Snowhorse Elementary showcases student-growth work, cites strong kindergarten outcomes

Snowhorse Elementary staff presented a progress report to the Davis County School District (DSD) board during a December workshop, highlighting student‑growth practices and outcomes, including that 91% of kindergartners were at or above benchmark at year end. Principal Talbot and staff described teacher-led PLCs, monthly progress monitoring and tiered interventions.

The presentation, introduced by Doug Forsgren, described five core school values and a system of grade‑level teams that use data to guide instruction. Talbot said the school holds monthly PLC deep dives to monitor students labeled red, yellow or green and that school‑wide data dives occur at the beginning, middle and end of the year, along with interim “temperature checks.”

On student engagement and inclusion, presenters described student committees (spirit, service, technology, kindness and recess) and the EE Hub, noting Snowhorse is designated a DSD Unified School. Staff described student leadership activities, a canned-food drive and a holiday‑card project that exceeded a 1,200‑card goal by producing 1,403 cards for military recipients.

Academically, presenters reported strong early literacy and math growth: "We had 91% of our kindergartners that were at or above benchmark," Talbot said. The team also reported mid‑year growth metrics in K–3 math (about 76% showing growth) and 75% proficiency in sixth‑grade math on year‑end benchmarks. They described using SIPs for literacy and targeted Tier‑2 instruction for fifth and sixth graders who struggle in math.

Presenters emphasized supports for behavior and social‑emotional learning: a check‑in/check‑out Tier‑2 system for students with behavior trackers, a PBS Thrive Committee with rewards, and buddy reading between grades. They also described progress toward High Reliability Schools (HRS) level‑1 certification and thanked an active PTA and community volunteers for support.

In board questions after the presentation, members asked about recess‑club participation and preschool/head‑start representation among kindergarteners. Talbot said many incoming kindergartners attended private preschools and that recess activities are student‑led, with older students facilitating games for younger peers. The board praised Snowhorse as a model school and applauded the staff for their results.

The presentation concluded without a formal vote; presenters moved on to the next agenda item: district strategic‑plan community feedback and synthesis.