Tooele County School District

The document, "A Guide for Professional Learning Community Teams," outlines a framework for Tooele County School District's (TCSD) Professional Learning Communities (PLCs) to enhance student learning and improve student achievement. It details how PLC teams are to integrate TCSD's Core Instructional Practices—including instructional framework, guaranteed and viable curriculum, common formative assessment cycle, and post-unit assessment interventions and enrichments—with the Five Essential Questions to optimize instructional effectiveness. The guide sets expectations for dedicated PLC time, team establishment, maintenance, and task selection, all aligned with the district's strategic model for curriculum, instruction, and assessment.

This strategic plan outlines the framework and implementation of Professional Learning Community (PLC) Teams within the Tooele County School District (TCSD). Its primary purpose is to enhance student learning by integrating Core Instructional Practices and systematically addressing five essential questions related to learning, assessment, intervention, enrichment, and instructional strategies. The plan details dedicated PLC time, meeting protocols, and an implementation vision spanning from 2024 to 2027, focusing on developing curriculum, building common formative assessments, and designing post-unit interventions and enrichments.

The meeting commenced with the pledge of allegiance, followed by a period for public comment, during which attendees discussed topics such as the start of the legislative session and concerns regarding district administration and curriculum management. A key agenda item involved the fiscal year 2025 audit report presentation by external auditors, detailing an unmodified (clean) opinion on the financial statements, federal awards (including Child Nutrition Cluster, Title One grants, and Substance Abuse and Mental Health Services projects), and state compliance areas. The board also reviewed academic matters, specifically the intent and purpose of formal curriculum adoptions, emphasizing alignment with Utah core standards, the evaluation and selection process, and addressing misconceptions regarding the fidelity of material implementation.

The meeting commenced with recognition of Tilla High School's flora culture class for providing poinsettas. The core discussion centered on the academic focus for the board meetings, specifically the presentation on annual High Leverage Practices (ALPS). The presentation detailed the continuous improvement model focusing on four core instructional practices, with a current emphasis on common formative assessments (CFAs). The presenter cited research supporting the impact of formative assessment cycles on student learning, particularly for low achievers. Data reported a high completion rate (97% elementary, 95% secondary) for developing the first Desired Academic Outcomes (DAO) progression and completing at least one CFA cycle by the first week of December. Feedback regarding the increased work required for these initiatives was noted as mixed. A separate discussion addressed the delay in the science curriculum adoption, as the committee determined off-the-shelf options were insufficient, necessitating a more customized development process.

The meeting included public comments regarding concerns about a bat infestation at Stanbury Park Elementary School. The board then discussed the early math program, including its implementation and initial observations. Topics included summer trainings, a self-paced Canvas course, and supplemental software. The board also discussed early numeracy, including goals for math in second and third grade and the Acadians targeted skill instruction flowchart.