Purpose of This Document
What Was Surveyed and Why It Matters to This District
Ready for Real Life Instruction and Education is a research-backed social-emotional learning curriculum developed by Mike and Mekenzi Terry of Tooele, Utah. The curriculum, titled Modern Manners and Mental Fortitude, is designed to teach students real-world skills including conflict resolution, emotional regulation, respectful communication, decision-making under pressure, and personal accountability. It is built to align with Utah CASEL and CCA Core Standards and is intended to be delivered inside existing school structures without adding significant burden to teachers.
In June 2026, Ready for Real Life Instruction and Education conducted a community survey to measure whether Tooele County residents believe this type of instruction is needed in local schools, which grade levels they would prioritize, which topics matter most to them, and whether they would support district adoption. The survey reached parents, teachers, students, community members, and school administrators. This document presents the findings and connects them to the 2025 Utah Legislative Audit of Tooele County School District.
The Numbers
What 112 Community Members Told Us
98%
say a structured real-world skills curriculum is needed in schools
87%
say it is "absolutely overdue"
79%
would actively advocate for district adoption
Respondents included parents, teachers, students, community members, and school administrators across Tooele County. Zero respondents said this kind of curriculum was not needed. Every single respondent indicated at least potential support for district adoption.
The Context
What the State Already Found
In June 2025, the Utah Office of the Legislative Auditor General released a systematic performance audit of Tooele County School District. The findings were significant.
Audit Findings — June 2025
Student achievement below state targets and peer districts on RISE, ACT, Acadience, and graduation rates.
ACT: State target is 74% above score of 18. State average is 61%. TCSD came in at 56%.
K-3 literacy and numeracy below peer districts. Acadience numeracy gap of 7 percentage points.
Employee morale: Less than 50% of staff believe morale is high. 15% below other surveyed Utah districts.
Board governance: Rarely engages in discussion of student achievement or strategic goals during public meetings.
What Our Community Said
82% want conflict resolution and difficult conversation skills taught in schools.
80% want emotional regulation and self-management addressed directly.
80% want accountability and decision-making under pressure built into the curriculum.
38% say the greatest need starts in grades K-2, where the audit also identified the earliest performance gaps.
79% are ready to advocate to the board and district leadership directly.
The Connection
How the Audit Gaps Map to This Program
The audit identified root causes. Our community survey identified what they want done about them. The table below shows the direct alignment.
Audit: Low student achievement tied to lack of strategic district culture and accountability
Ready for Real Life addresses
Accountability and Repair module — owning mistakes, follow-through, and integrity as a teachable skill
Audit: Employee morale below 50%; culture of noncompliance
Ready for Real Life addresses
Respectful Communication pillar — tone, repair, and accountability modeled and taught school-wide
Audit: K-3 literacy and numeracy gaps — students not meeting baseline targets
Ready for Real Life addresses
Emotional Regulation module — self-management as a prerequisite for academic focus and readiness to learn
Audit: Board not prioritizing student achievement in meetings or strategic planning
Ready for Real Life addresses
79% of the community is ready to bring this to the board directly. The demand exists. This is the moment to act on it.
Community Voices
In Their Own Words
"This is something we need in every school."
Community Member
"I absolutely think this is necessary in today's society. I have two children with ADHD making it already harder for them to regulate emotions. Having this curriculum in a school setting would help them learn crucial tools and skills that would help them in the future."
Parent / Guardian
"I feel the accountability piece will be huge. Kids who can't admit they made a mistake turn into adults who do the same."
Teacher / Educator
The Ask
What We Are Requesting
A Formal Pilot Opportunity in Tooele County School District
Mekenzi and I are not asking for a district-wide rollout on day one. We are asking for the chance to prove what the community already believes is true. A single school. A single grade level. A real cohort of students with a willing teacher and a measurable outcome.
The audit gave the district a roadmap of what is broken. Our community survey gave the district a mandate from its own taxpayers. Ready for Real Life gives the district a practical, low-overhead tool to begin addressing both.
- A pilot opportunity at one Tooele County school at the grade level the district identifies as highest need
- A meeting with district curriculum or instruction leadership to walk through the full program design
- The chance to present community survey data and audit alignment to the board at an upcoming meeting