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Category: Board Policy

Published on
  • Effective - 1/24/2017
  • Revision - 4/25/2023

Jordan School District will support and implement physically and emotionally safe school programs and procedures where learning can occur.

  1. School safety and security will be accomplished by providing a physically safe learning environment through safety and security programs that include:
    1. Safe and secure buildings and grounds
    2. Emergency preparedness
    3. Student, staff and patron safety and welfare
    4. Timely communication to families (coordinated with police) if an emergency should occur
    5. Yearly communication to parents containing safety procedures and protocol
  2. School safety and security will be further accomplished by encouraging each school to foster an emotionally safe and welcoming environment.
    1. The updated District Plan addressing the mental, social, emotional, and physical well-being of students and employees will be implemented throughout the District and shall include the following components:
      1. Clearly articulated procedures and protocols regarding the wellness needs of students and employees
      2. Clearly defined resources regarding suicide prevention and anti-bullying strategies
      3. Clearly defined education process for students, parents, faculty, and staff
    2. Each school will create a Code of Conduct in collaboration with the school administration, faculty, and School Community Council.  An anti-bullying program will be an element of each school’s Code of Conduct and shall include the following components:
      1. Clearly articulated and defined desired actions and behaviors
      2. Clearly defined rules and consequences
      3. Clearly defined reporting process
      4. Clearly defined education process for students, parents, faculty, and staff
  3. Evidence of the above may be requested by a Board member and provided through multiple means.
    1. The safety and security programs for physical safety shall be measured and assessed by:
      1. Jordan Safety and Security Assessments (three times per year)
      2. School Self-inspection Surveys (annually)
      3. Jordan School District Online Satisfaction Surveys (annually)
      4. Utah State Risk Inspections (annually)
      5. Utah State Fire Inspections (annually)
      6. Utah State Board of Health Inspections (annually)
      7. End of year drill reporting from schools
      8. Safety and Security Annual Report
    2. The emotionally safe environment for schools shall be measured and assessed by:
      1. Code of Conduct from each school provided to the appropriate Administrator of Schools and available on the school’s website (annually)
      2. Dates of each school’s Code of Conduct training provided to the appropriate Administrator of Schools (annually)
      3. District Plan with clear procedures and protocols regarding the wellness needs of students and employees
      4. Dates of training on the District Plan regarding the wellness needs of students and employees to be provided to the appropriate Administrator of Schools (annually)
      5. Data from early warning systems for student interventions
      6. Description of suicide, bullying, and violence prevention efforts
      7. Data from Skyward behavior logs
      8. School counselor student visit data
  4. The Board of Education will receive quarterly reports on school safety drills and incidents as well as anecdotal reports of efforts to establish an emotionally safe environment. The Board will report annually to the community on the physical and mental safety of students.

Published on
  • Effective - 5/24/2016
  • Revision -
  1. Jordan School District will acknowledge, value, and support students, families, and the community by:
    1. Creating a welcoming culture.
    2. Fostering an inclusive environment where all students are valued.
    3. Addressing problems with efficiency and concern.
    4. Actively partnering with parents to provide educational support to students.
  2. Evidence of the above will be provided through multiple means, including:
    1. Gathering anecdotal evidence through website submissions and interactions with patrons, parents, students, and employees.
    2. Conducting and reviewing the results of School Culture and Climate Surveys with parents, students, and employees.
    3. Conducting and reviewing the results of exit surveys provided to families leaving District schools.
    4. Conducting and reviewing the results of community surveys that include patrons and partners who do not have students in school.

Published on
  • Effective - 5/24/2016
  • Revision - 9/25/2018
    The Board of Education values all employees of Jordan School District.

  1. Licensed Employees
    1. Jordan District licensed employees will recognize they are valued by:
      1. Targeted professional development
        1. Schoolwide, leadership team driven
        2. Self-select
        3. Districtwide
      2. Opportunities for growth by enhancing professional/classroom skills.
      3. Recognizing licensed employees as professionals and providing opportunities for educator input.
      4. Recognizing and rewarding quality performance.
    2. Evidence of the above will be provided through multiple means, including:
      1. Creating a competitive salary schedule to recruit, attract, and retain high-quality licensed employees by:
        1. Conducting ongoing comparison studies of licensed employee pay and turnover rates along the Wasatch Front.
        2. Conducting and reviewing the results of licensed employee exit surveys.
      2. Conducting and reviewing the results of professional development needs assessment surveys and professional development exit surveys.
      3. Gathering evidence of the opportunities provided for licensed employees to give input.  Examples of anecdotal evidence will also be provided that action was taken based on employee feedback.
  2. Education Support Professionals
    1. Jordan District education support professionals will recognize they are valued through:
      1. Targeted professional development
        1. Department/site driven
        2. Self-select
        3. Districtwide
      2. Opportunities for growth by enhancing professional skills.
      3. Recognition of education support professionals as skilled employees and providing opportunities for employee suggestions.
      4. Recognizing and rewarding quality performance.
    2. Evidence of the above will be provided through multiple means, including:
      1. Creating a competitive salary schedule to recruit, attract, and retain high-quality education support professionals by:
        1. Conducting comparison studies of employee pay and turnover rates for educational support professionals along the Wasatch Front as the need arises.
        2. Conducting and reviewing the results of employee exit surveys for education support professionals.
      2. Conducting and reviewing the results of the bi-yearly Contract Education Support Professionals Employee Survey.
      3. Gathering anecdotal evidence of the opportunities provided for educational support professionals to give suggestions and feedback.

Published on

Effective: 10/27/2015
Revision:
Reviewed: 5/14/2024

The Board requires an attorney who is guided primarily by the Board’s policies and philosophies; one who seeks to put Board policies and views into effect rather than the potentially differing views of the administration.

  1. The Board expects its directions and wishes to be incorporated into administrative action when counsel regularly interacts with the Board and clearly understands their positions and directions to administrative staff.
    1. Board Counsel, like the members of the administration, works for the Board and is accountable to implement the policies and philosophies of the Board.
    2. Board Counsel provides frequent interaction with the Board and receives regular input from the Board so that counsel can better understand the attitudes and concerns of the Board and can efficiently assist in their implementation.
    3. Board Counsel works with administration to avoid courses of action which could be inconsistent with the direction and ideals of the Board.
    4. Board Counsel alerts the Board to potential issues, assesses the Board’s position on issues, and obtains timely clarification regarding Board intentions.
  2. Should any Board member express concern about possible legal counsel conflict of interest, that concern may become an immediate item on the next monthly Board agenda, so that any perceived conflict can be resolved and the entire Board can be satisfied with the legal counsel representation.

Published on

Effective - 09/25/2012
Revision - 5/23/17
Reviewed - 9/22/2015

The Superintendent will not cause or allow conditions, procedures, or decisions, which interfere with student achievement or which are unsafe, undignified, inequitable, discriminatory, or unnecessarily intrusive in his/her interactions with students and their families or those enrolling to be students.

Further, without limiting the scope of the aforementioned statement, he/she will not:

  1. Fail to implement policies, procedures and practices which promote the health and safety of the students.
  2. Fail to implement policies, procedures and practices that welcome and encourage parents to participate in their child’s education.
  3. Fail to be considerate of and sensitive to racial, ethnic, and cultural issues as well as community values.
  4. Fail to establish with students and their families, in a timely manner, a clear understanding of what may be expected and what may not be expected from Jordan School District services.
  5. Fail to operate facilities with appropriate accessibility.
  6. Use application forms that elicit information for which there is no clear necessity.
  7. Use methods for collecting reviewing, transmitting, or storing student and family information that fail to protect against improper access to the material elicited.  Privacy shall be protected by strict use of best practices and in compliance with all legal requirements.
  8. Fail to have clear accountability measures in fundraising activities that require the participation of students.
  9. Fail to inform students and their families of this policy in a timely manner, or to provide a way to be heard for persons who believe they have not been accorded a reasonable interpretation of their protections under this policy.
  10. Fail to provide for effective handling of grievances in a timely manner.

Published on
  • Effective: 9/25/2012
  • Revision: 2/21/2017

The Business Administrator is appointed by the Board of Education per Utah Code 53G-4-302 and 53G-4-303 respectively. All duties and responsibilities are enumerated therein.

  1. In addition to the duties and responsibilities outlined in Utah Code, he/she shall be responsible for the following items:
    1. Presenting a balanced budget and maintaining the budget as directed by the Board.
    2. Maintaining a five percent (5%) General Fund reserve as allowed by Utah Code.
    3. Striving for an unqualified Audit Report with minimal management letter issues.
    4. Maintaining an Accounting Manual outlining school and District financial operations, procedures, and requirements.
    5. Executing purchases and contracts on behalf of the District and the Board of Education.
    6. Ensuring District compliance with the Utah Money Management Act.
    7. Representing the Board of Education and Superintendent as necessary and appropriate.
  2. Monitoring of the Business Administrator shall be done by items listed in section A.
  3. Evaluation of the Business Administrator’s performance will be accomplished as follows:
    1. Each December the Board will conduct a formal summative evaluation of the Business Administrator. The summative evaluation will be based upon data collected during the previous school year from monitoring Board policies on Ends and Executive Limitations. A written evaluation document will be prepared by the Board and will be reviewed by the Board and the Business Administrator at an open meeting.
    2. The evaluation instrument for the Business Administrator will consist of:
      1. The monitoring report data developed by the Business Administrator in section A. and submitted to the Board under the schedule included in Board policy BSC204 Monitoring Superintendent Performance.
      2. A summary of the monitoring report ratings for the current evaluation cycle, prepared by the leadership of the Board
  4. In an effort to resolve concerns and safeguard the reputation of the Business Administrator and the Board, should any difference of opinion arise between the Business Administrator and a member of the Board, the following steps will be applied before either of those parties make his or her difference of opinion a matter of public discussion.
    1. The Business Administrator and Board member agree to meet privately and commit to keeping efforts positive and constructive.
    2. The Business Administrator and Board member will provide sufficient time adequate to remedy any concern that is presented in the initial meeting.
    3. If either party does not feel that the concern has been addressed sufficiently the concern shall be brought to the attention of the Board of Education in closed session or study session, as allowed by the Utah Open and Public Meeting Act.
    4. If discussion with the entire Board of Education is not deemed to have resolved the issue by either the Business Administrator or a majority of the Board present, either party is allowed to request further exploration of the issue through continued discussion of the issue, requesting private recommendations from disinterested third parties, or creation of a committee selected by the Board.

The Business Administrator or any Board member has the right to invoke B/SC 205 section D. in closed session or study session and request that the Board instruct the affected parties to follow the steps as outlined.

  1. The Business Administrator and the Board president will sign and date the completed Business Administrator’s summative evaluation following the performance evaluation meeting.

Published on
  • Effective - 4/23/2013
  • Revision - 5/26/2020

Reference: Appendix “Academic Growth Evaluation and Monitoring Criteria”

  1. The Board recognizes that providing a quality education for students includes ensuring that a variety of opportunities are made available at all levels to students such as STEM, music, art, physical education, leadership, character education, etc.  Additionally, the Board of Education believes in the importance of student growth and progress and supports assessment practices that inform instruction to meet the needs of all learners in every field of opportunity.
    Information on the breadth of educational opportunities as well as student growth measurements will be disseminated in multiple formats to school community groups, parents, and school leaders.
  2. Evidence of the above will be provided through multiple means, including:
    1. Student growth and achievement will be demonstrated through ACT data, state literacy annual report data, and high school graduation rates.
      1. Elementary Level - With consideration that literacy is a primary focus of the District, the following K-6 data points will be used to determine student growth and achievement.
        1. Acadience (grades K-3)
          Evaluation Criteria:  Percentage of the District's elementary schools whose most recent year's 3rd grade End of Year (EOY) percentage on benchmark is

          1. greater than 90%; OR
          2. greater than the prior year's EOY percentage on benchmark.
        2. RISE - Language Arts (grades 4-6)
          Evaluation Criteria:  Percentage of the District’s elementary schools whose most recent year’s language arts percent proficient is

          1. greater than 90%; OR
          2. greater than the prior year’s language arts percent proficient.
        3. RISE - Math (grades 4-6)
          Evaluation Criteria:  Percentage of the District’s elementary schools whose most recent year's math percent proficient is

          1. greater than 90%; OR
          2. greater than the prior year's math percent proficient.
        4. RISE - Science (grades 4-6)
          Evaluation Criteria: Percentage of the District’s elementary schools whose most recent year's science percent proficient is
          c) greater than 90%; OR
          d) greater than the prior year's science percent proficient
      2. Middle Level
        1. Students advance to high school with full credits and in line for graduation. Evidenced by the decreasing number of students who are credit-deficient at the end of 9th grade.
          1. less than 10%; OR
          2. less than the credit deficiency rate for the previous year’s class.
        2. RISE Scores – Language Arts (grades 7-8), Math (grades 7-8), Science (grades 7-8) Evaluation Criteria: Percentage of the District’s middle schools whose most recent year's percent proficient is
          1. greater than 90%; OR
          2. greater than the prior year's percent proficient.
        3. Advanced Placement (AP)
          Evaluation Criteria: Percentage of AP tests passed for the most recent year is

          1. greater than 80%; OR
          2. greater than the percentage of AP tests passed for the prior year.
      3. High School Level
        1. ACT (grade 11)
          Evaluation Criteria:

          1. Percentage of the District’s eleventh grade students meeting all four benchmarks for the most recent year is greater than the prior year's percentage of eleventh grade students meeting all four benchmarks; OR
          2. The District's percentage of eleventh grade students with a composite score of 18 or higher is greater than the previous year's percentage of eleventh grade students with a composite score of 18 or higher.
        2. Advanced Placement (AP)
          Evaluation Criteria:  Percentage of AP tests passed for the most recent year is

          1. greater than 80%; OR
          2. greater than the percentage of AP tests passed for the prior year.
        3. Concurrent Enrollment
          Evaluation Criteria:

          1. The October 1 enrollment percentage of students participating in concurrent enrollment courses for the most recent year is greater than the percentage for the previous year; OR
          2. the number concurrent enrollment credits earned during the most recent year is greater than the number of concurrent enrollment credits earned during the previous year.
        4. CTE Certifications
          Evaluation Criteria:  The District’s most recent year’s percentage of concentrators passing a skill test in a Program of Study of concentration in one of the foundation courses is

          1. greater than the previous year’s percentage; OR
          2. the State negotiated percentage for the most recent year.
        5. Graduation Rates
          Evaluation Criteria:  The graduation rate for the most recent year’s graduating class is

          1. greater than 90.0%; OR
          2. greater than the graduation rate for the previous year’s graduating class.
    2. See APPENDIX “Academic Growth Evaluation and Monitoring Criteria” for current Ends goals and accountability markers.
    3. Multiple educational opportunities that are provided to students will be shared through the District and school websites, school community councils, and district and local PTA meetings.

 

 

Published on
  • Effective:    9/25/2012
  • Revision:    4/23/19

While the Superintendent is the Board’s primary link to operational achievement and conduct the Board also recognizes the value of teamwork and seeks to work in harmony with District personnel.

Accordingly:

  1. The Board will acknowledge that all authority and accountability of staff is derived from the authority and accountability of the Superintendent.
  2. An individual Board member may communicate with, but will not make extensive/excessive requests of staff.  As a courtesy, Board members shall make the Superintendent aware of requests.
  3. The Board will not evaluate, either formally or informally, any staff other than the Superintendent and Business Administrator.
  4. The Board will recognize the relationship between Superintendent performance and organizational performance. Organizational accomplishments of Board-stated Ends and adherence to other Board policies will be viewed as indicators of successful Superintendent performance.

Published on
  • Effective: 9/25/2012

Only official actions of the Board are binding on the Superintendent.

Accordingly:

      1. Decisions or instructions of individual Board members, officers, or committees are not binding on the Superintendent, except in rare instances when the Board has specifically authorized such exercise of authority.
      2. In the case of the Board members or committees requesting information or assistance without Board authority, the Superintendent shall obtain Board approval when such requests, in the Superintendent’s opinion, require a material amount of staff time or funds to fulfill.