650 E. 5700 S. Ogden UT 84405

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SOJH Mission Statement
The mission of South Ogden Jr High is to provide students with the skills, knowledge, and strategies to excel now and in the future. 
We unite students, teachers, and parents to create a community based on integrity and accountability.
SOJH Vision Statement
Empowering Students to Excel

Our Administration Contacts

Mr. Velden Wardle, Principal

Mr. Quinn Talbot, Assistant Principal

School LAND Trust

 Final Report 2016-2017 - South Ogden Jr. High (Click This Link)

Final Report 2015-2016 - South Ogden JR

This Final Report is currently pending initial review by a School LAND Trust Administrator.

Financial Proposal and Report

This report is automatically generated from the School Plan entered in the spring of 2015 and from the District Business Administrator's data entry of the School LAND Trust expenditures in 2015-2016.

Description Planned Expenditures (entered by the school) Actual Expenditures (entered by the school) Actual Expenditures (entered by the District Business Administrator)
Remaining Funds (Carry-Over to 2016-2017) $3,449 N/A $1
Carry-Over from 2014-2015 $5,922 N/A -$1,374
Distribution for 2015-2016 $52,577 N/A $58,109
Total Available for Expenditure in 2015-2016 $58,499 N/A $56,735
Salaries and Employee Benefits (100 and 200) $23,550 $30,242 $22,961
Employee Benefits (200) $0 $0 $7,281
Professional and Technical Services (300) $2,500 $3,290 $3,290
Repairs and Maintenance (400) $0 $0 $0
Other Purchased Services (Admission and Printing) (500) $1,000 $758 $758
Travel (580) $500 $0 $0
General Supplies (610) $500 $1,291 $1,291
Textbooks (641) $2,500 $0 $0
Library Books (644) $0 $0 $0
Periodicals, AV Materials (650-660) $0 $0 $0
Software (670) $500 $0 $0
Equipment (Computer Hardware, Instruments, Furniture) (730) $24,000 $21,153 $21,153
Total Expenditures $55,050 $56,734 $56,734

Goal #1


SOJH will increase academic achievement through implementation of the literacy core in all subject areas.

Academic Areas

    • Reading
    • Mathematics
    • Writing
    • Technology
    • Science
    • Fine Arts
    • Social Studies
    • Health
    • Foreign Language


This is the measurement identified in the plan to determine if the goal was reached.

Comparison of the SAGE scores as well as the comparison of the number of F's from term to term, semester to semester. The base will be taken from the Utah Education PACE* REPORT CARD.

Please show the before and after measurements and how academic performance was improved.

We implemented a school wide literacy goal in all content areas that focused on the specific reporting category of Key Ideas and Details on the SAGE test.  While our overall SAGE scores in ELA decreased, we saw growth in several individual reporting categories. This growth was specifically strong in two areas, Reading Literature and Reading Process: Key Ideas and Details. We saw increases in Reading Literature by 8 points in 7th grade, and 4 points in 9th grade. There was a decrease by 1 point in the 8th grade. We also noted growth in all grades in the reporting category of Reading Process: Key Ideas and Details, which was our school wide focus area. We saw growth in this category by 8 points in 7th grade, 7 points in 8th grade, and 33 points in 9th grade. We also saw that our median growth points in each grade were above 40, which falls within the state's target for adequate growth. Our total F's issued in all classes decreased significantly from 1130 to 817, or by 28%.

Action Plan Steps

This is the Action Plan Steps identified in the plan to reach the goal.

We will use buy-outs to reduce the student/teacher ratio. Allowing for more direct group, one on one, and small group instruction. Particularly for classes that are overloaded. CORE classes will be added first then electives after. We will use Professional Development time for instruction on improvement in reading and writing. (Area workshops and conferences.) We will use in-house Professional Development that will be taught by staff members who are experts in the area of focus. Those who have attended professional workshops and/or conferences will be presenting material learned from their attendance. UBD (Understanding by Design) will also be taught to the teachers to enhance their lessons and student learning. Collaborative professional development time in implementation of the Utah Core State Standards. Purchase of books, materials, CDs, videos, and other consumable items for instruction enhancement. This will be done through an application process set up by the community council. Tutoring for students before and after school who need the extra time and help will be made available for Math, LA, and science. Buy-outs for a Skills for Success class that has been developed to assist students who need extra time, help, and instruction in various subject matters. Students are also taught various strategies on how to become a better student.

Please explain how the action plan was implemented to reach this goal.

We used three teacher buy-outs to reduce the student/teacher ratio in math, business and fine arts. We also used funds to compensate teachers for after school tutoring in English, math and science. School Lands Trust funds used for salaries totaled $22,961. and benefits totaled  $7281. We implemented fifteen days of late start professional development into the school year. The focus of these professional development meetings included instruction on implementing a school wide goal in literacy and math, as well as implementation of an evidence based instructional strategy. Teachers also presented to the faculty after attending conferences. Five English teachers attended the Utah Council of Teachers of English conference and four teachers attended a Solution Tree PLC conference. We used $3290. of funds to pay for these conferences. South Ogden Junior High collaborated with the State Office, Weber School District, and Education Direction as an Assessment to Achievement school. This focus replaced the focus on Understanding By Design (UBD), although teachers continued to use it in curriculum unit and lesson planning. We implemented weekly collaborative Content Transformation Team meetings where teachers analyzed summative and formative data, and implemented the school wide literacy and math goals into their curriculum. They also used this collaboration time to share implementation ideas for the instructional based strategy of feedback. Through an application process, individual teachers requested funds from the Community Council. The council approved $758. in printing and publishing for an English student writing project, and $1291. for reading books and materials. Buy-outs for the Skills to Success class was not needed as it was covered with regular FTE this year.


Category Description Estimated Cost Actual Cost Actual Use
  Total: $55,000 $56,734  

Salaries and Employee Benefits

(100 and 200)

Teachers' buy-outs of their prep periods to teach in their discipline field. Teachers will be paid for tutoring occurring before and after school. $23,500 $30,242        Three teacher buy-outs in math, business, and fine arts. After school tutoring in math, English and science.
Professional and Technical Services (300) Attendance and cost of professional development workshops, seminars, institutions that will assist in teachers developing varying strategies and differentiated curriculum. $2,500 $3,290        Utah Council of Teachers of English conference for five teachers and Solution Tree PLC conference for four teachers.
Other Purchased Services (Admission and Printing) (500) Printing materials, printer ink, admissions into various teacher and/or student activities that fall within the parameters of the class CORE or SLO. $1,000 $758          Printing and publication costs for a student writing project.
Travel (580) Payment for mileage to and from professional development venues, per diem, as well as stay over costs when necessary. $500 $0    Not used
General Supplies (610) General supplies needed and used by teachers to assist in running the class. Calculators, compasses, magnets, scientific materials, math manipulation kits, etc. $500 $1,291            Classroom reading books and materials requested by teachers and approved by the Community Council through an application process.
Textbooks (641) LA reading books, new and replacements. for students reading in class, annotation, etc. $2,500 $0    Not used
Software (670) Software designed in assisting students in reading, math, science, world languages, etc. $500 $0    Not used
Equipment (Computer Hardware, Instruments, Furniture) (730) Laptop leases payment, SmartBoards, SmartPads, Chrome books, printers for 'Authors in the Works' (student created published books), etc. $24,000 $21,153        Laptop lease, language    learning lab installation

Goal #2


SOJH will increase the use of technology in all subjects.

Academic Areas

    • Reading
    • Mathematics
    • Writing
    • Technology
    • Science
    • Fine Arts
    • Social Studies
    • Health
    • Foreign Language


This is the measurement identified in the plan to determine if the goal was reached.

The number of technology devices in the building and increasing the usage of computer technology in the classroom.

Please show the before and after measurements and how academic performance was improved.

Teachers rotate use of all computer labs and portable labs, as well as the Language Lab. Teacher use was documented for the main labs. There were only 11 days the entire school year when the labs were not reserved. This did not account for teachers bringing classes in without reserving in advance. The building is also now fully equipped with wireless access points. The increase in the number of technology devices has allowed students to participate in more classroom assignments and projects, as well as interim SAGE testing which enables teachers to have formative data to guide their instructional gaps. We were also able to create a study hall class for students who do not have access to a computer or internet at home. This class was placed in one of the labs. This enabled these students a significant amount of increased time using a computer for school work. Our total number of F's given has decreased by 28% which can be attributed to students having more access to technology and teachers to data.

Action Plan Steps

This is the Action Plan Steps identified in the plan to reach the goal.

Continue lease on the 36 laptops to be used along with the other three portable computer stations the school has purchased and makes available. Finish placing AP's (Access Points) in every classroom. Additional Smart Boards in rooms that do not have them.

Please explain how the action plan was implemented to reach this goal.

We finished the installation of Smart Boards in all classrooms increasing the number of Smart Boards by 7 for a total of 34. We also installed a Language Learning Lab for World Language classes and Chinese Dual Language classes. Our portion of the Language Lab was $12,500.  We continued the lease of a laptop lab and a portable Chrome Book lab for $8,653. increasing our labs to a total of five stationary and three portable.


Category Description Estimated Cost Actual Cost Actual Use
  Total: $50 $0  
Salaries and Employee Benefits (100 and 200) Various types of software as needed by classes. $50 $0 Not Used

Increased Distribution

The school plan describes how additional funds exceeding the estimated distribution would be spent. This is the description.

Plans for expenditure if an increase distribution occurs would be to use it in the budgets of technology, reading books, publishing students' books, professional development, and increasing tutoring opportunities.

Description of how any additional funds exceeding the estimated distribution were actually spent.

Additional funds were used to cover the cost of salaries and benefits for additional tutoring opportunities.


The following items are the proposed methods of how the Plan would be publicized to the community:

    • School newsletter
    • School website
    • School marquee

The school plan was actually publicized to the community in the following way(s):

    • Letters to policy makers and/or administrators of trust lands and trust funds.
    • Sticker and stamps that identify purchases made with School LAND Trust funds.
    • School newsletter
    • School website
    • School marquee

Policy Makers

The school community council has communicated with the following policy makers about the School LAND Trust Program. Communication with Policy makers is encouraged and recommended. It is not required.

U.S. Representatives

Rob Bishop

State Representative

Dist. 10 Pitcher, Dixon M. Dist. 11 Dee, Brad L.

Summary Posting Date

A summary of this Final Report was provided to parents and posted on the school website on 2016-10-20

Council Plan Approvals

Number Approved Number Not Approved Number Absent Vote Date
12 0 0 2015-04-13

Plan Amendments

Approved Amendment #1

Submitted By

Michele Parry

Submit Date


Admin Reviewer

Karen Rupp

Admin Review Date


District Reviewer

William Grilz

District Approval Date


Board Approval Date


Number Approved


Number Not Approved




Vote Date


Explanation for Amendment

This years' plan included $2500. that allocated for Professional and Technical services and $500 allocated for travel. However, the conference this was intended to cover was paid for out of another account at the school. The council voted to move these unused funds for a total of $3000 to Teacher's Salaries to help cover an additional period buyout. The council voted to add the buyout on October 5, 2015, to decrease enrollment in math classes.

Final Explanation for Amendment

$2500. was moved from Textbooks, not Professional and Technical Services. An additional $500. was moved from Travel and $500 from Software. The council voted for the changes on 4-18-16. Number Approved: 7, Number Not Approved 0, Absent: 5.


To promote ethical behavior and civil discourse each council member shall:

• Attend council meetings on time and prepared

• Make decisions with the needs of students as the main objective

• Listen to and value diverse opinions

• Be sure the opinions of those you represent are included in discussions

• Expect accountability and be prepared to be accountable

• Act with integrity

Rules of Procedure:

All meetings are open to the public and the public is welcome to attend.

The agenda of each upcoming meeting with draft minutes of the prior meeting will be made available to all council members at least one week in advance. Minutes will be kept of all meetings, prepared in draft format for approval at the next scheduled meeting.

The council will prepare a timeline for the school year that includes due dates for all required reporting and other activities/tasks that the council agrees to assume or participate in.

The timeline will assist in preparation of agendas to be sure the council accomplishes their work in a timely manner.

The chair or a co-chair conducts the meetings, makes assignments and requests reports on assignments.

In the absence of the chair or co-chair, the vice-chair or other co-chair shall conduct meetings.

Meetings shall be conducted and action taken according to very simplified rules of parliamentary procedure as required in 53A-1a-108.1(9)(i). Items on the agenda take priority over other discussions coming before the council. Action of the council will be taken by motions and voting. The motions and voting are recorded in the minutes.

A motion (or an action to be taken by the council) is stated as a motion. Someone else on the council “seconds” the motion indicating that at least one other person on the council feels the motion is worthy of discussion. Then the council members may provide input and discussion as called upon by the chair. When discussion seems complete the chair may call for a vote on the motion. Or when a member of the council “calls the previous question” (a motion to end discussion of the first motion), a second is required and then, without discussion the chair calls for a vote that must pass by 2/3. If the vote on the previous question fails the council goes back to discussing the first motion. If the motion to call the previous question passes, the chair directly calls for a vote on the first motion. A vote to call the previous question is usually used to move business along.

Every public school in Utah has a School Community Council formed of parents and school employees. The School Community Council acts as a liaison between parents and the school, and develops plans for improving the school using funds from the School LAND Trust Plan (the amount varies but is usually  between $20,000 and $50,000 per year).

School Community Council Responsibilities:

  • Develop a School Improvement Plan
  • Develop a School LAND Trust Plan
  • Review school U-PASS data (U-PASS is a series of student tests that measure school performance.
  • Participate in the development of the Professional Development Plan
  • Develop a Child Access Routing Plan (High Schools are not required to do this.)
  • Advise the school administration on local school issues
  • Provide an opportunity for issues of concern in the community to be presented to the school administration
  • Develop a Reading Achievement Plan (Elementary schools only)

(The plans produced by the School Community Council must be approved by the district school board.)

Who's on the School Community Council?

  • Principal
  • Faculty/staff members
  • Parent/guardian members
  • The size of the council may be determined by each individual school. Most councils have at least five members.
  • The number of parent/guardian members must exceed the number of faculty/staff members including the principal.

How are Council members elected?

All council members, except the principal, are elected. Employees vote for employees (majority vote), and parents/guardians vote for parents/guardians (majority vote of those voting in a an election held at the school). In the event of vacancies, each group appoints replacement members from within its ranks. The selection of council members should be made no later than July 1 prior to the start of the new school year.  Those interested in being on the council should inform the principal.

Where does the funding from the School LAND Trust come from?

There are 3.3 million acres of school trust lands in Utah granted at statehood to support schools. These lands generate revenue, all of which is saved in the permanent State School Fund. This fund is invested and the interest and dividends are distributed to every public school in the state based on enrollment figures. School Community Councils prepare plans, approved by local school boards, that identify an academic need and a proposed solution using the dollars that the school received from the School LAND Trust Fund.

Your School's Community Council

See who's on your School Community Council and read their School Improvement Plan and School LAND Trust Plan.

Remember, if you'd like to become a member of a School Community Council, contact your school's principal.

Information from: http://utaheducationfacts.com/index.php/tools-for-parents/school-community-councils


Parents act as the primary advocates for all children. By working as a group and understanding the legal responsibilities that lie with the principal, parents ensure the representation of various viewpoints and values within the community. Parent engagement is a key element to student achievement and student progress. Parents have at least a two-member majority of a school community council, and are often the driving force. Parents will serve as chair and may serve as vice-chair. It is important that parents on the council understand the responsibilities of the council, and are able to collaborate well with the other members of the council to effect meaningful school improvement for all children.

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