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Table of Contents

A - 1.0 MISSION AND VISION

A-1.1 MISSION STATEMENTS

Chapter A - APA Model

Part 1.0 - Mission and Vision

Section 1.1 - Mission Statements

  

Policy Statement:

Mission and Vision

Mission Statement

To provide an orderly, safe and nurturing learning environment wherein content-rich, efficient curriculum and research-based instructional methodologies are utilized to ensure that every student achieves academic success and develops good character based on concrete measurements.

 

American Prep Secondary Schools Mission Statement

American Preparatory Academy Jr. High assists students in their efforts to become student scholars by providing an academically rigorous liberal arts program that prepares them for advanced study at the high school level.

Each program at American Prep is regularly evaluated in light of the school Mission Statement - will it promote academic achievement and/or virtuous character development?  We invite all members of the American Prep community to assist in promoting and supporting the school's mission.  Feedback and input are always welcome as we work to refine our programs to better reflect our mission. 

The APA mission statement will be posted in each classroom.  Teachers will lead students in a discussion regarding the school mission each fall, and will refer to it as appropriate, and frequently enough that students will be well familiarized with the school's purpose and will be able to connect the school mission to daily activities.  Most importantly, staff members will model the school mission in their words and actions, demonstrating their commitment to and confidence in each child's potential success in academics and in building good character.

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A - 1.2 WHAT WE BELIEVE

Chapter A - APA Model

Part 1.0 - Mission and Vision

Section 1.2 - What We Believe


Policy Statement:

What We Believe

A public school's central mission is two-fold:

  1. To ensure that each student achieves maximum academic proficiency, and
  2. To ensure that each student develops virtuous character and motivation for productive citizenry

That thereby, students become effective citizens of a free nation, and have the intelligence, skills and desire to dedicate a portion of their lives to changing the world for the better.

The trust of the citizens of our nation, expressed in their hard-earned tax dollars flowing to our public schools, must be maintained through strict accountability to these two objectives, and repaid by students who benefit from that public trust by their diligence, hard work and commitment to community.

American Preparatory Schools accomplishes this central mission espousing the following tenets:

  1.  Schools achieve maximum academic success and student proficiency by:

    •  teaching skills to mastery levels,
    • imparting valuable knowledge,
    • transmitting the common culture that binds us as a nation, and
    • exposing children to supreme examples of artistic and intellectual achievement.
  2. Mastery of a fundamental core of knowledge is essential to a child's achievement in later grades. Material should be coherent, sequential, content-rich, and challenging, and must be taught to mastery level by the teacher.
  3.  Standardized testing is an essential tool for measuring student learning and teacher success. 

  4.  The formation of good character goes hand in hand with mental training.

  5.  Serious scholarship requires a willing and enthusiastic mind, self-discipline, determination, patience, and humility.

  6.  All children can learn, although their pace may differ, and their response to higher standards is improved performance.

  7.  The school must be structured to support parents so that they may play an active role in all aspects of their child's education.


Thank you to Cheyenne Mountain Charter Academy for sharing some of these tenets with us.

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A-1.2.1 PHILOSOPHY STATEMENT

Chapter A - APA Model

APart 1.0 - Mission and Vision

Section 1.2.1 Philosophy Statement


Policy Statement:

Philosophy Statement

Student academic achievement is the primary goal of American Preparatory Academy.  We believe that only when students master fundamentals and are fluent in the basic foundational knowledge of the major disciplines can they move on to effectively express their knowledge and master higher-level skills.

Therefore, the foundation of our instruction will focus on mastery of fundamentals.  We define mastery as the ability to demonstrate knowledge and skills repeatedly and accurately.  This requires repeated instruction in the subject matter, increasing degree of challenge and considerable practice.   As our students master the fundamentals, our instruction focuses on sequential building of conceptual knowledge and promoting independent expression of knowledge. APA students demonstrate individual internalization of conceptual knowledge through extensive written work and verbal presentation.  This focus on repetitive, sequential knowledge acquisition, combined with extensive expression of understanding, prepare APA students for advanced study at high school and collegiate levels. 

These levels of instruction and knowledge attainment follow the classical education model of the Trivium - grammar, logic and rhetoric.  American Preparatory Academy respects this well-founded, proven educational model and uses it in selecting and implementing the school's curriculum.

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A-1.2.2 SCHOOL MODEL

Chapter A - APA Model

Part 1.0 - Mission and Vision

Section 1.2 - What We Believe

Paragraph 1.2.2 - School Model


Policy Statement: 

School Model

American Preparatory Academy is a liberal arts, classical education school model.  In the modern sense, this means that we teach a broad range of topics as opposed to "specializing" or teaching vocational skills.  In a traditional sense, it means that we adhere to the concept of the Trivium, as interpreted to represent three stages of knowledge acquisition.  The Grammar phase is identified with the young child (0-9), who easily memorizes songs, poems and factual knowledge.  The Logic phase  (9-14) is identified with learners "connecting" their factual knowledge in a logical manner, "making sense" of things.  The Rhetoric Phase (14-beyond) is that in which students learn to coherently and persuasively defend their logic in writing and speech.  (In medieval times, these three designations were subjects of study preceding the study of arithmetic, geometry, astronomy, and music.)

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A-1.3 VIRTUOUS CHARACTER DEVELOPMENT

Chapter A - APA Model

Part 1.0 - Mission and Vision

Section 1.3 - Virtuous Character Development


Policy Statement:

Virtuous Character Development - Builders and Ambassadors Programs

In order to establish an excellent institution and a loving, positive atmosphere at American Prep, we must build a foundation of virtuous character in our students and ourselves.  We also believe that mental training goes hand-in-hand with the formation of a good character.  We have firmly planted these ideals into our institution through a district-wide "Builders" theme and Ambassadors Program.  All staff, parents, and students work together to "build" our great school on these principles:


Building Foundations

Expectations: High expectations in academics and character reflect the unwavering confidence we have in our students.  We believe that our students can and will achieve whatever is set before them.  High expectations are the vital first step toward achieving our school mission of academic excellence and virtuous character development for each student.  The confidence engendered in our students by the high expectations we hold motivates them toward excellence.

Effort: We believe that properly reinforced effort is the key to achievement.   Our students and staff know the value of hard work and are committed to working hard every day.  The fruits of work are real and satisfying and are won without exception by those willing to engage in work earnestly and consistently.  The fruits of work cannot be borrowed or lent.  

Enthusiasm: Enthusiasm propels one on to greater effort.  Enthusiasm makes work enjoyable and provides encouragement for others to put forth increased effort.  It is the responsibility of every member of the American Prep community to bring enthusiasm to their work and to their associations at school.

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A-1.3.1 BUILDERS THEME

Chapter A - APA Model

Part 1.0 - Mission and Vision

Section 1.3 - Virtuous Character Development

Paragraph 1.3.1 - Builders Theme


Policy Statement:

Builders Theme

The Builders Theme is reinforced by our "Builders Song" (K. Woodcox, 2004) and the "Builders" poem (below).  Each student and staff member memorizes this poem and recites it at school events and in classrooms.  It is also promoted through monthly "Builders Mottos" and "Builders Awards" that are presented to students and staff.  We ask all members of the American Preparatory community to conduct themselves as builders by asking themselves the question: "What would be building behavior?"  Keeping the standard of behavior at that of a "builder" makes it easy to know how to conduct oneself and promotes a positive place for learning.

 

 

Builders 

I saw them tearing a building down,

A gang of men in a busy town.


With a yo heave ho and a lusty yell,

They swung a beam and the sidewall fell.


I asked the foreman if these men were as skilled

As those he would hire if he were to build.


He laughed and said, "Oh, no indeed,

Common labor is all I need,


For they can wreck in a day or two,

What builders have taken years to do."


So I asked myself, as I went my way,

Which of these roles am I to play?


Am I the builder, who works with care,

Measuring life by the rule and square?

Or am I the wrecker who walks the town,

Content in the role of tearing down?


I've made my decision; I'll start today,

I'll be a builder in every way.


Anonymous and Howard Headlee


Policy Cross-reference: H-1.2 Builders Theme

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A-1.3.2 AMBASSADOR PROGRAM

Chapter A - APA Model

Part 1.0 - Mission and Vision

Section 1.3 - Virtuous Character Development

Paragraph 1.3.2 - Ambassador Program


Policy Statement:

Ambassador Program

American Preparatory Academy's mission statement is committed to two pillars: academic excellence and strong character development.  The Ambassador Program takes APA's scholars and helps them become exceptional citizens: citizens with confidence, poise, and a commitment to positively contribute to the world in which they live. 

The Ambassador Program is designed to develop the leadership qualities of an Ambassador.  An Ambassador is a Representative, an Advocate, and a Leader—an individual who naturally puts into action the social and professional protocols necessary for success in the business world, educational pursuits and family relationships.

The Ambassador Program begins in the elementary grades with the character traits of a builder.  Each month the administration teaches the virtues of a new Builder Motto.  These Mottos are introduced at the Show What You Know K-6, weekly assembly. The first Wednesday assembly of the month includes the new Builder Motto instruction and the past Builder Motto student awards.

In each classroom, focus is given to the professional protocols of social dining, introductions, greeting others and making eye contact. In fifth grade, the extended Wednesday workshops begin, combining games and activities in a festive and fun atmosphere to teach further professional skills.  

As an APA student progresses through Secondary Education, the Ambassador calendar includes: service projects, cultural events, legislative experiences, mentoring, and other opportunities to practice the professional and social skills they are mastering.

The Ambassador Program is a part of the APA curriculum.  Attendance at Ambassador training and events is required.


Policy Cross-reference: H-1.3 Ambassador Program


Supplemental Materials:

Office Forms: OF G-2.4 Activity Request Form

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A-1.4 UNITY AND DIVERSITY STATEMENTS

Chapter A - APA Model

Part 1.0 Mission and Vision

Section 1.4 Unity and Diversity Statements


Policy Statement:

Religious or Other Opt-out Policy

It is vital to our mission and to our community that we are unified in purpose.  We recognize the strength we have in our different cultures, nationalities and religious faiths and we honor the diversity of our students and families.  Our strength and unity is built as we honor and embrace our diversity while focusing on our shared mission of academic excellence and character development for each student.    Parents should exercise their ability to opt-out their student of any activity they determine is in conflict with their religious or cultural tenets.  Parents can exercise this opt-out by speaking with the teacher if it is a classroom activity (such as a book they don't wish their student to read or another academic program activity) or with administrative personnel for school-wide activities. 


Equal Educational and Employment Opportunity

It is the policy of American Prep to provide equal educational and employment opportunity for all individuals. Therefore, American Prep prohibits all discrimination on the basis of race, color, religion, gender, sexual orientation, age, national origin, disability, or veteran status. This policy extends to all aspects of American Prep educational programs, as well as to the use of all American Prep facilities, and participation in all school-sponsored activities.


Civil Rights Grievance Procedure

Complaints of discrimination should be filed with the individual's principal or supervisor and/or with the school Compliance Officer/EEC Coordinator according to the provisions of the School Civil Rights Grievance Procedure, copies of which are available at American Prep. If the complaint is against the principal or supervisor, the complaint may be filed directly with the Compliance Officer/EEC Coordinator. The Compliance Officer/EEC Coordinator, who has been designated to monitor and coordinate American Prep compliance with Title IX, Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and all other applicable State and Federal civil rights laws, may be reached at the following address and telephone number: 12892 S. Pony Express Rd. Draper, UT 84020; (801) 553-8500.

Complaints of discrimination should be reported as soon as possible, but no later than 90 days after the incident(s) in order to be effectively investigated and resolved.


Policy Cross-reference: E-10.1 Unity and Diversity Statements

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A-2.0 ACADEMIC SUCCESS

A-2.1 TEACHERS AND STAFF COMPONENT

Chapter A - APA Model

Part 2.0 Academic Success

Section 2.1 Teachers and Staff Component

  

Policy Statement:

Teachers and Staff Component

We believe that it is the responsibility of the school to provide effective organizational systems, positive motivation, excellent teachers and relevant, interesting curriculum for each student so that they can achieve academic success at American Prep.  Our staff and teachers are trained and well prepared to teach our students.  They are an experienced group of professionals who are enthusiastic about their job in assisting your student as they achieve academically and learn and grow.  However, if a teacher is not putting forth sufficient effort to enable the students to achieve mastery in their content area, the administration is committed to rectifying this through staff development, coaching and training.  If the teacher, after the remedies have been implemented, continues to be unsuccessful in working at the level required, they will be dismissed.

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A-2.2 STUDENT COMPONENT

Chapter A - APA Model

Part 2.0 Academic Success

Section 2.1 Student Component

  

Policy Statement:

Student Component

Likewise, the students at American Prep bear much responsibility with regard to exerting effort and completing assigned work so that they can benefit fully from the excellent academic programs of American Prep.  Most students who attend American Prep are well prepared and bring their own enthusiasm and love of learning to school with them each day. We are confident that working together, all students can achieve academic success at American Prep.  (See 2.2.1 Student Compact.)

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A-2.2.1 STUDENT COMPACT

Chapter A - APA Model

Part 2.0 Academic Success

Section 2.1 Student Component

Paragraph 2.1.1 Student Compact


Policy Statement:

STUDENTS AGREE TO:

  1. Come to class each day on time, ready to learn and do my best! (I. Mission and Vision: Building Foundations and I. Daily School Operation: Attendance)
  2. Do my homework every day, and turn it in when it is due (IV. Academic Policies: Homework).
  3. Abide by APA rules for electronics usage on school nights (IV. Academic Policies: Homework).
  4. Abide by the Code of Conduct in my dress, language, and behavior (VII. Code of Conduct).
  5. Practice good organization by using my docket, learning plan, and Junior High binders (IV. Academic Policies: Organization).
  6. Eat nutritious meals and get sufficient sleep to be a healthy learner (III. Health and Safety: School Lunch).
  7. Ask for help when I need it.
  8. Give my parents (or the adult who is responsible for me) all papers and information sent home from school in a timely manner.
  9. Respect myself, others at the school, and others in the community.  Work to resolve conflicts in positive, non-threatening ways (VI. Code of Conduct: Language and Communication).
  10. Treat school property, including books and materials, with care.
  11. Promptly report any non-building behavior to a member of the school staff (VI. Code of Conduct: Behavior).
  12. Be a Builder in Every Way! (I. Mission and Vision: Virtuous Character Development: Builder's Theme)

Download Printable PDF


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A-2.3 PARENT COMPONENT

Chapter A - APA Model

Part 2.0 Academic Success

Section 2.3 Parent Component


Policy Statement:

Parent Component

We recognize that parental support is key to student achievement.  American Prep parents commit to support the learning process by ensuring their student has time each day for studying, a place at home to study, by checking the learning plans daily, ensuring on-time arrival and minimizing absences, providing healthy food for lunch, and engaging in positive communication to address questions, concerns or provide feedback.  (See 2.3.1 Parent Compact.)

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A-2.3.1 PARENT COMPACT

Chapter A - APA Model

Part 2.0 Academic Success

Section 2.3 Parent Component

Paragraph 2.3.1 Parent Compact


Policy Statement:

PARENTS AGREE TO:

  1. Use "Builder Behavior" within the American Preparatory community by being positive and encouraging with staff, other parents, and especially with students (IV. Academic Policies: Communication with Students and VII. Parent Involvement Policy: Parent-School Communication).
  2. Inform and provide constructive input to appropriate staff at American Preparatory Academy in a timely manner should I become aware of obstacles to my student's education (VII. Parent Involvement Policy: Parent-School Communication). 
  3. Ensure that my student attends school regularly and on time.  Notify the school promptly in the case of my student's absence.  As often as possible, schedule appointments outside of school hours (II. Daily School Operation: Attendance).
  4. Abide by school policies regarding check-in/check-out procedures and visitor policies (II. Daily School Operation: Check-ins and Check-outs).
  5. Abide by school policies and procedures regarding student drop-off and carpool (II. Daily School operation: Carpool).
  6. Ensure that my student receives sufficient rest and has a nutritious breakfast and lunch (III. Health and Safety: School Lunch).
  7. Ensure that my student arrives at school prepared for class with necessary materials and in appropriate dress uniform (IV. Academic Policies: Organization and V. Dress Code).
  8. Provide an environment in the home that will make it possible for students to engage in scholarly pursuits on a daily basis.  This should include opportunities for exercise, study, homework, and reading.  It may also include instrumental practice.  Students should refrain from using any electronics Monday - Thursday (IV. Academic Policies: Homework).
  9. Review my student's homework and sign my student's learning plan each night (IV. Academic Policies: Organization).
  10. Support my student's education through attendance at school meetings, Parent-Teacher conferences, and Parent Interventions when necessary (VII. Parent Involvement Policy: School-Parent Communication and VI. Code of Conduct: Parent Intervention Guidelines)
  11. Support the American Preparatory Community by completing parent surveys and volunteering at least 20 hours per school year (VII. Parent Involvement Policy: Parent-School Communication and Volunteer Guidelines).
  12. Abide by other school policies and procedures as outlined in the Parent-Student Handbook and the Acceptance of Policy.

Download Printable PDF

OF A-2.3.1 Parent Compact

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A-2.3.2 DISTRICT PARENT AND FAMILY ENGAGEMENT POLICY

Chapter A - APA Model

Part 2.0 Academic Success

Section 2.3 Parent Component

Paragraph 2.3.2 District Parent And Family Engagement Policy

  

Policy Statement:

District Parent And Family Engagement Policy

At the conclusion of each school year, end-of-year assessment data is reported and organized into a Comprehensive Needs Assessment (CNA).  The CNA includes demographic, attendance, and assessment data.  Also included in the CNA are the results of the annual Parent Survey.  This Survey evaluates, among other things, the satisfaction of parents with the quality of the academic program and their opportunities to participate in the schools.

American Preparatory administrators annually invite select staff and parents from each school to participate in a District/School Planning Meeting.  This Committee reviews the Comprehensive Needs Assessment and analyzes areas for potential improvement.  District/School Plans are developed with goals, action steps, and budget relationships.  District and School Parent and Family Engagement Policies are evaluated for effectiveness.  School, Parent, and Student Compacts are also examined by this Committee for recommended changes.

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A-2.3.3 SCHOOL PARENT AND FAMILY ENGAGEMENT POLICY

Chapter A - APA Model

Part 2.0 Academic Success

Section 2.3 Parent Component

Paragraph 2.3.3 School Parent and Family Engagement Policy


Policy Statement:

Non-custodial parent/guardian

American Prep abides by the provisions of the Buckley Amendment with respect to the rights of non-custodial parents.  In the absence of a court order to the contrary, the school will provide the non-custodial parent access to the academic records and to other school-related information regarding the student.  If there is a court order specifying that there is to be no information given, it is the responsibility of the custodial parent to provide the school with an official copy of the court order. 

Likewise, non-custodial parents will have access to students during school hours in the same way that custodial parents do (including picking up the student from school) unless documentation to the contrary is presented to the school. 


Caregivers

If parents are going on vacation, be sure and add the caregiver to the student's card so they can pick them up from school if necessary while you are gone.  You should also leave a "permission to treat" with the caregiver in case there is need for medical attention for the student and the parents are not available.

 

Visitors

Visitors are welcome at American Prep.  Visitors must enter the front school doors (north central doors) and sign in at the front desk.  Visitors must wear a Visitor's Badge while they are in the school.  Visitors are welcome to visit any classroom as part of our "empty chair" philosophy.  In all classrooms there is an empty chair in which visitors can sit and observe the instructional process.  Visitors should not involve themselves in the classroom.  We ask that visitors not bring small children to observe in the classroom.


Parent and Family Engagement Groups

Parent Advisory Committee: The PAC is an elected group of parents that collaborates in key meetings with school administration and staff.  The PAC represents parents on the School Land Trust and School Planning Committees.  Vacancies on the Parent Advisory Committee are filled by consensus of the Full Committee (including participating administrators and staff) if they occur during the school year, or by vote of the parent population at the beginning of the school year. 

Academic Support Team: The AST is comprised of all AST Leaders (room moms) at each campus.  AST Leaders are selected by classroom teachers shortly after Back-to-School Night.  AST Leaders help organize volunteers for class field trips, culminating activities, teacher appreciation, etc.  Parents who are interested in helping at the classroom level may contact a teacher's AST Leader.

Family Services Organization: The FSO President is selected each year by the school administration.  The FSO President works with the school as the volunteer coordinator for campus events or activities.  He/she organizes parent volunteer committees as necessary.  Parents who are interested in helping on a school level committee may contact the FSO President.


Volunteer Guidelines

American Prep asks families to provide 20 hours per year of volunteer service.  Most of our families provide MANY more hours than this!  Your generous gift of time and talents makes it possible for our students to have an outstanding educational experience.  This would not be possible without our volunteers' assistance.  THANK YOU parents!!  Please contact your child's teacher or the front office staff for ways you can help.  They will guide you in finding a volunteer opportunity at the school.

It is important that volunteers work together as team members with American Prep staff members.  The following guidelines are helpful in ensuring that volunteer service is a positive experience for parents and is effective for our students.

  • Volunteers must sign in and out at the front office, get a Visitors badge and wear it during the time you are in the building volunteering.
  • Volunteer Dress & Behavior - please dress appropriately.  The more we show respect for our school, the more respect the students will feel toward the school.  American Prep's dress code is reflective of a high level of respect.  We encourage volunteers to reflect this same level of respect in their own appearance when they volunteer at the school.
  • Volunteers work under the supervision of staff.
  • As a matter of professional ethics, and personal privacy, volunteers do not discuss teacher, student or school affairs with other people. It is extremely important that confidentiality be upheld at all times. Administrators have the same expectations of confidentiality from volunteers as they do from the American Prep staff.
  • Volunteers may be asked to grade student papers, and it is imperative that student work is ONLY discussed with the teacher or student, if directed by the teacher, and no one else.
  • For your own protection, avoid being alone with one or two students.  If this is unavoidable, be sure and keep the door open or move to a hallway to work.
  • Student Discipline:  Volunteers have a responsibility to inform staff if there is a problem with student behavior. Volunteers should not discipline a child unless they are expressly instructed to do so by the supervising staff member.
  • If you are scheduled to work in the classroom with students, bringing young children is not recommended as they may become a distraction in the classroom.  If you are coming to a meeting or a group work activity, bringing younger siblings may be acceptable. 
  • Volunteers have no claim to intellectual property created during their volunteer service at American Prep.

Parent to School Communication

Guidelines

Communication at American Prep, as outlined in our school vision, will be positively framed and undertaken in good faith by all parties.  Anyone with a question or concern is to take it to the person most able to address it and to no one else.  This allows for all members of the community to feel safe and valued, and to have confidence that all concerns will be addressed to the point of satisfaction.  Feedback from all stakeholders is essential for the school to be continually engaged in a process of improvement, and feedback is more likely to be shared freely when stakeholders are confident their feedback will be carefully heard and addressed. 

We acknowledge the many familial relations at American Prep.  Our school was founded by a group of individuals, including family members and friends.  Most of our employees have children who attend the school, and some of the employees are related to other employees.  The advantage to having family included in our school structure is an elevated commitment level that is the result of serving our own children.  Thus, the school is not just someone's "job," but also a reflection of a family legacy and commitment to something above and beyond the ordinary. This philosophy then extends to all the families that have joined in and brought their children, relatives and friends to invest their energies and become part of what we call the "American Prep Family."  We realize that this environment may make some individuals hesitant to voice concerns.  We assure you that we are dedicated to managing familial relationships professionally and addressing all concerns brought to us. 

Concerns must be brought by a parent about their own students or their own concerns.  Parents may not represent a group in bringing concerns to the American Prep Administration or Governing Board, as each parent's concern must be addressed individually and confidentially.  In order to preserve the confidentiality of our students, group concerns will not be addressed.


Channels of Communication

Members of the American Prep community who have a question, concern, feedback or a need for information will identify the person best able to answer their question or concern or most logically to hear their feedback and will approach that person in a positive manner.  We have established a clear communication channel through which we invite you to bring any concerns or questions you may have.  The persons listed are in order of who you should address your concern to first, next, etc.:

 

Academic, Behavioral, or other Concern - Elementary

  1. Child's Classroom Teacher - (even for groups issues) - teacher's first initial lastname@apamail.org
  2. Elementary Director -
  3. Academic Director -
  4. Parent Advocate - parentadvocate@apamail.org


Academic, Behavioral, or other Concern - Jr. High/High School

  1. Child's Teacher - Classroom Teacher - teacher's first initial lastname@apamail.org
  2. Jr. High Director -
  3. Academic Director -
  4. Parent Advocate - parentadvocate@apamail.org

 

Special Education Concern - Elementary

  1. Child's Classroom Teacher - teacher's first initial lastname@apamail.org
  2. Academic Director -
  3. Special Ed Director—
  4. Parent Advocate - parentadvocate@apamail.org

 

Special Education Concern - Jr. High/High School

  1. Child's Teacher - teacher's first initial lastname@apamail.org
  2.  Jr. High/High School Director -
  3. Academic Director -
  4. Special Ed Director -
  5. Parent Advocate - parentadvocate@apamail.org


Facility or Safety Concern, Carpool

  1. School Secretary
  2. Tim Evancich - tevancich@apamail.org


For example: If a parent has a question related to instruction or that relates to the classroom in any way, the classroom teacher should be the first person to whom the parent would go seeking information or resolution.  If the parent does not feel their concern has been resolved by the teacher, they should ask the teacher for a meeting with an Administrator.  If the parent desires, they may ask the school secretary for an appointment with the Director directly if they feel their concern would best be addressed at that level and they have already tried to address it with the teacher and are uncomfortable asking the teacher for an administrative conference.  If the parent feels the Director has not sufficiently resolved their concern, they may bring their concern to the parent advocate member of the Governing Board.  This may be done by emailing advocate@apamail.org.

If a member of the community is unclear who the best person is to answer their question or concern or hear their feedback, they may ask a member of the administrative staff, beginning with one of the school secretaries. 

 

Parent Survey

Each February and May, a parent survey will be distributed to each American Prep family. The February survey is conducted by Utah State University and is a short, general survey.  The May survey is specific to American Prep, and solicits our parents' views on our programs and staff members.  Families will have the opportunity to express their level of satisfaction with all aspects of American Prep's program.  Survey results will be available at the school office, and major points from the survey will be communicated to the parent community via the school newsletter.  It is the goal of American Prep to have 100% parent participation in the parent surveys.

Anonymous written communication, outside of the annual school survey, will be discarded without being acknowledged.

 

School to Parent Communication

A weekly newsletter from the Director will be emailed to American Prep families and also will be sent home with one student in each American Prep family in the weekly communication envelope.  This envelope will go home with students on Thursdays or Fridays.  The newsletter will contain notification of important dates and events, as well as pertinent school news and information.  For academic information, see IV. Academic Policies: Academic Communication.


Parent Meetings and Events

Parents are required to attend the following:

  • Back-to-School Night*
  • Parent Teacher Conferences
  • Mid-Year Parent Update
  • End of Year Culminating Activity for each student


*Back-to-School Night involves far more than meeting your child's teacher.  We review school policies and procedures, parent involvement, student expectations, Title I parent participation, school curriculum and assessments used, and more.

Other school events parents are invited and encouraged to attend: Show What You Know (Wednesday mornings), Veteran's Day Program, Memorial Day Assembly, Music Performances, Academic Updates, Ambassador Events, etc.


Parent-Teacher Conferences

Elementary:  Parent/Teacher conferences will be held at the end of first and third quarters, in which academic goals are set for each student with input from parents and, at times, students.  Parent/Teacher conferences are listed in the school calendar and all parents are expected to attend these conferences.  A third parent-teacher conference is held mid-year which is an optional conference that parents or teachers may request.

Jr. High:  Parent-teacher conferences will be held twice per year according to the school calendar.  Teachers will be at tables in the MP room and parents will meet with them on a first-come, first-served basis.  Parents of 9th graders must attend a Student Education-Occupation Plan conference with the student and the teachers, scheduled according to the school calendar (this is required according to state law).  Parents of 7th and 8th graders are required to attend one Student Progress Conference scheduled according to the school calendar.  This is a wonderful opportunity for all of the adults in the student's school and home life to gather and encourage the student.

Conferences may be scheduled at any time parents or teachers feel it would be beneficial.   


Birthdays and other Events


Invitations

Birthday parties and other parties held during the year are an exciting event for the child hosting the party and those who are invited. It can be a very disappointing time for a child who has not been invited to the same party. Out of respect and consideration for the feelings of all students, please do not distribute invitations to birthday parties or any other personal parties at school—before, during, or after—unless an entire class is invited.  If only a portion of the students in a class are invited, please use the school directory to access the addresses of families and send the invitations to student homes. We appreciate your consideration of others and appreciate the modeling of respectful behavior. 


Birthday Recognition

Teachers will generally mention a student's birthday during the school day closest to their birthday and have a special way of acknowledging that student.  Parents may bring a treat for class members at lunch time.  This is not something that needs to be done, or is even recommended, but if parents choose to that is acceptable.  Parents, please do NOT bring balloon bouquets, flowers or other birthday items to school.  We cannot have the distraction during the day and it also is difficult for students whose parents cannot or do not do similar things for them.  The resulting emotions become an additional distraction.


Financial Contributions

American Preparatory Academy does not charge fees.  We believe it is important to make a free public education available to our families.  However, we appreciate the willingness of our families to generously donate to our school.   We are a qualified 501(c)(3) non-profit corporation, and donations to the school are tax deductible to the extent allowable by law.  Each year, we invite families to contribute to American Prep.  We consistently raise over $20,000 through donations annually.  These funds are used to provide special programs and materials for our students.  Families are invited to donate to the school at any time by writing a check to American Prep and listing "Friends of APA" on the memo line.  We very much appreciate the generosity of American Prep families!

Students are issued textbooks each year.  During the last two weeks of school, all textbooks and other materials (library books, etc.) need to be returned to American Prep.  Parents are required to pay for lost or damaged books.  Student registration for the following year will not be processed if a family has outstanding lost book fines or other fines.

 

Lost or Damaged School Property

School property that is temporarily issued to students is expected to be returned in the same condition with consideration for normal “wear and tear” no later than the last school day of each school year.  American Prep staff carefully records and inspects issued items, including: digital equipment, textbooks, library books, musical instruments, and other materials.  When a student is issued an item during the school year, it is the family's responsibility to report any damage that may have escaped the school's notice within 72 hours.  Failure to do so will result in the assumption that any damage found occurred while under the current student's care. Parents will be required to pay for all materials that are not returned, lost, or returned with damage.  

Fines associated with unreturned, lost or damaged items are NOT subject to fee waivers.  APA will NOT accept replacement materials provided by parents.  APA will work with families to provide options to help with the reduction of and payment of fines, including payment plans or the school may provide for a program of work the student may complete in lieu of the payment.  American Prep may withhold the issuance of an official written grade report, diploma, or transcript of the student responsible for the damage or loss until the fine has been resolved (53G-8-212(2)(a).  American Prep also reserves the right to seek payment through a collections agency if a fine has not been paid or resolved within 6 months from the last day of the school year.
 
School administrators should direct all communication regarding past due fines to parents and guardians.

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A-3.0 ADMINISTRATIVE MODEL

A-3.1 DISTRICT LEADERSHIP

Chapter A - APA Model

Part 3.0 Administrative Model

Section 3.1 District Leadership


Policy Statement:

District Level

  • Carolyn Sharette –Executive Director
  • Laura Campbell – Executive Director-Academics
  • Catherine Findlay – Executive Director—Character Education
  • Tim Evancich - Operations Director
  • Phil Collins – Chief Financial Officer (CFO), Business Manager
  • Jen Walstad - District Academic Director
  • Daniel Baker – District Secondary Program Director
  • David Bowman – District Area IT Manager
  • Connie Sims - Human Resource Director
  • Lisa Brunson – Executive Director - Compliance
  • Peri Daley - Title III Director
  • Lori Stephenson – Curriculum Director
  • Lindsey Rees – Enrollment Director, Assessment Director
  • Joan Ottley-Zeeman – Special Education Director
  • Tammy Okleberry - District Counseling Lead, District Crisis Response Lead
  • Lari Evancich – Purchasing Manager
  • Gina Ortega – Teacher Licensing, District Calendar Lead
  • Cindy Lawrence – District Secretary Lead
  • Cathie Adamson – District Substitute Coordinator
  • Coaching Staff:       

Stacie Woolley

             Jen Brakey

             Sharon Lloyd

             Erin Farr          

             Mary Knight

             Lindsay Campbell

Department Chairs - Assist in the direction of secondary programs within academic content areas:

  • English Co-chairs: Jeffrey Sorensen , William McKelvey
  • Math Chairs: Bridget Sullivan
  • Science Course Leads: Emily Hartung, Tim Jones, Rachel Dunn, Kendal Hess
  • History: Sara Ochs, Ryan Thomas
  • Latin:  Rebecca Allen
  • PE:  Mike Christensen
  • Health: Eva Peterson
  • Music: Katti Marin, Kaitlyn Findlay, Miriam Burton
  • Art: Laurel Cahoon

Elementary District Leads

  • Kindergarten – Admin:  Laura Leavitt         Teacher:  Lori Truman
  • First Grade – Admin:  Kami Bodily  Teacher:  Lynzi Rojas
  • Second Grade – Admin: Jessica Barton  Teacher:  Courtney Allen
  • Third Grade – Admin:  Eryn Woolston   Teacher:  Ashley Nash
  • Fourth Grade – Admin: Michelle Mulcahy/Angie Lawrence  Teacher:  Julie Morano
  • Fifth Grade – Admin:  Julie Rodriguez         Teacher: Eithne O’Donoghue
  • Sixth Grade – Admin:  Lindsay Campbell  Teacher:  Melanie Morris

 

School Level

School Director and/or Administrative Director - Depending upon the particular campus administrative structure, some schools have a School Director, some schools have an Administrative Director, and a campus may have both.  The School Director and/or Administrative Director may be assigned as leads on suspensions and/or expulsions, retentions, due process hearings, interactions with social services, exceptions to policy or procedures (such as dress code or participation requirements), or any issues that may affect the school's standing with parents or with the state. He or she will come to Carolyn Sharette or Laura Campbell (District Executive Directors) in all matters requiring additional direction.

·     Lower Elementary Directors – manage the Elementary Program, grades K-3

·     Upper Elementary Directors – manage the Elementary Program, grades 4-6

·      Junior High Director – manages the Jr. High Program

·      High School Director - manages the High School Program

·      Special Education Case Manager/Teacher - manages the special education needs within the campus

 

Early Learning Center:

ELC Director: Carlene Dastrup

Assistant Director: Bea Juvera

Special Education Case Manager/Teacher: Jessie Ibrahim

Draper 1 Campus:

School Director: Michelle Mulcahy

K-3 Elementary Director: Kami Bodily

4-6 Elementary Director: Michelle Mulcahy

K-2 Special Education Case Manager/Teacher: Jessie Ibrahim

3-4 Special Education Case Manager/Teacher: Megan Platt

5-6 Special Education Case Manager/Teacher: Natalie Alofipo

Draper 2 Campus:

School Director: Lindsay Campbell

K-3 Administrative Director: Kevin McVicar

K-3 Elementary Director: Noel Gray

4-6 Administrative Director: Cathie Adamson

4-6 Elementary Director: Angie Lawrence

Special Education District Director: Joan Ottley-Zeeman

K-6 Special Education Campus Director: Jody Jensen

K-2 Special Education Case Manager/Teacher: Melissa Pulley

3-4 Special Education Case Manager/Teacher: Katelyn Hamblin

5-6 Special Education Case Manager/Teacher: Keith Washington

Draper 3 Junior High

School Director: Brad Sheneman

Junior High School Director:  Todd Christensen

Assistant Director/Athletic Director 7-12:  Bryan Durst

7-9 Special Education Case Manager/Teacher: Noelle Gatlin

7-9 Special Education Case Manager/Teacher: Allison Landsiedel

Draper 3 High School:

School Director: Brad Sheneman

High School Director: Carole Hollinger

10-12 Special Education Case Manager/Teacher: Kevin Kelley

10-12 Special Education Case Manager/Teacher: Trevor Newcomer

West Valley 1 Campus:

School Director: Laura Leavitt

Administrative Director: MaryCarmen Gamez

Academic Director: Lindsay Campbell

K-3 Elementary Director: Carly Young

4-6 Elementary Director: Heidi Franco

Academic Coordinator:  Melanie Ferlo

K-3 Special Education Case Manager/Teacher: Monica Brown

4-6 Special Education Case Manager/Teacher: Sherrie Samu

West Valley 2 Campus - Elementary:

Administrative Director K-12: Cindy Lawrence

K-3 Elementary Director: Eryn Woolston

4-6 Elementary Director: Julie Rodriguez

K-3 Special Education Case Manager/Teacher:  Anna Reynolds

4-6 Special Education Case Manager/Teacher:  Laura Schneider

West Valley 2 Campus - Secondary:

Secondary Administrator - Tammy Okleberry

Secondary Director: Craig Peterson

High School Director: Matt Hymas

Junior High Director: Jake Winegar

Assistant Director: Mitchell Argyle

Assistant Director: Al Ramirez

7-8 Special Education Case Manager/Teacher: Laura Moody

8-9 Special Education Case Manager/Teacher: Derek Lemon,

10 Special Education Case Manager/Teacher: MaryAnn Rojas

11-12 Special Education Case Manager/Teacher: Scott Weber

Salem Campus:

School Director: Richard Fillerup

K-3 Elementary Director: Jessica Barton

4-6 Elementary Director:  Cody O'Brien

Secondary Director: Richard Fillerup

K-4 Special Education Case Manager/Teacher: Annika Connors

5-9 Special Education Case Manager/Teacher: Tyler Redd

Governing Board

Governing board members meet monthly in open meetings where they receive administrative, financial, and operations reports from American Preparatory Schools Executive Directors.  Governing board members provide governance and oversight, ensuring that school activities align with goals and assurances defined in the Charter Agreements.

Utah Charter Academies Governing Board Members

Clay Hatch, Chair                     

Dee Henderson

Thomas Young

Rick Peterson

Stephanie Henderson

Ted Heap

Bradly Blanchard

*The parent advocate is available for consultation with parents.  They may be reached at parentadvocate@apamail.org.

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A-3.2 TEAM LEADERS AND MANAGING DIRECTOR

Chapter A - APA Model

Part 3.0 Administrative Model

Section 3.2 Team Leaders and Managing Director


Policy Statement:

Team Leaders and Managing Director

Elementary:  Grades K-3 and 4-6 benefit from the leadership of a Managing Director.  Managing Directors are responsible for hosting the staff meetings for their groups and for setting the agenda for the meetings.  Managing Directors moderate the team meetings and communicate with administration regarding team discussions and decisions.  Managing Directors will ensure that minutes of meetings are kept and distributed to team members and administration.  Managing Directors are appointed by administration. 

Junior High: The Jr. High Director will serve as the Managing Director for grades 7-9.

Secondary: The Assistant Secondary Director will serve as the Managing Director for grades 10-12 at the high school campus

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A-3.3 Policy Development

Chapter A - APA Model

Part 3.0 Administrative Model

Section 3.3 Policy Development


APA policies shall be developed, approved, and managed in accordance with this Policy in order to promote consistency, clarity, and relevancy. 

DEFINITION:  Policy—A policy documents a set of principles, standards and/or rules that serve to guide group and/or individual conduct.

STEWARDSHIP OF POLICIES

The District Policy Director (DPD) maintains the policies in the Policy Directory. The DPD maintains a schedule of required policy approvals or renewals and reports these to the District Compliance Director, ensuring the approvals or renewals are accomplished by the appropriate body in a timely manner. 

DEVELOPMENT OF POLICIES

The DPD drafts policies as directed by Executive Management, and suggests policies as required by state law and rule.  Executive Management develops policies related to their areas of responsibility.

APPROVAL OF POLICIES

Policies are approved by the appropriate body, as required by state rule, law or company directive. 

REVIEW OF POLICIES

Policies are reviewed as needed according to state law and rule, and submitted to the Governing Board for approval as needed.

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A-4.0 GOVERNING BOARD

A-4.1 NUMBER, ELECTION, TENURE AND QUALIFICATION OF A GOVERNING BOARD MEMBER

Chapter A - APA Model

Part 4.0 Governing Board

Section 4.1 Governing Board Membership

  

Policy Statement:

Number, Election, Tenure and Qualifications of A Governing Board Member. 

A. The number of directors of the Corporation may be a maximum of seven (7) voting members, but shall not be less than three (3).

B. Each director shall serve until their resignation, removal or earlier death.

C. Any director may be removed at any time upon majority vote of the Board of Directors.

D. Vacancies.  Any director may resign at any time by giving written notice to the Chair of the Board of Directors, or to the Secretary of the Corporation.  Such resignation shall take effect at the time specified therein, and unless otherwise specified therein, the acceptance of such resignation shall not be necessary to make it effective.

The Board of Directors may or may not elect to fill Board of Directors vacancies above the minimum number of three (3) directors.  If the Board of Directors elects  to fill Board of Director vacancies, they will solicit applications from persons willing to fill a Board of Directors vacancy.  The Board of Directors will set timelines for such solicitation and review of applications.  Upon consideration of applications, the Board of Directors may be filled by the affirmative vote of a majority of the remaining directors though that number of directors may constitute less than a quorum.  The Board of Directors shall elect a Chair and Vice-Chair from the board membership and may appoint a Secretary, however the Secretary need not be a voting member of the Board of Directors.

One director shall be a parent elected by the parent population of the school.  This shall be the case as long as it is required by Utah State statute.

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Updated Bylaws May 2019 - Chapter A updated 


A-4.2 AUTHORITY AND DUTIES OF DIRECTORS

Chapter A - APA Model

Part 4.0 Governing Board

Section 4.2 Authority and Duties of Directors


Policy Statement:

The directors of the Corporation shall have the authority and shall exercise the powers and perform the duties specified below and as may be additionally specified by the Chair of the Board of Directors, the Board of Directors or these bylaws, except that in any event each officer shall exercise such powers and perform such duties as maybe required by law.

a. Chair of the Board of Directors.  The Chair of The Board of Directors is the Chief Administrative Officer and shall ( i ) preside, when present, at all meetings of the Board of Directors; ( ii ) see that all orders and resolutions of the Board of Directors are carried into effect; and ( iii) perform all other duties incident to the office of Chair of the Board of Directors and as from time to time may be assigned to the Chair of the Board of Directors.  

b. Vice Chair. The Vice Chair of the Board of Directors shall ( i ) in the absence of the Char of the Board of Directors, preside at all meetings of the Board of Directors; ( ii ) perform all other duties incident to the office of Vice Chair as from time to time may be assigned to the Vice Chair by the Board of Directors. 

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A-4.2 GOVERNING BOARD

 

A-4.2.2 ENDS POLICIES

Chapter A - APA Model

Part 4.0 Governing Board

Section 4.2 Governance Policies

Paragraph 4.2.2 Ends Policies


Policy Statement:

Ends Policies

E 1.  Global Ends Policy

E 2A.   Ends: Student Achievement

            Character

            Academic

            Social Skills

            Critically Minded

            Community Service

E 2B.   Ends: Premier Charter School Model

E 2C.   Ends: Valuable Resource

            Other Schools

            Education Community


E#1:    The purpose of UCA is a high-quality, successful, and comprehensive educational model for a cost per school comparable to other Utah schools.  In pursuit of these ends, UCA will bring about results in the following areas:


  • UCA students achieve exemplary character, academic, and social skills; are critically minded; and active in community service.
  • UCA will become the premier charter school model in Utah which includes a superb parent-school partnership.
  • UCA is a valuable resource for other schools and the education community at large and affects positive change in education in Utah.


                                                                                                                           Adopted:  10/15/09

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st

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A-4.2.3 EXECUTIVE LIMITATIONS

Chapter A - APA Model

Part 4.0 Governing Board

Section 4.2 Governance Policies

Paragraph 4.2.3 Executive Limitations


Policy Statement:

Executive Limitations Policy

EL 1. Global Executive Limitations Policy

EL 2A. Treatment of Consumers

EL 2B. Treatment of Staff

EL 2C. Financial Planning and Budgeting

EL 2D. Financial Condition and Activities

EL 2E. Emergency Principal Succession

EL 2F. Asset Protection

EL 2G. Compensation and Benefits

EL 2H. Communication and Support to the Board

EL 2I. Ends Focus of Grants or Contracts

 

 

EL#1:             The School Director shall not cause or allow any organizational practice, activity, decision, or circumstance that is either unlawful, imprudent, or in violation of commonly accepted business and professional ethics and practices. 

                                                                                                                            Adopted: 10/18/07

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st


EL #2A:  Treatment of Consumers

With respect to interactions with parents, students, community members and officials, the School Director shall not cause or allow conditions, procedures, or decisions that are illegal, unsafe, untimely, undignified, or unnecessarily intrusive. 

                                                                                                                            Adopted: 11/21/07

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st

 

EL#3A:  The School Director shall not

  1. Elicit information for which there is no clear necessity.
  2. Use methods of collecting, reviewing, transmitting or storing consumer information that fail to protect against improper access to the material
  3. Fail to operate facilities with appropriate accessibility and privacy.
  4. Fail to provide consumers with a parent/student handbook that includes a grievance process for persons who believe they have not been accorded reasonable protections under this policy.
  5. Fail to follow policies outlined in parent/student handbook.
  6. Fail to inform consumers of this policy.

                                                                                                                              Adopted: 11/4/09

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st


EL#2B:  Treatment of Staff

With respect to the treatment of paid and volunteer staff, the School Director may not cause or allow conditions that are illegal, unfair, undignified, disorganized, unsafe, or unclear.


                                                                                                                            Adopted: 11/21/07

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st

 

EL#3B:  The School Director shall not

  1. Operate without written personnel rules that (a) clarify rules for staff, (b) provide for effective handling of grievances, and (c) protect against wrongful conditions such as nepotism and grossly preferential treatment for personal reasons.
  2. Discriminate or retaliate against any staff member for expressing a dissent.
  3. Prevent staff from grieving to the board when (a) internal procedures have been exhausted, and (b) the employee alleges either that (i) board policy has been violated to his or her detriment or (ii) board policy does not adequately protect his or her human rights.
  4. Fail to acquaint staff with the School Director's interpretation of their protections under this policy.
  5. Allow staff to be unprepared to deal with emergency situations.
  6. Use methods of collecting, reviewing, transmitting or storing consumer information that fail to protect against improper access to the material
  7. Fail to compensate staff competitively. 

                                                                                                                            Adopted: 11/04/09

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st


EL#2C:  Financial Planning/Budgeting

The School Director shall not cause or allow financial planning for any fiscal year or the remaining part of any fiscal year to deviate materially from the board's Ends priorities, risk financial jeopardy, or fail to meet the long term goals of the school.


                                                                                                                            Adopted: 11/21/07

                                                                                                                            Monitoring method:

                                                                                       Monitoring frequency:  Annually by July 31st

 

EL#3C:  There will be no financial plans that

  1. Risk incurring those situations or conditions described as unacceptable in the board policy "Financial Condition and Activities."
  2. Contain too little information or omit credible projection of revenues and expenses; cause the unnecessary separation of capital and operational items negatively impacting cash flow and subsequent audit trails; and prevent the disclosure of planning assumptions
  3. Provide less for board prerogatives during the year than is set forth in the "Cost of Governance" policy (GP#2H).


                                                                                                                            Adopted: 11/04/09

                                                                                                                             Revised:  12/17/09

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st


EL#2D:  Financial Condition and Activities

With respect to the actual, ongoing financial conditions and activities, the School Director shall not cause or allow the development of financial jeopardy or material deviation of actual expenditures from board priorities established in Ends policies.


                                                                                                                            Adopted: 11/21/07

                                                                                                 Monitoring method:  External Report

                                                                             Monitoring frequency:  Annually by December 31st

 

EL#3D:   The School Director shall not

  1. Expend more funds than have been received in the fiscal year without board approval.
  2. Incur debt in a manner inconsistent with APA's School Finance Policies. (see Appendix A)
  3. Shall not violate board approved reserves policy.
  4. Fail to settle payroll and debts in a timely manner. 
  5. Allow tax payments or other government-ordered payments or filings to be overdue or inaccurately filed.
  6. Make a single purchase, split order, or commitment of greater than $10,000.00 without board approval except as authorized in APA's School Financial policies, by agreement, or by board authorization.
  7. Use restricted contribution for any purpose other than that required by the contribution.


                                                                                                                            Adopted: 12/17/09

Monitoring method:  External Report

                                                                             Monitoring frequency:  Annually by December 31st


EL#2E:  Emergency School Director Succession

To protect the board from sudden loss of School Director services, the School Director shall not permit there to be fewer than one other executive sufficiently familiar with Board and School Director issues and processes to enable him/her to take over with reasonable proficiency as an interim successor.


                                                                                                                            Adopted: 11/21/07

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st


EL#2F:  Asset Protection

The School Director shall not cause or knowingly allow corporate assets to be unprotected, inadequately maintained, or unnecessarily risked.

                                                                                                                            Adopted: 11/21/07

                                                                                                 Monitoring method:  External Report

                                                                             Monitoring frequency:  Annually by December 31st

 

EL#3F:  The School Director shall not

  1. Fail to insure against theft and casualty losses to at least 80% of replacement value and against liability losses to board members, staff, and the organization itself in an amount great than the average for comparable organizations.
  2. Allow unbonded personnel access to material amounts of funds.
  3. Subject facilities and equipment to improper wear and tear or insufficient maintenance.
  4. Unnecessarily expose the organization, its board, or its staff to claims of liability.
  5. Make any purchase (a) wherein normally prudent protection has not been given against conflict of interest; (b) of more than $5000.00 without having obtained comparative prices and quality; or (c) of more than $5000.00 without a stringent method of assuring the balance of long-term quality and cost.  Orders shall not be split to avoid these criteria.
  6. Allow any check over $3000.00(with the exception of regular, monthly bills for health insurance, employee retirement, and rent) to be released without 2 signatures.
  7. Fail to protect intellectual property, information, and files from loss or significant damage.
  8. Receive, process, or disburse funds under controls insufficient to meet the board-appointed auditor's standards.
  9. Compromise the independence of the board's audit or other external monitoring or advice, such as by engaging parties already chosen by the board as consultants or advisers.
  10. Invest or hold operating capital in insecure instruments, including uninsured checking accounts and bonds of less than AA rating at any time, or in non-interest-bearing accounts except when necessary to facilitate ease in operational transactions.
  11. Endanger the organization's public image, its credibility, or its ability to accomplish Ends.
  12. Change the organization's name or substantially alter its identity in the community
  13. Create or purchase any subsidiary corporation.


                                                                                                                            Adopted: 12/17/09

Monitoring method:  External Report

                                                                             Monitoring frequency:  Annually by December 31st


EL#2G:  Compensation and Benefits

With respect to employment, compensation, and benefits to employees, consultants, contract workers, and volunteers, the School Director shall not cause or knowingly allow jeopardy to financial integrity or to public image. 


                                                                                                                           Adopted:  10/15/09

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st

 

 

EL#3G:  The School Director shall not

  1. Change his or her own compensation and benefits, except as those benefits are consistent with a package for all other employees.
  2. Promise or imply permanent or guaranteed employment.
  3. Establish current compensation and benefits that deviate materially from the      geographic or professional market for the skills employed.
    1. Create compensation or benefit obligations over a longer term than revenues can be safely projected, in no event longer than one year and in all events subject to losses in revenue.
    2. Establish or change pension benefits so as to cause unpredictable or inequitable situations, including those that
      1. Incur unfunded liabilities
      2. Provide less than some basic level of benefits to all fulltime employees, though differential benefits to encourage longevity are not prohibited
      3. Allow any employee to lose benefits already accrued from any foregoing plan.
      4. Treat the SCHOOL DIRECTOR differently from other key employees.


                                                                                                                             Adopted:  1/28/10

Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st


EL#2H:  Communication and Support to the Board

The School Director shall not cause or knowingly allow the board to be uninformed or unsupported in its work.


                                                                                                                           Adopted:  10/15/09

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st

 

EL#3H:  The School Director shall not

  1. Neglect to submit monitoring data required by the board policy (see Monitoring SCHOOL DIRECTOR Performance BML#3D) in a timely, accurate, and understandable fashion, directly addressing provision of board policies being monitored.
  2. Fail to marshal for the board as many staff and external points of view, issues, and options as needed for fully informed board choices and policy creation.
  3. Fail to advise the Board in a timely manner of trends, facts, and/or information relevant to the Board's work or upon which board policy has been or will be established.
  4. Let the board be unaware of any information it requires including but not limited to anticipated media coverage, threatened or pending lawsuits, material internal and external changes, academic performance, enrollment, human resources, or any other trend that has global organization impact.
  5. Present information in unnecessarily complex or lengthy form or in a form that is unrelated to board policy or work.
  6. Fail to report in a timely manner, any actual or anticipated noncompliance with any policy of the board regardless of the board's monitoring schedule.
  7. Fail to advise the board of, in the SCHOOL DIRECTOR's opinion, the board is not in compliance with its own policies on Governance Process and Board-Management Delegation, particularly in the case of board behavior that is detrimental to the work relationship between the board and the SCHOOL DIRECTOR.
  8. Fail to provide a workable mechanism for official board, officer, or committee communications.
  9. Fail to deal with the board as a whole except when fulfilling individual requests for information or responding to officers or committees duly charged by the board.
  10. Fail to supply for the Board's agenda all items delegated to the SCHOOL DIRECTOR yet required by law, regulation, or contract to be board-approved, along with applicable the monitoring assurance pertaining thereto.


                                                                                                                              Adopted: 1/28/10

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st


EL#2I:  Ends Focus of Grants or Contracts

The School Director may not enter into any grant or contract arrangements on behalf of the school that fail to emphasize primarily the production of Ends and secondarily, the avoidance of unacceptable means.

                                                                                                                           Adopted:  10/15/09

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st

 

EL#3I:  The School Director shall not

  1. Fail to prohibit particular methods and activities to preclude grant funds from being used in imprudent, unlawful, or unethical ways.
  2. Fail to assess and consider an applicant's capability to produce appropriately targeted, efficient results.
  3. Fund specific methods except when doing so for research purposes, when the result to be achieved is knowledge about differential effectiveness of various methods.


                                                                                                                              Adopted: 1/28/10

                                                                                                  Monitoring method:  Internal Report

                                                                                       Monitoring frequency:  Annually by July 31st

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A-4.2.4 BOARD-MANAGEMENT LINKAGE

Chapter A - APA Model

Part 4.0 Governing Board

Section 4.2 Governance Policies

Paragraph 4.2.4 Board-Management Linkage


Policy Statement:


Board-Management Linkage

BML 1. Global Board-Management Linkage Policy

BML 2A. Unity of Control

BML 2B. Accountability of the School Director

BML 2C. Delegation to the School Director

BML 2D. Monitoring School Director Performance


Board-Management Linkage Policies

BML#1:   The board's sole official connection to the operational organization, its achievements, and conduct will be through the School Director.


                                                                                                                            Adopted: 10/18/07

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


BML#2A:  Unity of Control

Only officially passed motions of the board are binding on the School Director.


                                                                                                                            Adopted: 03/27/08

                                                                     Monitoring method:  Self-Monitoring see GP#3A-4

                                                                    Monitoring frequency:  Annually in  (insert month)_

 

BML#3A: Accordingly

  1. Decisions or instructions of individual board members are not binding on the School Director except in rare instances when the board has specifically authorized such exercise of authority. 
  2. In the case of board members or committees requesting information or    assistance without board authorization, the School Director can refuse such requests that require, in the School Director's opinion, a material amount of staff time or funds, or are disruptive.


                                                                                                                              Adopted: 2/25/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_



BML#2B:  Accountability of the School Director

The School Director is the board's only link to operational achievement and conduct, so that all authority and accountability of staff, as far as the board is concerned, is considered the authority and accountability of the School Director.  


                                                                                                                            Adopted: 03/27/08

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_

 

BML#3B:  Accordingly

  1. The board will never give instructions to persons who report directly or indirectly to the School Director.
  2. The board will refrain from evaluating, either formally or informally, any staff other than the School Director.
  3. The board will view School Director performance as identical to organizational performance so that organizational accomplishment of board-stated Ends and avoidance of board-proscribed means will be viewed as successful School Director performance.


                                                                                                                              Adopted: 2/25/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_



BML#2C:  Delegation to the School Director

The board will instruct the School Director through written policies that prescribe the organizational Ends to be achieved, and proscribe organizational situations and actions to be avoided, allowing the School Director to use any reasonable interpretation of these policies. 


                                                                                                                            Adopted: 03/27/08

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


BML#3C: Accordingly

1.  The Board will develop policies instructing the School Director to achieve defined end results for identified students, or subgroups of students, with a designated priority of time and resources. These policies will be developed systematically from the broadest, most general level to more defined levels, and will be called Ends policies.

2.  The Board will develop policies which limit the latitude the School Director may exercise in choosing the organizational means to achieve the Ends.  These policies will be developed systematically from the broadest, most general level to more defined levels, and they will be called Executive Limitation policies.

3.  As long as the School Director uses any reasonable interpretation of the board's Ends and Executive Limitations policies, the School Director is authorized to establish all further policies, make all decision, take all actions, establish all practices, and pursue all activities.  But the Board will make the final determination of whether the School Director is in compliance with Board policies.

4.   The board may change its Ends and Executive Limitations policies, thereby shifting the boundary between board and School Board domains.  By doing so, the board changes the latitude of choice given to the School Director.  But as long as any particular delegation is in place, the board will respect and support the School Director's choices. 


                                                                                                                              Adopted: 2/25/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_



BML#2D:  Monitoring School Director Performance

Systematic and rigorous monitoring of the School Director job performance will be solely against the only expected School Director job outputs: organizational accomplishment of board policies on Ends and organizational operation within the boundaries established in board policies on Executive Limitations.


                                                                                                                            Adopted: 03/27/08

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_

 

BML#3D:  Accordingly:

1.   Monitoring determines the degree to which Board policies are being met.  Information not formally presented as monitoring data and that does not contribute directly to this purpose is not considered monitoring data.


2.  The Board will acquire monitoring data on policies by one or more of three methods:

  • by internal report, in which the School Director discloses information and certifies compliance to the board;
  • by external report, in which an external, disinterested third party selected by the Board assesses compliance with board policies; and/or
  • by direct board inspection, in which a designated member or members of the board assess compliance with the appropriate policy criteria.

3.  In every case, the standard for compliance of Executive Limitations policies shall be any reasonable interpretation by the School Director.  The standard for compliance of the Ends policies shall be whether reasonable progress is being made toward achieving the Board's prescribed Ends.  The Board will make the final determination as to whether School Director's interpretation is reasonable and whether reasonable progress is being made.

4.  All policies that instruct the School Director will be monitored at a frequency and by a method chosen by the board.  The Board may monitor any policy at any time by any method, but will ordinarily depend on a routine schedule.

Policy

Method(s)

Frequency

Month

Global Ends

Internal Report

Annually

by July 31st

E 2A.  Student Achievement

            Character

            Academic

            Social Skills

            Critically Minded

            Community Service

Internal Report

Annually

by July 31st

E 2B.  Premier Charter School Model

Internal Report

Annually

by July 31st

E 2C.  Valuable Resource to other schools and education community

Internal Report

Annually

by July 31st

EL 1.  Global Executive Limitation

Internal Report

Annually

by July 31st

EL 2A, 3A.  Treatment of Consumers

Internal Report

Annually

by July 31st

EL 2B, 3B.  Treatment of Staff

Internal Report

Annually

by July 31st

EL 2C, 3C.  Financial Planning and Budgeting

Internal Report

Annually

by July 31st

EL 2D, 3D.  Financial Conditions and Activities

External Audit

Annually

by Dec 31st

EL 2E.  Emergency School Director Succession

Internal Report

Annually

by July 31st

EL 2F, 3F.  Asset Protection

External Audit

Annually

by Dec 31st

 EL 2G, 3G.  Compensation and Benefits

Internal Report

Annually

by July 31st

EL 2H, 3H.  Communication and Support to the Board

Internal Report

Annually

by July 31st

EL 2I, 3I.  Ends Focus of Grants or Contracts

Internal Report

Annually

by July 31st


5.  In conjunction with monitoring the School Director's job performance, the Board will conduct an annual formal summative evaluation of the School Director.  The evaluation will be based upon data collected during the year from the monitoring of Board policies on Ends and Executive Limitations.  A written evaluation document will be prepared by the Board.  The School Director and the Board will review the document in executive session.



The document will consist of:

  • A summary of the data derived during the year from monitoring the Board's policies on Ends and Executive Limitations;
  • Conclusions relative to whether each End has been achieved or whether reasonable progress has been made toward its achievement; and when necessary, an improvement plan addressing any insufficient progress toward meeting the goals;
  • Conclusions relative to whether the School Director has reasonably interpreted and operated properly within the boundaries established by the board policies; and when necessary, an improvement plan addressing any deficiencies in operation within the boundaries of the Board policies;
  • A summary of the School Director's strengths and weaknesses relative to achievement of the Ends policies and operation within the boundaries established in the Executive Limitation policies.  Nothing in this policy is intended to imply the establishment of any personal rights not explicitly established by statute, contract, or Board policy.  All employment decisions related to the School Director, including contract agreements, remain the sole discretion of the Board.


                                                                                                                              Adopted: 8/26/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


BML#2E Board/School Director Covenants

In order to build and maintain productive and effective relationships between the Board and the School Director, both the Board and the School Director will maintain a system of communication and interaction that builds upon mutual respect and trust.


                                                                                                                              Adopted: 8/26/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


BML#3E:  Accordingly, the Board and the School Director will

1.   Exercise honesty in all written and interpersonal interaction, avoiding misleading information.

2.   Demonstrate respect for the opinions and comments of each other.

3.   Focus on issues rather than on personalities.

4.   Maintain focus on common goals.

5.   Communicate with each other in a timely manner to avoid surprises.

6.   Criticize privately, praise publicly.

7.   Maintain appropriate confidentiality.

8.   Openly share personal concerns, information, knowledge, and agendas.

9.   Make every reasonable effort to protect the integrity and promote the positive image of the school(s) and each other.

10. Respond in a timely manner to requests and inquiries from each other.


                                                                                                                                                           

                                                                                                                             Adopted:  8/26/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_

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A-4.2.5 GOVERNANCE PROCESS

Chapter A - APA Model

Part 4.0 Governing Board

Section 4.2 Governance Policies

Paragraph 4.2.5 Governance Process


Policy Statement:

Governance Process

GP#1:  The purpose of the board, on behalf of the citizens of the State of Utah, is to see that the school:

  • Achieves appropriate results for appropriate persons for an appropriate cost (as specified in Board Ends Policies). 
  • Avoids unacceptable actions and situations (as prohibited in Board Executive Limitations policies).


                                                                                                                            Adopted: 10/18/07

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


GP#2A:  Governing Style

The board will govern lawfully, observing the principles of the Policy Governance model, with an emphasis on: (a) Outward vision rather than internal preoccupation, (b) Encouragement of diversity in viewpoints, (c) Strategic leadership more than administrative detail, (d) Clear distinction of board and chief executive roles, (e) Collective rather than individual decisions, (f) Future rather than past or present, and (g) Proactivity rather than reactivity.


                                                                                                                            Adopted: 02/28/08

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_

 

GP#3A:  Accordingly,

1.  The board will cultivate a sense of group responsibility.  The board, not the staff will be responsible for excellence in governing.  The board will be the initiator of policy, not merely a reactor to staff initiatives.  The board will use the expertise of individual members to enhance the ability of the board as a body rather than to substitute individual judgments for the board's values.  The board will allow no officer, individual, or committee of the board to hinder or be an excuse for not fulfilling board commitments.

2.   The board will direct, control and inspire the organization through the careful establishment of written policies reflecting the board's values and perspectives about ends to be achieved and means to be avoided.  The board's major policy focus will be on the intended long-term effects, not on the administrative or programmatic means of attaining those effects.

3.  The board will enforce upon itself whatever discipline is needed to govern with excellence.  Discipline will apply to matters such as preparation for meetings, attendance, attentiveness and participation in meetings; policy-making principles, respect of roles, and ensuring the continuance of governance capability.  Continual board development will include training new members of the board in the board's governance process and periodic board discussion and evaluation of process improvement.

4.  The board will monitor and discuss the board's process and performance at each meeting.  Self-monitoring will include comparison of board activity and discipline to policies in the Governance Process and Board-Management Linkage categories.


                                                                                                                              Adopted: 9/16/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


GP#2B:  Board Job Description

As an informed agent of the citizens of the state of Utah, specific job outputs of the board as an informed agent of the ownership are those that ensure appropriate organizational performance.


                                                                                                                            Adopted: 02/28/08

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_

 

GP#3B:  Accordingly the board will provide

1.   Authoritative linkage between the ownership and the operational organization.

2.   Written governing policies that, at the broadest levels, address the each category of organizational decisions and situations:

  1. Ends: Organizational impacts, benefits, outcomes, and end results for specified recipients and their relative worth (what good for which recipients at what cost);
  2. Executive Limitations: Constraints on executive authority that establish the practical, ethical, and legal boundaries within which all activity and decisions must take place
  3. Governance Process: Specification of how the board conceives, carries out and monitors its own work;
  4. Board/Management Linkage: How authority is delegated and its proper use monitored; the School Director's role, authority, and accountability.

3.  Assurance of the School Director's performance through monitoring Ends and Executive Limitations policies. (See BML#3D for schedule).


                                                                                                                              Adopted: 9/16/10

Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


GP#4B:   To accomplish its job products with governance style consistent with board policies, the board will follow an annual agenda that (a) completes a re-exploration of Ends policies annually and (b) continually improves board performance through board education and enriched input and deliberation. 


                                                                                                                              Adopted: 9/16/10

Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_

 

GP#5B: 

1.   The cycle will conclude each year on the last day of June so that administrative planning and budgeting can be based on accomplishing a one-year segment of the board's most recent statement of long-term Ends. 

2.   The cycle will start with the Board's development of its annual agenda/planning calendar for the next year:

  • Consultations with selected groups in the ownership or other methods of gaining ownership input will be determined and arranged to be held during the balance of the year.
  • Governance education and education related to ends determination (e.g. presentations by futurists, demographers, advocacy groups, staff, etc.) will be arranged to be held during the balance of the year.

3.   Throughout the year, the board will attend to consent agenda items as expeditiously as possible.

4.   School Director monitoring will be included on the agenda if monitoring            reports show policy violations or if policy criteria are to be debated.

5.   School Director remuneration will be decided after a review of monitoring reports received in July.


                                                                                                                              Adopted: 9/16/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


GP#2C:  Board Chairperson's Role

The Board Chairperson, a specially empowered member of the board, assures the integrity of the board's process and, secondarily, occasionally represents the board to outside parties.


                                                                                                                            Adopted: 02/28/08

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_

 

GP#3C:  Accordingly,

1.   The job result of the chairperson is that the board behaves consistently with its own rules and those legitimately imposed upon it from outside the organization.

  • Meeting discussion content will be only issues that, according to board policy, clearly belong to the board to decide, not the School Director.
    • Deliberation will be fair, open, and through but also timely, orderly, and to the point.

2.  The authority of the chairperson consists in making decisions that fall within topics covered by board policies on Governance Process and Board-Management Linkage, except where the board specifically delegates portions of this authority to others.  The chairperson is authorized to use any reasonable interpretation of the provisions in these policies.

  • The chairperson is empowered to chair board meetings with all the commonly accepted power of that position (for example, ruling, recognizing).
  • The chairperson has no authority to make decisions about policies created by the board within Ends and Executive Limitations policy areas.  Therefore, the chairperson has no authority to supervise or direct the School Director.
  • The chairperson may represent the board to outside parties in announcing board-stated positions and in stating chair decisions and interpretations within the area delegated to her or him.
  • The chairperson may delegate this authority but remains accountable for its use.


                                                                                                                            Adopted: 10/21/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_

           

GP#2D:  Board Secretary's Role - NOT adopted

The board secretary is an officer of the board whose purpose is to ensure the integrity of the board's documents.

                                                                                                                                             Adopted: 

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


GP#2E:  Board Members' Code of Conduct

The board commits itself and its members to ethical, businesslike, and lawful conduct, including proper use of authority and appropriate decorum when acting as board members.


                                                                                                                            Adopted: 02/28/08

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


GP#3E:

1.  Board members must represent unconflicted loyalty to the interests of the ownership.  This accountability supersedes any conflicting loyalty such as that to advocacy or interest groups and membership on other boards or staffs.  It also supersedes the personal interest of any board member acting as a consumer of the organization's services

2.   Members must avoid conflict of interest with respect to their fiduciary responsibility.

  • There will be no self dealing or any conduct of private business or personal services between any board member and the organization, except as procedurally controlled, to assure openness, competitive opportunity, and equal access to inside information.  
  • When the board is to decide upon an issue about which a member has an unavoidable conflict of interest, that member shall withdraw without comment not only from the vote but also from the deliberation.
  • Board members must not use their positions to obtain employment for themselves, family members, or close associates.  Should a member desire employment he or she must first resign.
  • Members will annually disclose their involvements with other organizations, with vendors, or any other that might produce a conflict of interest. 

3.  Board members may not attempt to exercise individual authority over the organization except as explicitly set forth in board policies.

  • Members' interaction with the public, the press, or other entities must recognize the same limitation and the inability of any board member to speak for the board except to repeat stated board decisions.
  • Members will give no consequence or voice to individual judgments of School Director or staff performance.
  • Members will respect the confidentiality appropriate to issues of a sensitive nature or that otherwise may tend to compromise the integrity or legal standing of the board.

5.  Members will be properly prepared for board deliberation.

6.  Members will support the legitimacy and authority of the final determination of the board on any matter, without regard to the member's personal position on the issue.


                                                                                                                            Adopted: 10/21/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


GP#2F:  Board Committee Principles 

Board committees, when used, will be assigned so as to reinforce the wholeness of the board's job and so as never to interfere with delegation from board to School Director.


                                                                                                                            Adopted: 02/28/08

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


GP#3F:  Accordingly,

  1. Board committees are to help the board do its job, never to help or advise the staff. In keeping with the board's broader focus, board committees will normally not have direct dealings with current staff operations.
  2. Board committees may not speak or act for the board except when formally given such authority for specific and time-limited proposes.  Expectations and authority will be carefully stated in order not to conflict with authority delegated to the School director.
  3. Board committees cannot exercise authority over staff.  The School Director works or the full board, and will therefore not be required to obtain the approval of a board committee before an executive action.
  4. Board committees are to avoid over-identification with organizational parts rather than the whole.  Therefore, a board committee that has helped the board create policy on some topic will not be used to monitor organizational performance on that same topic.
  5. Committees will be used sparingly and ordinarily in an ad hoc capacity. 
  6. This policy applies only to committees that are formed by Board action, whether or not the committees include Board members.  It does not apply to committees formed under the authority of the CEO.


                                                                                                                            Adopted: 10/21/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_


GP#2G:  Cost of Governance

Because poor governance costs more than learning to govern well, the board will invest in its governance capacity.

                                                                                                                            Adopted: 02/28/08

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_

 

GP#3G:  Accordingly,

1.  Board skills, methods, and supports will be sufficient to ensure governing with excellence.

  • Training and retraining will be used liberally to orient new members and candidates for membership, as well as to maintain and increase existing members' skills and understandings.
  • Outreach mechanisms will be used as needed to ensure the board's ability to listen to owner viewpoints and values.

2.   Costs will be prudently incurred, though not at the expense of endangering the development and maintenance of superior capability.

3.   The board will establish its Cost of Governance budget for the next fiscal year during the month of June.


                                                                                                                            Adopted: 10/21/10

                                                                           Monitoring method:  Self-Monitoring see GP#3A-4

                                                                          Monitoring frequency:  Annually in  (insert month)_

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A-4.2.6 GOVERNANCE APPENDICES

Chapter A - APA Model

Part 4.0 Governing Board

Section 4.2 Governance Policies

Paragraph 4.2.6 Governance Appendices

  

Policy Statement:

 

Governance Appendices

APA School Finance Policies rev 11/09

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A-5.0 SCHOOL COMMITTEES

A-5.1 PARENT ADVISORY COMMITTEE

Chapter A - APA Model

Part 5.0 School Committees

Section 5.1 Parent Advisory Committee


Policy Statement:

Composition

1)   This is a school building-level committee.

2)   Members include: Parents or Legal Guardians who

      a) have students currently enrolled at the school, and

      b) do not work more than 6 hours on average per week at the school.

3)   The number of PAC positions shall be: 5-6 parents in schools serving under 600 students and 6-8 parents for schools serving over 600 students.  PAC positions shall be filled in this order: a) elected by parents in a school-wide election, b) appointed to serve by a majority vote of the Parent Advisory Committee members in positions that are unfilled following an election, and finally c) appointed to serve by a majority vote of the Parent Advisory Committee members in positions that are vacated prior to the preparation of Land Trust reports at Mid-year.

4)   Tie votes that would fill seats beyond the maximum positions allowed will be decided by a coin toss between the candidates administered by the Land Trust facilitator.  Candidates may defer their role in execution of the toss to a school director should they not wish to participate in person.

5)   Terms shall extend until any one of the following occurs:

      a) a parent resigns,  b) a parent no longer has students enrolled at the school, c) a parent member misses both the Fall and Mid-year School Land Trust meetings, or d) a parent member is not performing his/her "Duties" as described below and as determined by a majority vote of the School Land Trust Committee.

 

Elections:

1)   Elections must commence no sooner than 45 days prior to the last day of school to fill vacant positions.

2)   21-day notice must be given inviting candidates prior to elections.

3)   Elections must extend for at least 3 consecutive days.

5)   The Academic Director or designee must oversee elections.

6)   Ballots must be collected in a secure location.


Duties

1)     Serve on the School Land Trust Committee

a)   Follow Roberts Rules of Order

b)   Contribute to and approve a School Improvement Plan (Section 53G-7-1204, previously 53A-1a-108.5 before the 2018 public education recodification).

      c)   Contribute to and approve a School Land Trust Plan (Section 53F-2-404, previously 53A-16-101.5 before the 2018 public education recodification).

      d)   Contribute to and approve a Reading Achievement Plan (Section 53E-4-306, previously 53A-1-606.5 before the 2018 public education recodification).

      e)   Contribute to and approve a Final Report on the School Land Trust Plan.

      2)   Serve on the Title I Committee in Title I schools

            a)   Contribute to and approve a School Plan.

            b)   Contribute to and approve a Parent Involvement Policy.

            c)   Contribute to and approve the Parent and Student Compacts.


Meetings

1)     PAC members shall be expected to participate in at least 3 meetings during the school year. 

2)     These meetings shall occur in the Fall, Mid-year, and the Summer, typically in October, January, and July.


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A-5.2 SCHOOL LAND TRUST COMMITTEE

Chapter A - APA Model

Part 5.0 School Committees

Section 5.2 School Land Trust Committee


Policy Statement:

Composition

  1. This is a school building-level committee.
  2. Members include:
    1. Parents/guardians from the Parent Advisory Committee, and
    2. An Academic, School, or Administrative Director for schools serving under 600 students or two such Directors for schools serving over 600 students.
    3. The District School Land Trust facilitator.
  3. The PAC parent chair and co-chair will serve as the chair and co-chair of the School Land Trust Committee. 


Duties

  1. Serve on the School Land Trust Committee
    1. Follow Roberts Rules of order
    2. Contribute to and approve a School Improvement Plan (Section 53G-7-1204, previously 53A-1a-108.5 before the 2018 public education recodification).

    3. Contribute to and approve a School Land Trust Plan (Section 53F-2-404, previously 53A-16-101.5 before the 2018 public education recodification).
    4. Contribute to and approve a Reading Achievement Plan (Section 53E-4-306, previously 53A-1-606.5 before the 2018 public education recodification), and
    5. Contribute to and approve a Final Report on the School Land Trust Plan


Meetings

  1. School Land Trust Committee members shall be expected to participate in at least 3 meetings during the school year.
  2. These meetings typically occur in the Fall, Mid-year, and the Summer. 

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A-5.3 TITLE I COMMITTEE

Chapter A - APA Model

Part 5.0 School Committees

Section 5.3 Title I Committee


Policy Statement:

Composition

  1. This is a school-level committee.
  2. Members include:
    1. All district and school administrative staff,
    2. At least 2 teachers, selected by the Academic Director,
    3. At least 1 high school student (K-12 schools only), selected by the High School Director, and
    4. All parents/guardians from the Parent Advisory Committee.


Duties

  1. Review Comprehensive Needs Assessment
  2. Contribute to and approve a School Plan.
  3. Contribute to and approve a Parent Involvement Policy.
  4. Contribute to and approve the School, Parent and Student Compacts.


Meetings

  1. A constructive School Planning meeting in July (usually the second week) attended by
    • All district and school administrative staff 2)(b), and
    • Others invited to participate by the District Directors.
  2. A final School Planning meeting in July (usually the third week) attended by
    • District Directors
    • School Academic Directors
    • At least 2 teachers, selected by the Academic Director 2)(b),
    • At least 1 high school student (K-12 schools only), selected by the High School Director 2)(c),
    • All parents/guardians from the Parent Advisory Committee 2)(d), and
    • Others invited to participate by the District Directors.

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A-5.4 HUMAN RIGHTS COMMITTEE

Chapter A - APA Model

Part 5.0 School Committee

Section 5.4 Human Rights Committee


Policy Statement:

Composition

1)     This is a district-level committee.

2)     Members include:

  1. The Executive Director
  2. The district SPED Director or her designee
  3. No fewer than 2 other professionals with behavioral knowledge
  4. A parent of a student with disabilities, preferably a member of the governing board
  5. At least one other parent, preferably a member of the governing board

3)     The governing board chair will either serve as or appoint the chair of the Human Rights Committee.


Duties

1)     Participate in training in evidenced-based techniques for the prevention of seclusion and physical restraint as well as training related to positive behavioral interventions, conflict prevention, functional behavior assessments, de-escalation and conflict management.

2)     Within 5 days of receiving an appeal concerning a disagreement over behavioral interventions in an IEP, the HR Committee chair should initiate steps to conduct a conference to resolve differences and, if possible, avoid a hearing.  The chair should document all contact with the parties involved. The behavioral intervention in question should not be implemented during the appeal process.  The appeal conference should be completed within 15 school days, and steps should be taken to avoid an adversarial atmosphere.  The district SPED director may grant an extension of up to 10 school days.  The recommendation of the Committee should not conflict with state or federal law.  A copy of the written recommendation should be mailed to each party within 5 school days following the conference.

3)     Review each incident where highly intrusive procedures are involved (whether or not an IEP student is involved).

4)     Review data regarding highly intrusive interventions in order to determine proper usage, need for additional staff training(s), and potential problems with the denial of FAPE for IDEA-qualified students.


Meetings

1)     The Human Rights Committee will meet regularly, in conjunction with the monthly governing board meetings, as required by their duties.

2)     Meetings regarding individual incidents will be closed.

3)     Meetings will be documented in minutes.  The district SPED director will maintain a record of those minutes.

4)     The meetings will include training for parents on the Committee provided by the district SPED director or his/her designee at least annually.

5)     The meeting will include review of data at least annually.

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A-SUPPLEMENTAL MATERIALS

A-OFFICE FORMS

OF A-1.3.1 CHECKLIST FOR BUILDER AWARD FAMILY NOTIFICATIONS

  1. Ask to speak with a parent (or other responsible adult).  Don't speak to other students or children.  If you need a translator, then tell them you will call back and call them back with a translator present.
  2. Introduce yourself and your position/role at APA
  3. Ask them if they know about our Builder's theme:  We have a theme each month that our students use to help them develop attributes and characteristic that will help them to be successful in life.  We work hard to learn at APA how to be builders of our school, family, and world.
  4. Explain about the Annual Builder's Award: 
    1. If it is a student:  Each year we select one student from each grade as our Annual Builder.  This student exemplifies the wonderful characteristics of a builder.
    2. If it is a staff member:  Each year we select staff members to receive the award who go above and beyond to help build our students and build our great school.
    3. If it is the parent volunteer:  Each year we select a parent volunteer who has gone above and beyond lightening the load for our staff and helping us to build our great school.
    4. This is the most important award given each year at our school.
  5. Let them know their student/husband/wife, etc. won the award.  It is a secret so they shouldn't let them know!
    1. Stress again that this is the most important award given each year at our school and they should be VERY proud of their family member for being chosen to receive it. 
  6. Explain about the Annual Builders Assembly:  We hold a school-wide assembly each year where we present the Builder Awards to unsuspecting students and adults.
  7. Explain how the award is presented: 
    1. Your family member's name will be called in front of the whole school at the assembly. 
    2. It is important that there be family there to support the winner.  We are excited to meet their family and as many supporters as they can bring. 
    3. When you hear your family member's name called, you and everyone who is there to support them (including any family members who are students at our school) will come up to the front and stand with them. 
    4. A teacher or administrator will read a short statement about why this person is receiving the award.
    5. Pictures will be taken of the entire group.
    6. The family will take the certificate and go back to their seats and the award winner will stand in front on some risers until the end of the assembly.
  8. Explain how great it would be if as many family members as possible could be there to support their winner.
  9. Day and Date of assembly: _________________
  10. Time of the assembly: ______________
  11. Place of the assembly: (school address)
  12. Please arrive 15 minutes early so you can have good seats and the family can all sit together.
  13. Tell them where to park (if applicable)
  14. When you arrive, please check in at the office with the secretary.  Tell her what student/adult you are there to support.  Then proceed to the gym for the assembly. 
  15. After the event there will be a reception held in the Multi-Purpose room for all of your guests (friends and family including siblings/children who attend our school).  This reception is not for your child's school age classmates and friends.
  16. There will be a nice place for photos to be taken at the reception.  Please bring a camera if you'd like to take your own pictures, as well.
  17. The reception should end 20-30 minutes after the end of the assembly.  The assembly should last approximately 1 hour.
  18. Remember!  This is a secret - so don't tell the winner they are receiving the award.  And don't tell anyone who may slip and tell the winner they are receiving the award!
  19. Tell them we look forward to seeing them at the assembly. 
  20. Give them contact information for you if they should have any questions.

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OF A-2.2.1 STUDENT COMPACT

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OF A-2.3.1 PARENT COMPACT

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