Board Directive It is the policy of the Jordan School District Board of Education to include all parents and guardians in the educational process of their students, no matter the language. Communication and assistance will be provided to engage families in the educational process as a partner in the education of their student(s). The Board authorizes the Administration to develop and administer a policy consistent with Utah Code 53G-7-22 to provide services for English language learner students.
Administrative Policy In order to provide support to families with engagement in the event of language barriers, the policy shall be administered in accordance with the following administrative policy provisions:
Coordinating services for English language learner students within the District shall be the responsibility of Language and Culture Services.
The Title III Director and Coordinator will review the policy annually and determine the need for implementation and training. Communication with applicable stakeholders will occur as needed following the review.
Determination of Primary Language
Parents or guardians will document the primary language spoken during student registration.
If not English, the parent will be notified of rights for assistance to communicate with the school within 30 days of enrollment.
Within thirty (30) days of a student’s enrollment or re-enrollment, the LEA will make the determination of whether the student and parent require language assistance to communicate effectively with the school.
Language Access Plan
Using the student’s registration information, including the documented primary language, the District and schools will provide parents or guardians information regarding free translation or interpretation services, including but not limited to:
Contact information for translation and interpretation services
Resources on the website for translation and interpretation services
Interpretation services to parents and students who require such services to communicate with the LEA regarding critical information about their child’s education. Interpretation services can be provided at the site location, virtually, or by phone to meet parent needs.
Educators will receive an annual review of this policy, including the available translation and interpretation services.
The Title III Director or Coordinator will approve translators or Interpreters. The District’s approved provider should be used when needed.
Students under the age of 18 may not be used.
Family members over the age of 18 may be used at the parent’s request.
Employees should ensure parents know there are District-provided translation services at no cost to the parent.
Translation and interpretation shall be provided for, when appropriate and reasonable, but is not limited to:
Impromptu and scheduled office visits or phone calls
Enrollment or registration processes
Student educational and occupational planning processes
Fee waiver processes
Parent engagement activities
Student disciplinary meetings
School community councils
School board meetings
Other school or district activities
Other interactions between the parents of a student learning English and educational staff
Utilizing the District’s translation and interpretation services to translate enrollment, academic and behavioral documentation, when appropriate and reasonable, may include but is not limited to:
Registration or enrollment materials, including primary language surveys and English learning program entrance and exit notifications
Report cards or other progress reports
Student discipline policies and procedures
Grievance procedures and notices of rights and non-discrimination
Parent or family handbooks
Requests for parent permission
Any other guidance to improve instruction and assistance by teachers, counselors, and administrators to a student learning English and the student’s parent or guardian and family
Translation of critical communication will include, but is not limited to:
Use of contracted interpreting services for on-site/over-the-phone interpreter
Work with schools to ensure critical communication is communicated with all parents
Student-specific critical information will be provided in the covered language for the following, but not limited to, a student’s:
Legal or disciplinary matters
Entitlement to public education or placement in any special education, English language learner, or non-standard academic program.
Responding to Complaints
When a complaint for violation of this policy is submitted to the school principal, Title III Coordinator, or Civil Rights Coordinator, responses will follow established grievance procedures.
Documentation will include basic information:
Complainant’s name and address
The specific details and considerations of the complaint include but are not limited to the following:
What rights were violated – who, what, when, where, how, and how much
Witnesses (where relevant)
School or District’s alleged discrimination in full detail
Date of the alleged violation
Action and preferred language
Signature of the complainant
Documentation of resolution should include specific actions, timelines, and follow-up that was taken to resolve the complaint and by whom.
Board Directive The Board of Education seeks to provide every student with access to a high-quality learning environment that provides superior educational programming and supports student health and well-being. Board members recognize that at times there may be the need to reconsider the use of District buildings. The Board strives to maximize the efficient use of District facilities while balancing the effect that changes can have on students, families, employees, and communities. The Board of Education has the sole authority to consolidate or close Jordan District schools.The Administration is authorized to administer school consolidation and/or school closures under the direction of the Board.
When reviewing the use of District facilities, the Board of Education will consider applicable factors including but not limited to:
Need for significant investment in a building
Supplementing general teacher Full Time Equivalent (FTE)
Decreasing enrollment over time, building capacity, and enrollment of near-by schools
New opportunities or use for District needs
When changes are made, the priority of the Board is to provide students and staff with the opportunity to experience a smooth transition. If the Board decides to pursue consolidation or closure, the following conditions will be in place:
Teachers who are subject to policy DP327 NEG - Reduction in Licensed Staff will have access to the negotiated policy protections which include one year of substituting with benefits and guaranteed opportunity to interview.
Additional consideration will be given to the following possibilities:
Provide temporary transportation to ease transition.
Create a sense of ownership for all students at the receiving school(s) such as:
New name for school
Have a plan for the use of the closed school that prioritizes a new opportunity or is utilized for District needs.
Bring in an outside entity to facilitate stakeholder conversations.
Enrollment, capacity and projection data provided to the Board by staff.
Staff provides Facilities Committee with information on schools that meet the trigger points and an initial analysis of the trigger point data:
Estimated costs associated with all short-term repairs, building lifespan needs over the next five (5) years, and/or addressing the structural safety issues is greater than 35% of the estimated cost of building a new school.
General teacher FTE supplemented to allow for two teacher options per grade level in an elementary school.
Enrollment is below 850 for a middle school.
Five-year enrollment projection data indicates the school will be at or below 50% of capacity and surrounding schools will be at or below 65% of capacity.
Facilities Committee notifies all Board members of schools being discussed and involves the Board member representing the affected school(s) in the discussions.
Facilities Committee will analyze trigger point data, school information, potential resolutions, and determine if further action is recommended.
March - June
Facilities Committee presents recommendation(s) to the Board.
Board reviews the recommendation(s) and identifies next steps.
If the Board determines further action is necessary, the potentially impacted areas will be identified.
If the Board determines no further action is necessary at this time, a timeline for re-evaluation will be established.
Provide notice to required groups of potential school consolidation or closure 120 days prior to final approval. Utah Code 53G-4-402(21)(a)
Feedback on options is received from patrons through open houses with stakeholders, surveys, and meetings with other focused stakeholders. (SCC, PTA, faculty, etc.)
Provide opportunity for public comment during at least two public school board meetings.
Hold a public hearing on the issue.
Final vote is held during a public general meeting by the Board of Education.
Approved changes take effect the subsequent school year unless noted by the Board.
The Board of Education recognizes the statutory requirement for individual school districts to administer the statewide assessment system to uniformly measure statewide student performance. The Board further recognizes the public investment in statewide assessments, and supports an orderly and manageable process to allow private and home school students to participate in public school achievement tests if desired, in accordance with R277-604. The Administration is authorized by the Board of Education to establish Administrative Regulations consistent with this policy.
It is the policy of the Administration to address parent requests for statewide testing of home school or private school students with the following administrative policy provisions:
has and makes available a written policy for maintaining and securing student records.
“Statewide Assessment” means:
the summative adaptive assessment of a student in grades 3 through 8 in basic skills courses;
the online writing assessment in grades 5 and 8;
a high school assessment in grades 9 and 10;
a statewide English Language proficiency assessment;
the college readiness assessment;
the summative adaptive assessment of a student in grades 1-3 to measure reading grade level using the end of year benchmark reading assessment; and
the summative adaptive assessment of a student in grades 1-3 to measure math grade level using the end of year benchmark math assessment.
Procedure for Statewide Assessments - Participation for Private Schools and Private School Students
Applications for participation in statewide assessments must be received by Evaluation, Research & Accountability at least forty-five (45) days prior to the opening of the applicable assessment window. Evaluation, Research & Accountability shall respond to the application in a timely manner.
Private schools that are interested in participating in statewide assessments must participate, at the school district’s discretion, in the public school district where the private school is located.
The number of private school students will be limited to space available after currently enrolled public school students have been accommodated.
In the event that a private school student has an IEP or 504 Accommodation Plan in place requiring special accommodations, it is the responsibility of the private school to indicate such at the time of the application. Evaluation, Research & Accountability shall review the requested accommodation(s) and determine the feasibility of the request. The private school shall be informed of the results of the determination prior to the testing date.
A private school may request the following from the school district in which it is located:
an annual schedule of statewide assessment dates;
the location at which private schools may be tested; and
written policies for private school student participation.
Private school students who are not Utah residents may participate in statewide assessments only by payment in advance of the full cost of individual assessments.
Evaluation, Research & Accountability shall provide reasonable costs for the participation of Utah private school students in statewide assessments to be paid in advance by either the student or the student’s private school.
Evaluation, Research & Accountability shall provide an explanation of reasonable costs including administration materials, scoring, and reporting of assessment results.
Evaluation, Research & Accountability shall provide notice to private school administrators of any required private school administrator participation in monitoring or proctoring of tests.
Assessment results will be delivered electronically to the email address of the private school administrator indicated in the application.
Procedure for Statewide Assessment Participation of Home School Students
The student must have completed and submitted an Annual Home School Affidavit and received a District Certificate of Exemption from Planning & Enrollment.
Applications for participation in statewide assessments must be received by the Evaluation, Research & Accountability department at least forty-five (45) days prior to the opening of the applicable assessment window. Evaluation, Research & Accountability shall respond to the application in a timely manner.
A home school student who desires to participate in statewide assessments must participate in the public school district in which the home school student’s parent or legal guardian resides.
In the event that a home school student has an IEP or 504 Accommodation Plan in place requiring special accommodations, it is the responsibility of the applicant/parent to indicate such at the time of the application. Evaluation, Research & Accountability shall review the requested accommodation(s) and determine the feasibility of the request. The applicant/parent shall be informed of the results of the determination prior to the testing date.
A home school student or parent may request the following from Evaluation, Research & Accountability in which the home school student or parent resides:
an annual schedule of statewide assessment dates;
the location at which the home school student may be tested; and
written policies for home school student participation.
The Jordan School District may not require a home school student to pay a fee that is not charged to traditional students.
Evaluation, Research & Accountability shall provide notice to home school students or parents of any required parent or adult participation in monitoring or proctoring of tests.
Assessment results will be delivered electronically to the email address of the student’s parent indicated in the
A benefit eligible employee shall be paid for contract days which the employee would otherwise have been under contract to work during the six-week maternity leave, but shall not be paid for non-contract days occurring during the maternity leave period.
Benefit-eligible employees shall receive two weeks of parent leave (ten contract days), to be taken during the first year of the child’s life, in addition to any other leave for which the employee is already eligible. A parent taking maternity leave is not eligible for parent leave.
Prior to granting maternity/parent leave days, an employee shall agree in writing to repay compensation at his/her daily rate of pay for maternity/parent leave used or granted if he/she terminates employment with the District for other than medical reasons before completion of the current contract year.
Questions about how this policy applies to an individual family situation should be referred to Human Resources.
The Board recognizes that unique situations create circumstances where teachers will need to be hired and qualified for positions using Local Educational Agency (LEA)-specific licenses. The Board delegates to the Administration the responsibility for implementing policy for LEA-specific licenses in accordance with Utah State Board of Education (USBE) Rule R277-301.
Educator License and Endorsement Requirements
Jordan LEA License Eligibility Criteria
All applicants must:
Complete a bachelor's or higher degree in a related field of study; or
Have exceptional or specialized occupational experience, training, or expertise directly related to the area of assignment; and,
Complete a criminal background check including review of any criminal offenses and clearance in accordance with Rule R277-214; and,
Complete the educator ethics review described in Rule R277-500 within one calendar year prior to the application.
Jordan LEA Endorsement Eligibility
This authorization may be issued for a one to three-year period upon request from a District administrator for a licensed teacher (LEA, Associate, or Professional) who is not endorsed in the area of assignment.
Jordan LEA License or Endorsement Approval
The application must receive approval from the Jordan Board of Education in a public meeting no more than 60 days prior to employment and include:
Rationale for the appointment of a Jordan LEA-specific license or endorsement.
Verification that there is an inadequate supply of highly qualified and suitable licensed applicants in the license and endorsement area as demonstrated by posting the position for a reasonable period of not less than five days (not required for hourly applicants).
Applicants placed on Jordan LEA-specific licenses serve under temporary employment agreements.
A Jordan LEA-specific license area or endorsement is valid for up to three years. After three years, renewal of the license is subject to the approval or denial of the Utah State Board of Education.
A Jordan LEA-specific license expires immediately if the educator's employment with Jordan School District ends and the educator is not rehired by the District as an educator in the next contract year.
The District is not authorized to provide an LEA-specific educator license in the areas of:
Preschool Special Education
The Jordan LEA-specific Educator Training, Mentoring, and Support
Within the first year of employment, the educator must complete the following training:
Classroom management and instruction;
Basic special education law and instruction; and
Utah Effective Teaching Standards described in R277-530.
The educator must participate in the District’s Mentoring Program.
The District shall provide at least a three-year mentoring program by a trained mentor educator who:
Holds a professional educator license; and
Where possible, performs substantially the same duties as the educator with release time to work as a mentor; or
Is assigned as an instructional coach or equivalent position.
The assigned mentor shall assist the educator to meet the Utah Effective Educator Standards established in Rule R277-530 but may not serve as an evaluator of the educator.
The Applicant and the District will jointly develop an Associate Licensing Plan to:
Encourage transition from a Jordan LEA License to a Professional License.
Identify applicable educational, skill, and/or content knowledge requirements for enrollment in a qualified educator preparation program.
Identify paths and opportunities to prepare for successful passage of a pedagogical performance assessment.
Develop significant competency and knowledge sufficient to justify an extension request from the Utah State Board of Education for a continued Jordan LEA License if transition to an Associate License is not reasonable or applicable.
For each school that requests LEA-specific licenses, license areas, or endorsements, the following information shall be posted on its website:
Disclosure of the fact that the school employs individuals holding LEA-specific educator licenses, license areas, or endorsements
Percentage of LEA-specific licenses, license areas, or endorsements