Board Directive Animals are prohibited in Jordan School District schools and administrative offices with exceptions for service animals and animals-in-training, for instructional purposes, or working dogs used by a law enforcement agency. The Board delegates to the District Administration responsibility for developing and administering this policy.
Administrative Policy
General Prohibition
Animals, including but not limited to pets and emotional support animals, are prohibited in Jordan School District schools and administrative offices except for:
Service animals as defined by the Americans with Disabilities Act (ADA);
Service animals-in-training. While Service Animals in training are not recognized under the ADAAA, Utah State Law §26B-6-803 provides those same rights of access for individuals who are training Service Animals.
A service-dog-in-training is a dog, accompanied by its trainer, that is undergoing individual training to provide specific disability-related work or service for an individual with a disability. This does not include obedience training or socialization of puppies who may later become Service Animals (generally 12-18 months). Thus, adult dogs are recognized as being “in training” to provide disability-specific assistance only after they have completed an earlier period of socialization (i.e., obedience training, being house broken, getting acclimated to public places and every day activities as pets).
Animals-in-training must be clearly identified (i.e., wearing a vest) and trainers shall notify the school’s administration in advance of the presence of a service animal-in-training.
During work and classroom hours, no more than one service animal-in-training is permitted on-site per employee or student.
Animals for instructional purposes as approved by the appropriate school administrator or Jordan School District (“District”) authority; and
Working dogs used by a law enforcement agency for law enforcement purposes.
Service Animals
The ADA defines service animals as those that are individually trained to provide work or perform tasks for an individual with a disability including a physical, sensory, psychiatric, intellectual, or other mental disability. This does not include animals for emotional support.
If animals meet this definition, they are considered service animals under the ADA, regardless of whether they have been licensed or certified by a state or local government.
Only dogs (and in some cases miniature horses) are recognized as service animals.
Service animals and service animals in training shall be leashed and remain under the owner’s or caretaker’s control at all times unless leashing prohibits the animal’s service function.
Dogs used as service animals and service animal-in-training shall maintain current dog licenses and required vaccinations including DHPP (Distemper, Adenovirus type 2, Parainfluenza, Parvovirus), Bordetella, and Rabies, as specified in local and state ordinances and laws.
Exclusion of service animals: The ADA/504 does not overrule legitimate safety requirements.
If admitting service animals would fundamentally alter the nature of a service or program, or create a safety issue for the animal and/or students/employees, service animals may be prohibited.
If a particular service animal is out of control and the handler does not take effective action to control it, or is not housebroken, that animal may be excluded.
Allergies and fear of the service animal are not valid reasons for denying access or refusing service to people using service animals. When a person who is allergic to service animals’ dander and a person who uses a service animal must spend time in the same room or facility, for example, in a school classroom, they both shall be accommodated by assigning them, if possible, to different locations within the room or different rooms in the facility.
Process
A student or employee with a service animal or a service animal-in-training shall provide license and vaccination information and sign an acknowledgment of the Owner’s/School/District Responsibilities to the Office for General Counsel prior to bringing the service animal or animal-in-training on campus.
The Acknowledgement of the Owner’s/School/District Responsibilities shall be signed every academic year (for students, or calendar year (for employees) that the animal or animal-in-training is on the JSD campus.
The aforementioned records shall be maintained in the Office of General Counsel.
Service Animals on Campus—Owner’s Responsibilities
The owner is responsible for attending to and fully controlling the service animal at all times. A service animal shall have a harness, leash, or other tether unless a) the owner is unable to use a harness, leash, or tether, or b) using a harness, leash, or tether will interfere with the animal’s ability to safely and effectively perform its duties.
Owner is responsible for the care costs necessary for a service animal’s well-being. The arrangements and responsibilities with the care of a service animal are the sole responsibility of the owner at all times, including feeding, regular bathing, and grooming, as needed.
Owner is responsible for independently removing or arranging for the removal of the service animal’s waste.
Owner is responsible for complying with local and state licensing laws for animal rights and owner responsibilities.
Owner is responsible for paying for any damage to school or Jordan School District property caused by the animal.
Owner may register the service animal with the Voluntary Registry maintained in the main office. This registry is voluntary.
It is the responsibility of the service animal’s owner to update vaccination and license documentation
Service Animals at Jordan School District—School/District Responsibilities
Jordan School District may prohibit the use of service animals in certain locations due to health and safety restrictions or places where the animal might be in danger. Restricted areas may include, but are not limited to, food preparation areas, instructional laboratories, boiler rooms, and other areas prohibited by law.
Jordan School District must allow service animals to accompany their owners at all times and everywhere on campus where the general public (if accompanying a visitor) or other students (if accompanying a student) are allowed, except for places where there is a health, environmental, or safety hazard.
Staff cannot ask about the person’s disability, require medical documentation, require a special identification card or training documentation for the service animal, or ask that the service animal demonstrate its ability to perform the work or task.
District employees, when appropriate, will only ask two questions about service animals, and may ask these questions only if the services or tasks performed are not visible.
Is the service animal required because of a disability?
What work or task is the animal trained to perform?
District employees, staff, and other students will not pet or feed a service animal or attempt to separate the animal from the owner.
District employees, staff, and other students will contact the Office of the General Counsel if there are any additional questions regarding students, employees, or visitors to campus who have service animals.
District employees will report any service animals who misbehave or any owners (or others) who mistreat their service animals to the school or District office administrator. The individual school or District office administrator will determine what qualities as “misbehavior” in consultation with the Office of General Counsel.
Voluntary Service Animal Registry
The service animal registry is completely voluntary. There is no mandatory obligation imposed on service animals to register with the school or District office, nor can there be a restriction of access at the school sites or District administration offices for service animals that are not registered. The voluntary registry is not to be confused with the process outlined in III. C. above
The voluntary service animal registry shall be maintained at the individual school (for students) and Jordan School District Human Resources (for employees). The registry shall contain the service animal owner's name, the name of the service animal, a copy of the current vaccinations/license, and contact information for the owner.
The voluntary service animal registry serves a public purpose, such as ensuring that District and school staff know to look for service animals during an emergency or evacuation process.
Service Animals-in-Training
In instances where requests are submitted for animals-in-training to be brought on-site, no more than one service animal-in-training is permitted on-site per employee or student.
Emotional Support Animals
Emotional support animals are not considered service animals because they are not trained to perform work or tasks specific to a person’s disability.
Emotional support animals are not generally permitted on District property.
Animal Use to Further Instructional Purposes
Animals used specifically to further an instructional purpose as part of District or school program may be permitted in Jordan School District schools and administrative offices when the animals are kenneled and handled in a way that does not pose a danger to anyone on site. Animals used to further instructional purposes may be out of a kennel when engaged in the instructional purpose.
Any injuries resulting from interaction with these animals shall be reported immediately to the main office for documentation. Injuries may also be subject to reporting with local or state agencies.
Requests to use an animal to further instructional purposes shall be made to the school administrator. Such requests shall be in writing and must include the pedagogical or curricular reasons why the animal shall be allowed on campus and the instructional purposes the animal serves.
The school administrator’s decision is final.
Incidents Resulting in Injury
If an incident occurs resulting in an animal-caused injury to students, employees, or members of the public, the main office shall be contacted to report all injuries (even minor ones) for documentation.
Each school or District office administrator may contact the Salt Lake County Animal Care and Control Unit for further instruction.
Oversight
Human Resources has oversight and monitoring responsibility for these processes as it pertains to paid and unpaid employees.
Employees shall work with Human Resources to resolve any concerns regarding this policy.
Employees may contact the Office of General Counsel for resolution if attempted resolutions with Human Resources are unsuccessful.
The District Compliance Office has oversight and monitoring responsibility for these processes as it pertains to students.
Students shall work with their school administration to resolve any concerns regarding this policy.
Students may contact the Office of General Counsel for resolution if attempted resolutions with school administration are unsuccessful.
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:
School activities
Impromptu and scheduled office visits or phone calls
Enrollment or registration processes
IEP process
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
Immunizations
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:
Health
Safety
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.
Administrative Policy
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
New mascot
Building improvements
Additional programs
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.
Timeline:
October/November
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.
May/June
Provide notice to required groups of potential school consolidation or closure 120 days prior to final approval. Utah Code 53G-4-402(21)(a)
August/September
Feedback on options is received from patrons through open houses with stakeholders, surveys, and meetings with other focused stakeholders. (SCC, PTA, faculty, etc.)
October/November
Provide opportunity for public comment during at least two public school board meetings.
Hold a public hearing on the issue.
November/December
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.
Board Directive The Board adopts this policy to set standards of conduct and expectations of honorable and ethical behavior it expects of all employees. As with the Utah Public Officers’ and Employees’ Ethics Act (67-16), it is intended to promote the public interest and strengthen the faith and confidence of residents in the integrity of government. The intent is to avoid situations where a) someone may be falsely accused of unethical behavior, and where b) someone may do something unethical. Employees must avoid the appearance of impropriety to ensure and maintain public confidence. The Board delegates to the Administration the responsibility to implement the policy provisions below.
Administrative Policy
Ethical Behavior
All employees including the Board of Education, Officers of the Board, district-level administration, school administration, and all staff and faculty employed by the District and/or its schools are expected to follow the Utah Public Officers’ and Employees’ Ethics Act (67-16), many provisions of which are summarized below. Employees are individually accountable for ethical behavior and, if found to be acting unethically, may receive job action up to and including termination of employment as determined appropriate.
All employees are expected to disengage and/or disqualify themselves when a transaction or activity arises where it may appear to a reasonable person that the employee may have a conflict of interest.
A conflict of interest exists whenever any employee puts her/his interest or the interests of some other individual(s) or entity ahead of or in opposition to the interests of the School District.
Employees must avoid all situations that create even the appearance of a conflict of interest.
Improper Use of Position
Employees should not use their position in the District for a purpose that is, or would to a reasonable person appear to be, primarily for the private benefit of the employee, rather than primarily for the benefit of the District.
Accept Gifts or Loans
Employees should not ask for or receive, directly or indirectly, any compensation, gift, gratuity, item or activity of value, or promise thereof, for performing or for omitting or deferring the performance of any official duty; except that the following shall be allowed:
Unsolicited flowers, plants, and floral arrangements;
Unsolicited advertising or promotional items of nominal value, such as pens and notepads;
Unsolicited tokens or awards of appreciation in the form of a plaque, trophy, desk item, wall memento, or similar item;
Unsolicited food items given to a department when the contents are shared among employees and the public;
Unsolicited items received for the purpose of evaluation or review provided the officer or employee has no personal beneficial interest in the eventual use or acquisition of the item by the District;
Information material, publications, or subscriptions related to the recipient’s performance of official duties;
Food and beverages consumed at hosted receptions where attendance is related to official duties;
Meals, beverages, and lodging associated with retreats or other meetings where the official serves as a representative, designee or is otherwise assigned to another organization or entity from the District;
Travel costs, lodging, and tuition costs associated with District-sanctioned training or education when not provided by a private entity under contract with the District;
Admission to, and the cost of food and beverages consumed at events sponsored by or in conjunction with a civic, charitable, governmental, or community organization and other officials or employees of similar agencies are in attendance;
Unsolicited gifts from dignitaries from another entity or other jurisdiction that are intended to be personal in nature; and
Unsolicited gifts from vendors with an aggregate economic value of $50.00 or less from a single source in a calendar year received either directly or indirectly by the official or employee.
Thank you gifts and recognitions of reasonable value, given to employees are acceptable when no reciprocation is expected or perceived.
Disclosing Privileged Information
Employees should not disclose or use any privileged or proprietary information gained by reason of his or her official position for the immediate or anticipated personal gain or benefit of the employee or any other person or entity; provided, that nothing shall prohibit the disclosure or use of information which is a matter of public knowledge, or which is available to the public on request.
Supervisors may not hire or recommend for hire their own relatives
Employees should not be supervised and evaluated by their own relatives
Misuse of Public Resources
Employees should work for the collection, protection, maintenance, and retention of all assets (including funds, property, and records) owned by or owed to the District and not act in any manner that prevents, obscures, devalues, or redirects any assets (including funds, property, and records) of the District away from the District for their personal gain or the gain of another individual or entity.
Outside Employment
Employees may engage in outside or secondary employment to their position within Jordan School District so long as the outside or secondary employment does not:
Interfere with job performance for the District; or
Conflict with the interests of the District; or
Give reason for criticism or suspicion of conflicting interest or duties.
Political Activity
Employees are encouraged to engage in the political process but may not:
Engage in political campaigning or solicitation of political contributions during their normal work hours; or
Use District equipment or email for campaigning or political activity; or
Create a benefit or a detriment for others based solely on their political opinions.
Fair and Equal Treatment
No employee shall grant any special consideration, treatment, or advantage to any citizen beyond that which is available to every other citizen in similar circumstances.
Reporting Fraud and Abuse
Improper Government Action means any action by a District employee that is undertaken in the performance of the employee’s official duties, whether or not the action is within the scope of the employee’s employment; and
Is in violation of any federal, state, or local law or rule; or
Is an abuse of authority; or
Is of substantial and specific danger to the public health or safety; or
Is a gross waste of public funds.
Employees who become aware of improper governmental actions should raise the issue
With their supervisor; or
If they reasonably believe the improper governmental action involves her/his supervisor, the employee may raise the issue with any supervisor above his/her supervisor including the Superintendent; or
If it is reasonably believed to be an emergency where damage to persons or property may result if action is not taken immediately, the employee may raise the issue directly with the department or individual who oversees the area; or
Through the District’s Fraud, Waste, Abuse, and Non-Compliance reporting telephone number or website.
Upon making a report, employees should be prepared to provide as much detail as possible in order to expedite and assist the investigation.
Although not required, employees are encouraged to provide their name, position, and contact information in order to allow those investigating the opportunity to ask follow-up questions and, as appropriate, to provide non-confidential results of the investigation.
Board Directive
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.
Administrative 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 of Education voted on November 28, 2023, to make the effective revision date retroactive to July 1, 2023.
Board Directive
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.
Administrative Policy
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:
Special Education
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:
Educator ethics;
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.
All employees, to include mentors, must promptly report educator misconduct in violation of policy DP378 Employee Code of Conduct.
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
Board Directive The Board adopts this policy, in part, because the legislature has conditioned certain governmental immunity protections upon the adoption of an appropriate behavior policy not less stringent than a model policy created by the State Board of Education. The Board is committed to establishing and maintaining appropriate standards of conduct between staff members and students. These standards of conduct are also known as professional boundaries. Staff members shall maintain professional and appropriate demeanor and relationships with students, both during and outside of school hours, as well as both on and off campus, that foster an effective, non-disruptive and safe learning environment. The Board delegates to the Administration the responsibility for establishing guidelines for the Employee Code of Conduct.
Administrative Policy
Definitions
Staff Member: an employee, contractor or volunteer with unsupervised access to students.
Student: a child under the age of 18 or over the age of 18 if still enrolled in a public secondary school.
Boundary Violation: crossing verbal, physical, emotional, or social lines that staff must maintain in order to ensure structure, security, and predictability in an educational environment.
A boundary violation may include the following, depending on the circumstances:
Isolated, one-on-one interactions with a student out of the line of sight of others;
Meeting with a student in rooms with covered or blocked windows;
Telling risqué jokes to, or in the presence of a student;
Employing favoritism to a student;
Giving gifts to individual students;
Staff member initiated frontal hugging or other uninvited touching;
Photographing an individual student for a non-educational purpose or use;
Engaging in inappropriate or unprofessional contact outside of educational program activities;
Exchanging personal email or phone numbers with a student for a non-educational purpose or use;
Interacting privately with a student through social media, computer, or handheld devices; and
Discussing an employee’s personal life or personal issues with a student.
A boundary violation does not include:
Offering praise, encouragement, or acknowledgment;
Offering rewards available to all who achieve;
Asking permission to touch for necessary purposes;
Giving a pat on the back or a shoulder;
Giving a side hug;
Giving a handshake or high five;
Offering warmth and kindness;
Utilizing public social media alerts to groups of students and parents; or
Contact permitted by an IEP or 504 plan.
Grooming: befriending and establishing an emotional connection with a student or a student’s family to lower the student’s inhibitions for emotional, physical, or sexual abuse.
Sexual Conduct: includes any sexual contact or communication between a staff member and a student including but not limited to:
Sexual Abuse: the criminal conduct described in Utah Code Ann. 76-5-404.1(2) and includes, regardless of the gender of any participant:
Touching the anus, buttocks, pubic area, or genitalia of a student;
Touching the breast of a female student; or
Otherwise taking indecent liberties with a student; with the intent to:
cause substantial emotional or bodily pain; or
arouse or gratify the sexual desire of any individual.
Sexual Battery: the criminal conduct described in Utah Code Ann. 76-9-702.1 and includes intentionally touching, whether or not through clothing, the anus, buttocks, or any part of the genitals of a student, or the breast of a female student, and the actor’s conduct is under circumstances the actor knows or should know will likely cause affront or alarm to the student touched; or
A staff member and student sharing any sexually explicit or lewd communication, image, or photograph.
Procedures
Staff members shall act in a way that acknowledges and reflects their inherent positions of authority and influence over students.
Staff members shall recognize and maintain appropriate personal boundaries in teaching, supervising and interacting with students and shall avoid boundary violations including behavior that could reasonably be considered grooming or lead to even an appearance of impropriety. It is not a boundary violation when a student acts or speaks in inappropriately familiar ways with a staff member without having been prompted to do so by the staff member, but such incidents must be promptly documented and reported to the staff member’s supervisor or the building principal and the student should be given guidance on proper student-staff relationships as directed by the supervisor or principal.
A staff member may not subject a student to any form of abuse including, but not limited to:
physical abuse;
verbal abuse;
sexual abuse; or
mental abuse.
A staff member shall not touch a student in a way that makes a reasonably objective student feel uncomfortable.
A staff member shall not engage in any sexual conduct toward or sexual relations with a student including, but not limited to:
viewing with a student, or allowing a student to view, pornography or any other sexually explicit or inappropriate images or content, whether video, audio, print, text or other format;
sexual battery; or
sexual assault.
Staff member communications with students, whether verbal or electronic, shall be professional and avoid boundary violations.
A staff member shall not provide gifts, special favors, or preferential treatment to a student or group of students.
A staff member shall not discriminate against a student on the basis of sex, religion, national origin, gender identity, sexual orientation, or any other prohibited class.
Staff member use of electronic devices and social media to communicate with students must comply with District policy, be professional, pertain to school activities or classes, and comply with the Family Educational Rights and Privacy Act.
A staff member may not use or be under the influence of alcohol or illegal substances during work hours on school property or at school sponsored events while acting as a staff member. Additionally, a staff member may not use any form of tobacco or electronic cigarettes on school property or at school sponsored activities in an employment capacity.
The prohibitions listed above in subsections 1 through 9 apply to staff member interaction with any student presently enrolled in the District and to staff member interaction with any former student who was enrolled at a school where the staff member was assigned during the student’s enrollment at that school for a period of two (2) years after the student ceased enrollment at that school.
A staff member shall cooperate in any investigation concerning allegations of actions, conduct, or communications that if proven, would violate this policy.
The District recognizes that familial relationships or other relationships which are independent of and which do not arise out of the school context between a staff member and a student or former student may provide for exceptions to certain provisions of this policy.
Conduct prohibited by this policy is considered a violation of this policy regardless of whether the student may have consented.
Reporting
A staff member who has reason to believe there has been a violation of this policy shall immediately report such conduct to an appropriate supervisor or school administrator. If a staff member has reason to believe a school administrator has violated this policy, the staff member shall immediately report the conduct to the administrator’s supervisor.
In addition to the obligation to report suspected child abuse or neglect to law enforcement or the Division of Child and Family Services under Utah Code Ann. 62A-4a-403:
a staff member who has reasonable cause to believe that a student may have been physically or sexually abused by a school staff member shall immediately report the belief and all other relevant information to the school administrator, or to District Administration;
a school administrator who has received a report or who otherwise has reasonable cause to believe that a student may have been physically or sexually abused by a school staff member shall immediately inform the District Administration of the reported abuse; and
if the staff member suspected to have abused a student holds a professional educator license issued by the Utah State Board of Education, the District Administration shall immediately report that information to the Utah Professional Practices Advisory Commission;
a person who makes a report under this subsection in good faith shall be immune from civil or criminal liability that might otherwise arise by reason of that report.
A staff member who has knowledge of suspected incidents of bullying shall immediately notify the student’s building administrator in compliance with Policy AS98-Bulying, Cyberbullying and Hazing.
Failing to report suspected misconduct as required herein is a violation of this policy, the Utah Educator Standards, and in some instances, state law, and may result in disciplinary action.
Training
Within 10 days of beginning employment with the District a staff member shall receive video training regarding this policy and shall electronically acknowledge having received training and understanding the policy.
Staff members employed by the District at the time of initial adoption of this policy shall receive video training regarding this policy prior to the first day of the 2019-20 school year on which students will be in attendance and shall electronically acknowledge having received training and understanding the policy.
All employees will receive video training annually as part of the crucial policy review.
Violations
A staff member found in violation of this policy will be subject to disciplinary action, up to and including removal as a volunteer or termination of employment in accordance with orderly termination policy DP316 NEG, DP316A and DP316B NEG.
Board Directive
Educational institutions are potential high-risk areas for transmission of vaccine-preventable diseases. While immunization is an important health requirement for students in District schools, it is equally important for staff in these settings and other District buildings to be protected against vaccine-preventable diseases. This policy is adopted in conformance with the Salt Lake County Health Department’s (health department) Health Regulation #38. The Board delegates to the District Administration the responsibility for developing and administrating the policy for employee immunizations.
Administrative Policy
Purpose
Utah law provides the health department, in the event of a case or an outbreak of a vaccine-preventable disease among District students or employees, with the authority to exclude from school and the workplace all susceptible persons, including students and employees, to prevent the spread of a communicable disease and to protect the public’s health. This policy is adopted to facilitate the timely identification of employees who must be excluded and to outline the details of their employment status during the period of exclusion.
Record of Immunization All employees are encouraged to maintain a record of immunization or immunity against the diseases listed in Section C for ready access in the event of an outbreak. In the event of an outbreak, District nurses will act as a liaison between the health department, school administration and impacted employee(s) who will be required to provide their record of immunization. Employees with no record on file, or whose record does not indicate immunization against the disease identified in an outbreak, may be excluded from the school or workplace until authorized by the local health department to return.
Recommended Vaccinations
The District will provide policy notification to employees during the new hire onboarding process and each year during the critical policy review. In accordance with the recommendation of the Utah Department of Health, all employees are encouraged to be vaccinated against the following:
Measles, Mumps, Rubella (MMR) – Employees born in or after 1957 must provide documentation of two (2) doses of the MMR administered at least one month apart, or proof of immunity.
Tetanus, Diphtheria, Pertussis (Tdap) – Employees must provide documentation of one (1) dose of the Tdap.
Varicella (Chicken Pox) – Employees must provide documentation of receiving two (2) doses of Varicella vaccine at least four (4) weeks apart or a physician diagnosis or personal recall of Varicella disease or proof of immunity.
Exemptions Except as otherwise provided, employees may claim an exemption to an immunization for 1) medical; 2) religious; or 3) personal reason(s), as allowed by Utah Code §53G-9-303. Each exemption claimed must be accompanied by the appropriate authorized health department exemption form.
Exclusion When the local health department verifies that a case or an outbreak of a disease listed in Section C has been identified at a school or other District location, the health department has the authority to exclude individuals from the workplace it determines pose a risk to the public health. Administrators should cooperate with health department personnel and District nurses to request records of immunization. If the health department determines that an employee must be excluded, the health department official or District nurse shall notify the school/building administrator and the Administrator of Human Resources. The District will take action according to the following provisions:
Communication with health department.
In the event an employee is excluded, school/building administrators and other District administrators shall communicate with health department officials regarding such issues as schedules, activities, and other information to mitigate the exclusion from unnecessarily disrupting school/building operation.
Excluded with a personal, medical or religious exemption form.
An employee who is excluded because the employee submitted a properly authorized exemption form shall be allowed to use his/her available leave as allowed by policy during the time of exclusion.
If a substitute teacher is needed, the District will cover the cost of the substitute during the time of exclusion.
Excluded with no immunization/immunity record or exemption form.
An employee who is excluded because the employee has been unable to provide a record of immunization/immunity or has not submitted a properly authorized exemption form shall be allowed to use his/her available leave as allowed by policy during the time of exclusion if the exclusion for an outbreak occurs before July 1, 2018.
If the exclusion for an outbreak occurs after June 30, 2018, the excluded employee shall not be allowed to use his/her available leave as allowed by policy, with the exception of Vacation or Personal Leave, during the time of exclusion.
If no Vacation or Personal Leave is available, the employee will be placed on unpaid administrative leave during the time of exclusion.
This unpaid leave will not count towards the 15 day leave of absence limit set forth in DP337 NEG or DP337B NEG.
If a substitute teacher is needed, the District will cover the cost of the substitute during the time of exclusion.
Board Directive The Board may authorize an application to establish and operate a charter school within the geographical boundaries (Utah Code § 53G-5-305). To assist with the Board’s decision whether to approve an application to authorize a charter school and consistent with the guidance provided by the Board, the Board delegates to the District Administration the responsibility for developing procedures to administer the policy for submitting an application to the Board seeking authorization by the Board for establishing and operating a charter school within the geographical boundaries of the District. All charter schools authorized by the Board are required to comply with federal and state laws, rules and regulations, the terms and conditions for the operation of the charter school as set forth in a written charter agreement, and any other agreement entered into with the District.Consistent with the guidance provided by the Board, the Board further delegates to the District Administration the responsibility for developing procedures to administer the policy for reviewing charter applications of charter schools within the geographical boundaries of the District which do not seek authorization by the Board of Education, but which seek authorization of a charter school from the State Charter School Board (Utah Code § 53G-5-304).
Board Authorization of Charter School Policy
The Board will consider various factors in considering whether to authorize a charter school application including but not limited to the following potential concerns and benefits.
Potential Concerns:
Direct and indirect cost to the District
Impact on District resources
Burden and workload on District employees
Dilution of Board focus
Consequences of charter failure
Long-term sustainability
Financial responsibility
Perceptions of employees and community
Indicators of high quality education
Oversight
Potential Benefits:
Increased high quality opportunities
Specialized programs/opportunities
Smaller school and classroom size
Magnet schools
Understanding and interacting with charter community
Potential economic benefit to taxpayers
Flexibility
Engaging community
Perceptions of employees and community
Breaking boundaries
Application for Authorization by the Board of Education
Submission of Application for Board Consideration
An application shall conform to requirements specified by the Utah Charter School Act (Utah Code §53G-5-302).
According to the guidance provided by the Board, the District Administration will develop District charter school application procedures which may specify when applications may be submitted for Board consideration and which will specify any information required to be included in a charter application for an application submitted to the Board for its authorization of a charter school within the geographical boundaries of the District, which may include the following:
the charter school's proposed curriculum, instructional program or delivery methods;
a method for assessing whether students are reaching academic goals, including, at a minimum, participation in the Utah Performance Assessment System for Students under Chapter 1, Part 6, Achievement Tests;
a proposed calendar;
sample policies;
a description of opportunities for parental involvement;
a description of the school's administrative, supervisory, or other proposed services that may be obtained through service providers; or
other information that demonstrates an applicant's ability to establish and operate a charter school.
According to the guidance provided by the Board, the District Administration will develop District charter school application procedures which will include minimum academic, financial, and enrollment standards and timelines setting forth the when and how an application may be submitted to the Board for its authorization.
The Board will review and provide written notice of its acceptance or rejection of an application within forty-five (45) days after the application is received by the Board.
Rejection of Application
If the Board rejects the application, it shall notify the applicant in writing of the reason for the rejection.
Upon rejection:
the applicant may submit a revised application for reconsideration by the Board, or
the applicant may seek a charter from the State Charter School Board under Utah Code § 53G-5-304.
Approval of Application
If the Board approves the application, the applicant and the Board shall set forth the terms and conditions for the operation of the charter school in a written agreement.
The charter agreement will include the authorization period established by the Board.
The charter agreement may be modified by mutual agreement of the Board and the governing body of the charter school.
Approval for authorization is conditioned upon the express understanding that the governing body of a charter school, the nonprofit corporation under which the charter school is organized and managed, and the charter school are solely liable for any damages resulting from any legal challenge involving the operation of the charter school. All charter agreements will include an indemnification provision that provides that the governing body, the charter school, and any managing nonprofit corporation will fully indemnify, hold harmless, and defend the Board and District from any claims asserted against them that arise as a result of the operation of the charter school.
The Board may authorize a charter school for an authorization period up to fifteen (15) years but not less than (3) years before reauthorization must be sought.
Requests for Authorization by the State Charter School Board
Application to State Charter School Board
An applicant seeking authorization of a charter school from the State Charter School Board for a charter school located in the District shall provide a copy of the application to the District either before or at the same time it files its application with the State Charter School Board.
District Feedback
The Board authorizes the District Administration to review the application with the State Charter School Board and offer suggestions or recommendations to the Board. The Board may instruct the Administration on whether to take a position on the application and on what, if any, suggestions or recommendations to then offer the applicant or the State Charter School Board prior to the State Charter School Board acting on the application.
Policy Expiration Unless extended or expressly modified by the Board, this policy will expire on July 31, 2017.
