Sunset Junior High cites literacy gains after targeted grant, adds secondary literacy course

Tammy Oliver, principal of Sunset Junior High, told the Davis School District board at a workshop presentation that the school has pursued a 2½-year literacy initiative aimed at improving outcomes for students with disabilities and English-language learners.

Oliver said Sunset is designated as an additional targeted support and improvement (ATSI) school and that in 2023 the school secured an Elevate Schools state grant totaling $375,000 spread over three years to bolster literacy work. "We got that grant," she said, "$375,000 over a 3 year period." Staff focused on tiered literacy supports: Tier 1 schoolwide instruction (posted learning targets, vocabulary strategies and shared reading), Tier 3 intervention using SIPs (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) and a newly introduced secondary literacy course to address gaps in fluency and comprehension.

Oliver described the district's approach to screening and placement: staff sift through data to identify students who need Tier 3 supports and to place others in the new secondary literacy class when curriculum and assessment indicate the need. She reported that, in early implementation, the secondary literacy teacher's midyear assessment showed progress for all students in her classes: "100% of her students... made progress from the beginning of the year to the middle of the year assessment this year," Oliver said.

The principal also described nonacademic supports the school provides to increase access and participation: a late bus funded by the school sends students to South Weber four nights a week so geographically isolated students can take part in activities and after-school programs. Oliver said the site is also a teacher academy school, hosting practicum students from local universities in secondary teaching placements beginning in January.

Board members praised the school's progress, asked clarifying questions about the university practicum model and staffing, and thanked Oliver for the presentation. No formal board action was taken at the workshop; staff indicated these programs and data will inform future planning and district support.

Next steps: district staff and school leaders will continue to refine placement and assessment procedures, monitor student progress in the secondary literacy course, and report further results to the board as the grant-funded work continues.