September 8, 2026 – Minutes (Draft)

1. Welcome and Introductions
2. Approve minutes from April.
   1. Motion to approve April 2026 minutes – Abby. Seconded by Annalisa.
3. Vote for open positions 
   1. Vice Chair – Lauren Brindwell is voted in.
   2. Secretary – Joey Dolim is voted in.
4. Review of SB241 Impacts
   1. Overview
      1. Statewide goal for 80% of Utah students to read at grade level by the third grade by 2030
      2. Expands the Acadience reading benchmark testing downward to includekindergarten students
      3. Requires schools to create specialized reading plans for any kindergarten through third-grade student who scores below or well below reading benchmarks.
         1. Testing produces a composite score based on a ratio of results from different components. With low scores, testing should show what areas they are struggling in.
         2. An Individualized Reading Plan (IRP) is then created to show what the school is doing to support the child and what the parent can do to support the child. These are agreed upon and signed.They are reviewed by the teacher and parents during parent-teacher conferences and tracked during assessments.
      4. If no improvement, school notifies parent that scoring below benchmark at end of third grade puts the student at risk of retention.
   2. Status
      1. Testing is ongoing now. This is all relatively new so there’s not a lot of clarity:
         1. Testing doesn’t allow for extended time
         2. The law is that al students below benchmark would get an IRP even if they are learning a second language through DLI
      2. Internal Changes – Goal of building students who want to learn and love to read.
         1. Stepping away from iReady Learning in the classroom as a tool when working in small groups
         2. Investing in send home books to help parents
         3. More time Reading in small groups
         4. Using read to self in classroom
         5. Increasing reading stamina to increase time students are reading.
      3. Questions/Discussion
         1. Challenges
            1. Time. There is already a robust curriculum that teachers are under strain to complete everything. Dual Immersion programs are even more compressed.
            2. Engagement. Getting the parents engaged to help troubled students advance.
            3. Retention. Having students repeat a grade can have lots of negative impacts. This could be a harsh tool to encourage reading.
         2. School would not pull a student from DLI if struggling – That is parent’s choice
5. Information on monthly communication to parents.
   1. Monthly “Glow & Grow” where students will write down things they are doing well and things they can improve on. Teachers will supervise and provide guidance. This will go out monthly.
   2. This provides more insight to parents outside parent/teacher conferences. Also encourages kids to know that growth is natural, Struggling and reflecting is normal
   3. First one will go out before 1^st parent teacher conference
      1. This is pretty open and evolving right now. Content will continue to grow.
      2. Some feel that putting more data or graphs in the form would be nice but probably more important that students choice how to represent growth.
6. Information on new math program: Amplify Math
   1. More inquiry based where kids look at math concepts and discuss what they see. It’s presented with an activity or challenge that kids can do in small groups with a lesson in-between.
      1. Fewer problems on a page. More focus on numerical concepts.
      2. Not a ton of homework comes out of this. Using that to stay focused on reading at home.
      3. Right now, these are being translated into French to provide these materials to DLI classes.
7. Literacy and Math nights
   1. The hope is to provide more resources for parents on how to do reading and math at home
   2. Combine these literacy/math nights with book fair/parent teacher conferences
      1. Looking at placing QR codes around the school with resources and/or challenges
      2. Free book will be provided when they complete the hunt.
8. Dual Language Immersion Feedback
   1. The superintendent has sought feedback on the enrollment challenges facing DLI . Enrollment challenges statewide have affected getting the necessary enrollment numbers for DLI success so changes are being looked to continue a strong DLI program.
      1. DLI Board Meeting Discussion – 1st Reading: The conversation starts at 2:55:00
      2. Community Survey went out at the beginning of September highlighting some solutions.
   2. Butler is currently fully enrolled and continues to work hard to drive high enrollment within program and sell the benefits of joining. But enrollment issues will likely impact our program at some point.
   3. Discussion within SCC
      1. Worried about attrition in middle school, particularly troublesome teachers causing roadblocks.
      2. Parents describe how students love DLI. They see gains in cultural awareness and forming communities within school.
      3. Some parents worried they are getting rid of it after hearing reports that the Utah State Board of Education eliminated the state-level team of DLI directors and coordinators in favor of a decentralized model organized by school districts. Parents are nervous that this causes system instability.
      4. Parents would be open to magnet programs to keep DLI but communication of decisions is critical. Lots of impacts to parents if they have to move schools

Next Meeting: 13 October 2026 – 7:30am

Abby Bacon motion to adjourn. Seconded by Lauren Brindwell. All in favor.