School Community Councils are elected parent/guardian and employee representatives who act as the primary advocates for all children. Members work together with the principal to improve academic performance. By law the Council is responsible to review school data and develop plans for school improvement. Councils also allocate the LAND Trust funds to assist the school in reaching achievement goals. Please see the Granite School District website or School Community Council Handbook for more information regarding the roles and responsibilities of Community Councils.
Members of our Oakridge Community Council:
- Review and propose changes to academic school plans each year. The School Student Achievement Plan (SSAP), Teacher Student Success Plan (TSSP), and LAND Trust Plan outline the student’s greatest academic needs and include an action plan to address them. Oakridge Plans can be found here. For the 2019-2020 school year, Oakridge Elementary has been allocated $47,208 in LAND Trust funds.
- Review digital citizenship and school safety, including safe walking routes and anti-bullying.
- Ensure students and parent receive proper digital citizenship training.
How to Serve:
Parents elect parent representatives and employees elect employees for two-year terms. To be eligible, a parent must have a student enrolled in the school for at least one of the years and may not be employed by the school for more than an average of six hours per week per month. We invite you to become involved in Oakridge’s Community Council by declaring your candidacy. Community Council elections are held each school year in the fall. Click to download a Declaration of Candidacy form.
2018-19 LAND Trust Final Report:
In the 2018-2019 school year, Oakridge Community Council agreed to focus on improving reading, math, and science proficiency. To meet our goals, we completed the following:
- We collected baseline data to determine the proficiency levels of students. Teachers collaboratively discussed the results of the assessments, identifying those students in need of further interventions or extensions. Teachers implemented small group and one-on-one instruction according to student needs. Through the year, we administered formative assessments to monitor student progress. Small groups and one-on-one instruction remained flexible, based on the results of the formative assessments.
- We hired one reading aide to organize and train volunteers and additional part-time aides on how to implement state approved programs so they could provide interventions and/or extensions.
- Substitute teachers covered classes for two days during the school year, providing teachers with additional time to analyze data and collaborate to improve learning.
- We purchased paper, toner, and ink to print district and state approved program materials for whole class, small group, and individual student instruction.
- We purchased equipment, utilizing the technology to provide extra practice, intervention and enrichment to students.
- We paid teachers a stipend to attend a Family Enrichment Night. At this event, teachers met with parents to discuss ways families can assist their students with reading, mathematics, and science during the school year. Teachers enriched family knowledge of how to use the online academic tools. Administration discussed the importance of home support and its connection to improved student proficiency.
- We purchased books for teacher professional development. The professional development books are focused on evidenced-based, high-impact teaching practices that teachers were able to implement immediately.
The students of Oakridge Elementary were able to exceed the goals set in our LAND Trust plan.
- Oakridge Elementary School’s goal was to increase reading proficiency by a school-wide average of 3% as measured by the DIBELS beginning of the year benchmark data compared to the end of the year benchmark data. We exceeded the goal by 10% with a school-wide growth average of 13%.
- Oakridge Elementary School’s goal was to increase mathematics proficiency by a school-wide average of 35% as measured by Granite Benchmarks, comparing pre-test to post-test data for first and/or second semester of the school year. We exceeded the goal by 10% with a school-wide average of 45%.
- Oakridge Elementary School’s goal was to increase fourth and fifth grade science proficiency by 3% as measured by SAGE end-of-year 2018 data to end-of-year 2019 data. We exceeded the goal by 7% with a school-wide growth average of 10%.