an eclipse viewing station for the event. “I have been working with Elizabeth Nielson, Technology Sterling Scholar, and Sam Roberts, Math Sterling Scholar,” he said. “They have prepared a 3-minute presentation for Opening Institute, and we will set up a view station on the grass in front of Emery High for the eclipse.” That station will have two 8-inch telescopes with filters. Also 50 No. 14 welding lenses will be available for safe viewing.
In our area, the eclipse begins about 10:15 am with the maximum coverage expected at 11:34 am. It will be over by 1 pm.
Although some changes were made to the original Opening Institute program to accommodate time to watch the eclipse, the program still begins at 8:30 am and will include a welcome offered by Laurel Johansen, president of the Emery County Board of Education. The district office staff will introduce new employees and offer information about post-eclipse breakout sessions. Neal Peacock, Emery High teacher, will be the keynote speaker. The morning session will conclude with sexual abuse prevention training presented by the Carbon/Emery Children’s Justice Center. At 1 pm, all teachers and administrators are to report to designated locations at Emery High for Professional Learning Community and Collaborative Team sessions.
For additional information about this article contact: Superintendent Davis at larryd@emeryschools.org
Dress-Up Days - Monday
Monday, Feb. 27th will be Troll Hair or hat day.
Teacher of the Year
SALT LAKE CITY: Emery School District Teacher of the Year, Stephanie Roper, was honored as a finalist in the Utah Teacher of the Year Program held last week in Salt Lake City. Above, Stephanie receives support from Ferron Elementary Principal Brian Dawes, left, and husband Shon Roper, right. Below, State Superintendent Syd Dickson, left, and Education Adviser to the Governor Tami Pyfer, right, honor Stephanie as a finalist. Stephanie is a Title 1 teacher at Ferron, Castle Dale, and Cottonwood Elementaries. Kelly Holm May, a teacher at West High School in SLC, was named the Utah Teacher of the Year.
Andy Pollaehne Retirement Social
HUNTINGTON: Long-time Emery School District math and science teacher Andy Pollaehne was honored by his colleagues at Canyon View Middle School this week after he announced his retirement effective Sept. 7. Above, Mr. Pollaehne, left, chats with CVMS teacher Rick Bird at an ice cream social for the retiree. Mr. Pollaehne has taught in the district for over 30 years with assignments at Emery High and Canyon View. He has also been the education facilitator at the Emery County Jail.
KINDERGARTEN REGISTRATION DATES
STEM *** Implementing Computer Science in Schools
Emery District Sees Moderate Decline in First-Day Enrollment
2017-18 Emery School District Outstanding Employees/Volunteer Nomination Information
The Emery School District Education Foundation is accepting nominations for the following annual awards:
Secondary Teacher of the Year: Outstanding certified educators in district middle, junior high, and high schools, including teachers, counselors, social workers, etc.
Elementary Teacher of the Year: Outstanding certified educators in district elementary schools, including teachers, counselors, social workers, etc.
Classified Employee of the Year: Outstanding employees in the district working as secretaries, aides, custodians, lab assistants, lunch workers, etc.
Volunteer of the Year: Outstanding individuals donating time on a regular basis in service to our schools and their students.
Deadline and Selection Process: Nominations will be accepted until March 30, 2018. A district selection committee will review the nominations and then select the winners. The committee will also select an Emery District Teacher of the Year who will enter the Utah School Boards Association Teacher of the Year Competition while also being honored as the Rural Schools Teacher of the Year by the Utah Rural Schools Association. Announcement of the 2017-18 Outstanding Employees will be made in May. Awards will be presented to the winners at their schools and work sites as well as at the June School Board Meeting.
Nomination form: Anyone can make nominations in any or all of the above categories. Nominations must include the following: 1) Name of person making the nomination… 2) Name, position, and site location of the nominee… 3) Relationship to the nominee such as coworker, student, parent, community member, administrator, etc. 3) Narrative describing why you think this individual is one of Emery School District’s most outstanding employees or volunteers. In the narrative, include at least one example which exemplifies the nominee’s outstanding qualifications for this award.
Submitting Nominations: All nominations must have the above information in order to be considered. Nominations may be emailed to Superintendent Davis at larryd@emeryschools.org or may be mailed to: Superintendent Larry Davis, Emery School District, PO Box 120, Huntington, Utah 84528. All nominations need to be at the district office by Friday, March 30, 2018. Announcement and recognition of winners will be made the end of April.
Dress-Up Days - Tuesday
Tuesday, Feb. 28th will be Nerd Day
BCE Completes Summer Reading Packets
GREEN RIVER: The start of a new school year was especially rewarding for a select group of students at Book Cliff Elementary. On Aug. 29, students K-5 who had completed summer reading packets were honored in a program that included the awarding of Gold, Silver, and Bronze Reading Medals as well as the presentation of prizes and a drawing for a cash card and Kindles. Principal Jones honored these students with the help of school secretary Cindy McFarlane.
2019 Utah Teacher of the Year Finalists Named
Stephanie Roper, a K-5 Title I reading and math teacher at Ferron Elementary and Cottonwood Elementary schools in the Emery School District.
Archer James Birrell, a fourth-grade teacher at Hillside Elementary School in the Granite School District.
Jeffrey R. Jackson, a German and math teacher at T.H. Bell Junior High School in the Weber School District.
Anjanette McNeely, a kindergarten teacher Layton Elementary School in the Davis School District.
Kelly May, a social studies and AVID (Advancement Via Individual Determination) teacher at West High School in the Salt Lake City School District and an associate instructor at the Urban Institute for Teacher Education at the University of Utah.
A panel with representatives from teachers, parents, charter schools, the Utah State Board of Education and 2018 Utah Teacher of the Year Aaryn Birchell selected the finalists from among the 32 district and charter school teachers of the year from throughout the state. The five were interviewed and a 2019 Utah Teacher of the Year and two runners up were selected but won’t be announced until September 6 when a banquet will be held honoring all district and charter teachers of the year.
The 2019 Utah Teacher of the Year will represent Utah in the National Teacher of the Year Program in Washington, D.C., and will succeed Birchell, an English language arts teacher at Uintah High School in the Uintah School District.
Emery School District Title I teacher Stephanie Roper, right, joins Cottonwood Elementary Principal John Hughes and Utah Education Association President Heidi Mathews, center, for the announcement that Stephanie has been named a finalist in the Utah Teacher of the Year Program. Stephanie teaches at Ferron, Cottonwood, and Castle Dale Elementaries.
PRESCHOOL SCREENINGS
Teacher Workshop - Mining Town Tour
Changes in Juvenile Justice Law Put More Responsibilities on School Administrators
Under the new legislation, offenses committed on school property or at school functions off school property that are less than a Class B misdemeanor, can no longer be referred to juvenile court. Such referrals in the past have included truancy, disorderly conduct, tobacco, and habitual disruptive behavior.
According to Larry W. Davis, superintendent of the Emery School District, “These types of referrals, less than a Class B misdemeanor, are typically the offenses that have most often gone to court, especially truancy.” With that no longer an option, the superintendent said, “We will have to rely on our school administrators to add additional layers of school-level consequences for these violations.”
In a recent memo to school district principals and administrators, the superintendent detailed the district’s position: “All criminal offenses committed by students enrolled in Emery District schools that occur on school property, or at school-sponsored activities off campus, that are not referable to juvenile court will be dealt with by the school administration in accordance with state law. Such criminal actions may result in fees, suspension, expulsion, participation sanctions, probation, restitution, school service hours, behavior modification programs/placement, and other consequences as deemed appropriate and necessary. Failure to comply with a school administrator’s judgement on such criminal offenses will result in a referral to the appropriate intervention agency.” Such referrals could include the Division of Child and Family Services (DCFS) and Four Corners Behavioral Health.
While the Juvenile Justice System and the Utah State Board of Education have offered several options for dealing with youth offenders other than a juvenile court referral, those options generally are not available to or do not fit the dynamic of the Emery School District. According to Superintendent Davis, “Our first instinct was to adopt a Youth Court program which would put the juvenile offender in a court setting with peers serving as judge and other court officials while being supervised by an adult. That would have taken the extra burden off our principals.”
The superintendent completed the application for Youth Court and presented the proposal to the school board where it was given a favorable response. However, the rules for Youth Court were changed, leaving it less desirable for the district. “Initially, we liked the Youth Court requirement that an offender had to agree to enter a guilty plea to the charges before being allowed to be heard in court,” the superintendent said. “At some point, however, that requirement was eliminated, and that was a deal-breaker for us. We didn’t want a Youth Court to have to make a determination of innocence or guilt. We only wanted it to render judgments to those admitting to their crime.”
Other options referenced by the Utah Commission on Criminal and Juvenile Justice include Youth Receiving Centers and Mobile Crisis Outreach Teams. Receiving Centers are typically known as Youth Detention Centers, and one is available in Price. However, while youth offenders may be taken to the center, they will not be admitted. That can only come from a judge’s ruling or order. If the offense is nonreferable to juvenile court, a judge cannot make that order. Those taken to Receiving Centers would be held for short periods of time to “cool off” until parents are able to intervene. The option of a Mobile Crisis Outreach Team, which would include social workers and law-enforcement personnel making home visits, is not available in Emery County.
The superintendent has identified truancy as being the biggest concern relevant to the new law. “In our district, students become truant when they have eight unexcused absences at any point in the school year,” he said. “Prior to that eighth unexcused absence, however, there is a notification process and conferences with students, parents, and school administrators as a means of mitigating the problem.”
Since schools can no longer refer truancy to juvenile court under any circumstances, school administrators now have the responsibility of working with the parents and students on a corrective plan of action. That could include a wide range of school-level consequences designed to resolve attendance and other associated problems. If school officials have reason to believe that parent abuse or neglect is contributing to truancy, a referral will be made to DCFS for follow-up investigation. When it comes to students in the Emery District missing school, it is the responsibility of a parent/guardian to notify the school prior to or the day of the absence.
Principals and district office administrators have already begun the discussion regarding consequences that may be applied to various criminal acts by students on school grounds and at school-sponsored activities off campus. “We want to establish a reasonable level of consistency from principal to principal on how we are going to handle offenses that can no longer be referred to court,” Superintendent Davis said. “Still, we have to respect the differences in age, grade level, and circumstances. We don’t want to create a punitive system designed to make kids suffer. We want our actions to be learning experiences that lead to better decision-making on the part of the student and in some cases the parent.”
The Juvenile Justice System does offer additional help through youth and family programs that the Emery District will have at its disposal. Candy Price from that agency has been assigned to Emery County to work with youth individually and in small groups. She will also extend services to families through a program titled Strengthening Families. In addition, the district has some funding to pursue on-line programs, corrective packets, and tracking. Job Corps representatives have also made their services available for consideration.
Following is a summary of some offenses that may still be referred to juvenile court:
Alcohol- possession, consumption, failing a breathalyzer or blood test
Property- criminal mischief that results in damage to critical infrastructure; vandalism; graffiti; reckless burning which endangers human life or results in property damage in excess of $500
Drugs- sale, manufacture, or possession of a controlled substance; use or possession of psychotoxic chemicals
Behavior- criminal mischief resulting in reckless endangerment of human life; disruption of school activities and failure to leave premises; disrupting of the operation of a school; failure to disburse; gambling; criminal trespass on school property; making a false alarm
Person- assault of any kind
Sex- accessing pornographic materials on school property
Theft- theft of any kind; receiving stolen property
Tobacco- distribution of tobacco products to others (second and subsequent offenses)
Driving/Traffic- using handheld device to text/email while operating vehicle (second and subsequent offenses); engaging in a speed contest on a highway; DUI; reckless driving
For additional information about this article, please contact Superintendent Davis at:
larryd@emeryschools.org
New MEDICAL changes
Dress-Up Days - Wednesday
Wednesday, March 1st will be Round-up day. Dress as Cowboys and Cowgirls!
Emery District begins “Blended Learning” journey
As technology becomes more and more rooted in our schools, what happens to traditional teaching methods and models? The Emery School District has adopted a program known as “Blended Learning” which is designed to address that very question. According to Superintendent Larry W. Davis, Blended Learning is an educational program that combines technology and online digital media with traditional classroom teaching methods. It requires a combination of best teaching practices with relevant use of technology.
The superintendent said, “Our district has taken on the task of evaluating our use of technology to determine what is working and what is not, what is being used and what is sitting idle, and what is cost effective relevant to our needs.” He added that traditional instructional methods are also being assessed to determine effectiveness. “It is no longer acceptable for teachers to teach by worksheet and rote learning when we have so many more effective ways to advance course standards.”
Garth Johnson, principal at Huntington Elementary, describes it this way: “We are now in the midst of a revolution of technology and accessibility for learning for both students and educators. The methods of learning that we received prior to becoming teachers is no longer the status quo. The students we have today are more adept and more comfortable with using digital learning in its many forms. It is time that we as educators accept and even promote this new age.” He went on to say, “Teachers will never be replaced by technology. But technology can be improved by teachers.”
Throughout the 2017-18 school year, every administrator in the Emery District was enrolled in the Blended Learning professional development offered by the Southeast Education Service Center (SESC). Facilitators from the SESC joined instructors from UETN in bringing the training to the Emery School District Office in Huntington where five 4-hour sessions were held. The five Blended Learning sessions covered the following topics:
- Session 1- Defining Blended and Digital Learning with an overview to Blended Learning and the role of the school principal in leading the transition to Blended Learning.
- Session 2- Creating a Culture for Blended & Digital Learning with a focus on the important cultural shifts for all stakeholders involved in a Blended Learning transition.
- Session 3- Shifting Teaching and Learning with a focus on the key changes in curriculum and instruction in a Blended Learning environment.
- Session 4- Supporting Teachers Through Professional Learning with a focus on the competencies of a Blended Learning educator and professional learning models.
- Session 5- Implementing and Sustaining Blended and Digital Learning with a focus on the nuts and bolts of shifting to a Blended Learning model and implementation strategies.
The final product from the training for each administrator was a Blended Learning Roadmap for each school in the district as well as the district office. “In most cases, school administrators worked together in crafting their roadmaps,” the superintendent said. “But in the end, each school and the district office had their own which included specific needs and goals.”
Why is Blended Learning important to our school district and to our stakeholders, especially our students? The Emery District is on the cusp of breaking the glass ceiling on technology, and we need to be prepared with school-level plans on how we are going to integrate the past and the present with the future. The Blended Learning training is specific to that point and will provide leadership opportunities for the design and implementation of individual school plans.
The potential of Blended Learning is enormous, and it is a natural fit with the district Professional Learning Community and School Collaborative Team philosophies. More than anything else the two lend themselves to individual student academic growth. Good teaching has always taken place in American schools to varying degrees. However, with the rapid advancement of technology in today’s educational setting, combining good teaching practice with the cyber world has left many wondering how to bring it all together in systematic ways that lead to student success.
By the end of the program, school administrators and district office supervisors were able to:
- Understand and differentiate between various models of Blended Learning
- Create clear goals for Blended Learning in their school and within the district
- Establish a culture in their school community that supports Blended Learning
- Engage stakeholder support for Blended Learning
- Identify digital tools and curriculum that support Blended Learning in their schools
- Develop systems that support the transition to Blended Learning
- Use digital tools and social media for their own professional practice and lifelong learning
- Support teachers’ transition to Blended Learning with ongoing professional development
- Understand the infrastructure needs Blended Learning programs require
- Develop and implement a Blended Learning Planning Roadmap for their schools.
Over the last year, the Technology Committee has been engaged in a process of addition and subtraction that has resulted in the elimination of duplicate and marginally used programs while adding a district data platform, SchoolCity, which will be used by teachers to track student progress, create common assessments, and develop individual learning plans. Such plans will be based on student progress toward meeting core standards. For those who have mastered a standard, there will be “extended learning” opportunities, and for those who have not mastered the standard, there will be re-teaching and expanded ways of showing mastery.
Teachers and administrators who were in the Emery District back when Ernie Weeks was the superintendent, the late 80’s and early 90’s, will recall the district’s efforts in bringing Madeline Hunter’s Mastery Learning into common use. Dr. Hunter even spent time in our district training teachers and visiting classrooms. It is apparent that the only difference between Mastery Learning and Blended Learning is the integration of technology. The same is true for Professional Learning Communities and Collaborative Teams. Consider this definition of Blended Learning offered by Michael Horn of the Christensen Institute for Disruptive Innovation: “A formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path and/or pace at least in part in a supervised brick-and-mortar location away from home (such as school). The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”
It was obvious from Dr. Hunter’s research, as well as research by those who have crafted the Blended Learning approach, that all children have the capacity to learn, but each learns at a different rate and through different means. As educators, we cannot set teaching on cruise control and expect every child to keep up. Nor can we expect those who reach mastery to stop learning while waiting for others to reach the finish line. Rather, we must adapt to the needs of our students, not the other way around. Like PLCs and Collaborative Teams, Blended Learning is a tool… a piece of the educational puzzle. When applied in earnest and with fidelity, amazing things can happen in the life of a child.
Highlights from the district’s and each school’s roadmap:
Emery School District: The district Blended Learning Road Map views the process as a means of using the best teaching practices with cutting-edge technology to engage students in different ways as they work toward mastery of core standards. District officials believe that Blended Learning is the balanced integration of research-based teaching practices with relevant technology in classrooms, homes, and other learning environments as a means of challenging students singularly and in work groups to solve problems and develop skills which will lead to a quality of life. In general, the district’s goals are to improve student outcomes, collaborative teamwork, and effective use of data.
Emery High School: With two primary goals in mind (student motivation and student achievement), Emery High’s roadmap includes classroom instruction that is relevant to real-world challenges and use of technology that allows for interaction, inquiry, problem-solving, and finding meaningful solutions.
Green River High School: The Blended Learning vision at GRHS is to create a student-centered education system that fosters life-long learning. By integrating digital learning into sound teaching practice, students and teachers will have access to data that ultimately will improve both learning and instruction. Key goals for GRHS’s roadmap are: 1) to accomplish differentiated instruction through digital and online learning, and 2) to close the achievement gap among minority groups.
Canyon View Middle School: The Blended Learning vision at CVMS is to incorporate an appropriate program that will meet the needs of all student groups and to create learning opportunities that encourage student growth and motivation to learn and be self-directed learners. The plan views Blended Learning as the appropriate technology used in conjunction with teacher-led learning opportunities to support and engage students in gaining a more in-depth understanding of the topics being taught. Ultimately, the school’s goals are to increase student growth and learning opportunities.
San Rafael Middle School: At SRMS, the goal for Blended Learning is to intentionally utilize technology and technology resources to affect student learning. Also, the roadmap calls for the use of technology in improving student assessment outcomes as well as accessing and expanding their knowledge both in and out of the classroom. The school will rely heavily on professional development and other resources to more fully integrate technology in the classrooms.
Book Cliff Elementary: This Green River elementary school’s vision is to establish a student-centered instructional approach that individualizes learning for each student based on specific strengths and interests. Knowing that the Blended Learning roadmap for their school is a work in progress, school goals include: improve organizational skills, make lessons student-centered and relevant with opportunities for student interaction, be more self-directed, effectively use data, and provide instructional diversification.
Castle Dale Elementary: Recognizing that the main target audiences at the school are faculty/staff, parents, and students, CDE will be looking at effective ways of dealing with just how much emphasis should be placed on technology and teacher/student interaction. The concern is that overuse of technology will stifle student learning if not done with good planning and training.
Cleveland Elementary: The vision at Cleveland is to use the technology resources available to increase and improve student learning. The school believes that the Blended Learning model will allow for greater individualized learning for students and differentiated instruction by teachers. An expected outcome is student ownership of their own learning and increased student engagement. Key goals set down by the school include: teacher training, use of existing tools, familiarize parents with the tools and resources available to their children, continue to monitor the Blended Learning Roadmap, and continue to use technology to create and evaluate data to improve student learning.
Cottonwood Elementary: At this Orangeville elementary school, the vision is to provide students with intentionally planned opportunities for an enhanced education by using technology in various Blended-Learning models. Principal John Hughes said, “We want to slowly implement the mindset of technology as a tool used to deepen learning, not just replace what is currently being used.”
Ferron Elementary: Utilizing school technology and money invested in technology effectively is a primary part of the Blended Learning vision at FE. Regarding the use of technology, the school believes that is should be provided in each classroom to extend learning opportunities for individualized instruction and that teachers will participate in school-level professional development related to use of instructional technology.
Huntington Elementary: Creating opportunities for teachers and students to find new experiences in learning is at the heart of the HE Blended Learning Road Map. Key goals include moving past the “I’ve been doing it this way for years” while putting materials, technology, ideas, and opportunity into the hands of teachers and students.
GREEN RIVER: Tawni Jensen, a teacher at Green River High School, works with students in the library computer lab on an assignment that typifies the Blended Learning model- a combination of best teaching practice and use of technology.
Emery School District Pursues 5-year Technology Plan
This upgrade is just one component of many that we are working on to advance technology in our district.
Also check out the individual school websites via the drop-down menu under the "Schools" tab above.
Read the full article about our technology plan HERE.
Dress-Up Days - Thursday
Thursday, March 2nd will be Dr. Seuss day.
Dress-Up Days - Friday
Friday, March 3rd will be 80's day.
Book Fair
The PTA will be holding a book fair the week of February 27th. It will be open from 8:00-3:30 M-T-Th-F, and from 8:00-12:00 on Wednesday. It will be located in room 15 (Mrs. Martineau's old room).
KINDERGARTEN REGISTRATION
KINDERGARTEN REGISTRATION
It’s time once again to register kindergarten students who will be attending school in August 2019. This will include all children who have a birth date of September 1, 2013 thru September 1, 2014. Following is the schedule:
- Book Cliff Elementary – Tuesday, March 12, 2019 10:30 AM-12:30 PM
- Cottonwood Elementary – Monday, March 18, 2019 8:30 AM – 10:00 AM
- Castle Dale Elementary – Monday, March 18, 2019 12:30 PM – 2:30 PM
- Huntington Elementary – Tuesday, March 19, 2019 8:00 AM – 11:00 AM
- Ferron Elementary – Wednesday, March 20, 2019 8:00 AM – 11:00 AM
- Cleveland Elementary – Thursday, March 21, 2019 8:00 AM – 10:00 AM
Students should be present to have hearing and vision screening.
All students must bring the following with them to registration:
Certified Birth Certificate
Immunization Record
To attend KG, a student must have proof of the following immunizations:
5 DTP/DTaP/DT - 4 doses if 4th dose was given on/after the 4th birthday
4 Polio - 3 doses if 3rd dose was given on/after the 4th birthday
2 Measles, Mumps, Rubella (MMR)
3 Hepatitis B
2 Hepatitis A
2 Varicella (Chickenpox)
Proof of immunity to disease(s) can be accepted in place of vaccination only if a document from a healthcare provider stating the student previously contracted the disease is presented to the school.
To receive a vaccination exemption form, the legally responsible individual who claims the exemption for the student must complete the online immunization education module. To access the online immunization education module go to immunize-utah.org. If the legally responsible individual who claims the exemption for the student declines to take the online education module, he/she can obtain a vaccination exemption form from a local health department and receive an in-person consultation.
Four More Years
FOUR MORE YEARS: Emery School District Board Members Royd Hatt and Marie Johnson are sworn in as they begin another 4-year term on the Board of Education. Board Member Hatt began his service to the board in 1989 while Board Member Johnson first started her service in 1990. Business Administrator Jared Black conducted the ceremony which took place at Cottonwood Elementary School on Wednesday, Jan. 9, 2019.
School Safety Includes Obeying School Bus Traffic Laws
According to Emery School District Transportation Supervisor Roger Swenson, the district has 37 bus routes and 18 route drivers. In addition, there are 10 relief drivers who fill in when the need arises. At the beginning and end of any given school day, district buses are making their runs throughout the county while logging hundreds of miles. However, school buses, despite their runs, stops, routes, pick-ups and drop-offs, are greatly outnumbered by the number of vehicles with which they share the roads.
Therein lies the safety risk.
Of primary concern, according to Supervisor Swenson, are the drivers who ignore school bus flashing red lights and extended-arm stop signs. Children are in an especially vulnerable state when they exit a bus stopped on a roadway and need to cross to the left side of the highway. “If a bus is stopped, drivers need to be extra cautious,” Mr. Swenson said. “The public doesn’t always understand what to do. When a bus’s flashing yellow lights come on, slow down, and when the red lights come on and the STOP sign is extended, STOP.”
The School Bus Safety Company notes that in the past 10 years, there have been 87 “danger zone” fatalities involving students in the United States. Fifty-three percent of those killed (46) were crossing the street after departing a bus. Eighteen (20 percent) were in front of the bus while the remaining fatalities came by the side of the bus, running after the bus, dragging by draw cords, or other means.
Although a student in the Emery School District has never been harmed by a motorist ignoring these laws, Mr. Swenson said there are weekly occurrences where it happens, resulting in a number of close calls. When such violations occur, the bus driver will write down a summary of the incident, including the license plate identification of the offending vehicle. That information is radioed to the transportation office where it is then reported to local law enforcement. An Emery County Sheriff’s Deputy will meet with the driver at the end of the route to get a full report. The report goes to the county attorney who determines the specific violation.
In Utah, failure to stop for a bus showing flashing red lights and extended stop sign is a Class C misdemeanor with a fine of $100 for the first offense; a second offense within a 3-year period or a previous conviction or bail forfeiture is a fine is $200; and a third offense within a 3-year period of a previous conviction or bail forfeiture is $500. Compensatory service may substitute fines.
“Our local law enforcement agency has been great to work with,” the supervisor said, not only in following up with incidents but in also being a presence near bus stops and pickup zones throughout the county. While the number of drivers cited for breaking laws associated with school bus infractions has been about a dozen a year in the Emery District, officials see that number increasing. “People are always in such a hurry to get where they are going that they are jeopardizing lives,” Mr. Swenson said, adding, “These laws are not only for the safety of our kids, but for the public as well.”
The Utah Department of Transportation offers these reminders regarding sharing the road with a school
bus: First of all, slow down. Watch for children and know that they can come from all directions, especially if they're running late. Yellow flashing lights mean the bus is preparing to stop to load or unload children. Drivers should slow down and prepare to stop. Red flashing lights and extended arms mean the bus has stopped and that children are getting on or off. Drivers must sop and wiat until the red lights stop flashing, the extended arms are withdrawn, and the bus begins moving again before they can continue driving.
When do drivers have to stop for a school bus with flashing red lights and stop arms?
- On a two-lane road when approaching from the front or rear of the bus
- On a road with three or more lanes, with no median or physical barrier (i.e. just a double yellow line) when approaching from front or rear of the bus
- On a road with five or more lanes and a center turn lane when approaching from the rear of the bus (drivers approaching from the front of the bus may proceed)
For more information on this topic, contact Supervisor Swenson at the Emery School District Transportation Office in Castle Dale, 381-2611
New Board Member Sworn In
resigned her board position to serve an LDS mission in North Dakota.
December Admin
Board President Laurel Johansen's Final Meeting
District Retirees Honored at Green River Program
Kerry Goldman has been a social science teachers at the high school and has also facilitated the school’s drama program.
Above: Don and Deeann Meadows
Above Left: Kerry Goldman, right, accepts congratulations and appreciation from Superintendent Larry Davis, left. Above Right: Green River High School Principal Kayce Fluckey presents Mr. Goldman with gifts from the high school.
CyberCorps Tech CampCyberCorps Tech Camp
Retiring band teacher Reed Fehlberg honored by colleagues
CANYON VIEW MIDDLE SCHOOL, HUNTINGTON: Emery District Superintendent, Larry W. Davis, right, presents band teacher Reed Fehlberg with a retirement gift from the district. Looking on at the luncheon ceremony are members of the Fehlberg family. Mr. Fehlberg has been employed by the district for 40 years and has been “instrumental” in advancing our schools’ music programs. He has also taught other subjects and has been an athletic coach.
Employees, volunteer honored by Emery School District
Also honored at that Cottonwood Elementary assembly was Pam Howard who received the Emery District Volunteer of the Year Award. Mrs. Howard serves as the school’s PTA president. Other awards presented on April 26 were: Classified Employee of the Year Award to Kerri Allred who works in the Emery District Business Department, and the Secondary Teacher of the Year Award to Dale Roundy a science teacher at Green River High School.
Superintendent Larry W. Davis made the presentations to each recipient. “We have so many excellent teachers and support personnel in our district that selecting just one in each of these categories is beyond difficult,” he said. “At the same time, we believe in the process and support the annual recognition program. Congratulations to those selected.” The superintendent also thanked the many district stakeholders who submitted nominations.
The awards announcement came after a lengthy nomination period and selection process. Final judging was made by a district awards team whose members submitted anonymous ballots.
This year’s Teacher of the Year, Stephanie Roper, has worked in the district for 25 years. According to Ryan Maughan, district supervisor of student services, “Stephanie is a champion for her schools and an advocate for her students, teachers and community. She works effectively in many collaborative teams and is data-driven to find the most effective instruction for students.”
Not only is Mrs. Roper the Teacher of the Year in the Emery District, she is also the Teacher of the Year for the Utah Rural Schools Association (URSA) which represents 27 of the state’s 41 school districts as well as several charter schools within those districts. She will be honored by the URSA Board at the July Rural School Conference in Cedar City. Mrs. Roper is also eligible to enter the Utah Teacher of the Year Program which is sponsored by the Utah School Boards Association.
Regarding the Volunteer of the Year, Pam Howard, Cottonwood Principal John Hughes said, “When it comes to volunteers, Pam takes the cake. She has served as president of the PTA for the past two years. Her passion to help and support our teachers and students goes beyond what I would ever expect as a principal. Pam, and her presidency, are at the school frequently helping with one event or another. Being PTA president is a hard job, and Pam is a total Rock Star.”
The Volunteer of the Year Award is new to the district’s recognition program. “By adding this award, we are recognizing that service to our schools and our students goes beyond what our employees are doing,” Superintendent Davis said. “It also shows appreciation to the many volunteers who contribute daily to the education of our children.”
In honoring the Classified Employee of the Year, Kerri Allred, Business Manager Jared Black noted that she has worked for the Emery School District for nearly 24 years, including nine years as an educational assistant and 15 years as the accounts payable specialist. “Kerri excels in all of her assignments and works with a high level of efficiency,” Mr. Black said. “She has outstanding customer service skills and is always friendly and cordial in working with a variety of vendors, employees and the public.”
Dale Roundy, the Secondary Teacher of the Year, has been at Green River High School for 13 years, and according to Principal Kayce Fluckey, has worked hard each of those years to improve his content knowledge and teaching skills. “Dale is a great science teacher,” the principal said. “He makes learning fun and engaging.” She points out that Mr. Roundy teaches 7 th and 8 th grade science as well as Earth Systems, Biology, Physics, Environmental Science, and this year he added robotics to his schedule and spends most afternoons after school working with the Robotics Team.
In addition to the announcements at each of the winners’ respective schools, they will be honored by the Emery School Board at its June 20, 7 pm meeting at the district office.
Photo Caption: Kerri Allred accepts the award from Superintendent Davis for Classified Employee of the Year. Mrs. Allred works in the Emery School District Business Department.
Photo Caption: Left to right: Participating in the annual recognition program are, left to right, Cottonwood Principal John Hughes, Teacher of the Year Stephanie Roper, Volunteer of the Year Pam Howard, and Emery District Elementary Supervisor Ralph Worthen.
Photo Caption: Superintendent Davis, left, District Secondary Supervisor Jed Jensen, right, congratulate Dale Roundy after he was named Emery District Secondary Teacher of the Year. Mr. Roundy teaches science at Green River High School.
For more information regarding this press release, contact Superintendent Davis at the district office77.
Spelling Bee Champs
2nd place: Bryndli Stevens, a 5th grade student at Ferron Elementary
3rd place: Jesse Tuttle, a 5th grade student at Huntington Elementary
End of 2nd Term
With Martin Luther King Day on Monday January 15th, our students will have a long weekend ahead.