It is the belief of the Board of Education that every student should have access to a library media center that offers a variety of materials to support classroom instruction, provides opportunities for research, and meets differing educational and recreational needs and interests. Students shall be encouraged to use library media materials to expand their knowledge, understanding, appreciation, and enjoyment of the world in which they live.TheFirst Amendment of the United States Constitution guides the Jordan School District library media centers in both selection of materials and review of challenged materials. The First Amendment states: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech or of the press...”The Board delegates responsibility for developing and administering this policy to the District Administration.
The Library Media Selection and Review policy shall be administered according to the following administrative policy provisions:
Selection of library media materials shall be based on a combination of five or more of the following criteria:
1. Educational significance
2. Contribution to the curriculum
3. Validity, currency and appropriateness
4. Accuracy, timeliness and permanence
5. Favorable reviews found in standard selection sources
6. Potential appeal and interest
7. Artistic quality and literary style
8. Reputation and significance of author, producer, publisher
9. Value commensurate with cost and/or need
10. Uniqueness, diversity and /or heritage of the state, region or group
11. Support of second language learners
12. Support of special needs students
13. Favorable recommendations from professional personnel
The professional library media specialist assigned to the school and the school principal, working in cooperation with staff members, shall be responsible for the selection of materials for school library media centers. This includes material acquired through grants, book fairs, and other donations.
Note: A library media specialist holds either a master’s degree or an endorsement in library media science and is qualified to make selections in a responsible and professional manner.
The Instructional Support Services administrator, working in cooperation with library media specialists, teachers and staff, shall be responsible for the selection of materials for the District Instructional Media Center.
It is not possible for a library media specialist to read all library media center collection items, including but not limited to books, reference sources, magazines and other media materials. Books and other media are evaluated based on credible reviews from professional publications, professional recommendations, aware recipients and other professional sources. When books are received, additional evaluation may be appropriate.
Library materials are available on a self-selection basis. The library media specialist, library media assistants, teachers or staff members may assist in locating needed library media materials.
Reading lists are available from many sources, including, but not limited to, professional journals, student book clubs, reading associations, teachers, library media specialists, commercial companies and other sources. These lists are not approved by the library media specialist, school administration or District personnel.
Shared responsibility for the reading, listening and viewing of library media materials and accessing internet resources by children rests with their parents/guardians, the library media specialist and school staff members. The parents/guardians are invited to consult with the library media specialist to find materials they feel are appropriate for their children.
School Level – Reconsideration of Challenged Library Media Materials
Each school shall organize a Library Media Review Committee for the purpose of reviewing library media materials when appropriateness is challenged. Membership shall include:
On a secondary level, the school principal, who will chair the committee, the school library media specialist, the teacher and parent serving on the corresponding District Literature Selection and Review Committee (See Policy AA424 Literature Selection and Review) and a parent selected by the School Community Council.
On an elementary level, the school principal, who will chair the committee, the District media specialist who supervises the media assistants in the school library, and teachers and parents as determined by the school principal.
Challenges to local school library media materials shall be submitted in writing to the local school principal on a Request for Reconsideration of Library Media Materials form. Forms are available at the District Office and the Jordan School District website at http://instructionalsupport.jordandistrict.org/files/book_challange.pdf.
The principal/school administrator, as chair of the local school committee, shall call a committee meeting to review a submitted Request for Reconsideration of Library Materials. Each committee member shall receive a copy of the challenge and the challenged material prior to the meeting. Committee members shall read the challenged material prior to the committee meeting.
The local school committee as a whole shall discuss the challenged material based on the selection administrative policy provisions listed in item II.A. of this policy and the written challenge. The local school committee shall determine by majority vote the disposition of the challenged material. Options shall include:
If the challenged material meets appropriate selection criteria, it shall remain in the collection for full circulation.
If the challenged material does not meet appropriate selection criteria, the committee shall submit to the District Library Media Review Committee a recommendation to restrict access to the challenged material in the school media center. This recommendation shall include the specific restriction requested and supporting reasons for the restriction.
The local school principal shall send a letter to the challenger explaining the decision of the committee and the challenger’s option to appeal to the District Library Review Committee. A copy of the letter and all supporting documents and information shall be sent to the Instructional Support Services administrator and the school’s Administrator of Schools.
District Level – Reconsideration of Challenged Library Media Materials
The District Library Media Review Committee shall serve as the appeals board on issues related to library media materials not satisfactorily resolved at the local school. A District Library Media Review Committee shall be organized and shall include the Instructional Support Services administrator, who will chair the committee, and the following individuals from the level corresponding with the challenge but not from the school submitting the challenge: a school administrator, a library media specialist, two teachers and three parents/guardians serving on the District Literature Selection and Review Committee (see Policy AA424 Literature Selection and Review).
Material may be referred to the District Library Media Review Committee in writing through the Instructional Support Services administrator as follows:
The local school Library Media Review Committee shall submit challenged material with a recommendation to restrict access to the material in the school media center, including the specific restriction requested and supporting reasons for the restriction. The school must submit a copy of the original Request for Reconsideration of Library Media Materials form, a copy of the principal’s letter to the challenger, any additional information used in the school committee’s decision and the challenged material to be reviewed.
If a challenger is not satisfied with a Local Library Media Review Committee decision, the challenger may appeal the decision to the District Library Media Review Committee. The challenger must submit a written request for review, a copy of the original Request for Reconsideration ofLibrary Media Materials form and a copy of the principal’s letter to the challenger. The school must submit the challenged material to be reviewed.
The Instructional Support Services administrator, as chair of the District committee, shall call a committee meeting to review the appeal from the local school level. Each committee member shall receive a copy of the challenge and the challenged material prior to the meeting. Committee members shall read the challenged material prior to the committee meeting.
The District committee as a whole shall discuss the challenged material based on the selection administrative policy provisions listed in item II.A. of this policy and the written challenge and determine by majority vote the disposition of the challenged material. Options shall include:
If the challenged material meets appropriate selection criteria, it shall remain in the collection for full circulation.
If the challenged material does not meet appropriate selection criteria, the committee shall restrict access to the challenged material in the local school media center. Restrictions may include restricting access to students whose parents/guardians grant written permission; restricting access to specified grade levels; restricting access to adults and/or restricting access in a manner deemed appropriate by the District Library Media Review Committee.
The Instructional Support Services administrator shall send a letter to the challenger and the local school principal explaining the decision of the committee and the challenger’s option to appeal to the Board of Education. A copy of the letter and all supporting documents and information shall be sent to the school’s Administrator of Schools.
If a challenger is not satisfied with the District Library Media Review Committee decision, the challenger may appeal the decision to the Board of Education. The Board, at its discretion, may review the challenged material and either affirm or change the decision of the District Library Media Review Committee.
District Instructional Media Center – Reconsideration of Challenged Library Media Materials
A District Instructional Media Review Committee shall be organized and shall include the Instructional Support Services administrator, who will chair the committee, an appropriate curriculum area consultant and the following individuals from the level corresponding with the level of the challenged material but not from the school area of the individual submitting the challenge: a school administrator, a library media specialist and two teachers and three parents/guardians serving on the District Literature Selection and Review Committee (see Policy AA424 Literature Selection and Review).
Challenges to District Instructional Media Center materials shall be submitted in writing to the Instructional Support Services administrator on a Request for Reconsideration of Library Media Materials form. Forms are available at the District Office and the Jordan School District website at www.jordandistrict.org.
The Instructional Support Services administrator, as chair of the committee, shall call a committee meeting to review the appeal. Each committee member shall view the challenged material prior to or during the committee meeting.
The District committee as a whole shall discuss the challenged material based on the selection administrative policy provisions listed in item II-A of this policy and the written challenge and determine by majority vote its disposition. Options shall include:
If the challenged material meets appropriate selection criteria, it shall remain in the collection for full circulation.
If the challenged material does not meet appropriate selection criteria, the committee shall restrict access to the material in the District Instructional Media Center in a manner deemed appropriate by the District Instructional Media Review Committee.
The Instructional Support Services administrator shall send a letter to the challenger explaining the decision of the committee and the challenger’s option to appeal to the Board of Education.
If a challenger is not satisfied with the District Instructional Media Review Committee’s decision, the challenger may appeal the decision to the Board of Education. The Board, at its discretion, may review the challenged materials and either affirm or reverse the decision of the District Instructional Media Review Committee.
Board Directive Students in the Jordan School District are entitled to a broad educational experience utilizing appropriate curriculum materials. To ensure that the quality of such materials meets the expectations of the community, the Board delegates to the District Administration the responsibility of organizing a Curriculum Adoption and Review Committee. The Committee will review curriculum materials as necessary.
Administrative Policy The Curriculum Adoption and Review Committee will function under the direction of the Administrator of Curriculum and Staff Development.
The Committee will meet to:
Review and adopt materials for use in Jordan District Schools giving first priority to those materials that appear on the State Textbook Adoption List.
Review other items and information related to curriculum materials as appropriate and necessary.
The Committee may be called into special session as needed.
Decisions and recommendations by the Committee will be forwarded to the Administration and the Board of Education for their consideration and approval.
The Committee, with the approval of the Administrator of Curriculum and Staff Development, will develop a set of guidelines and procedures to be used in conducting the business that is presented to the Committee for action and/or recommendations.
Members of the Committee will be appointed as follows:
The Board may recommend five members from the community representing each administrative area.
The chairperson of the appropriate principals' organization or his/her designees will serve as the Committee chairperson.
A total of five principals will serve on the committee with representation from each of the administrative areas.
A District curriculum consultant will serve as a Committee member and will function as secretary of the Committee.
Teacher representatives will be nominated by the school principals. Committee members will be selected from the lists of nominees and approved by the Administrative Cabinet. Teacher members will be those who have demonstrated competency in the curriculum area being studied.
The policy of the Jordan School District Board of Education is to see that all students have extensive experience with quality literature. The Board is committed to involving parents in the process of selecting appropriate literature for school use, and respects the right of parents to protect their children from literature which they personally consider damaging. Therefore, the Board delegates to the District Administration responsibility for developing and administering this policy.
The Literature Selection and Review policy shall be administered according to the following administrative policy provisions:
Standards for Required Reading
Literature selections which are assigned as required reading or read aloud to students in the classroom shall meet the following criteria:
The subject matter, interest and reading level, and maturity level of the selection are appropriate for the students being taught.
The selection is appropriate for the age, emotional development, ability level, and social development of the students being taught.
The selection meets an appropriate instructional purpose.
The selection will help students better understand themselves and others.
The selection has identifiable literary or curricular merit.
The literary selection appropriately models element (character, setting, plot, conflict, etc.), style, or genre that the student is expected to learn.
The informational selection has identifiable curricular merit, text structures, and text features that support main idea, argument, or author’s point of view.
Literature that students select themselves from school library media centers, public libraries, home libraries, or other sources shall not come under the provisions of this policy.
Standards for Independent Reading
It is the responsibility of classroom teachers and their administrators to assure that reading materials available in classrooms are appropriate. Reading materials, which are stored in classrooms and available for self-selection by students and shall meet the following criteria:
The materials shall be appropriate regarding subject matter, reading level, and maturity level as well as appropriate for the ages and interests of the students.
The literary materials appropriately model a literary element (character, setting, plot, conflict, etc.), style, or genre.
The informational materials appropriately model text structures and text features.
Organization of Literature Selection and Review Committees
Elementary Literature Selection and Review Committees
District Elementary Literature Selection and Review Committee
The District shall organize an Elementary Literature Selection and Review Committee. Membership shall include five teachers (one from each area) from grades 4, 5 and 6, a District elementary library media specialist, and five parents (one from each area) who are selected by the corresponding Administrator of Schools. This committee shall be chaired by the District language arts consultant.
The committee shall meet at least four times each year for the purpose of evaluating new literature selections which are being considered as suggested reading. The committee shall periodically compile recommended reading lists for grades 4, 5, and 6.
Each elementary school may organize a Literature Selection and Review Committee, if needed, for the purpose of selecting and reviewing literature for the classroom as requested by the principal, teachers, or parents within the school. When created, this committee membership shall include the principal, who will chair the committee, two teachers appointed by the principal, the library media specialist, and three parents appointed by the School Community Council.
Secondary Literature Selection and Review Committees
District Middle School and High School Literature Selection and Review Committees
These committees shall be organized for the purpose of screening and approving the literature that is assigned as required reading in the District's secondary schools.
The Middle School Committee membership shall include one teacher and one parent from each middle school, and one secondary library media specialist. The committees shall be chaired by the District language arts consultant and meet at least twice each year to review and approve new selections.
The High School Committee membership shall include one teacher and one parent from each high school, and one secondary media specialist. The committee shall be chaired by the District language arts consultant and shall meet at least twice during each year to review and approve new selections.
Teachers shall not assign any literature selection that has not had prior approval for use in the classroom. Secondary teachers who wish to teach a selection that does not appear on the current District-approved list should complete a Recommendation Form and submit it and three copies of the book, to the appropriate middle or high school District committee for review and approval. Recommendation forms are available from the District Curriculum and Staff Development Department and on the District website at http://secondarylanguagearts.jordandistrict.org/.
Each secondary school may organize a Literature Selection and Review Committee for the purpose of recommending literature selections to the corresponding District committee. The school committee may also review and approve lists from which students may self-select literature to be read outside of the classroom as part of a class assignment. Parents/guardians should assist their students in selecting literature from lists. At the request of the principal, teachers, or parents within the school, the committee shall also review literature selections whose appropriateness is challenged and/or ask for assistance from the District Literature Selection and Review Committee. When created committee membership shall include the principal, who will chair the committee, one teacher appointed by the principal, the library media specialist, and two parents appointed by the School Community Council.
Working in concert, the District Elementary, Middle School, and High School Committees shall articulate required literature assignments to assure that selections are offered at the appropriate age/maturity level and to see that required reading assignments are not duplicated as students move forward through the grades. The process for requesting use of a text that appears on a higher grade level list will be as follows:
Teacher shall complete the request form that can be found on the elementary and middle school level websites.
Teacher shall provide the book title, author and text level (guided reading level, lexile level, grade-level equivalent), reason/purpose for the request, and an explanation of how and with whom the book will be used.
Requests will be reviewed and determinations made by the District language arts consultant, Administrators of Schools, and the Administrator of Curriculum and Staff Development, with input from the literature selection committees.
Literature Selection and Review Process
Literature selection for classroom material shall be conducted at the local level. The District Recommended Book List may be used to assist schools when making text selections.
Middle School and High School Committees
Middle School and High School Committees shall recommend literature to the corresponding District committees for approval at least six weeks prior to a scheduled meeting.
Members of the District committees shall read selections under consideration.
The District committees shall determine by majority vote, using the criteria established under II. A. of this policy as a guide, whether or not a given selection shall be approved.
Challenges to Approved Literature
Challenges to approved literature used in the classroom shall be submitted in writing to the local school committee. Forms are available at the District Office and on the District website.
The District language arts consultant and/or principal, as chair of the committee, shall call a committee meeting to review the challenge. At least three committee members shall receive a copy of the challenge and read the selection prior to the meeting.
The committee as a whole shall discuss the challenged selection, based on the administrative policy provisions outlined under Item II. A. of this policy and the written challenge.
The committee shall determine by majority vote whether or not the challenged material selection shall be retained for classroom instruction.
Decisions of the local school committees may be appealed to the corresponding District committee.
Parents/guardians may exempt their students from a required reading assignment if they personally find the literature objectionable.
The student shall be provided with an alternate literature selection without penalty.
Board Directive The Board recognizes that a high school graduation diploma indicates completion of specified units of credit and a specified level of competency as measured by established District procedures and student learning outcomes. The Board further recognizes that the educational program of any student should be one that recognizes the student's needs and promotes continuous student growth toward and beyond the competency level. Educational programs will be designed to meet the needs of each student. The Board delegates to the Administration the responsibility for developing and maintaining District curricula, programs, and evaluation procedures to meet State requirements and satisfy District needs.
The District Program of Studies policy shall be reviewed and approved by the Administration periodically.
District programs of study shall include all required, recommended, and elective courses and extracurricular activities. These programs shall have the following characteristics:
Compliance with State Standards and Guidelines
Student learning outcomes that define mastery learning
Instruction that meets the abilities and needs of each student
Instruction which develops the skills required for students to achieve District graduation competencies
Appropriate evaluation procedures
A systematic staff development program shall be designed, implemented and maintained through professional learning communities and professional development.
Planning for each student's program of studies in the middle and the high school shall include:
Parent, designated school personnel, and student involvement in the decision making process, as the student progresses toward and beyond the stated competency levels.
Student records that include student mastery of student learning outcomes, progress, competency, interests, aptitudes, and other relevant information.
Responsibility for implementation of the Program of Studies is given to the Administrators of Schools. Periodically, the Program of Studies shall be reviewed and revised. Revision shall reflect changing curriculum and student needs.
District Guidelines for Courses of Study
The Administrator of Curriculum and Staff Development is responsible for coordinating the development of curriculum goals, student learning outcomes, and instructional programs which comply with the State and District guidelines related to high school completion. The Administrator of Curriculum shall work with the Administrators of Schools who in turn will work with appropriate school personnel to delineate District guidelines for curriculum development and implementation.
Evaluation of Student Progress
The Director of Evaluation, Research and Accountability in cooperation with the Administrator of Curriculum and Staff Development is responsible for coordinating the development of a systematic student assessment program to include criterion referenced and norm referenced tests. The Director of Evaluation, Research and Accountability shall work with the appropriate Administrators of Schools, the Administrator of Curriculum and Staff Development, the Accountability specialist and Information Systems to develop, schedule, administer, and interpret student achievement assessments.
Records of Student Progress
The Director of Information Systems, in cooperation with the Director of Evaluation, Research and Accountability, shall work with the appropriate Administrator of Schools, the Administrator of Curriculum and Staff Development, the Accountability specialist and Information Systems to develop and implement appropriate procedures for establishing and maintaining records of student progress including test results, program reports and report cards or electronic data processing files. Records of student progress (K-12) will be maintained by local school principals and staff.
Student Education Plans (SEP) and Student Education/Occupation Plans (SEOP) for College and Career Readiness
Each student shall have a personalized student education plan (SEP) or personalized student education/ occupation plan (SEOP) for College and Career Readiness as required by Utah Code §53A-1a-106. Each plan shall include the following:
Guidelines for recognizing the student’s accomplishments and strengths.
Guidelines for planning, monitoring, and managing the student’s education and career development.
The SEP or SEOP for College and Career Readiness shall be developed through an ongoing partnership involving students, parents, and school personnel.
At least two SEP conferences per year shall be held for elementary-age students, grades one through six. The conferences shall involve the student, the student’s parent/guardian, and school personnel.
Seventh-grade students shall conduct either one individual SEOP for College and Career Readiness meeting with a parent/guardian at home as a required Technology, Life, and Careers (TLC) class assignment or participate in one small group SEOP for College and Career Readiness conference per year.
Eighth-grade students shall have one individual SEOP for College and Career Readiness meeting with a parent/guardian and counselor or trained educator per year. The SEOP for College and Career Readiness must include a four-year plan.
Ninth-grade students shall have a small group SEOP for College and Career Readiness conference per year and attend a high school orientation meeting with a parent/guardian.
Tenth-grade or eleventh-grade students shall have an individual SEOP for College and Career Readiness conference with a parent/guardian, and counselor or trained educator. If the school prefers to deliver an individual SEOP for College and Career Readiness conference in the tenth grade, a small group SEOP for College and Career Readiness conference with a parent/guardian will be held when students are in the eleventh grade. If an individual SEOP for College and Career Readiness conference is preferred in the eleventh grade, a small group SEOP for College and Career Readiness conference with a parent/guardian will be held when students are in the tenth grade.
High school seniors shall have either an individual or a small group SEOP for College and Career Readiness conference as needed.
Time spent during the school day to develop or implement SEP’s and SEOP’s for College and Career Readiness shall be considered part of the regular school day and count as instructional time provided the time spent does not exceed 16.5 hours in one school year.
The District shall provide in-service training to assist school personnel in the development and implementation of SEP’s and SEOP’s for College and Career Readiness.
In cooperation with the Administrators of Schools, local school principals, the Administrator of Curriculum and Staff Development, with the assistance of the consultant staff, shall be responsible for coordinating the development and implementation of staff in-service programs.
Leadership Relating to the Implementation of the Program of Studies and Professional Learning Communities
The Administrators of Schools are responsible for communicating Program of Studies and guidelines to the local school principals. Each principal shall be responsible for local school implementation.
Board Directive The Board holds that one of the fundamental purposes of education is to teach youth how to think and take a position when confronted with alternative choices. Therefore, schools have an obligation to allow students a forum for examination and discussion of controversial issues which arise in connection with the instructional program. An issue shall be considered controversial if it is socially unresolved, generates highly divergent opinions, and may be considered an unsuitable curriculum topic by some members of the community. The Board recognizes a need for policy to govern the examination and discussion of instructional material which is currently or potentially controversial. The Board delegates the responsibility to the Administration for developing and implementing policy regarding the study of controversial issues.
Administrative Policy Controversial issues are not intended to be part of the regular school curriculum and instruction shall adhere to USBE Administrative Board Rules. If and when controversial issues arise out of the normal student/teacher interaction and discussion, employees shall adhere to the following administrative policy provisions:
Controversial issues may be introduced into the curriculum for one or more of the following expected student outcomes:
Learning to analyze current political, economic and social problems of major concern.
Learning to differentiate fact from opinion and/or propaganda.
Learning to identify and analyze prejudice.
Learning to form and express personal opinions in a courteous, respectful manner without jeopardizing peer, teacher, or school relationships.
Learning respect for the concept of majority and minority opinion and the resulting impact on the societal process.
Learning to draw intelligent conclusions from facts, which may serve as a basis for forming personal opinion.
The proposed lesson is appropriate to the grade level and subject of the class where it is to be presented.
Before controversial issues may be introduced into the curriculum, the following criteria must be met:
A detailed outline of both the curriculum unit and proposed lesson must be prepared by the teacher and submitted to the principal. If a guest speaker is to be invited, the teacher shall include a completed Guest Speaker Request Form.
The principal shall review the curriculum unit, lesson outline, and Guest Speaker Request Form and determine if the criteria outlined under section A. will be met. The principal shall then approve or deny the request and notify the teacher of the decision in writing within five (5) working days.
If the request is denied, the teacher may appeal the principal's decision to the School Community Council. An appeal to the School Community Council shall be conducted as follows:
Within a reasonable time frame (recommended: 10 days), a quorum of the officially designated membership of the School Community Council shall convene to hear the appeal.
The School Community Council shall hear testimony from the principal, teacher, and other individuals as deemed necessary.
Following testimony, the School Community Council shall deliberate and reach a decision. Neither the principal nor the teacher shall be present during the deliberation.
The School Community Council shall issue a decision in writing to both the principal and the teacher.
When controversial material has been approved for introduction into the curriculum, the instructor is responsible to:
Be well-informed on the controversial issue to be introduced.
Prepare lesson plans which include clear, concise goals for the study unit.
Notify parents of the proposed study unit and receive written approval of their student’s participation on the study unit.
Provide students the option, without penalty, of attending an alternate activity of similar value during the presentation of the controversial material.
See that the controversial issue is studied in an objective and scholarly manner that includes the presentation of differing viewpoints.
Maintain an impartial, unprejudiced role throughout the presentation.
Emphasize the academic aspect of the issue and refrain from advocating a position.
Guest speakers on controversial issues
Guest speakers shall agree in advance to abide by the guidelines outlined in this policy, and to refrain from discussions which go beyond the course-relevant content.
The teacher shall be responsible to monitor the guest presentation in its entirety and halt the presentation if course content guidelines are violated.
If the guest speaker is presenting only one point of view on a many-sided issue, the teacher shall be responsible to see that students also receive information on differing viewpoints.
Every Jordan District student is entitled to be educated in an environment facilitated by qualified teachers, who implement evidence and research-based best practices in order to provide appropriate and productive learning opportunities, promote academic excellence, and encourage the development of college and career ready individuals and contributors to our society.
Administrative Policy The accompanying administrative policy provisions shall be followed:
Every student shall be considered a worthwhile, valuable individual.
Every student shall be considered capable of learning which results in progress toward appropriate educational goals.
Every student shall be treated with respect regardless of intellectual, physical, religious, ethnic, gender or socio/economic status.
Every student shall be expected to perform at a level commensurate with the student's ability, age, and rate of personal development.
Every student shall be challenged to strive for the highest level of academic performance possible.
Instructional programs shall be offered in an atmosphere that is conducive to physical and emotional health and safety.
Instructional programs shall be offered in an environment that promotes appropriate school conduct and encourages a cooperative approach to learning and the active participation of all students.
Instruction shall be implemented to cultivate student interest and stimulate learning.
Instruction shall include multiple strategies to address the needs of all learners and incorporate both large and small group interactions, interventions, and enrichment opportunities.
Instruction shall take into account the mental, physical, emotional, social and cultural aspects of all students.
Instructional content shall:
Comply with state and federal requirements and implementation of Utah State Core Standards.
Include training in basic skills and provide opportunities for students to learn to read, write, speak, calculate, and master other practical skills needed for success in the adult world.
Focus upon helping students learn to reason and acquire course-related knowledge, skill, and understanding.
Provide opportunities for students to learn through direct personal experiences as well as through the experiences of others.
Provide opportunities for students to discover the world of nature and learn about and demonstrate an understanding of a variety of cultures and societies.
Encourage lifelong learning by providing opportunities for students to learn how to study as well as provide exercises in critical thinking and problem solving.
Incorporate the ideals of human liberty, equality, justice, and ethical principles.
Promote the values of ethical character, individual responsibility, economic sufficiency, civic usefulness, and personal health and hygiene.
Respond to emerging societal needs for developing productive, healthy, law-abiding citizens.
Foster student progress, involvement, and coverage of appropriate content by providing instruction based upon current research findings in classroom management, instructional delivery, interaction with students, instructional planning, and professional development.
Education is a shared responsibility. Students, parents, teachers, school administrators, and other staff as necessary shall work cooperatively for the good of each student.
Student growth and achievement shall be consistently monitored and communicated to parents through report cards, at parent/teacher conferences, and other occasions as necessary.
Instructional quality shall be monitored through a variety of performance evaluations. Curriculum guides and ongoing staff training shall be provided.
Instructional delivery shall provide for the development of the personal, social, academic and vocational potentials of students.
Teachers shall collaborate in Professional Learning Communities, and share resources and ideas as a way of improving instructional processes in order to sustain a focus on results, a focus on collaboration, and a focus on learning.
Board Directive Increasing student growth and achievement is one of the primary goals of the Board of Education. The Board recognizes that curriculum development and revision are an integral part of the educational process and are essential if the school system is to offer educational programs that will increase growth and achievement and accomplish the following to meet student and community needs:
Provide appropriate, effective professional development for teachers which will promote high-level student growth and achievement.
Support effective coordination and articulation of school learning experiences.
Provide instruction that is relevant and responsive to the ever-changing world.
Therefore, the Board commissions the Administration of the District to develop programs, procedures and goals to assist in the development and improvement of curriculum. These curriculum development procedures should involve teachers, administrators, the Board, students and citizens of the community, as the responsibility for success is one that is mutually shared. Curriculum, in this context, is used to refer to all planned learning experiences of students both in class and out of class which are conducted by the school.
Administrative Policy Instruction is the primary function of the District; therefore the Administration delegates the major responsibility for curriculum development to the Curriculum Department under the direction of the Administrator of Curriculum and Staff Development. The Administrator of Curriculum and Staff Development will work cooperatively with the Administrators of Schools to direct and facilitate activities that will upgrade and keep current the curriculum policies, guidelines and programs in the District.
Master planning for the entire school system shall be developed and shall provide for evaluation, research and experimentation as well as systematic processes and orderly procedures and practices.
Curriculum development shall be implemented for specific purposes to meet needs identified by the District.
The principal is the educational/instructional leader of the school. Implementation of curriculum and instruction in the classroom and in the individual schools shall take place under the direction of the school principal and shall include staff development, planning, and supervision of professional personnel.
Curriculum decisions will be based upon careful study and consideration of four (4) major areas:
Improvement of instruction with accountability for student learning and student results;
The learner and the implementation of best practices associated with the learning process according to valid and reliable research and evidence;
New developments in subject, subject fields, and in specific subject competency; and
Formative and summative data.
Curriculum development shall include the following individuals and groups:
District administrators, consultants, and staff specialists shall provide leadership in master planning, coordination of programs and dissemination of information.
Principals and teachers shall engage in local school improvement activities that align curriculum with effective and appropriate instruction, and formative and summative assessments.
Students’ needs, abilities, interests and talents shall be included in the development of curriculum designs.
Parents/guardians and/or patrons may be consulted regarding major curriculum changes and shall be included on ad hoc study groups.
State specialists, university instructors and other experts may be used as resource persons when necessary.
To avoid unnecessary duplication of curriculum effort and to expedite the exchange of curriculum ideas, the Administrator of Curriculum and Staff Development shall serve as the District curriculum clearinghouse and shall, with the assistance of Administrators of Schools, coordinate school-level curricular projects or activities.
The Administrator of Curriculum and Staff Development with the assistance of the Administrators of Schools shall establish procedures and guidelines ensuring the orderly formation, coordination and communication of curriculum development activities to principals and teachers.
Board Directive It is the primary responsibility of parents to provide sex education for their children. It is the responsibility of the schools to provide supportive instruction that will complement the efforts in the home. The Board authorizes the District Administration to conduct health, family life, and character instruction within the framework of guidelines established by the State Board of Education and as approved by Jordan School District.
Administrative Policy The Administration delegates to the Administrator of Curriculum and Staff Development the responsibility for the review and selection of appropriate materials. The Administration delegates to the Administrators of Schools the responsibility to ensure use of appropriate, approved and supportive educational instruction.
Sex education is best described as that part of character education that develops a reverence and respect for birth and life, respect for the human body, respect for parenthood, and a respect for moral standards. It includes instruction to develop understanding of the physical, mental, emotional, social, economic, and psychological phases of human relations as they are affected by male and female relationships. It includes more than the anatomical and reproductive information, and it emphasizes the development of positive attitudes, and provides guidance related to association between the sexes.
Programs and materials relating to sex education shall be based on the abstinence only curriculum approved by the Board.
All instructional materials shall be medically accurate, verified or supported by a body of research conducted in compliance with scientific methods and published in journals that have received peer review.
Sex education shall be conducted within the framework of already existing courses such as Health, Biology, Psychology, Family and Consumer Science, and Physiology.
Responsibilities of the Jordan School District:
The Administrators of Schools and the Administrator of Curriculum and Staff Development shall involve community representatives and District personnel as members of a Health Curriculum Materials Review (HCMR) committee. The HCMR committee will review commercial materials, teacher prepared materials and professional programs considered for school use. Media, instructional materials and technology applications approved for use will be published and distributed to the schools.
The HCMR committee shall consist of the following: Administrator of Curriculum and Staff Development, the Healthy Lifestyles Curriculum Consultant, seven (7) PTSA/parent representatives, one (1) high school health teacher, one (1) middle school health teacher, one (1) school counselor, one (1) school nurse, one (1) Board of Education member and one (1) elementary principal or assistant principal. Proposed courses of study, instructional units, and teaching materials relating specifically to sex education shall be screened by the HCMR committee, and the approved list shall be submitted to the Jordan School District Administration for review and approval. Approved materials are available for public viewing by request.
As parent interest warrants, classes for parents may be conducted in the adult high school program (Southpointe High School) or at the Jordan Family Education Center. These classes would focus on parenting skills that would enhance the parents’ role as they teach their children responsible values and attitudes about sexuality.
Each elementary school shall plan an elective maturation program for each fifth-grade girl and her parents and each fifth-grade boy and his parents. Students may opt out of the program with written permission from their parents to their school. The main purposes of the program will be to provide accurate information about sexual development and to encourage discussion in the home. At the discretion of the school principal, students and their parents from other grades may be invited to attend.
Jordan School District will manage a logging and tracking system of parental and community complaints and comments resulting from student participation in human sexuality instruction.
Violators of Board policy are to be reported to the State Board Commission.
Provide training for health educators, allowing them to review Board rules and instructional materials once every three years.
Responsibilities of Jordan Health Educators:
Parent approval shall be obtained by sex education teachers in writing, using the USOE consent form. Materials that will be used in school presentations will be made available to parents upon request prior to the presentations taking place. Selected programs must come from the published, approved list.
Students who opt out of the maturation program shall be allowed, under the supervision of their parents and in cooperation with the teacher and school, to learn the required course materials consistent with Utah Code 53A-13-101.2(1), (2) and (3). New teachers are required to attend a state-sponsored professional development as they begin their career. Thereafter, teachers must attend a District sponsored professional development once every three years.
Use instructional materials that are medically accurate and aligned with the State Core Health Curriculum.
Teachers may respond to students’ questions to provide accurate data or correct inaccurate or misleading information.