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Author: communications

Published on
  • Effective: 8/27/1969
  • Revision: 11/29/2022
  • Reviewed: 12/10/2013
  1. Board Directive
    Recognizing the need for an orderly transition of students between school levels, the Board authorizes the District Administration to conduct appropriate advancement, promotion, and graduation activities.
  2. Administrative Policy
    1. Authorization
      The advancement, promotion, and graduation of students is authorized by the Board upon the recommendation of the Superintendent and the principal of the school involved.
    2. Definitions
      1. Advancement:  Movement of students within the three divisions or levels (elementary, middle, and high school) of instruction.
      2. Promotion:  Movement of students from one grade level to another, from elementary to middle school, and from middle school to high school.
      3. Graduation:  Completion of the high school program of studies specified by the State and local Boards of Education.
        NOTE:  The following definitions relate directly to the mandate for optional configurations of the high school program as specified by Utah Code §53A-15-101.
      4. Advanced Placement (AP):  The most rigorous credit courses in the high school curriculum in any discipline area.  Sponsored by and controlled by the College Entrance Examination Board, AP courses each have associated tests that also grant college level credit upon successful completion of the examination designated for that course.
      5. Accelerated Vocational Programs:  Vocational/technical education courses designed to provide college credit to students evidencing a high level of content master/skills in a specialized field.
      6. Early Graduation:  Optional program governed by the creation of a specialized Student Educational Plan for College and Career Readiness and approved by the principal at the least one quarter prior to the date for early graduation; designed for the purpose of allowing a student to graduate after completion of the eleventh grade or at the end of any quarter of the twelfth grade year.
      7. Concurrent Enrollment:  Optional program governed by the creation of a specialized Student Educational Plan for College and Career Readiness that allows a student to enroll in post secondary training/education while attending classes in the regular high school day.  Courses completed in the Concurrent Enrollment program may be used as credit toward high school graduation and/or may be applied to fulfillment of post secondary educational requirements.
      8. Early Admissions:  Optional program governed by the creation of a specialized Student Educational Plan for College and Career Readiness that allows a student to enter post secondary training/education in place of or as part of the normal senior year.  Early Admissions does not preclude the student returning to graduate from high school with his/her class.
      9. International Baccalaureate:  A rigorous program of studies emphasizing critical thinking while encouraging an international perspective.  Students may earn a certificate in a specific course of study and a diploma recognizing completion of the entire program.
    3. Promotion and Graduation Requirements
      Promotion from elementary school to middle school or from middle school to high school shall be authorized upon satisfactory fulfillment of the requirements specified by the State Board of Education and additional studies required by the Jordan School District Board of Education. Graduation from high school shall be authorized upon satisfactory completion of high school graduation requirements in the Utah educational code and stated in the Jordan School District Credit Guidelines for graduation from secondary schools. (State Board Rule R277-705-3)
    4. Responsibility
      The Administration delegates responsibility for the general coordination of advancement, promotion, and graduation activities to the Administrators of Schools.  Working cooperatively with the school principals, the Administrators of Schools shall make certain that Board and Administrative policies are understood and complied with in conducting school programs.
    5. Advancement
      Teachers and principals shall consider the continuous progress and educational growth of students a major concern as students are advanced from one level to another in the elementary and middle school.  Retentions and accelerations shall be considered on the basis of the best interest and welfare of the student based upon the professional determination of the local school educational team comprised of a school administrator, parent(s)/legal guardian(s), teacher(s) and guidance personnel.  (See Policy AS64 Student Retention and Acceleration)
    6. Promotion
      As students are promoted from one division or level to another, teachers and administrators shall stress the non-terminal nature of promotion and shall encourage students to continue their studies.
    7. Graduation Programs
      Graduation programs shall be conducted according to the following guidelines:

      1. Commencement exercises shall be held to honor those students graduating from high school.
      2. They shall reflect the dignity of youth, the community, and the schools of Jordan School District.
      3. They shall emphasize conservatism in money expenditures required of students, parents, and schools in order not to embarrass the indigent.
      4. No formal programs or exercises shall be held for pupils being advanced from one grade to the next or for pupils being promoted from elementary to middle school or from middle school to high school.
      5. Middle school students shall not purchase class rings, yearbooks, or pins to signify the promotion occasion.
    8. Scheduling
      The scheduling of graduation programs shall be coordinated by the Administrators of Schools.  Selected program dates shall be cleared through the Superintendent's office and placed on the Activity Calendar.
    9. Graduation Attire
      In order to maintain dignity and decorum at high school commencements, students participating in commencement exercises are subject to the graduation dress attire articulated in Policy AA419 Student Conduct and Dress, item D.

Published on
  • Effective: 8/27/1969
  • Revision: 2/25/2014
  1. Board Directive
    The Board recognizes the need of a group testing program to gain information for use in individual student planning and to help evaluate the instructional programs of the District. Therefore, the Board charges the Administration with establishing a District-wide group testing program.
  2. Administrative Policy
    The Director of Evaluation, Research and Accountability, under the direction of the Administrator of Teaching and Learning and in cooperation with the Administrators of Schools, shall be responsible for the general direction and administration of the District-wide group testing program.

    1. Group tests are administered to gain information about the achievement of individual students, to provide information used in the screening and placement of students and to help evaluate
      instructional programs.

      1. Achievement tests are to be used in the basic District-wide group testing program.
      2. Tests will also be administered to establish competency and mastery of core curriculum standards as directed by the Jordan School District Board of Education, Utah State Board of Education, and the U.S. Department of Education.
      3. Other tests may be administered to determine student aptitude, achievement and interest levels for vocational guidance, for placement of students in remedial classes and for grouping students in various academic courses.
    2. A Testing Advisory Committee, composed of staff members from Teaching and Learning and Evaluation, Research and Accountability, shall periodically review the District-wide group testing program and make recommendations concerning test selection, testing procedures and the testing calendar.
    3. Procedures for administering the District-wide group testing program are to be established by Evaluation, Research and Accountability and include:
      1. The development and distribution of an annual group testing calendar and distribution of monthly updates to the group testing calendar.
      2. The ordering, distribution and security of test materials.
      3. The preparation of orientation programs and materials regarding the proper use, administration, interpretation and security of tests.
      4. The preparation and submission of electronic pre-print data requisite for online or computer-based assessment administrations.
    4. Principals shall be responsible for the administration of the District-wide group testing program at the local school level.  They are responsible for distribution and security of test materials and relaying test orientation information to the professional staff members within their building.  At the middle school and high school levels, an administrator or counselor shall be designated as the school testing coordinator.  Principals are responsible to oversee and ensure the standardized, ethical and efficient administration of all District-wide group testing including assessments administered in both paper-based and online or computer-based formats.  Utilizing resources provided by Evaluation, Research and Accountability, principals shall annually conduct professional development with their faculty and staff stipulating that all District-wide assessments are to be administered in a standardized and ethical manner, and of potential employee consequences if standardized and ethical procedures are not followed.
    5. Test scores shall be released to parents/guardians and to secondary students on appropriate occasions through (1) conferences in which test scores are interpreted by a professional educator, or (2) by other procedures deemed appropriate.
    6. Evaluation, Research and Accountability shall be responsible for preparation and distribution of test results and reports.
      1. It shall be each principal's responsibility to see that requisite test scores are maintained in each student's permanent record folder.
      2. Reports containing statistical summaries of test data shall be prepared as required by the Administration, and state and federal programs.
    7. The procedures for students/parents to appeal a given test score or scores are as follows:
      1. Within 60 days of receipt of test results, the parents or guardian shall notify the school principal in writing, detailing the specific testing irregularity or inaccuracy that has resulted in their appeal and their request for a remedy.
      2. Assisted by Evaluation, Research and Accountability, the principal will review the appeal in a timely manner.  In the case of students receiving special education services, the IEP team will be included in the review.
      3. The principal will notify the parent or guardian of the decision on the appeal.
      4. Should the parents or guardian disagree with the decision of the principal, they may appeal within 60 days to the Board of Education.
      5. The Administration will schedule such a hearing with the Board at the convenience of the parties directly concerned and shall notify those persons who will be in attendance at this hearing.
      6. The student, parents or guardian may exercise the right to be represented by legal counsel at the hearing.
      7. The Board must receive a notice ten (10) school days prior to the hearing if the student wishes to be represented by legal counsel in order that the Administration may exercise the same right.
      8. After the hearing, the Administration will inform the parents or guardian in writing of the Board’s decision.

Published on
  • Effective: 8/27/1969
  • Revision: 9/22/2020
  1. Board Directive
    Since the coordination of activities is an administrative function, the Board delegates to the Administration the responsibility for the preparation and announcement of District calendars.  These calendars shall be prepared in accordance with guidelines established by the Utah State Board of Education and shall be approved by the Board.
  2. Administrative Policy
    Recognizing that the scheduling and coordinating of District activities is an important administrative function, the Superintendent or Superintendent's designee shall be responsible for the development of the school calendars for each type in use according to the following administrative policy provisions:

    1. A District Calendar Committee will be formed to make recommendations to the administration and the Board regarding calendar preparation. Committee members will serve four-year terms which expire on a staggered basis.
    2. Voting representatives will include the following:
      1. Two administrators (recommended by the Administration) and two teachers (recommended by the employee agent group) will be selected from the following groups
        1. One high school administrator or teacher
        2. One middle school administrator or teacher
        3. One elementary administrator or teacher that represents each calendar type in use.
      2. Two educational support professionals (ESP) (recommended by the employee agent group)
      3. One parent from each feeder area (Board approved with recommendations from the PTA and other groups)
      4. The chair for the committee shall be appointed by the District Administration as a non-voting advisor.
      5. At the recommendation of the Committee chair, District Administration may appoint non-voting advisory members to this committee as needed.
      6. Voting members can be removed at the discretion of the Board and/or District Administration.
    3. School calendars will be developed according to the following policy:
      1. Each year, two school calendars shall be presented to the Board of Education: final calendars for the coming school year, and the tentative calendars for the next school year.
        1. The committee shall develop at least two calendar options for the coming school year for each calendar type in use.
        2. Parents and employees in the District shall be surveyed on these options and feedback provided to the Board before calendars are finalized.
        3. The following shall be presented to the Board of Education: at least calendar options for the coming year for each calendar type in use, and survey results on those options.
      2. There will be at least a three week summer break for each school.
      3. School will not be held on these holidays: Labor Day, Thanksgiving, Christmas Eve, Christmas, New Year’s Day, Martin Luther King Day, Memorial Day, July 4, July 24 and when possible, Washington/Lincoln Day.
      4. A Fall, Winter and Spring Recess shall be scheduled.
      5. Grade Transmittal Days
        1. Year-round elementary schools will schedule grade transmittal days to support track changes.
        2. Grade transmittal days in traditional schools will be the first school day after each quarter ends for the first three quarters of the school year.
      6. Parent-Teacher Conferences will be scheduled as follows:
        1. The dates for Parent-Teacher Conferences will be scheduled no earlier than mid-first quarter and mid-third quarter on dates determined by the District Calendar Committee.
        2. When parent-teacher conferences are held in the two-evening format, a compensation day will be given.
      7. Emergency closure make-up days
        1. Will be calendared annually with preference given to the weekday immediately following the last day of the school year.
        2. Emergency closure days may be at-home virtual learning; or
        3. Used for professional development pursuant to Utah Code 53F-2-102; or
        4. Other options recommended by the Administration and approved by the Board.
      8. Teacher preparation time and/or teacher professional development (53F-2-102)
        1. Two (2) days will be included annually for each calendar type in use; and
        2. Two (2) optional days will be included for each calendar type in use.
          1. The use of optional day(s) will be recommended by the Administration and approved by the Board annually as-needed.
          2. If necessary, an optional day may be used for emergency closure make-up days pursuant to Utah Code 53F-2-102.
    4. School calendar approval by the Board will occur by December each year.

2/25/2020: Board of Education approved the term “Education Support Professionals” to replace “Classified” to describe personnel not licensed as educators.

Published on
  • Effective: 8/27/1969
  • Revision: 9/8/2009
  • Reviewed: 12/10/2013
  1. Board Directive
    The Board encourages and supports research projects relating to the various functions of the District.  The Board recognizes that current research data are required in the development of improved operational and instructional programs.  The Board delegates to the Administration the responsibility for policy regarding research in the District.
  2. Administrative Policy
    District administrators shall actively support and promote appropriate research by identifying and encouraging projects concerning operational and instructional programs.  In recognition of the need to coordinate such research efforts, the Administration shall appoint a Research Review Committee and delegate to the committee the responsibility for the review and approval of research project proposals.  The Director of Evaluation, Research and Accountability shall accept and coordinate requests for research projects.

    1. The Administrators of Schools and the Director of Evaluation, Research and Accountability shall constitute the Research Review Committee.
    2. One Administrator of Schools serves as chairperson of the Research Review Committee.
    3. Administrators, principals, and consultants may be used as advisers to the Research Review Committee.
    4. The committee shall review all research proposals to determine their educational value and to evaluate the research design.  The Committee will then approve or disapprove each research project.
    5. Applicants requesting to conduct research projects shall submit to the Research Review Committee a completed Research Project application and a written proposal that outlines the purpose of the research, the methodology to be followed, the instruments to be used, and the anticipated benefits which shall accrue to the District upon completion of the research.
    6. Requests for budgeting support for research projects shall be prepared and submitted to the administrator in charge of research prior to March 1st.
    7. Following consideration by the Research Review Committee, formal notice of approval or disapproval shall be given to the applicant by the Committee chairperson.
    8. Administrators of Schools, division administrators, and department directors shall have the responsibility to coordinate approved research projects within their areas or departments.
    9. Upon completion of a research project, whether or not the District participates in the funding, a copy of the findings, thesis, dissertation or other written report shall be submitted to the administrator in charge of research.  The results of significant projects shall be reported to the Administrative Cabinet, appropriate staff members and/or the Board of Education by the chairperson of the Research Review Committee.

Published on
  • Effective: 8/27/1969
  • Revision: 9/8/2009
  • Reviewed: 12/10/2013
  1. Board Directive
    Recognizing the need for greater articulation between high schools and colleges and the development of special academic classes which will challenge college-bound students, the Board authorizes District participation in Advanced Placement Programs.  Advanced Placement classes shall be programmed in harmony with guidelines established by the Utah State Board of Education and The College Board.
  2. Administrative Policy
    The Administrators of Schools shall work with high school principals in the scheduling of Advanced Placement courses as needed.  The Administrators of Schools shall coordinate Advanced Placement activities with the program of the Utah State Office of Education and The College Board.

    1. Advanced Placement Programs shall be conducted to give students experience in developing research and independent study skills and the potential to earn college credit for work completed in high school.
    2. Requests for participation in College Board Staff Development and other Advanced Placement Programs shall be prepared by the principal and submitted to the Administrators of Schools for approval.  Instructional staff members (consultants and coordinators) shall be consulted as requests are reviewed.
    3. Advanced Placement classes shall be taught by qualified instructors.  Depending upon the specific subject, Advanced Placement classes may have a smaller teacher/pupil ratio than non-Advanced Placement classes.
    4. Adequate and appropriate instructional materials shall be provided by the school where the course is taught.
    5. Annual reports of student enrollments in Advanced Placement classes and student achievements in final examinations shall be prepared by the Administrators of Schools in conjunction with the Utah State Office of Education.
    6. End-of-year final Advanced Placement exams shall be scheduled and administered by The College Board in conjunction with high schools nationwide.  The scheduled test dates cannot be adjusted by local authority.
    7. Test administration fee schedules are set by The College Board and are not subject to local Board of Education fee schedules. Principals, at their discretion, may use Advance Placement funds to assist students in need to offset the costs of Advanced Placement exams.

Published on
  • Effective: 8/27/1969
  • Revision: 4/26/2016
  • Reviewed: 6/10/2014
  1. Board Directive
    The Board recognizes the need for a District grievance process and delegates to the Administration the authority to implement a policy regarding grievance procedures for education support professionals.
  2. Administrative Policy
    It is the policy of the Administration to address grievances alleged by education support professionals with the following administrative policy provisions:

    1. Definitions
      1. Grievance – A complaint which:
        1. Sets forth an allegation that there has been a violation of District policy, state law, or federal law.
        2. Specifically identifies the Jordan School District policy or statute alleged to have been violated.
        3. Provides a detailed statement of the alleged violation.
      2. Grievant – Any education support professional or group of education support professionals aggrieved by a decision or condition falling under District policy, or state or federal law.
      3. Grievance Officer – The District employee or employees designated to review complaints regarding alleged violation of District policy, state law, and/or federal law and charged. with the responsibility of investigating, or overseeing the investigation of, complaints.
      4. Immediate Supervisor – The employee’s principal or department director/administrator.
    2. Procedure
      1. Step I:
        Any education support professional alleging a grievance is encouraged to resolve the problem, if possible, through an informal discussion with the immediate supervisor (Step I). This discussion is included in the twenty (20) working day window for filing a grievance.
      2. Step II:
        1. In the event that the informal discussion does not resolve the problem, an education support professional (grievant) or his/her designated representative may prepare and file a completed grievance form with his/her immediate supervisor. The grievant or his/her representative shall furnish sufficient background information concerning the alleged violation, which identifies date(s), time(s), person(s), the actions that led to the grievance, and the District policy, or state or federal law that was violated.
        2. A copy of the grievance will be immediately forwarded by the immediate supervisor to the District Grievance Officer, the appropriate District-level Administrator, the Administrator of Human Resources or his/her designee, and the President of the employee agent group.
        3. The grievance must be filed within twenty (20) working days of the date the grievant knew, or should have known, of the circumstances which precipitated the grievance. Grievance forms are available in the District’s Human Resources Department or online at the District’s Human Resources website. A grievance will be denied, if the grievant, or his/her designated representative, does not file a grievance form that sets forth an allegation that there has been a violation of a District policy, or state or federal law and specifically identifies the policy or statute alleged to have been violated.
        4. The immediate supervisor to the grievant, or his/her representative, shall respond in writing, within five (5) working days following receipt of the grievance.  A copy of the response will be forwarded to the District Grievance Officer, the appropriate District-level Administrator, the Administrator of Human Resources or his/her designee, and to the President of the employee agent group.
      1. Step III:
        1. If the immediate supervisor’s written response (decision) at Step II does not resolve the problem, the grievant or his/her designee shall forward the completed Education Support Professionals Grievance Form to the District Grievance Officer to initiate Step III.
        2. The District grievance officer shall investigate the complaint with the parties concerned in the grievance within fifteen (15) working days of the grievance having been filed at Step III.
        3. At the conclusion of the investigation, the grievance officer shall render a decision and issue a written report setting forth his/her findings and recommendations for the resolution of the grievance within five (5) working days.
        4. The grievance shall be considered resolved if the grievant and the District accept the recommendations of the District grievance officer.
        5. If no written report has been issued within the time limits set forth in “c” above, or if the grievant or District shall reject the recommendations of the District grievance officer, the grievant or the District shall have the right to appeal to the Board of Education for review of the grievance at Step IV.
      2. Step IV:
        1. A written request for Board of Education review of the grievance must be submitted to the Superintendent or his/her designee within ten (10) days of the date of the grievance officer’s report or the expiration of the time limits set forth in Step III.
        2. The Board of Education shall review the grievance and the grievance officer’s report. (An additional hearing shall not be held.)
        3. The Board of Education may affirm the grievance officer’s recommendations, amend the recommendations, or affirm the recommendations in part and amend in part.
        4. The Board of Education’s written decision shall be issued within twenty-one (21) working days of receipt of the grievant’s written appeal by the Superintendent or his/her designee at Step IV.
        5. If no written decision has been issued within the time limit set forth in B.4.d or if the grievant shall reject the decision of the Board of Education, the grievant shall be free to pursue such litigation or statutory remedy as the law may provide.
    1. Miscellaneous Provisions
      1. The employee will be informed that the time limits set forth in this policy may be modified or extended if mutually agreed upon by the employee, or his/her designated representative, and the District.  If either party wishes to change the timeline set forth in this policy, the party will request the modification(s) from the other party and both parties will need to agree to the modification(s) before the modification(s) can be honored.  The grievance officer will issue a letter of understanding to the parties outlining the agreed upon modified timeline.
      2. No person shall suffer recrimination or discrimination because of participation in this grievance procedure.
      3. Employees shall be free to testify regarding any grievance filed hereunder.
      4. Confidentiality will be observed pending resolution of the grievance.
      5. The grievant may be accompanied by a representative of his/her choice in all stages of these proceedings.
      6. Records of all grievances will be maintained by the District grievance officer. The records will be kept in a separate and confidential file as required by District policy DP367—District Records Management.  Information regarding grievances will be classified as private.

Employee Grievance form  (form updated 2/16/2021)

Published on
  • Effective: 8/27/1969
  • Revision: 11/8/2005
  1. Board Policy
    The Board recognizes the need for uniformity and clarity on financial accounting issues. All District employees are to follow the "Financial Accounting Manual." The Administration may change this manual from time to time as necessary. When this manual is updated, copies will be distributed to the Board.

Published on
  • Effective: 8/27/1969
  • Revision: 6/22/2010
  • Reviewed: 12/10/2013
  1. Board Directive
    Boards of Education are by law (Utah Code §53G-9-402 through 404) committed to the testing and examining of every student within their jurisdiction to ascertain if such student has impaired or defective vision.  Students with vision problems are affected academically, socially, and psychologically.  Therefore, the Board shall delegate the responsibility of providing for vision testing throughout the District to the Administration.
  2. Administrative Policy
    Educational Support Services, in cooperation with the District nurse, shall be responsible for the development and annual review of the District Vision Testing Program.

    1. Objectives
      The objectives in the District Vision Testing Program shall be:

      1. To educate students in practices of good eye safety.
      2. To identify students with impaired vision.
      3. To help students with impaired vision obtain adequate medical attention and glasses as needed.
      4. To initiate necessary adjustments in the educational programming of students with impaired vision to help them compensate for their disability.
      5. To provide basic data which may be utilized in planning to meet the special needs of visually impaired students throughout the District.
    2. Procedures
      Grades to be screened each year for distance vision will be a minimum of kindergarten, first, third, fifth and one grade in middle school.  The vision testing program shall make special provision for testing of the following:

      1. Students moving into a school from another district.
      2. Students enrolled in special education.
      3. Students referred by classroom teachers, principals, parents, or other school personnel.
      4. Exemptions will be provided to students with a written statement signed by at least one parent or legal guardian that the screening violates the personal beliefs of the parent or legal guardian.
      5. According to §53G-9-404 a child under seven (7) years of age entering school for the first time must present the following to the school:
        1. a certificate signed by a licensed physician, optometrist, or other licensed health professional stating that the child has received vision screening; or
        2. a written statement signed by at least one parent or legal guardian of the child that the screening violates the personal beliefs of the parent or legal guardian.
        3. Jordan School District nurses may conduct free pre-kindergarten vision screening clinics.
    3. Administration
      Vision screening shall be administered under the direction of the District nurse per Jordan School District Vision Screening Rules.

      1. Parent volunteers and/or school personnel may assist with screenings.
      2. The District nurse trains volunteers in the vision screening process and is on site during the entire screening.
      3. A licensed health care professional may participate in the District’s free vision screening program only according to §53G-9-404 guidelines.
      4. The District nurse reviews the screening results and determines which students require a second screening or are referred for further follow-up.
    4. Referral
      Vision screening referral guidelines shall be developed by the Department of Health.   Referrals shall be considered for further visual testing whenever additional information concerning vision is needed for vision impaired services.
    5. Follow-up
      1. Parents will be informed, in writing, in a timely manner whenever their child fails a vision screening.
      2. Teachers, principals and other school personnel shall be informed concerning those students needing vision follow up and/or special accommodations.
    6. Reporting
      1. Recording of the vision test results of all students shall be made on the cumulative health card and/or electronic file under the direction of the District nurse.
      2. District nurses shall submit a yearly report of referrals to the Division of Services for the Blind and Visually Impaired, State Office of Education for children aged 3 ½ to 7.
      3. Vision reports shall be confidential and made available only to DSBVI and District personnel who are directly responsible for the management of the student.

Published on
  • Effective: 8/27/1969
  • Revision: 9/8/2009

This policy manual contains approved statements of policy for Jordan School District.  The purpose of these statements is to promote a broad and uniform understanding of the manner in which individual members of the District are to operate in a collective effort to achieve District objectives.

Definition of Policy
The term "policy" is subject to widely divergent usage and definition. To insure consistency of interpretation, the following definition has been adopted:

A policy is a statement of the Board of Education's or Administration's intent with respect to matters of broad and long-range significance to the District.

Policies exist at many levels of an organization: Board of Education, District Administration, or school. Within this manual, policies shall be stated at the level of the Board of Education and at the level of the District Administration. In all cases, policies of the District Administration are derived from those of the Board of Education.

By expressing intent, policies specify the direction or delineate the scope of organizational action.  Policies automatically result in limits on action.  Therefore, to avoid unnecessary rigidity, policies are stated in general and long-lasting terms.  Details are avoided wherever possible.  With the exception of statutory requirements or instances where specific application of a policy is essential to the long-term welfare of the District, policies allow for flexibility and change.

The policies of the Board apply throughout the District.  The subjects that they cover are of Districtwide importance and are intended to remain of such importance into the foreseeable future.

Purpose of Policies
Policies provide administrators and managers with guides to action that have been objectively considered in anticipation of problems.  Because they are developed at the level of the Board, the guides are internally consistent; decisions can be made in one area with reasonable assurance that they will be consistent with decisions made in other areas.  Being long-range in scope, policies have a stability that tends to insure that today's decisions will be compatible with those made yesterday or those that will be made tomorrow.

Policies imply limits.  In striving for a fully coordinated effort, some restraints must be accepted.  However, in the very process of establishing limits, policies provide for freedom of action by establishing standards of acceptable action.  An individual can act with confidence and dispatch because he/she knows the Board's and the Administration's intentions and desires.

Policies establish the manner in which the District will conduct its relationships with others, such as employees, students, parents, patrons, and vendors.  Thus, policies promote good human relations and an attitude of fair and consistent treatment by keeping people informed and minimizing doubt.

Policies, Objectives and Other Guides
Policies and objectives are closely related.  "Objectives" are end results, goals, or targets set by the Board or the District Administration.  Policies guide and limit the actions and decisions of people as they work toward achieving District objectives.  The objectives of the District are included in this manual.

Policies are not the only guides for operations.  Specific practices, procedures, and regulations also help govern actions and decisions.  These must be consistent with, but not mistaken for, policies.

A "practice" is a means or method of doing something.  Practices are the repetitive, continuing actions of the organization; the normal or currently specified ways in which various aspects of the District's activities are conducted.  Because policies establish standards of acceptable action, they serve to limit the practices that may be adopted within the District.

“Procedures” are a series of interrelated steps carried out in performing an activity.  Procedures define how practices and other activities with the District are performed.

“Guidelines” are specific directions people are expected to obey.  They are generally inflexible and often narrow in scope.

A change in policy occurs infrequently, for it reflects a shift in basic intention.  However, as changes occur in the environment, both internally and externally, specific practices, procedures, and guidelines must be adapted to meet them.  Because of the expectation that changes in specific behavior will be required with relative frequency, procedures and guidelines are published in separate individual manuals to be used within specific departments.

When necessary, the Board of Education delegates to the Superintendent or his/her designee, the authority to make minor edits to policies which do not change the intent or objective of the policy.

The definition of authority relationships, responsibilities, and division of effort are outlined within this manual.

Responsibilities
Accountability for the effectiveness of the District rests ultimately with the Board of Education.  Consequently, the determination of policy is the responsibility as well as the prerogative of the Board.  The Board acknowledges its responsibility to provide leadership in the achievement of District objectives.  This manual provides one aid in discharging that responsibility.

Each administrator and manager shall be responsible for familiarizing himself/herself with all District policies and for communicating them to his/her subordinates.  This policy manual is available to all administrators, employees and patrons on the District Policy Manual website.

It shall be the duty of all District personnel to apply District policies judiciously to actions and decisions.  Only by translating policy into intelligent action can the integration of effort necessary to attain District objectives be achieved.

Provision for Exception
It is possible that unusual cases may occur in which the best course of action differs from the actions that would be taken in accordance with expressed policy.  This does not mean that an otherwise sound policy must be distorted to accommodate the exceptional case; nor would the value of the policies be undermined by ignoring the exception.  In such cases the problem would be examined on its own merits and an exceptional decision made where unusual circumstances prevail.  However, full awareness of the exceptional nature of the decision and of the serious ramifications of the actions must be carefully considered.

Because policies are officially interpreted by the Superintendent, any exception to an existing policy should have his/her authorization.

Published on
  • Effective: 8/27/1969
  • Revision: 7/14/1998
  • Reviewed: 5/28/2013
  1. Board Directive
    The Board recognizes that good discipline and control must be maintained in schools to provide a wholesome educational environment.  The Board, therefore, delegates to the District Administration responsibility for establishing policy for staff responsibility in disciplining students.
  2. Administrative Policy
    In order to maintain a good learning environment, each school principal shall work cooperatively with faculty members, parents, and students to establish a student code of conduct which outlines behavior requirements consistent with District administrative policies.  Individual teachers will be responsible for maintaining good discipline and control in their classes and extracurricular assignments.  All staff members will assist in maintaining discipline in other areas of the building and school grounds.

    1. Teachers and other staff members will promote good rapport with students by demonstrating qualities of honesty, fairness, and consistency in their dealings.  Teachers are expected to help students develop and maintain respect for themselves, for others, and for school property.
    2. Teachers will maintain effective control of the instructional situation in order to provide optimum learning opportunities for all students.  It is the responsibility of the teacher to plan lessons carefully and engage in instructional activities which further student interest.
    3. Principals will work with faculty members to develop and implement teaching methods to alleviate potential discipline problems in the classroom.  Such preventive measures might include:
      1. Redirecting student interest and energy away from disruptive channels toward productive activity.
      2. Involving students in learning situations through participation in individual projects, small group activities, role playing, or discussions.
    4. In situations where student behavior becomes disruptive to the extent that it interferes with the learning and teaching process, the principal or teacher may submit students to reasonable punishment.
      1. Student disciplinary action must be consistent with established rules and regulations.
      2. No one may inflict cruel or irresponsible punishment upon a student or exercise other liberties prohibited by statutory law including any form of corporal punishment as defined under Utah Code §53G-8-301(1).
      3. Students requiring discipline are to be dealt with in a professional and objective manner, without undue emotional display.
    5. When student behavior becomes disruptive to the extent that immediate measures must be taken to avoid personal injury or abuse to themselves or others, teachers, acting in loco parentis, may restrain to control the student or students involved.
    6. Corrective disciplinary measures shall be implemented in accordance with Policy AS67—Discipline of Students.
    7. Teachers will provide supervision in their classes and during assigned extracurricular assignments.
    8. Teachers have the responsibility to set and maintain high standards of behavior and act as role models to their students. (See Policy AS95 – Conduct Related to School Activities.)
    9. Teachers and other staff members have the responsibility to communicate with students and their parents in a professional manner.   Text messages to students must be of a professional, not personal nature.  The message content, and frequency will be used to determine if disciplinary action is taken by the District.