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Ogden City School District equity council pivots from discipline to attendance, expands pathways and concurrent‑enrollment outreach
Summary
The district’s Council on Equity reported multi‑year work across four subcommittees — parent engagement, student discipline (now focusing on attendance), teacher/principal diversity and pathways/concurrent enrollment — and described targeted steps that increased Hispanic participation in Weber State concurrent‑enrollment credits.
Members of the Ogden City School District’s district and community advisory Council on Equity briefed the board on year‑long work in four subcommittees: parent and family engagement; student discipline (which shifted focus to attendance); teacher and principal diversity (career ladders and in‑district recruitment); and pathways and opportunities, including concurrent‑enrollment partnerships with Weber State University.
The council reported that parent and family engagement work is moving into Infinite Campus and that staff recorded more than “40,732 interactions with families across the district” this school year, including one‑to‑one referrals for housing, food and other basic needs, plus family events and mentoring, Monica Gill, parent and family engagement supervisor, said.
Nicole Lovell, reporting for the student discipline subcommittee, said the team started with disciplinary incident data and outside review from Weber State researchers, found no broad demographic coding discrepancies, and refocused on how disciplinary actions correlate with missed school time. “What we started to notice when we were analyzing the data … was the amount of time that students were missing school,” Lovell said. The committee is moving to compile attendance metrics (regular attendance and chronic absenteeism), pull educator handbook incident data and early‑warning indicators, and develop action plans that can include professional development, targeted interventions (for example, Check & Connect) and policy reviews.
On teacher and principal diversity, the district reported development of career‑ladder templates across departments and a partnership with OTEC to provide staff discounted certifications. The district piloted a “vendor‑style” career fair for seniors on May 12 that paired students with department representatives and principals in mock interviews intended to recruit local students for district jobs.
The pathways and concurrent‑enrollment team described a targeted effort to increase Hispanic student participation in Weber State concurrent‑enrollment credit. Heather (surname not specified) and partners said three main barriers — cost, difficulty with the university common application and prerequisite GPA rules — were addressed by using state concurrent‑enrollment funds to cover registration for financially qualified students, partnering with Weber State to automate registration for those students, training teachers to use a faculty recommendation bypass when a student’s overall GPA did not reflect course readiness, and pressing Weber State to make the application and informational videos more accessible in Spanish. The district reported 710 students took one or more concurrent enrollment classes this year, with a 90% pass rate and 4,951 Weber State credits earned.
Council members said next steps include compiling attendance trend data across levels and subgroups, creating mentorship supports to guide seniors through summer enrollment steps at Weber State, expanding career ladders for non‑teaching district staff, and continuing to refine the common‑application process with university partners.
Board members and staff praised the council’s transparency and community partnerships; several noted the council’s analysis had shifted to issues that affect on‑time graduation and postsecondary transitions. The council asked the board for continued support as programs scale.
