Brooke Dalby, principal of Franklin Elementary, updated the Provo City School Board on a schoolwide push to prioritize academics and accelerate early-grade learning. She described a shift to a 'push-in' model where specialists work inside classrooms rather than pulling students out, and said the change has produced early results: "so far 27 of our 42 first graders have made pretty significant progress. That's 64 percent of them," Dalby said.

Dalby outlined a three-part framework for the year: a rotating school-climate goal focused on relationships and expectations, teacher-level growth targets tied to UELP/turnaround benchmarks, and proficiency goals meant to stretch teams while remaining statistically achievable. She also described PBIS updates, new 'soaring moments' recognition boards and weekly teacher self-assessments tied to an incentive plan.

Board members asked how families — particularly Spanish-speaking immigrant families — are being engaged. Dalby said Franklin uses newsletters, weekly emails, parent nights and Title I events, and that assistant administrators post home-support tips and social-media guidance to help families support learning.

Discussion turned to proposed boundary changes that could move additional high-need students into Franklin while it remains in state-identified turnaround status. Dalby and board members warned that enlarging Franklin's highly impacted student population could increase demands on limited support staff (social worker, school nurse, school psychologist, student-family advocates) and disrupt small class sizes that staff credit for early progress. Dalby said the school has found productive collaboration with district coaches and specialists but asked for caution and clarity before any boundary action.

The board did not take any vote. Staff said they will return with boundary analysis and additional data to inform any decision, and signaled a preference among some members to delay major changes while Franklin establishes its new leadership and programs.