By design, LIA students engage in three evidenced-based, core components during class time:
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Friday, 10 January 2020 11:36
Hosa Feeds 44 Families
HOSA would like to thank everyone who was involved in the Thanksgiving Food Drive!! Thank you to Mr. Porter, Mr. McKinnon, Ms. Cude for helping collect donations! Thank you to our South Ogden Fresh Market and Macey's for allowing us to gather donations at their stores. Thank you to Julie Mattson and our counselors: Mrs. Davis, Ms. Fonseca, Mr. Hancock, Mr. Marcheschi!! Thank you to everyone who submitted names of families! Thank you to all the HOSA members, MAP students, FBLA, Anchor news, student body, and faculty members who helped sort, organize, and separate the food into all the food boxes. This was a 2 week event, and we had a LOT of support!! Collectively, BHS and HOSA were able to provide 44 families within the Bonneville High School community with a Thanksgiving meal last week!! THANK YOU!
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CTE Serves the Community
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Friday, 10 January 2020 11:29
Roy High Construction Management Class
Habitat for humanity house. Roy High Construction Management class helped prepare the foundation for a habitat home on November 9, 2019. They provided approximately 30 hours of service of lowering the grade for the footings. They worked hard and gave back to the community. It is great to see students of Roy High willing to give of their Saturday and work hard to help others in need. Go Royals.
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CTE Serves the Community
Friday, 10 January 2020 09:16
CTE Coordinators
Becky Sagers
Roy High CTE Coordinator
CTE Coordinator at Roy High school in Weber School District.
Currently serving as a district program coordinator for the K-12 Education and Training, Family and Consumer Science, Health Science, and College and Career Awareness programs.
Becky has a B.S. degree in Family and Consumer Science (FACS) Education from Brigham Young University, a M.A. Ed. in Curriculum and Instruction and is pursuing a M.S. Ed. in Educational Administration. She has taught Technology, Life & Careers, FACS Exploration A & B, Apparel Production and Design, Foods and Nutrition 1 & 2, Food Service, Human Development and ProStart 1 & 2.
Becky’s leadership experiences include serving as a FACS department head, a member of the Utah State Board of Education (USBE) FACS advisory committee, new FACS teacher trainer, serving on the board of the Utah Association of Teachers of Family and Consumer Science (UATFACS) and currently serving as a state board member for the career and technical student organization Family, Career and Community Leaders of America (FCCLA).
Becky has received the Weber School District’s I Love Teaching award and the Weber District Teacher of the Year award in 2015.
Trevor Ward
Weber High CTE Coordinator
Business and Marketing Specialist
CTE Coordinator at Weber High school in Weber School District.
Trevor is a homegrown product, proud to have been educated by the many great teachers at Roosevelt, T.H. Bell, and Bonneville. He received a Bachelor of Arts Business Composite degree from Southern Utah University and a Master's in Educational Leadership. Started his career in sunny St. George teaching 7th graders, and then taught Business/Marketing courses at Weber High School. Coaching football, track, and golf while working with both FBLA and DECA, receiving the State Chapter of the year award in 2018. He has served on the Advisory Committee for the State Board of Education. Outside of school, Trevor will most likely be found with his wife and two boys playing outside.
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CTE Coordinators
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Wednesday, 01 January 2020 21:09
January 2020 Superintendency Message
A message from Assistant Superintendent Lori Rasmussen:
"Enter this new year with gratitude for this new chance to create your dreams." ― Avina Celeste The New Year is always a time of hope and new beginnings. It is a time to reflect on last year and celebrate accomplishments, and a time to look forward to the new year. Many of us set goals or new year resolutions. As I was thinking about this upcoming year, I remembered a book I read, Be Kind by Pat Zietlow Miller. It is a story about choosing kindness and illustrates the fact that any act of kindness, big or small, makes a difference. As the narrative moves along, it gives many examples of kindness. Kindness could simply be giving, helping, listening, saying thank you, and on and on. With just a simple act of kindness, one person can start a kindness chain!
I have experienced some random acts of kindness that made my soul smile. I was driving to work and coming across the toll road on Adam's Avenue. As I pulled up to pay my fee, I was told that the car in front of me had already paid and wished me a happy day. The toll booth attendant told me that the "kindness chain" had continued for more than 100 cars that day. That simple act of kindness created by one person had made an impact on many.
As we begin the new year, let's all remember that kindness matters. In today's world, children need to see kindness and civility modeled in their lives. One can never underestimate the impact they have on others. Maybe that one act of kindness will inspire someone to reach their goal, to make their dream come true. Those two little words, "be kind" could truly change the world. Happy New Year! May your year be full of strength, peace, love, happiness, and kindness.
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Superintendent Messages
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Monday, 08 February 2021 10:19
Weber State University Storytelling Festival
Weber State University Storytelling Festival
Come one, come all!! Join us for the 25th annual Weber State University Storytelling Festival, February 22-March 18, 2021. This year, our award-winning festival commemorates its 25th anniversary with a virtual event presenting “Tales to Remember: 25 Stories in 25 Days”. That right, the festival opens on 22 February, and we present new stories each day for 25 days!! We will feature performances by nationally and internationally acclaimed storytellers, plus many regional and youth tellers! Because of the move to a virtual format due to Covid-19 restrictions, more people will be able to participate from a wider geographic base. Throughout the state of Utah and anywhere people can access the internet, audiences will be treated to some of the finest entertainment imaginable. Each day during the festival, new links will come ‘live’, featuring youth, regional and/or national tellers!
For more information visit: https://weber.edu/storytelling
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Featured News
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Monday, 16 December 2019 08:40
Orchard Springs students perform a Choir Concert
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Around the District
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Monday, 16 December 2019 14:03
Immigrant/Migrant/Refugee Education
Refugee
According to the 1951 United Nations Convention Relating to the Status of Refugees, a refugee is "a person who owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion, is outside the country of their nationality, and is unable to or, owing to such fear, is unwilling to avail him/herself of the protection of that country."
Refugees come to the U.S. to escape persecution or dangerous situations such as war in their own country. They often leave their homes quickly, possibly fleeing danger. They rarely have time to make any arrangements, gather important documents, or say good-bye to loved ones. In fact, depending on the situation, they may leave their home and not know the fate or whereabouts of their family members, which causes a lot of stress. They often live in refugee camps in neighboring countries while waiting for their application for resettlement to be processed. The camps vary in the support and resources provided. Some camps may be well-established and have organized housing, food distribution, and education opportunities, while others may lack even the basics of clean water and sanitation. When refugees arrive in the U.S. they receive services and support from one of the ten national voluntary agencies that have contracts with the U.S. government in the U.S. Refugee Admissions Program. They often have to learn a whole new culture and language without the support of extended family.
Challenges Faced by Refugees
Mental health is an area of concern for resettled refugees. Due to the extremely stressful circumstances typically associated with their departure from their own country and their journey to the U.S., Posttraumatic Stress Disorder is a real concern when assisting refugees. Post-Traumatic stress disorder (PTSD) is an anxiety disorder that can develop after exposure to one or more terrifying events in which grave physical harm occurred or was threatened. It is a severe and ongoing emotional reaction to an extreme psychological trauma. This stressor may involve someone's actual death or a threat to the patient's or someone else's life, serious physical injury, or threat to physical and/or psychological integrity, to a degree that usual psychological defenses are incapable of coping.
Signs and symptoms of PTSD, as listed on the website www.kidshealth.org include:
• sleeplessness
• nightmares
• inability to get along with others, particularly in close relationships
• paranoia and distrust
• unwillingness to discuss or revisit in any way the site of the trauma
• persistent, intense fear and anxiety
• feeling easily irritated or agitated
• having difficulty concentrating
• feeling numb or detached
• no longer finding pleasure in previously enjoyable activities
• feeling helpless or "out of control"
• experiencing intense survivor guilt
• being preoccupied with the traumatic event
• physical symptoms such as headaches, gastrointestinal distress, or dizziness
• suicidal thoughts, plans, or gestures
More information about how to assist refugees who are suffering from PTSD is available from the National Child Traumatic Stress Network. If refugee students or their family members display these symptoms, it is important that the school and/or their sponsoring organization assist them in getting professional help and treatment. Work with school social workers or counselors to help students who are experiencing PTSD.
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Equity, Justice and Inclusion
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Monday, 16 December 2019 14:03
Title VI - Indian Education
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Mission ED 506 Form The ED 506 Form serves as the official record of the eligibility determination for each individual child included in the student count for the Title VI Indian Education Formula Grant Program. If you choose to submit a form, your child could be counted for funding under the program. Weber School District receives grant funds based on the number of eligible forms counted during the established count period. The district uses the funds to support our native students and families. You are not required to complete or submit this form unless you wish for your child(ren) to be included in the Indian student count. Please call WSD's Educational Equity and Federal Programs Dept. at 801-476-7865 if you have any questions.
Resources
AI/AN Scholarship Opportunities
Events [click on image to expand]
Past events
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Monday, 16 December 2019 14:03
Latinos in Action
Latinos In Action (LIA) offers an asset-based approach to bridging the graduation and opportunity gap for Latino students, working from within the educational system to create positive change. Our program operates as a year-long elective course taught by a highly qualified teacher at the middle school, junior high, and high school level with the goal of empowering Latino youth to lead and strengthen their communities through college and career readiness. We accomplish this by focusing on four pillars: leveraging personal and cultural assets, excelling in education, serving the community, and developing leadership skills. Because of this unique combination, the LIA model has proven effective throughout the United States.
How it works:
College and Career Readiness Curriculum:
Our culturally relevant, college and career readiness curriculum bolsters students’ current academic performance while preparing them for their futures as college-bound students and contributing members of society. The curriculum offers high-quality instruction on post-secondary education options and readiness, personal development, professionalism, and an exploration of one’s cultural heritage through literary and performing arts.
Leadership Development:
Each LIA student gains real-life leadership experience by participating in student-lead service, social, and professional committees. We are scaffolding their leadership skills and then infusing the students back into the school community, better prepared to lead and serve.
Literacy Tutoring:
From approximately October to April, LIA students serve as role models, mentors, and literacy tutors for neighboring elementary school students. This partnership helps both parties develop linguistic proficiency, refine social skills, and deepen their understanding of the value of being bilingual, biliterate, and bicultural.
Weber School District Latinos In Action
- All Weber School District high schools (Bonneville HS, Fremont HS, Roy HS, and Weber HS) have a LIA program.
- Seven of the junior high schools (Orion JHS, Rocky Mountain JHS, Roy JHS, Sand Ridge JHS, South Ogden JHS, T.H. Bell JHS, Wahlquist JHS) have a LIA program.
- Partnership schools (Country View ES, Farr West ES, H. Guy Child ES, Lomond View ES, Majestic ES, Municipal ES, North Park ES, Roosevelt ES, Valley View ES, and Washington Terrace ES) support tutoring services for students.
Students in the LIA program are required to maintain a 3.0 GPA and cannot accrue more than four absences or tardies in any class. These students complete 30 hours of service per school quarter. Eighty percent of student class time is devoted to tutoring services and building relationships with elementary partnership schools. Students in the LIA program plan fund-raisers to pay for appeal and activities. Additional service projects include cleaning parks, creating hygiene kits, and school improvement projects.
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