[{"_1":2,"_104":-5,"_105":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,74,84,94],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":44,"_46":47,"_48":49,"_50":51,"_52":-5,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":72},"mediaId",6659467,"mediaKeyId","2459990-12239500378f276fb4d1d60381da11d0","parentId",2459990,"title","Board discusses testing time, ACT preparation and rising graduation rates at Dixie High","audioSeconds",0,"startMs",3136000,"endMs","viewUrl","/Search/View?dp=1&key=2459990-12239500378f276fb4d1d60381da11d0&start=3136&end=3136","thumbnailUrl","https://d352y6ypj4mjo3.cloudfront.net/AudioPlaceholder.png","articleUrl","/articles/6659467/Utah/Board-discusses-testing-time-ACT-preparation-and-rising-graduation-rates-at-Dixie-High","mediaUrl","author","Washington County School District","date","2025-02-27T00:00:00Z","article","At the community meeting, district and school leaders discussed standardized testing, ACT preparation and measures the district is using to track college‑readiness.

Why it matters: Parents asked about the time students spend preparing for and taking state and benchmark tests. District leaders said testing time in Washington County is substantially lower than the speakers' experiences in other states and emphasized curricular rigor and extended course offerings aimed at college readiness.

Testing time and district tools
One board member recalled experience in Texas where testing consumed a large share of instructional time and asked whether the district had similar testing demands. A district speaker said data presented last year by district staff suggested testing and related preparation accounted for around 5 percent of school time in the district, a much smaller share than the speaker's Texas experience.

The district described an online tool on its website that allows parents to enter SAGE assessment scores to see a projected ACT score range. Officials said a more rigorous course schedule in 9th–11th grades correlates with higher ACT outcomes when combined with concurrent‑enrollment and AP offerings.

Graduation outcomes at Dixie High
A Dixie High representative described efforts to increase graduation rates and said historical cohort graduation was about 77 percent in 2011 and rose to 96 percent by 2016 after targeted interventions including attendance incentives and recovery programs. \"We really went to work on it,\" the speaker said, summarizing the district's efforts to raise graduation rates.

No vote recorded
The discussion was informational; there were no formal votes or policy changes recorded at the meeting.

Taper: Officials encouraged families to review district resources online and ask school counselors about course planning and ACT preparation options.","mediaType","Audio","parentTitle","Working Session – 2/27","oneSentenceSummary","Speakers compared standardized‑testing time in other states with district practice, described a district tool that links SAGE assessment results to ACT predictions, and a Dixie High administrator highlighted graduation‑rate improvements over recent years.","taxTitle","Washington County School District, Utah School Boards, Utah","taxId",65999,"location","Utah","headline","","shortSummary",{"_33":75,"_35":36,"_37":38,"_39":76,"_41":77,"_43":78,"_45":79,"_46":80,"_48":49,"_50":81,"_52":-5,"_53":54,"_55":56,"_57":82,"_59":60,"_61":62,"_63":83,"_65":66,"_67":68,"_69":70,"_71":72,"_73":72},6659472,"District emphasizes regular drills, SRO presence and expanded counseling for school safety",224,3365000,3589000,"/Search/View?dp=1&key=2459990-12239500378f276fb4d1d60381da11d0&start=3365&end=3589","/articles/6659472/Utah/District-emphasizes-regular-drills-SRO-presence-and-expanded-counseling-for-school-safety","Superintendent Larry Ferguson told the meeting the district holds regular coordination meetings with local law‑enforcement, first responders and school administrators and carries out drills and training to prepare for emergencies.

\"We meet regularly with them monthly to review where we're at,\" Ferguson said, describing monthly meetings with principals, law enforcement and first responders. He said the district treats safety as a top priority and works case‑by‑case when students raise concerns.

Why it matters: School safety remains a primary district responsibility; parents asked what the district does between high‑profile incidents and district leaders outlined proactive steps for threat assessment, SRO presence and counseling supports.

SROs and on‑site vigilance
District speakers said school resource officers (SROs) are provided through partnerships with cities and counties, often funded jointly with the district, and that officers are active in school buildings. One district staff member described an SRO stopping to verify a person in a school hallway who had not shown a badge, illustrating active monitoring.

Mental‑health and counseling resources
Officials said the district is in discussions with legislators about additional funding for counselors and training. \"Mental health is a big issue and counseling. We're talking to legislators about giving us more financial support through bills that will allow us to have even more training for those, counselors,\" one speaker said.

Threat assessment and case work
Ferguson described reviewing concerning posts, texts or student work and using community resources, psychological evaluations and, when necessary, removal or increased monitoring. \"Sometimes, those students are removed. Sometimes, they're kept in school but with a lot of eyes watching, a lot of support, psychological evaluations,\" he said.

No policy vote at meeting
The meeting included informational remarks and examples of ongoing practices; there was no new district policy or vote recorded at the session.

Taper: District officials asked parents to report concerning behavior and stay engaged with school staff.","Superintendent Larry Ferguson and principals said the district meets monthly with local law enforcement, regularly drills responses, uses school resource officers in buildings, and is seeking more counselor support to address student mental‑health needs.",{"_33":85,"_35":36,"_37":38,"_39":86,"_41":87,"_43":88,"_45":89,"_46":90,"_48":49,"_50":91,"_52":-5,"_53":54,"_55":56,"_57":92,"_59":60,"_61":62,"_63":93,"_65":66,"_67":68,"_69":70,"_71":72,"_73":72},6659477,"Principals highlight expansion of dual‑immersion, STEM and gifted programs at elementary schools",418,328000,746000,"/Search/View?dp=1&key=2459990-12239500378f276fb4d1d60381da11d0&start=328&end=746","/articles/6659477/Utah/Principals-highlight-expansion-of-dualimmersion-STEM-and-gifted-programs-at-elementary-schools","Principals from multiple elementary schools told the district meeting about program expansions that include dual‑immersion language programs, STEM designation and existing gifted‑and‑talent strands.

Why it matters: The district is expanding language and STEM options at the elementary level, which affects enrollment patterns and future feeder pathways for middle and high schools.

What principals said
Heritage Elementary (principal identified in the meeting) said the school teaches grades K–5, uses Chromebooks in 3rd–5th grades and emphasizes character and digital habits. Dillington Elementary’s principal said the school is a dual‑immersion Chinese program with about 615 students and is piloting \"platooning\" (departmentalized instruction) for students not in dual immersion. The principal said the trial is \"so far so good.\"

Legacy Elementary’s principal said this is the first year the school is fully implementing dual immersion through fifth grade; \"we had a hundred percent of them pass the language test in fifth grade,\" the principal said. Legacy is described in the meeting as a Title I school with strong parent participation at conferences.

Diamond Valley Elementary’s principal described a longstanding gifted‑and‑talent strand and said the school recently received STEM designation from the state STEM Action Center and will add Spanish dual immersion next year. That principal said the gifted students participating in the Advanced Opportunity Program will also transition into dual‑immersion offerings.

Approach to student support and engagement
Principals described practices to support both academic rigor and students' social‑emotional needs. A principal noted efforts to emphasize growth mindset and parent outreach; Legacy's principal described proactive home visits to reach parents who cannot attend conferences.

No formal district action recorded
These remarks were informational updates from principals and school staff; speakers invited questions and parent feedback but did not propose or vote on district policy during the meeting.

Taper: Principals asked parents to stay engaged and contact schools with questions or concerns.","Several elementary principals described dual‑immersion rollouts, a new STEM designation, gifted‑and‑talent strands, and efforts to boost attendance and family engagement.",{"_33":95,"_35":36,"_37":38,"_39":96,"_41":97,"_43":98,"_45":99,"_46":100,"_48":49,"_50":101,"_52":-5,"_53":54,"_55":56,"_57":102,"_59":60,"_61":62,"_63":103,"_65":66,"_67":68,"_69":70,"_71":72,"_73":72},6659482,"School leaders outline vision for career‑technical \"CT\" high school",1349,1342000,2691000,"/Search/View?dp=1&key=2459990-12239500378f276fb4d1d60381da11d0&start=1342&end=2691","/articles/6659482/Utah/School-leaders-outline-vision-for-careertechnical-CT-high-school","Members of the Washington County School District board and Superintendent Larry Ferguson described a vision for a new career‑technical high school at a district community meeting, saying the school would enroll students full time starting in ninth grade and focus on industry certification rather than traditional high‑school extracurriculars.

District leaders said the idea is in preliminary planning. \"This high school is is called the CT High School, con career and technical education,\" one board member said, describing the model the group observed on a recent trip to Houston. The school the board visited was dedicated to career and technical pathways and did not include a gymnasium, auditorium or large arts programs; instead it concentrated on industry skills and certification.

Why it matters: District officials said the proposed CT high school would create a separate pathway for students who want industry credentials on leaving high school, rather than following a traditional comprehensive high‑school program. Officials tied the proposal to local workforce needs, citing industry demand for trades such as diesel mechanics and auto technology.

Details and model described
District representatives said the CT model the board examined begins in ninth grade and takes students through senior year in focused pathways that can lead to industry certification. \"Job 1, high school diploma. Job 2, certification in the industry,\" a board member said summarizing the visited school's priorities. The model, as described at the meeting, generally lacked traditional feeder activities; students still could maintain eligibility for sports or activities at their boundary school, but regular band, plays and many electives would not be the CT school's emphasis.

Board members and business representatives discussed likely pathways the district would consider, including automotive technology, diesel mechanics, health care and other technical fields. One community business owner said his company hires multiple full‑time mechanics each year and estimated local employers could absorb dozens of graduates annually.

Selection, student supports and outcomes
District speakers described an application, pre‑screening and interview process used by the schools they visited. Students were required to explain why they wanted the pathway; attendance and a willingness to commit were important selection factors. District leaders said those schools reported very high attendance and, in some observed cases, academic gains after students entered the CT program.

Special education access and internships: speakers said special education students are eligible to apply and can learn alongside other students in the same pathways. The district also emphasized internships and existing concurrent‑enrollment options as complements to the CT model.

Partnerships and next steps
District leaders said they are talking with local higher‑education and technical partners, naming Dixie State University and Dixie Tech (formerly ATC) as organizations they have discussed aligning pathways with. Officials described the plan as early stage and repeatedly cautioned that details remain to be worked out. One board member said the CT high school concept is \"probably 3 or 4 years out\" in their current timeline for development.

No formal action taken
Meeting remarks described observations, options and community questions; the meeting did not include a board vote or final decision on building or funding a CT high school. District staff said further planning and community engagement will be required before any formal proposal is brought to the board.

Taper: District leaders encouraged community feedback and said staff will continue planning, partnership development and analysis of capacity and boundaries before returning a formal proposal to the board.","Board members and district leaders described a proposal for a dedicated career and technical education high school that would enroll students full‑time beginning in ninth grade, emphasize industry certification over traditional extracurriculars, use an application and interview screening process, and is in preliminary planning stages.","actionData","errors"]

Article not found

Board discusses testing time, ACT preparation and rising graduation rates at Dixie High

District emphasizes regular drills, SRO presence and expanded counseling for school safety

Principals highlight expansion of dual‑immersion, STEM and gifted programs at elementary schools

School leaders outline vision for career‑technical "CT" high school