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Category: Ends Policies (E400 – E499)

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 - 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.