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Tag: Curriculum

Published on
  • Effective: 9/14/1993
  • Revision: 9/24/2024
  1. Board Directive
    1. It is the belief of the Board of Education that every student should have access to a library media center that offers a variety of materials, formats, and genres to meet multiple reading purposes: enjoyment, acquisition of knowledge, answering questions, different languages, emerging technologies, and personal growth.
    2. The First Amendment of the United States Constitution guides the Jordan School District library media centers in both selection of materials and review of challenged materials. The First Amendment states: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech or of the press...”
    3. This policy specifies the process for identifying materials to be included or disqualified from use in libraries and schools based on Utah Code Section 53G-10-103, Sensitive Instructional Materials, state and federal law, Utah State Board of Education Rule 277-217, Educator Standards and LEA Reporting, or based on age-appropriate contents.
    4. The Board delegates responsibility for developing and administering this policy to the District Administration.
  2. Administrative Policy
    The Library Media Selection and Review policy shall be administered according to the following administrative policy provisions:

    1. Selection of Materials
      The responsibility for selection rests with trained library personnel under the direction of the Jordan School District Board of Education, using the following criteria:

      1. Overall purpose and educational significance
      2. Legality
      3. Age and developmental appropriateness, including consideration of violence, pervasive vulgarity, self-harm, etc.
      4. Timeliness and/or permanence
      5. Readability and accessibility for intended audience
      6. Artistic quality and literary style
      7. Reputation and significance of author, producer, and/or publisher
      8. Variety of format with efforts to incorporate emerging technologies
      9. Quality and value commensurate with cost and/or need
    2. Responsibility for Selection
      1. The professional library media specialist assigned to the school and the school principal, working in cooperation with staff members, shall be responsible for the selection of materials for school library media centers. This includes material acquired through grants, book fairs, and other donations. Each library media specialist holds either a master’s degree or an endorsement in library media science and is qualified to make selections in a responsible and professional manner.
    3. Evaluating Materials, Self-selection and Internet Access
      1. The library media specialist strives to review all incoming collection items. Because of the volume of materials that are purchased each year, they are also evaluated based on credible reviews from professional publications, professional recommendations, award recipients and other professional sources. When books that have been purchased are received, additional evaluation may be appropriate.
      2. Library materials are available to students on a self-selection basis. The library media specialist, library media assistants, teachers or staff members may assist students in locating needed library media materials.
        1. Student self-selection of materials is often guided by reading lists provided by sources such as professional journals, student book clubs, public libraries and commercial companies.  These lists are not formally approved by library media specialists, school administration or District personnel. Approval of selection lists used as part of a curriculum activity/assignment is addressed in Policy AA424 - Literature Selection and Review.
        2. Responsibility for the reading, listening and viewing of library media materials and accessing internet resources by children rests with parents/guardians, the library media specialist, and school staff members. The parents/guardians are invited to consult with the library media specialist to find materials they feel are appropriate for their children. 
        3. Through Destiny online access, parents may view the title, author, and description of any material the parent’s child borrows from the school library, including a history of borrowed materials.
        4. Electronic databases and other web-based searches and content will be filtered through Jordan District’s state-required internet filter.
    4. Sensitive Instructional Materials
      1. Instructional materials are not exclusively library materials.
      2. Instructional materials determined to be objective sensitive materials or subjective sensitive materials are removed from all school settings as defined in Utah Code 53G-10-103.
      3. If an instructional material constitutes objective sensitive material, no further review is necessary.
      4. Sensitive materials do not include:
        1. A concurrent enrollment course that contains sensitive materials for which a parent receives notice and provides consent.
        2. Instructional materials for medical courses.
        3. Instructional materials for family and consumer science courses.
        4. Health curriculum selected by an LEA under Utah Code 53G-10-402.
      5. An educator may not expose students to sensitive materials as outlined in Board Rule R277-217.
      6. A library/instructional material review request may be made by Jordan School District employees, students, parents, and governing board members. There is no limitation on submission for reviews unless an individual makes three unsuccessful challenges, inclusive of a direct review or appeal, during a given school year.
    5. Library Materials Review Process - Initial Review
      1. A library materials review may be based upon the concern that the material contains sensitive material as defined in Utah Code Section 53G-10-103, or upon concerns with age-appropriateness of content.
      2. The Materials Review Request Form is available here: Jordan District Materials Review Form.
      3. The requester must provide all information requested on the form including the complaint or objection to the library material, with excerpts and other evidence to support the allegation.
      4. Upon receipt of a request for review, at least two Jordan School District employees, including the Instructional Support Services Consultant and the Administrator of Teaching and Learning or designee, will make an initial determination related to a plausible claim that the material contains or constitutes sensitive material.
      5. If a plausible claim is substantiated, the instructional material is immediately removed from student access in all school settings until the full review is completed.
      6. A full review is initiated after the completion of an initial review that substantiates a plausible claim.
      7. Parents may request a list of materials currently under review from library personnel.
      8. The identity of the requester and committee members will be protected and kept confidential from all individuals outside of the review process outlined in this policy, to the extent possible.
    6. Full Review: Objective Sensitive Materials
      1. Members of the Objective Sensitive Materials Review Committee will include:
        1. Administrator of Teaching and Learning or his/her designee
        2. Instructional Support Services Consultant
        3. A school community parent
      2. Members of the Objective Sensitive Materials Review Committee may not include those responsible for procurement of the materials or the individual(s) who brought the challenge.
      3. Members of the Review Committee will receive materials to complete the review process, including the following:
        1. A copy of the Materials Review Request Form
        2. Excerpts and other evidence to support the allegation
        3. A copy of Jordan District Policy AA440
        4. Materials provided to the committee may also include relevant information about the title compiled and shared by the library staff, including the reasons for initial approval of the material.
      4. The Review Committee will determine dates and times for meetings and maintain minutes of the meetings.
      5. The Review Committee will determine the amount of time needed for an adequate review of a material to make a thorough and thoughtful decision and inform the requester of the determined timeline with a preference for 30 school days where possible and no longer than 60 school days.
      6. The Review Committee will determine whether the material constitutes objective sensitive material using the standards found in Section 76-10-1235, under the non-discretionary standards described in Subsection
        76-10-1227 (1)(a)(i), (ii), or (iii).
      7. If the library or instructional material constitutes objective sensitive material, the review process is completed and the library or instructional material is immediately removed from all school settings.
      8. The Instructional Support Services Consultant will promptly report the determination to the State Library Media Specialist within 20 days after completing the full review.
      9. The outcome of the review will be reported to the requester.
      10. If the objective sensitive material standard is NOT upheld, initiate a subjective sensitive material review.
    7. Full Review: Subjective Sensitive Materials and Age Appropriateness
      1. Members of the Subjective Sensitive Materials Review Committee will include:
        1. Administrator of Teaching & Learning or the Instructional Support Services Consultant or designee
        2. A teacher-librarian
        3. Parents of current students at the school that number at least one more than the LEA employees on the Committee. Parents should be reflective of the school community as required in Utah Code Subsection 53G-10-103(3).
      2. Members of the Subjective Sensitive Materials Review Committee may not include those responsible for procurement of the materials or the individual(s) who brought the challenge.
      3. Members of the Review Committee will receive materials to complete the review process, including the following:
        1. A copy of the Materials Review Request Form
        2. Access to the complete work that includes the material being challenged
        3. A copy of this policy
        4. If needed, relevant information about the title compiled and shared by the library staff; this may include the reason for initial approval of the material.
      4. The Review Committee will determine meeting dates and times and maintain meeting minutes.
      5. The Review Committee will determine the amount of time needed for an adequate review of a material to make a thorough and thoughtful decision and inform the requester of the determined timeline with a preference for 30 school days where possible and no longer than 60 school days.
      6. During the review period, students may access material with parental consent.
      7. In deciding whether the material constitutes subjective sensitive material, the committee will use the subjective sensitive material standards: constitutes pornographic or indecent material, as that term is defined in Section 76-10-1235, under the following factor-balancing standards:
        1. Material that is harmful to minors under Section 76-10-1201;
        2. Material that is pornographic under Section 76-10-1203; or
        3. Material that includes certain fondling or other erotic touching under Subsection 76-10-1227(1)(a)(iv).
      8. If the library or instructional material is determined to be subjective sensitive material:
        1. Ensure that the material is inaccessible to students in any school setting and terminate parent consent.
        2. Report the determination to the State Library Media Specialist within 10 days of the final determination.
        3. Report the outcomes to the requester.
        4. Dispose of or return the material identified for removal.
        5. Ensure that it is not sold or distributed to a minor.
      9. The Subjective Sensitive Materials Committee may also receive book challenges based on developmental appropriateness, including considerations of violence, pervasive vulgarity, self-harm, etc. that are not a part of the state definition of sensitive materials.
    8. Appeals Process
      1. Employees, students, parents, and governing board members of Jordan School District may initiate an appeal regardless of whether the material was retained or removed. The appeal must be made in writing within 15 business days of receipt of the Review Committee's final determination using an Appeal Request Form. The form may be found at Appeal Request Form.
      2. The Jordan School District Board of Education will review the appeal and vote in a public Board meeting to decide the outcome of a sensitive material review appeal, clearly identifying:
        1. The rationale for their decision.
        2. Their determination on each component of any statutory or policy standards they used to reach their conclusions.
      3. The Instructional Support Services Consultant will promptly report the Board’s determination to the State Library Media Specialist within 20 days after the final determination of the appeal.
      4. The Jordan School District Board of Education may not enact rules or policies that prevent them from:
        1. Revisiting a previous decision.
        2. Reviewing a recommendation of Jordan School District personnel or parent-related committee regarding a challenged instructional material.
        3. Reconsidering a challenged library or instructional material unless additional information regarding the material is received.
    9. Communication
      1. Jordan School District will maintain an accessible public website where the following information can be located:
        1. Materials Review Request Form
        2. Appeal Request Form
        3. Application to Serve on a Materials Review Committee
        4. This library policy
      2. If made aware of material that may be considered sensitive material as defined in Section 53G-10-103, the District will inform relevant parties regarding appropriate actions to take pursuant to this policy.

Published on
  • Effective: 3/9/1982
  • Revision: 1/23/2024
  • Reviewed: 12/10/2013
  1. Board Directive
    Students in the Jordan School District are entitled to a broad educational experience utilizing appropriate curriculum materials.  The Board recognizes the need for students to become proficient in the skills and competencies included in the Utah state core standards. The implementation or design of instructional materials will be consistent with community and core standards, maintaining fidelity to the core standards for Utah public schools and selecting evidence-based instructional tools and assessments. The Board delegates to the District Administration the responsibility of organizing a Curriculum Adoption and Review Committee.
  2. Administrative Policy
    Jordan School District's Curriculum Adoption and Review Committee shall be administered according to the following administrative policy provisions:

    1. Learning materials should contribute to the intellectual development of students. These materials should be:
      1. Aligned to the Utah Core Standards, specified course standards, Utah state laws and regulations, applicable USBE rules, and JSD Board policy
      2. Supported by generally accepted standards of evidence
      3. Accurate and factual
      4. Age appropriate
      5. Reflective of contributions from authors, artists, or appropriate experts in the field that represent diverse viewpoints, ethnic and cultural backgrounds and experiences
      6. Representative of diverse cultures
      7. Free of biases or stereotypes related to sex, race, religion, sexual orientation, or gender identity
      8. Contributes to a balanced perspective
      9. Aligned to support personalized competency-based learning
      10. Compatible with District technology systems, of high technical quality, and easy to use
      11. In compliance with the Children’s Internet Protection Act (CIPA) and the Children’s Online Privacy Protection Act (COPPA)
    2. Definitions
      1. Learning Material - any material used to deliver or support student learning.
        1. Primary Instructional Materials: learning materials that a local school board adopts and approves for use districtwide for student instruction and assessment. Primary instructional materials do not include learning materials used to teach specific electives, concurrent enrollment, advanced placement (AP), International Baccalaureate (IB), Dual Language Immersion (DLI), and technical education (CTE) courses.
        2. Supplemental Materials: learning materials an educator selects for classroom use that have not been adopted, approved, or prohibited by a local school board. Supplemental materials may include print and digital resources for educator or student use. Supplemental materials are used for the express purpose of providing context, support, and relevance to student learning.
    3. Primary Instructional Materials
      The Board delegates to the District Administration and the Administrator of Teaching and Learning the responsibility of organizing a Curriculum Advisory Committee. The purpose of the Committee is to provide transparency and understanding in reviewing current primary instructional materials and to provide feedback to the Board in anticipation of adopting new primary instructional materials.

      1. The Curriculum Advisory Committee will:
        1. Review program evaluation data, needs assessment, usage, possible vendors, and curriculum options in anticipation of conducting an RFP (Request for Proposal). The Committee may also review the following:  the reuse or disposal of primary instructional materials in the schools; state-recommended instructional materials (RIMs) and identification of possible primary instructional materials and support materials most appropriate for use in the District; implementation, and possible professional development needs.
        2. Provide notification and information to the Board prior to the RFP process in anticipation of adopting primary instructional materials.
        3. The Committee will meet annually to review primary instructional materials that may be needed within the following school year(s) but may be called into special session as needed.
        4. Members of the Committee will be appointed as follows:
          1) The Board will designate seven members from the community representing each administrative area.
          2)           Administrative Cabinet will designate a total of six school administrators to serve on the Committee with representation from each of the administrative areas.
          3) A District Teaching and Learning consultant will serve as a Committee member and will function as secretary of the Committee.
          4) Six teacher representatives will be nominated by the school principals and consultants.  Committee members will be selected from the lists of nominees and approved by the Administrative Cabinet.  Teacher members will be those who have demonstrated competency in the curriculum area being studied.
          5) Four community members, three principals, and three teacher representatives will serve two-year terms which will expire on the odd year. The other three community members, three principals, and three teacher representatives will also serve two-year terms which will expire on the even year, except the inaugural three-year term to provide a staggered service period.
      2. Following Board notification, specific Request for Proposal (RFP) Committees will be established around the specific curricular content.
        1. Materials requirements and selection criteria are used to develop a technical rubric.
        2. A request for proposals is sent to vendors; Online/digital materials must include in the contract that the provider must notify the District of any material changes to the content.
        3. Applications for service on the RFP committee and sub-committees are sought from the community and educators.
        4. Committee members are trained on their responsibilities, review materials, and apply the rubric to obtain a score using the criteria.
        5. As needed, a presentation phase is scheduled for committee members to hear from vendors.
        6. If scores are not conclusive, a more detailed rubric is applied to vendors with the highest scores.
        7. A pricing rubric is applied to the highest scoring vendors.
        8. Once a vendor has been selected based on the RFP process, the primary instructional materials will be shared with the Board in a public meeting.
        9. Recommended primary instructional materials will then be posted online or shared in a public open house while feedback is collected.
        10. Following the public opportunity for review, materials will be brought again to two public Board of Education meetings for comment, review, and approval.
    4. Supplemental Materials
      Supplemental materials are not specifically adopted by the Board. Teachers have discretion to select appropriate supplemental materials to enhance and enrich student learning. When selecting supplemental materials, teachers should adhere to the following practices, as applicable.

      1. For core areas that have District-wide adopted instructional materials, teachers shall utilize the District-wide adopted material as the primary instructional tool and select supplemental materials as appropriate to provide support, context, and relevance to student learning.
      2. Supplemental materials shall be aligned to the Utah Core Standards, specified course standards, Utah state laws and regulations, applicable USBE rules, and JSD Board policy.
      3. Teachers may choose novels, books to be read aloud, books used as instructional materials, and books used in literature circles from the District approved lists that are aligned with state core standards, interest levels, community standards, backgrounds, and needs of students. See administrative policy AA424 Literature Selection and Review.
      4. Teachers shall vet all instructional materials thoroughly to ensure age and developmental appropriateness and relevance.
      5. Teachers will communicate to parents the use of supplemental materials through course disclosures, welcome letters, class information materials, learning management systems, student portals, etc.
      6. As a resource, teachers should consult the RIMS database for state approved supplemental materials that meet students’ needs.
      7. Learning software or materials with a digital component must be listed as approved on Learn Platform by Teaching and Learning and approved by the Information Systems department prior to use.
      8. Online/digital materials must include in the contract that the provider must notify the District of any material changes to the content.

 

Related policies:

AA411 – Sex Education

AA424 – Literature Selection and Review

AA440 – Library Media Selection and Review

AA445 – Student Information Network Acceptable Use Policy

D200 – Philosophy of Instruction

DE500 – Curriculum Development

DE505 – Acceptable Use of Copyrighted Materials in Jordan School District

 

Published on
  • Effective: 6/28/1977
  • Revision: 8/23/2022
  1. Board Directive
    The policy of the Jordan School District Board of Education is to see that all students have extensive experience with quality literature.  The Board is committed to involving parents in the process of selecting appropriate literature for school use, and respects the right of parents to protect their children from literature which they personally consider damaging.  Therefore, the Board delegates to the District Administration responsibility for developing and administering this policy.
  2. Administrative Policy
    The Literature Selection and Review policy shall be administered according to the following administrative policy provisions:

    1. Standards for Required Reading
      1. Literature selections which are assigned as required reading, read aloud to students in the classroom, or appear on a list from which students choose shall meet the requirements of Utah Code 53G-10-103 Sensitive Materials in Schools as well as the following criteria:
        1. The subject matter, interest and reading level, and maturity level of the selection are appropriate for the students being taught.
        2. The selection is appropriate for the age, emotional development, ability level, and social development of the students being taught.
        3. The selection meets an appropriate instructional purpose.
        4. The selection will help students better understand themselves and others.
        5. The selection has identifiable literary or curricular merit.
        6. The literary selection appropriately models element (character, setting, plot, conflict, etc.), style, or genre that the student is expected to learn.
        7. The informational selection has identifiable curricular merit, text structures, and text features that support main idea, argument, or author’s point of view.
      2. Literature that students select themselves from school library media centers, public libraries, home libraries, or other sources shall not come under the provisions of this policy.
      3. Literature titles that meet the above criteria may be accessed on the District Approved Elementary and Secondary lists.
    2. Standards for Independent Reading
      It is the responsibility of classroom teachers and their administrators to assure that reading materials available in classrooms are appropriate.  Reading materials, which are stored in classrooms and available for self-selection by students and shall meet the following criteria:

      1. The materials shall be appropriate regarding subject matter, reading level, and maturity level as well as appropriate for the ages and interests of the students.
      2. The literary materials appropriately model a literary element (character, setting, plot, conflict, etc.), style, or genre.
      3. The informational materials appropriately model text structures and text features.
    3. Organization of Literature Selection and Review Committees
      1. Elementary Literature Selection and Review Committees
        1. District Elementary Literature Selection and Review Committee
          1. The District shall organize an Elementary Literature Selection and Review Committee.  Membership shall include five teachers (one from each area) from grades 4, 5 and 6, a District elementary library media specialist, and five parents (one from each area) who are selected by the corresponding Administrator of Schools.  This committee shall be chaired by the District language arts consultant.
          2. The committee shall meet at least four times each year for the purpose of evaluating new literature selections which are being considered as suggested reading.  The committee shall periodically compile recommended reading lists for grades 4, 5, and 6.
        2. Each elementary school may organize a Literature Selection and Review Committee, if needed, for the purpose of selecting and reviewing literature for the classroom as requested by the principal, teachers, or parents within the school.   When created, this committee membership shall include the principal, who will chair the committee, two teachers appointed by the principal, the library media specialist, and three parents appointed by the School Community Council.
      2. Secondary Literature Selection and Review Committees
        1. District Middle School and High School Literature Selection and Review Committees
          1. These committees shall be organized for the purpose of screening and approving the literature that is assigned as required reading in the District's secondary schools.
          2. The Middle School Committee membership shall include one teacher and one parent from each middle school, and one secondary library media specialist.  The committees shall be chaired by the District language arts consultant and meet at least twice each year to review and approve new selections.
          3. The High School Committee membership shall include one teacher and one parent from each high school, and one secondary media specialist.  The committee shall be chaired by the District language arts consultant and shall meet at least twice during each year to review and approve new selections.
          4. Teachers shall not assign any literature selection that has not had prior approval for use in the classroom.   Secondary teachers who wish to teach a selection that does not appear on the current District-approved list should complete a Recommendation Form and submit it and three copies of the book, to the appropriate middle or high school District committee for review and approval.  Recommendation forms are available from the District Teaching and Learning Department and on the District website at secondarylanguagearts.jordandistrict.org/.
          5. Each secondary school may organize a Literature Selection and Review Committee for the purpose of recommending literature selections to the corresponding District committee.  Parents/guardians should assist their students in selecting literature from lists. At the request of the principal, teachers, or parents within the school, the committee shall also review literature selections whose appropriateness is challenged and/or ask for assistance from the District Literature Selection and Review Committee.  When created committee membership shall include the principal, who will chair the committee, one teacher appointed by the principal, the library media specialist, and two parents appointed by the School Community Council.
      3. Working in concert, the District Elementary, Middle School, and High School Committees shall articulate required literature assignments to assure that selections are offered at the appropriate age/maturity level and to see that required reading assignments are not duplicated as students move forward through the grades. The process for requesting use of a text that appears on a higher grade level list will be as follows:
        1. Teacher shall complete the request form that can be found on the elementary and middle school level websites.
        2. Teacher shall provide the book title, author and text level (guided reading level, lexile level, grade-level equivalent), reason/purpose for the request, and an explanation of how and with whom the book will be used.
        3. Requests will be reviewed and determinations made by the District language arts consultant, Administrators of Schools, and the Administrator of Teaching and Learning, with input from the literature selection committees.
    4. Literature Selection and Review Process
      1. Elementary Committees
        Literature selection for classroom material shall be conducted at the local level.  The District Recommended Book List may be used to assist schools when making text selections.
      2. Middle School and High School Committees
        1. Middle School and High School Committees shall recommend literature to the corresponding District committees for approval at least six weeks prior to a scheduled meeting.
        2. Members of the District committees shall read the selections under consideration.
        3. The District committees shall determine by majority vote, using the criteria established under II. A. of this policy as a guide, whether or not a given selection shall be approved.
    5. Challenges to Approved Literature
      1. Challenges to district-approved literature may be made by a parent/legal guardian of an active student within the District.
      2. Challenges to approved literature used in the classroom shall be submitted in writing to the District committee. Forms are available at the District Office and on the District website.
      3. The District language arts consultant, as chair of the committee, shall call a committee meeting. At least three committee members shall receive a copy of the challenge and read the selection prior to the meeting.
      4. The committee as a whole shall discuss the challenged selection, based on the administrative policy provisions outlined under Item II. A. of this policy and the written challenge.
      5. The committee shall determine by majority vote whether or not the challenged material selection shall be retained for classroom instruction.
      6. A material may not be reviewed again for three school years following the district committee's determination.
      7. To review previously challenged literature, email the Secondary Language Arts Consultant. Patrons will be informed if a material is currently under review or when it may be challenged again.
    6. Parents/Guardians Rights
      1. Parents/guardians may exempt their students from a required reading assignment if they personally find the literature objectionable.
      2. The student shall be provided with an alternate literature selection without penalty.

Published on
  • Effective: 9/27/1969
  • Revision: 2/27/18
  • Reviewed: 12/10/2013
  1. Board Directive
    The Board recognizes that a high school graduation diploma indicates completion of specified units of credit and a specified level of competency as measured by established District procedures and student learning outcomes.  The Board further recognizes that the educational program of any student should be one that recognizes the student's needs and promotes continuous student growth toward and beyond the competency level.  Educational programs will be designed to meet the needs of each student.  The Board delegates to the Administration the responsibility for developing and maintaining District curricula, programs, and evaluation procedures to meet State requirements and satisfy District needs.
  2. Administrative Policy
    1. The District Program of Studies policy shall be reviewed and approved by the Administration periodically.
    2. District programs of study shall include all required, recommended, and elective courses and extracurricular activities.  These programs shall have the following characteristics:
      1. Compliance with State Standards and Guidelines
      2. Student learning outcomes that define mastery learning
      3. Instruction that meets the abilities and needs of each student
      4. Instruction which develops the skills required for students to achieve District graduation competencies
      5. Appropriate evaluation procedures
    3. A systematic staff development program shall be designed, implemented and maintained through professional learning communities and professional development.
    4. Planning for each student's program of studies in the middle and the high school shall include:
      1. Parent, designated school personnel, and student involvement in the decision making process, as the student progresses toward and beyond the stated competency levels.
      2. Student records that include student mastery of student learning outcomes, progress, competency, interests, aptitudes, and other relevant information.
    5. Responsibility for implementation of the Program of Studies is given to the Administrators of Schools.  Periodically, the Program of Studies shall be reviewed and revised.  Revision shall reflect changing curriculum and student needs.
    6. District Guidelines for Courses of Study
      The Administrator of Teaching and Learning is responsible for coordinating the development of curriculum goals, student learning outcomes, and instructional programs which comply with the State and District guidelines related to high school completion.  The Administrator of Teaching and Learning shall work with the Administrators of Schools who in turn will work with appropriate school personnel to delineate District guidelines for curriculum development and implementation.
    7. Evaluation of Student Progress
      The Director of Evaluation, Research and Accountability in cooperation with the Administrator of Teaching and Learning is responsible for coordinating the development of a systematic student assessment program to include criterion referenced and norm referenced tests.  The Director of Evaluation, Research and Accountability shall work with the appropriate Administrators of Schools, the Administrator of Teaching and Learning, the Accountability specialist and Information Systems to develop, schedule, administer, and interpret student achievement assessments.
    8. Records of Student Progress
      The Director of Information Systems, in cooperation with the Director of Evaluation, Research and Accountability, shall work with the appropriate Administrator of Schools, the Administrator of Teaching and Learning, the Accountability specialist and Information Systems to develop and implement appropriate procedures for establishing and maintaining records of student progress including test results, program reports and report cards or electronic data processing files.  Records of student progress (K-12) will be maintained by local school principals and staff.
    9. Student Education Plans (SEP) and Plans for College and Career Readiness
      1. Each student shall have a personalized student education plan (SEP) or Plan for College and Career Readiness as required by Utah Code §53E-2-304. Each plan shall include the following:
        1. Guidelines for recognizing the student’s accomplishments and strengths.
        2. Guidelines for planning, monitoring, and managing the student’s education and career development.
      2. The SEP or Plan for College and Career Readiness shall be developed through an ongoing partnership involving students, parents, and school personnel.
      3. At least two SEP conferences per year shall be held for elementary-age students, grades one through six. The conferences shall involve the student, the student’s parent/guardian, and school personnel.
      4. To align with State Board Rule R277-462-4, the implementation for the Plan for College and Career Readiness shall include the following:
        1. 7th grade - at a minimum, students shall have either one individual Plan for College and Career Readiness with a counselor or participate in one small group Plan for College and Career Readiness meeting per year. Students will develop four-year plans during their 7th grade College and Career Awareness class.
        2. 8th and 9th grade - at a minimum, students shall have one individual Plan for College and Career Readiness with a counselor per year. The Plan for College and Career Readiness must include a four-year plan.
        3. 10th grade - at a minimum, students shall have either one individual Plan for College and Career Readiness with a counselor or participate in one small group Plan for College and Career Readiness meeting per year. The Plan for College and Career Readiness must include a four-year plan.
        4. 11th and 12th grade - at a minimum, students shall have one individual Plan for College and Career Readiness with a counselor per year. The Plan for College and Career Readiness must include a four-year plan.
      5. The District shall provide in-service training to assist school personnel in the development and implementation of SEP’s and for College and Career Readiness.
    10. Staff Development
      In cooperation with the Administrators of Schools, local school principals, the Administrator of Teaching and Learning, with the assistance of the consultant staff, shall be responsible for coordinating the development and implementation of staff in-service programs.
    11. Leadership Relating to the Implementation of the Program of Studies and Professional Learning Communities
      The Administrators of Schools are responsible for communicating Program of Studies and guidelines to the local school principals.  Each principal shall be responsible for local school implementation.

Published on
  • Effective: 8/27/1969
  • Revision: 11/29/2022
  • Reviewed: 12/10/2013
  1. Board Directive
    Given the diversity of the community it represents, the Board feels that defining which subjects are controversial and which ones are not is unproductive and perhaps even impossible. Therefore, the Board feels it is better to impose standards on ALL discussion rather than hold certain discussions to a separate standard. Consequently, the applicable contents of this policy have been moved to policy D200 Philosophy of Instruction, which governs all discussions held every day within the entire school district.

Published on
  • Effective: 8/27/1969
  • Revision: 1/23/2024
  1. Board Directive
    Every Jordan District student is entitled to be educated in an environment facilitated by qualified teachers, who implement evidence and research-based best practices in order to provide appropriate and productive learning opportunities, promote academic excellence, and encourage the development of college and career ready individuals and contributors to our society.
    The Board holds that one of the fundamental purposes of education is to teach students how to think critically; therefore, schools have an obligation to allow students a forum for examination and discussion of differing perspectives which arise in connection with the teaching of the Utah Core Standards. The Board recognizes that public education is a partner with parents, who play the primary role in educating their children.
  2. Administrative Policy
    The accompanying administrative policy provisions shall be followed:

    1. Instructional Principles
      1. Every student shall be considered a worthwhile, valuable individual.
      2. Every student shall be considered capable of learning which results in progress toward appropriate educational goals.
      3. Every student shall be treated with respect.
      4. Every student shall be expected to perform at a level commensurate with the student's ability, age, and rate of personal development.
      5. Every student shall be challenged to strive for the highest level of academic performance possible.
      6. Instructional environments shall encourage genuine discussion among students of varying viewpoints.
    2. Instructional Environment
      1. Instructional programs shall be offered in an atmosphere that is conducive to physical and emotional health and safety.
      2. Instructional programs shall be offered in an environment that promotes appropriate school conduct and encourages a cooperative approach to learning and the active participation of all students.
      3. Instruction shall be implemented to cultivate student interest and stimulate learning.
      4. Instruction shall include multiple strategies to address the needs of all learners and incorporate both large and small group interactions, interventions, and enrichment opportunities.
      5. Instruction shall take into account the mental, physical, emotional, social, and cultural aspects of all students.
    3. Instructional Content shall:
      1. Comply with state and federal requirements and implementation of Utah State Core Standards for the class being taught.
      2. Comply with all District policies, including Jordan School District Policy AA411 Sex Education and AA424 Literature Selection and Review.
      3. Include training in basic skills and provide opportunities for students to learn to read, write, speak, calculate, and master other practical skills needed for success in the adult world.
      4. Provide a proper understanding of American history and government, which is essential to good citizenship (Utah Code 53G-10-302 and 53G-10-204).
      5. Focus on helping students learn to reason and acquire course-related knowledge, skill, and understanding.
      6. Comply with State Board Rule R277-328 - Educational Equity in Schools which requires that instruction may not include or endorse that:
        1. a student or educator’s sex, race, religion, sexual orientation, gender identity or membership in any other protected class is inherently superior or inferior to another sex, race, religion, sexual orientation, gender identity or any other protected class.
        2. a student or educator’s sex, race, religion, sexual orientation, gender identity or membership in any other protected class determines the content of the student or educator’s character including the student or educator’s values, morals, or personal ethics.
        3. a student or educator bears responsibility for the past actions of individuals from the same sex, race, religion, sexual orientation, gender identity or any other protected class as the student or educator.
        4. a student or educator should be discriminated against or receive adverse treatment because of the student or educator’s sex, race, religion, sexual orientation, gender identity or membership in any other protected class.
      7. Allow students’ expression of personal beliefs unless the expression unreasonably interferes with order or discipline, threatens the well-being of persons or property, or violates concepts of civility or propriety appropriate to a school setting in compliance with Utah Code 53G-10-203 Expressions of Belief – Discretionary Time.
      8. Not include discussion of the teacher’s personal political affiliations or viewpoints and maintain an impartial and unprejudiced role throughout instruction.
      9. Provide opportunities for students to learn through direct personal experiences as well as through the experiences of others.
      10. Provide opportunities for students to discover the world of nature and learn about and demonstrate an understanding of a variety of cultures and societies.
      11. Encourage lifelong learning by providing opportunities for students to learn how to study as well as provide exercises in critical thinking and problem solving.
      12. Incorporate the ideals of human liberty, equality, justice, and ethical principles.
      13. Promote the values of ethical character, individual responsibility, economic sufficiency, civic usefulness, and personal health and hygiene.
    4. Instructional Responsibility
      1. Foster student progress, involvement, and coverage of appropriate content by providing instruction based on current research findings in classroom management, instructional delivery, interaction with students, instructional planning, and professional development.
      2. Education is a shared responsibility. Students, parents, teachers, school administrators, and other staff as necessary shall work cooperatively for the good of each student.
      3. Student growth and achievement shall be consistently monitored and communicated to parents through report cards, at parent/teacher conferences, and other occasions as necessary.
      4. Instructional quality shall be monitored through a variety of performance evaluations. Curriculum guides and ongoing staff training shall be provided.
      5. Instructional delivery shall provide for the development of the personal, social, academic, and vocational potentials of students.
      6. Teachers shall collaborate in Professional Learning Communities, and share resources and ideas as a way of improving instructional processes in order to sustain a focus on results, a focus on collaboration, and a focus on learning.
      7. Teachers shall provide parents with a list of books that students are expected to read in full. Parents may request and receive an alternate assignment as outlined in Utah Code 53G-10-205. Teachers must give enough notice so that parents can be involved in the process.
      8. The teacher is responsible to:
        1. Prepare lesson plans which include clear, concise goals for the study unit.
        2. Provide content that is appropriate for the age of students being taught.
        3. Provide students the option, without penalty, of an alternate assignment when requested by a parent.
        4. Emphasize the academic aspect of the content and refrain from advocating a position.
      9. Secondary teachers shall send home disclosure statements as outlined in policy AA432 – Student Attendance and Teacher Disclosure Statements.
    5. Guest Speakers (anyone not employed by Jordan School District)
      1. Guest speakers shall agree in advance to abide by the guidelines outlined in this policy, and to refrain from discussions that go beyond the course-relevant content.
      2. The teacher shall be responsible to monitor the guest presentation in its entirety and halt the presentation if course content guidelines are violated.
      3. If the guest speaker is presenting only one point of view on a many-sided issue, the teacher shall be responsible to see that students also receive information on differing viewpoints.
      4. If a guest speaker is to be invited to a classroom, the teacher shall notify the principal with a completed Guest Speaker Request Form.
      5. The teacher shall notify parents or guardians of guest speakers invited to a classroom.
      6. Principals shall notify parents in advance of any guest speakers or performers at assemblies.
    6. Process for Reporting and Resolving Concerns
      1. Parents or students with concerns regarding the implementation of this policy are encouraged to contact (in this order):
        1. Teacher
        2. School administration (assistant principal or principal)
        3. District administration (Administrator of Schools or Superintendent)
        4. Board of Education
      2. Concerns can also be reported formally through the District hotline posted on jordandistrict.org  (pursuant to Utah State Board Rule R277-113). Each concern will be investigated and a response will be provided to the degree possible. Policy violations will be addressed using appropriate administrative actions.
      3. If a parent of a student, or a secondary student, determines that the student's participation in a portion of the curriculum or in an activity would require the student to affirm or deny a religious belief or right of conscience, the parent or the secondary student may request a waiver of the requirement to participate or a reasonable alternative.
        1. The school shall promptly notify a student's parent if the secondary student makes a request.
        2. If a request is made, the school shall waive the participation requirement, provide a reasonable alternative to the requirement, or notify the requesting party that participation is required as outlined in Utah Code 53G-10-205.
      4. Parents are encouraged to contact their child’s teachers at the beginning of the year or semester with any questions or concerns about course content or with requests as outlined in Utah Code 53G-10-205.

Published on
  • Effective: 8/27/1969
  • Revision: 9/8/2009
  • Reviewed: 12/10/2013
  1. Board Directive
    Increasing student growth and  achievement is one of the primary goals of the Board of Education. The Board recognizes that curriculum development and revision are an integral part of the educational process and are essential if the school system is to offer educational programs that will increase growth and achievement and accomplish the following to meet student and community needs:

    1. Provide appropriate, effective professional development for teachers which will promote high-level student growth and achievement.
    2. Support effective coordination and articulation of school learning experiences.
    3. Provide instruction that is relevant and responsive to the ever-changing world.
      Therefore, the Board commissions the Administration of the District to develop programs, procedures and goals to assist in the development and improvement of curriculum.  These curriculum development procedures should involve teachers, administrators, the Board, students and citizens of the community, as the responsibility for success is one that is mutually shared.  Curriculum, in this context, is used to refer to all planned learning experiences of students both in class and out of class which are conducted by the school.
  2. Administrative Policy
    Instruction is the primary function of the District; therefore the Administration delegates the major responsibility for curriculum development to the Teaching and Learning Department under the direction of the Administrator of Teaching and Learning.  The Administrator of Teaching and Learning will work cooperatively with the Administrators of Schools to direct and facilitate activities that will upgrade and keep current the curriculum policies, guidelines and programs in the District.

    1. Master planning for the entire school system shall be developed and shall provide for evaluation, research and experimentation as well as systematic processes and orderly procedures and practices.
    2. Curriculum development shall be implemented for specific purposes to meet needs identified by the District.
    3. The principal is the educational/instructional leader of the school.  Implementation of curriculum and instruction in the classroom and in the individual schools shall take place under the direction of the school principal and shall include staff development, planning, and supervision of professional personnel.
    4. Curriculum decisions will be based upon careful study and consideration of four (4) major areas:
      1. Improvement of instruction with accountability for student learning and student results;
      2. The learner and the implementation of best practices associated with the learning process according to valid and reliable research and evidence;
      3. New developments in subject, subject fields, and in specific subject competency; and
      4. Formative and summative data.
    5. Curriculum development shall include the following individuals and groups:
      1. District administrators, consultants, and staff specialists shall provide leadership in master planning, coordination of programs and dissemination of information.
      2. Principals and teachers shall engage in local school improvement activities that  align curriculum with effective and appropriate instruction, and formative and summative assessments.
      3. Students’ needs, abilities, interests and talents shall be included in the development of curriculum designs.
      4. Parents/guardians and/or patrons may be consulted regarding major curriculum changes and shall be included on ad hoc study groups.
      5. State specialists, university instructors and other experts may be used as resource persons when necessary.
    6. To avoid unnecessary duplication of curriculum effort and to expedite the exchange of curriculum ideas, the Administrator of Teaching and Learning shall serve as the District curriculum clearinghouse and shall, with the assistance of Administrators of Schools, coordinate school-level curricular projects or activities.
    7. The Administrator of Teaching and Learning with the assistance of the Administrators of Schools shall establish procedures and guidelines ensuring the orderly formation, coordination and communication of curriculum development activities to principals and teachers.

Published on
  • Effective: 8/27/1969
  • Revision: 3/26/19
  1. Board Directive
    It is the primary responsibility of parents to provide sex education for their children.  It is the responsibility of the schools to provide supportive instruction that will complement the efforts in the home.  The Board authorizes the District Administration to conduct instruction on health, family life, character, refusal skills, and the harmful effects of pornography within the framework of guidelines established by the Utah State Board of Education (USBE) and as approved by Jordan School District Board of Education.
  2. Administrative Policy
    The Administration delegates to the Administrator of Teaching and Learning the responsibility for the review and selection of appropriate materials.  The Administration delegates to the Administrators of Schools the responsibility to ensure use of appropriate, approved and supportive educational instruction.

    1. Sex education is best described as that part of character education that develops a reverence and respect for birth and life, respect for the human body, respect for parenthood, and a respect for moral standards.  It includes instruction to develop understanding of the physical, mental, emotional, social, economic, and psychological phases of human relations as they are affected by male and female relationships.  It includes more than the anatomical and reproductive information, and it emphasizes the development of positive attitudes, and provides guidance for building healthy relationships.
    2. Programs and materials relating to sex education shall be an the abstinence based curriculum approved by the Utah State Board of Education (USBE).
    3. All instructional materials shall be medically accurate and evidence based.
    4. Sex education shall be conducted within the framework of already existing courses such as Health, Biology, Psychology, Family and Consumer Science, and Physiology.
    5. Responsibilities of the Jordan School District
      1. The Administrators of Schools and the Administrator of Teaching and Learning involve community representatives and District personnel as members of a Health Education Committee. The Health Education Committee will review commercial materials, teacher prepared materials and professional programs considered for school use. Media, instructional materials and technology applications approved for use will be published and distributed to the schools.
      2. The Health Education Committee shall consist of the following: Administrator of Teaching and Learning, the District Health Consultant, seven (7) PTSA/parent representatives, one (1) high school health teacher, one (1) middle school health teacher, one (1) school counselor, one (1) school nurse, one (1) Board of Education member and one (1) elementary principal or assistant principal. Proposed courses of study, instructional units, and teaching materials relating specifically to sex education shall be screened by the Health Education Committee, and the approved list shall be submitted to the Jordan School District Administration for review and approval.  Approved materials are available for public viewing by request.
      3. The Health Education Committee shall review and report data to the local school board every two years as required by law. (Utah Code 53G-10-402)
      4. As parent interest warrants, classes for parents may be conducted in the adult high school program (Southpointe High School) or at the Jordan Family Education Center.  These classes would focus on parenting skills that would enhance the parents’ role as they teach their children responsible values and attitudes about sexuality.
      5. Each elementary school shall plan an elective maturation program for each fifth-grade girl and her parents and each fifth-grade boy and his parents.  Students may opt out of the program with written permission from their parents to their school.  The main purposes of the program will be to provide accurate information about sexual development and to encourage discussion in the home.  At the discretion of the school principal, students and their parents from other grades may be invited to attend.
      6. Jordan School District will manage a logging and tracking system of parental and community complaints and comments resulting from student participation in human sexuality instruction.
      7. Violators of USBE policy are to be reported to the State Board Commission.
      8. Provide training for health educators, allowing them to review USBE rules and instructional materials once every three years.
    6. Responsibilities of Jordan Health Educators
      1. Parent approval shall be obtained by sex education teachers in writing, using the USBE consent form. Materials that will be used in school presentations will be made available to parents upon request prior to the presentations taking place.  Selected programs must come from the published, approved list.
      2. New teachers are required to attend a state-sponsored professional development as they begin their career. Thereafter, teachers must complete a required professional development once every three years.
      3. Use instructional materials that are medically accurate and aligned with the Utah Health Core. Teachers may respond to students’ questions to provide accurate data or correct inaccurate or misleading information.