View Oct. 13, 2026 Board Study Session on Youtube
View Oct. 13, 2026 Board Business Meeting on Youtube
Study Session
The Board began with Board training on the district budget process.
October through January is used to establish assumptions and parameters for the next fiscal year and identify priorities tied to the strategic plan.
Department budget development occurs primarily from February through April.
The superintendent must present a proposed budget by June 1, with required public notice and hearing periods before adoption.
The Board discussed how decisions made this winter, including possible DLI changes, could affect the 2027–28 budget.
The Board received a Timpview High School construction update.
Footings and foundations for the current phase were nearly complete.
Masonry work had begun in the band/choral area and was preparing to move into the auditorium and CTE areas.
Electrical and plumbing work was proceeding simultaneously with masonry construction.
Work on the south retaining wall and landscaping was substantially complete.
Temporary solar lighting was installed along the south area until permanent lighting can be connected.
Fire-department access and underground connections had been incorporated into the project.
The auditorium remains on the project’s critical path.
Construction was reported as approximately 28 days ahead of the June 1, 2028 substantial-completion target for that phase.
The project’s current schedule received an A- rating through the contractor’s schedule-analysis process.
The project remains on schedule for planned band/choral, auditorium, CTE, administration and counseling transitions.
The Board received a Dixon Elementary construction/design update.
Demolition of the former Dixon building is complete.
Design drawings are being reviewed for cost, constructability and schedule.
A storm-drain line remains one of the primary site issues being addressed.
Additional geotechnical soil testing was scheduled, with the resulting report expected shortly afterward.
An early construction package is expected to address soil remediation beneath the building footprint and the storm-drain issue.
The project is being scheduled for occupancy in August 2028, with construction targeting an earlier completion around June to provide time for transition into the building.
The Board reviewed an Edgemont Elementary Trust Lands Plan amendment.
The school originally planned to use $30,000 for personnel and $10,000 for technology to support math interventions.
After implementing the new IntoMath curriculum and finding that existing resources were sufficient, the School Community Council recommended moving the additional $10,000 from technology to personnel.
The change would allow the school to employ two 29-hour math intervention aides to support targeted Tier 2 instruction.
The aides would work with identified students and classroom teachers during structured intervention time.
The scheduled discussion regarding the possible relocation of some Provo Peaks self-contained special education classrooms was postponed.
The Special Education Director was participating in a state audit of federal programs.
The district emphasized that the proposal had not been dropped.
A future Board agenda will include a more detailed discussion of whether additional self-contained classrooms should be created at other schools and what that process would look like.
The Board reviewed beginning-of-year academic data, primarily from MAP/NWEA and Acadience assessments.
The district’s average MAP performance was above the national norm in every tested grade, with particularly strong results in secondary math.
Approximately half of district students scored at or above the 60th national percentile in the major areas presented; nationally, 40% of students fall above that percentile.
MAP participation is approximately 95% in grades 3–8, while participation drops closer to 75% in grades 9–10.
School-level data showed continuing achievement differences among schools and between student groups.
The Board discussed how Title I schools compare with more affluent schools and how MAP results correlate with RISE performance.
Staff emphasized that MAP allows teachers to identify specific standards and skills where students need additional support.
Additional teacher training on using MAP reports was identified as an important next step.
Acadience beginning-of-year reading proficiency was approximately 70%; Utah’s goal is 80% by 2030.
The district ended the prior year with approximately 77% of third graders reading on grade level and ranked 7th among 41 Utah districts in the data presented.
The district reported 732 individualized reading plans for students in grades 1–3, representing a little more than one-quarter of students in those grades.
Significant proficiency gaps remain for multilingual learners and students with disabilities.
Staff said MAP data can help predict spring RISE performance and identify students needing intervention.
The Board discussed making individual MAP reports more accessible to families. The volume and complexity of MAP data currently makes direct PowerSchool integration difficult.
Additional RISE/Aspire data and progress toward strategic-plan academic goals were scheduled for the next Board meeting.
The Board reviewed two large purchase requests.
Five schools need emergency responder radio communication improvements following school-safety audits.
Signal boosters and related improvements are needed so first responders can communicate effectively inside those buildings.
The district said the improvements are being paid from the current-year budget rather than a grant.
The need resulted in part from changes to statewide emergency-radio frequencies and updated security requirements.
A second purchase involved the district’s annual Chromebook replacement cycle and additional charging carts.
The district is reducing Chromebook ratios in some grades and changing how devices are used.
K–2 classrooms are moving toward smaller stationary Chromebook sets rather than one device per student.
Middle school Chromebooks are expected to remain at school rather than routinely going home with students.
More carts are therefore needed to allow devices to be shared and charged.
The Board discussed whether graduating seniors should have an opportunity to purchase their four-year-old Chromebooks and whether participation should be opt-in or automatic.
The Board also asked whether purchasing jointly with neighboring districts could reduce costs; staff said current pricing generally does not change based on that type of combined purchase but agreed it could be explored.
The Board continued its Dual Language Immersion discussion and reviewed the October 8 DLI Parent Committee meeting.
The overarching question remains how to provide the most equitable opportunities for both DLI and non-DLI students and schools.
Key issues identified include:
class-size differences;
the number of languages offered;
secondary-school program sustainability;
school culture;
access and transportation;
and cost.
The district reviewed DLI structures in several other Utah districts.
Tooele has been reducing its number of languages, phasing out Chinese, Russian and German while maintaining or expanding Spanish, Portuguese and French programs.
Cache County studied DLI for approximately 18 months before moving from neighborhood programs to two regional magnet schools, each housing two languages.
Cache County does not provide DLI transportation because of the cost.
Logan moved Spanish and Portuguese into a magnet school and provides transportation from neighborhood elementary schools to the magnet.
Logan reported positive results and has begun intentionally mixing Spanish and Portuguese students during the English portion of the school day.
Box Elder phased out Chinese after enrollment declined and expanded Spanish; it now operates four Spanish programs.
The Board discussed how other districts’ experiences could apply to Provo but emphasized differences in district size, geography and transportation.
The Parent Committee reviewed the possible magnet model.
Potential advantages included broader access, more balanced DLI class sizes, and potentially fewer DLI/non-DLI culture divisions within schools.
Committee members generally believed transportation would need to be provided for a magnet to offer truly equitable access.
Concerns included cost, students traveling farther from their neighborhood, siblings potentially attending different schools, and the effects of pulling students from neighborhood schools.
Staff cautioned that moving students into a magnet could solve some class-size problems while creating new enrollment imbalances elsewhere.
The Board also continued discussing a neighborhood-school DLI model.
The preferred structure discussed previously would have enough enrollment for approximately four classes per grade: two DLI and two English.
Most current DLI schools do not have enough enrollment to sustain that model without boundary changes.
Creating those enrollment levels could require substantial boundary changes and potentially a future school consolidation or closure.
The Board discussed whether languages might move to different schools rather than remaining at their current sites.
Possible expansion of Spanish into schools serving larger populations of native Spanish speakers continued to be discussed.
Members also discussed the importance of ensuring that non-DLI schools have strong, distinctive academic opportunities.
The Board asked staff to identify which DLI models best address specific priorities rather than trying to identify one model that solves every issue.
Members also requested information about what number of languages is academically, operationally and financially sustainable at the secondary level.
Peregrine Consulting had completed two DLI focus groups and had two additional focus groups scheduled:
English-track families at DLI schools;
families at non-DLI schools.
Peregrine was also interviewing principals from DLI and non-DLI schools.
Focus-group findings will help shape a broader community survey.
The survey was expected to open in early November and close before Thanksgiving, with results likely available in December or early January.
No final DLI, magnet, language, boundary or school-closure decision was made.
The Board reviewed additional LEA-specific educator licenses.
State requirements now require an LEA-specific license when more than 25% of an employee’s assignment falls outside the employee’s existing license or endorsement; the prior threshold had been 50%.
This change increased the number of educators appearing on the list.
Staff expected the number to decline as pending state license applications are processed.
The Board then reviewed several first-reading policies.
Policy 1005 was updated to include a purpose statement and state-required consideration of how Board decisions affect families and communities, including family health and stability.
A new early literacy policy was reviewed in connection with SB 241.
The policy addresses early literacy expectations, individualized reading plans and student retention.
Procedures will address IRPs, retention, kindergarten readiness assessments and parent notifications.
The Board discussed which requirements belong in policy versus procedure.
Policy 7030 — Electronic Submission of Information was reviewed.
The policy is intended to allow forms and records to be submitted electronically whenever legally permissible.
Exceptions include items that legally require in-person submission, fingerprints or other specific processes.
The Board began an extensive rewrite of the district’s nondiscrimination and harassment policy and procedures.
The district plans to gather broader feedback from parent groups and possibly school community councils before final approval.
Related policies on safe schools, student discipline, bullying and sexual harassment/Title IX are also being updated.
The Board discussed making policies easier for students and parents to understand.
Staff is developing age-appropriate explanations for students and a simplified parent/student reference document.
Complaint procedures, investigation responsibilities, appeals and mandatory-reporting references are being clarified.
Policy 3030 — Student Discipline was also reviewed.
The policy uses the district’s levels-of-behavior framework to distinguish behaviors handled by classroom teachers, school administrators and the district.
An emergency-removal definition was added for immediate safety situations.
Procedures for students with disabilities are included separately.
Schools will need clearly communicated PBIS/discipline processes available to their communities.
The remaining second-reading policies were reserved for discussion and action during the business meeting.
Business Meeting
The business meeting convened at 7:00 p.m. Oct. 13, 2026 PCSD Board Meetin…
The Board recognized several employees and a student with Provo Way Awards for service, instruction, student support and acts reflecting district values.
Amelia Earhart Elementary presented its school report.
The school’s academic goals are to increase both ELA and math achievement by 5%.
Wellness goals include reducing office referrals by 10% and engaging at least 70% of families in a school-sponsored activity.
Amelia Earhart is identified as a TSI school and is focusing particularly on outcomes for students with disabilities and multilingual learners.
Priorities include strong Tier 1 instruction, targeted Tier 2 interventions, collaboration among general education, special education and multilingual staff, attendance and behavior supports, and stronger PLC practices.
The school uses weekly PLCs, common formative assessments and monthly data dives.
PBIS expectations are built around RISE: Respect, Integrity, Safety and Empathy.
The school reported a 98% SETT survey score, the highest in the district.
The principal asked the Board to continue supporting protected PLC/intervention time, Title I staffing, student supports and professional learning.
During public comment:
A Shoreline teacher raised concerns that district internet filtering and technology restrictions are preventing students from accessing legitimate scientific research resources and questioned the district’s current AI tools and lack of a completed AI policy.
A parent praised the self-contained special education program at Provo Peaks and asked the district to consider the benefits of keeping specialized staff and resources concentrated in one location rather than spreading them across multiple schools.
A Provo Peaks special education teacher similarly asked the district to consider two sites instead of three if self-contained classrooms are redistributed, citing staff support, substitute coverage, paraprofessional flexibility and services for students with significant disabilities.
A Wasatch parent asked the Board to preserve the Chinese DLI program and consider boundary adjustments or other methods to increase English-track enrollment before making major structural changes to DLI.
The Board unanimously approved the Edgemont Elementary Trust Lands Plan amendment, moving $10,000 from technology to personnel to support two 29-hour math intervention aides.
The Board unanimously approved $365,649 for emergency responder communication upgrades at five schools that did not meet current first-responder radio-communication requirements.
The Board unanimously approved up to $1.5 million for Chromebooks and charging carts for the next school year.
The purchase is being made months in advance because devices require a significant ordering and setup lead time.
Approximately 70 additional carts are expected to support reduced device ratios and increased device sharing.
Elementary classrooms will share devices more extensively, and middle schools are moving away from sending Chromebooks home with students.
The Board unanimously approved Policy 7010 — Public Education Hotline.
The policy outlines the process for complaints submitted through the Utah State Board of Education Audit and Fraud hotline and how those complaints are assigned and investigated.
The Board unanimously approved Policy 7270 — Use of Electric-Assisted Bicycles, Electric-Assisted Scooters and Micromobility Vehicles on School Campuses.
The policy was updated to reflect current state law and additional requirements taking effect in May 2027.
Current and future age/supervision requirements were clarified.
The Board also discussed communication between schools, principals, SROs, students and families regarding enforcement.
The Board unanimously approved Policy 7050 — School Community Councils.
The update clarifies that councils shall participate in School LAND Trust responsibilities.
Community councils may now advise administrators and the Board on a broader range of school and district programs, rather than only a limited set of topics.
Electronic voting procedures were also clarified.
The Board unanimously approved Policy 7650 — Parent/Guardian Rights to Academic Accommodations for Their Students.
The policy defines “reasonably accommodate” and balances parent requests with student needs, classroom impacts, employee working conditions, school safety and efficient operations.
The policy also addresses assessment accommodations, alternative credit and competency-based learning.
The Board reviewed the consent calendar.
Questions addressed the large number of September expenditures, Truth in Taxation printing costs, Medicaid matching funds and several instructional software purchases.
The Board discussed TeachFX, a grant-funded tool that records and analyzes classroom discussion patterns to help teachers evaluate student versus teacher talk and academic engagement.
The Board also discussed Read 180 and Math 180 and how technology-based instructional programs fit with the district’s effort to reduce unnecessary student screen time.
Staff clarified that the developing technology policy is intended to restrict unnecessary or non-teacher-directed screen use rather than impose rigid limits that prevent legitimate instructional uses.
The consent calendar was approved unanimously.
In the Business Administrator Report, staff recognized the Continuous School Improvement Department for its work preparing Parent University at Shoreline Middle School.
More than 900 people had registered.
Donors were helping provide dinner and books for participating families.
The Student Board report included an update from the first Student Advisory Council meeting held October 7 at Timpview High.
Students reviewed procedures, school celebrations and a superintendent assignment focused on attendance and engagement.
The council is developing ways to gather additional student input from across district schools.
The next Student Advisory Council meeting was scheduled for November 4 at Provo High.
During the Board member reports, members shared updates from school and community activities, policy work, professional meetings and district events.
The Board was reminded to complete Utah School Boards Association Master Board certification requirements.
The district was selected to present at the National School Boards Association conference about using its strategic plan to guide classroom and district work.
In the Superintendent Report:
The superintendent recognized the Continuous School Improvement team for Parent University and implementation of SB 241 literacy requirements.
Principals and teachers were recognized for completing 732 individualized reading plans during parent-teacher conferences.
Interventionists were participating in Science of Reading training.
The superintendent highlighted literacy efforts throughout the district, including elementary work, middle-school Battle of the Books activities and reading initiatives at Provo High.
The district’s literacy work was described as a districtwide and community effort.
The business meeting adjourned following the superintendent report.
