Policies of the Board of Directors

Transcription

Policies of the Board of Directors
The mission of Entheos is to INSPIRE the rising generation to reach the heights of their potential,
IGNITE their curiosity to venture into challenging new learning experiences, and EMPOWER them to
become leaders through service, who are committed to family and community.
Then…they can ACHIEVE their goals and dreams!
Updated February 2, 2015
Charter & Board Policy
Table of Contents
Administration & Staff Contract .................................................................................................................................... 3
Admission & Dismissal ................................................................................................................................................. 4
Animal on Premises....................................................................................................................................................... 6
Anti-Discrimination Policy ......................................................................................................................................... 6.1
Attendance & Tardy ...................................................................................................................................................... 7
Background Check & Student Safety ............................................................................................................................. 8
Board of Trustee Protocol .............................................................................................................................................. 9
Bullying ...................................................................................................................................................................... 10
Camping & Other Overnight Fieldwork Excursions ..................................................................................................... 11
Cash Disbursement ...................................................................................................................................................... 13
Cash Receipts .............................................................................................................................................................. 19
Charter School Extracurricular Activities at Other Public Schools ................................................................................ 21
Classroom Content ...................................................................................................................................................... 22
Club Policy ................................................................................................................................................................. 23
Communication ........................................................................................................................................................... 24
Consequence of Violation to Contract - Discipline ....................................................................................................... 26
Counseling Services .................................................................................................................................................... 28
Donations, Gifts, and Sponsorships .............................................................................................................................. 29
Employee & Student Computer Acceptable Use Agreement ......................................................................................... 31
Employee Complaint Resolution .................................................................................................................................. 35
Employee Evaluation................................................................................................................................................... 36
Employee Staff Code of Conduct ................................................................................................................................. 38
Employee Termination ............................................................................................................................................... 41
Events and Activities ................................................................................................................................................... 42
Extracurricular Activities............................................................................................................................................. 43
Family Medical Leave ................................................................................................................................................. 44
Fieldwork Protocol ...................................................................................................................................................... 46
Fiscal Procedures ........................................................................................................................................................ 48
Full-time and Dual Enrollment .................................................................................................................................... 50
Fundraising ................................................................................................................................................................. 51
Hiring Process ............................................................................................................................................................. 52
Insurance..................................................................................................................................................................... 53
Looping ...................................................................................................................................................................... 54
Non-school Property.................................................................................................................................................... 55
Nutrition Program Collection....................................................................................................................................... 56
Para-professional ......................................................................................................................................................... 61
Personal Relationshops ................................................................................................................................................ 62
Resolution for Freedom of Religious Expression .......................................................................................................... 63
Reciprocity Policy .................................................................................................................................................... 63.1
School Wide Assessment ............................................................................................................................................. 64
Searches of Student and Student Property .................................................................................................................... 65
Special Education Policy and Procedure ...................................................................................................................... 67
Staff Uniform ............................................................................................................................................................ 108
Uniform .................................................................................................................................................................... 109
Uniforms as a Reward ............................................................................................................................................... 112
Vending Machine ...................................................................................................................................................... 113
Video and Computer Game........................................................................................................................................ 114
Viewing Videos or DVDs in School and on School Outings ....................................................................................... 115
Website Policy and Guidelines .................................................................................................................................. 116
Updated February 2, 2015
ADMINISTRATION AND STAFF CONTRACT
All administration and staff will read policy manual annually. Contract must be signed every
August prior to the beginning of the new school year or as hired.
ENTHEOS BOARD POLICY – JANUARY 16, 2009
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ADMISSION AND DISMISSAL
Admission Procedure
Entheos will have an open enrollment period. During that time Entheos will accept applications without
regard to race, color, religion, sex, national or ethnic origin. In the event Entheos receives more applications
than it has enrollment capacity, the school shall hold an impartial lottery. Entheos reserves the right to give a
“small number" of children of parents who have “actively participated in the development of the school” the
right to circumvent the lottery. An impartial third party will perform the lottery to ensure integrity and
fairness. The random drawing will begin with the 9th grade and then proceed down through Kindergarten,
giving preference to the first drawn names and then to the siblings of those first drawn. Students enrolled for
the current year will be given preference for the following academic year. Each year siblings of currently
enrolled students will be given preference as space allows. Entheos academy respects the importance of
family unity and will seek to accommodate all family members if possible. Entheos will place all interested
individuals who failed to make the lottery on a waiting list.
Discipline and Dismissal Procedure
All students have the right to learn in a safe environment. At Entheos there will be a shared
responsibility between students, parents, and teachers in providing a productive learning atmosphere.
Enforcement of school rules, including disciplinary action, shall be the responsibility of the Director
except in the case of expulsion, which will require action of the governing board.
Entheos Academy will create a behavior contract that will be signed by both the parent and the student,
to which they will be held accountable. If the student does not comply with the rules and
expectations outlined in the contract, Entheos will employ the following steps to resolve the problem:
1. Expectations: Clear Classroom/Teacher expectations and rules are discussed at the beginning of
the year.
2. Teacher Intervention: A meeting with the teacher and with the student to clarify appropriate
conduct with a pledge from the student to maintain acceptable behavior. At an escalated level, an
email or phone call will be made to the parents.
3. Parent Intervention: If the problem persists, the parent will be required to meet with the Teacher,
Director and Student to discuss the best way to help the student. A student behavior plan will be
created and parents will be reminded of the next steps in the process.
4. Director Intervention/Suspension: If the student does not follow the behavior plan, the Director
may recommend Suspension. To be reinstated the student must complete the assigned work and
the student with the student’s parent(s) must meet with the Director.
5. In School Suspension: If the student’s behavior has not corrected after being suspended, the
student will be removed from the classroom and referred to In School Suspension. The student
will be required to complete packets of work as assigned by the teacher(s) and show proper
behavior before being reinstated back in to the class. Students in the In School Suspension may
ENTHEOS BOARD MEETING – UPDATED NOVEMBER 19, 2010
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be supervised by their parents or a qualified substitute paid by the parents through the school.
The minimum for In School Suspension is 2 days.
6. Expulsion: Upon recommendation of the Governing Board, the student may be expelled from
school. Students who are expelled shall have the right to appeal the decision before the
Governing Board (see Utah State Code 53A-11-904).
The Director will be responsible for understanding the legal requirements for discipline in
relation to students with disabilities. In most cases, behavioral expectations will be the same for all
students at the school unless the behavior is a manifestation of a student’s disability and/or special
considerations have been made relative to a student’s IEP. Ultimately, ensuring the safety of all
students and school personnel will be a priority.
ENTHEOS BOARD MEETING – UPDATED NOVEMBER 19, 2010
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ANIMAL ON PREMISES POLICY
The board enacts the following policy to provide reasonable health and safety measures for
students, as well as in keeping with state law.
Dogs, cats, or other animals are allowed on school property only under the following
circumstances: Seeing eye dogs
Animals used for school instructional (e.g. Show and tell, Police Dog, etc) purposes may be
allowed if adequately controlled, and not on premises for more than a few hours.
A single small animal in a contained habitat (e.g. cage) may be kept in a class room, provided
there is a staff member responsible for its care, and all parents have been notified of its presence
and none have presented health care concerns regarding its presence. If a parent notifies any
staff member of a health care concern to the animal’s presence it will be removed from the
premises, by the end of business the same day.
Multiple small animals may be allowed by the school Director.
Poisonous, dangerous or otherwise harmful plants or animals shall not be kept on the school
premises unless it is in conjunction with a course curriculum. Poisonous or toxic plants must be
labeled with their scientific name, and a warning sign posted describing the health risks and first
aid instructions for skin contact or ingestion. A warning sign shall be posted on the confining
area of animals which are likely to carry disease; the sign shall state the disease causing
organisms the animal is likely to be infected with and precautions to people should take to avoid
disease.
ENTHEOS BOARD POLICY – UPDATED OCTOBER 29, 2013
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ANTI-DISCRIMINATION POLICY
Entheos Academy does not and shall not discriminate on the basis of race, creed, color, national
origin, religion, age, sex, or disability in any of its activities or operations. These activities
include but are not limited to, hiring and firing of staff, selection of volunteers and vendors, and
provision of services. We are committed to providing an inclusive and welcoming environment
or all members of our staff, clients, volunteers, subcontractors, vendors, and clients.
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ATTENDANCE AND TARDY POLICY
Attendance
Please plan your vacation schedule around the existing school calendar. When possible, please
notify the school in advance of any absence. Students and Parents are responsible for obtaining
homework or project assignments for the time period in which the student will be absent.
Excused absents are defined by the State of Utah as: illness or medical appointment (Doctor’s
note will need to be provided), family death, IEP or 504 accommodating educational reasons.
Entheos Attendance policy:
1. Attendance education Letter (#1) is sent home at the beginning of the year.
2.
After five (5) unexcused absences the crew teacher makes personal contact to parents.
3.
After ten (10) unexcused absences, the principal sends attendance letter #2.
4. After fifteen (15) unexcused absences, attendance letter #3 is sent by certified mail and a
mandatory attendance meeting is scheduled with principal, teacher, parent/guardian and student.
5. After twenty (20) unexcused absences, attendance letter #4 is sent by certified mail
requesting attendance mediation or a referral to truancy court.
Tardies
Entheos Academy strives to create a positive learning environment free from distractions where
all students can learn and succeed. Learning is best facilitated when students are in class and
prepared. Chronic lateness disrupts the learning environment and inhibits students from reaching
their full potential. Students are considered tardy when they arrive late to class or school. Tardies
will be excused if they are for medical, bereavement, or extenuating circumstances approved
through school administration. Examples of unexcused tardies include: oversleeping, traffic,
running late, etc.
Tardies will be dealt with on an individual basis with the teacher unless a student’s tardies
become a common problem in which case the administration will be involved.
ENTHEOS BOARD POLICY – UPDATED NOVEMBER 21, 2013
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BACKGROUND CHECK AND STUDENT SAFETY POLICY
All PCO coordinators and leaders will be required to get a thorough background check. The
background checks will be done through, but not limited to, BCI and will be paid for by the
school. Any findings and reports from the background check on a person that could endanger
the school or persons at the school are not allowed to hold positions on the PCO. Also, any
reports on financial fraud are not allowed to hold leadership positions on, but not limited to the
following crews: After School Crew, Community Partners and Donations, Fine Arts, Literacy
Crew, Appreciation, and PCO presidency.
Any volunteer who will be spending unsupervised (meaning not supervised by an
Entheos teacher or administrator) time with students will be required to undergo an
extended background check. Volunteer’s background check will be kept on file, and
information will be kept in a locked location. In cert ain circumstances, we may require
fingerprints.
Any time students will be leaving campus for a school sponsored activity (including walking
trips) the activity will be supervised completely by volunteers; parents will be made aware of
this information.
ENTHEOS BOARD MEETING – UPDATED DECEMBER 6, 2012
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BOARD OF TRUSTEE PROTOCOL
The board is responsible mainly for policy decisions (rules or important school decisions).
When asked questions by parents or crews, board members are free to offer opinions or
council. However, final decisions or actions require approval of the entire board. No board
member can officially act alone.
Each board member is responsible to stay informed on the issues using information received
prior to board meetings.
How do items get on the agenda?



The Chair is responsible to create an agenda for each board meeting. He may ask
the Secretary to help. At Entheos, contact board Secretary to add agenda items.
A board member must specifically request the item be added to the agenda.
The Chair has the responsibility of prioritizing or assigning times to the agenda items in
order to facilitate an efficient meeting.
How does the board make decisions?
 Research is completed by committee or by board member.
 A request is made to put the item on the agenda.
 A formal proposal is written and disseminated to the rest of the board for review
well in advance of the board meeting.
 The proposal is presented to the board, discussed, and voted on.
 At the end of every agenda item, the question will be asked what needs to be done and
who is going to do it.
What





is the purpose of a board meeting?
Create and approve policy
Receive reports & ask questions
Discuss issues
Authorize actions
As a general rule, board meetings are NOT the time for research. It is time to clarify
and summarize research.
How should minutes be taken?
 Motions must be written down word for word.
 Each board member’s vote must be recorded on each action item.
 A brief summary of items discussed.
 Ideally someone who can focus solely on note taking should do this.
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BULLYING POLICY
Students who engage in any act of bullying while at school, at any school function, in
connection to or with any school sponsored activity or event, or while in route to or from
school are subject to disciplinary action, up to and including suspension or expulsion. Law
enforcement officials shall be notified of bullying incidents, as required by law.
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CAMPING AND OTHER OVERNIGHT FIELDWORK EXCURSIONS
Overnight fieldwork is subject to the same rules and protocols as other fieldwork, as well as
additional protocols as outlined. If there is a conflict between the regular fieldwork protocol and
overnight fieldwork protocol, the overnight protocol will take precedence.
Overnight trips must fall within the following guidelines:
Middle School Students
Without special permission from the Entheos Board, overnight trips will adhere to the following
guidelines:
 7th Grade – one trip of 3-nights maximum per school year
 8th Grade – two trips per school year, one of which is 3-nights, one of which is 4-nights
 9th Grade – tow trips per school year, each of which can be 4-nights
Each grade does not have to be obligated for this many nights away from home, however if they add
to the investigation and/or expedition these are the allowable limits without Entheos Board approval.
Upper Elementary (4th – 6th) Students
Do not have overnight trips as a general rule. In unusual circumstances where there is a
rare, clear, and compelling educational opportunity present and which cannot be had by
other means, an overnight trip may be proposed during the year, by the teachers to the school
director. Final approval from the board is required in such instances.
6th grade is automatically granted approval for one camping trip per year this trip shall
not exceed two nights away and be for educational purposes approved by the director.
Lower Elementary (K – 3rd) Students
May have day trips only. Distance from the school should be reasonable.
Basic Safety during Campouts and Overnight Fieldwork
1. The Boy Scout Safety Policy shall be rigorously adhered to on all camping trips.
2. Training shall be held for those going on camping trips, and there shall be strict
enforcement of the rules.
3. A 6:1 s t u d e n t to adult ratio shall be observed on all camping trips. In hotel/motel lodging
situations, there shall be two adults in each room. Each child will sleep in their own
sleeping bag even when using hotel/motel accommodations.
4. Opposite gender camps shall be clearly separated from one another. Gender separation of
camps at dusk.
5. Parents and students shall receive and provide signed consent to abide by the safety rules.
Public school rules related to alcohol, tobacco, and drugs with regard to both adults and
students apply in all aspects of the trip including while in transport and at all
fieldwork locations. As part of this agreement parents accept the responsibility to transport
their child home if a rule is broken.
6. At least two adults will accompany groups on every activity.
ENTHEOS BOARD MEETING – UPDATED SEPTEMBER 23, 2010
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7. Middle School Night Watch Policy: At least two adults will walk through camp two times
during the night for security and safety watch during sleeping hours. Adults can rotate
throughout the night.
8. Speak Up Be Safe training will be presented at least once a year prior to all campouts and
overnight trips.
No Touch Policy during Campouts and Overnight Fieldwork
Romantic touching of any kind will not be tolerated and is subject to disciplinary action, including
being sent home.
Campout Costs
1. The School must stay within the budget allocated for the experience.
2. Students will be given enough time to know costs, and will be required to make a reasonable
effort to provide for needs through fund-raising, borrowing of equipment, etc.
3. The School will provide necessary funds and equipment if a student (and family) is not
financially able to cover the costs.
Student Participation Requirements
Overnight trips are intended to provide direct, rare, and compelling educational experiences.
Consequently, the School hopes to have all students participate. However, in situations where parents
prefer not to have their child participate in overnight trips, such participation is not required and
students will not be penalized for failure to attend
The school will provide the opportunity for students to complete assignments of an equivalent nature
(to the extent p o s s i b l e ) f o r t h o s e u n a b l e t o a t t e n d t h e overnight experiences. Under
c i r c u m s t a n c e s o f n o n - participation, the school is not responsible for any missed
experiences that the students forgo for having elected not to attend.
Parent Participation
All parents/guardians are welcome on all campouts and overnight trips but are required to attend
training prior to the trip to review rules and regulations. There shall be strict enforcement of
rules on all camping and overnight trips.
ENTHEOS BOARD MEETING – UPDATED SEPTEMBER 23, 2010
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CASH DISBURSEMENT POLICY
PURPOSE
The purpose of this policy is to establish policy and procedure governing the initiation, authorization, and
review of all expenditures of the school.
SCOPE
These policies, guidelines, and procedures are applicable without exception to all funds owned or
administered by ENTHEOS. All expenditures of ENTHEOS are to be consistent with applicable state and
federal laws and regulations; any restrictions, rules, or regulations placed on the use of the funds by
donors and granting agencies; and prudent management practices. In addition, all expenditures must be
reasonable and necessary for carrying out the programs and activities of ENTHEOS, and are to be
documented in a way which clearly substantiates such reasonableness and necessity. This policy applies
to all ENTHEOS administration, licensed educators, staff, students, organizations, and individuals that
initiate, authorize, or process cash disbursements on behalf of the school. The scope includes all activities
at the school and in all locations where ENTHEOS activities and public funds are expended. It is expected
that in all dealings, ENTHEOS employees will act in an ethical manner that is consistent with the
school’s code of ethics, the Utah Educators’ Standards, the Public Officers’ and Employees’ Ethics Act,
and State procurement law in as much as these apply and are binding on charter schools.
SEGREGATION OF DUTIES
Wherever possible, duties such as custody of purchase cards and blank checks, initiating expenditures,
approving expenditures, maintaining documentation, issuing checks and reconciling records should be
segregated among different individuals. When segregation of duties is not possible due to the small size
and limited staffing of ENTHEOS, compensating controls such as management supervision and review of
cash disbursement records by independent parties should be implemented.
DEFINITIONS
1. “Public funds” are defined as money, funds, and accounts, regardless of the source from which the
funds are derived, that are owned, held, or administered by the state or any of its political
subdivisions, including LEAs or other public bodies [Utah Code 51-7-3(26)].
2. “Small purchase” is the procurement of goods or services for which the total cost is less than
$50,000.
GENERAL POLICIES
1. All checks or check stock, credit/purchase cards, access to bank accounts and statements, etc. shall
be secured and controlled by accounting and administrative personnel.
2. Expenditure transactions must be approved by the executive director and a board member if over a
set threshold. This threshold will be set by the finance committee and communicated to the board
ENTHEOS BOARD POLICY – UPDATED JANUARY 22, 2015
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3.
4.
5.
6.
7.
of directors. All expenditures of any kind will be reviewed by the executive director, these include
but are not limited to:
a. Checks
b. Credit card purchases (including the state P-card ‘purchasing card’)
c. Transfers
d. Payroll documentation
e. Journal entries
All expenditures made using cash, checks, credit/purchase cards, electronic fund transfers, etc.
shall be recorded in ENTHEOS’s accounting records.
Checks should be made payable to specified payees and never to “cash” or “bearer.”
All disbursement activity shall be substantiated by supporting documents. Documents should be
available, and should demonstrate that proper disbursement controls are in place (signatures for
approval, purchase orders, receipts, invoices, bids or quotes, reimbursement forms, travel forms,
journal entries, reconciliations, etc.).
a. Quotes shall contain the following information:
(1) Date received or dates that the quoted price is valid, delivery date
(2) Company name, address
(3) Each item, description or specifications, unit, total price, and quantity listed
(4) Shipping and freight charges
b. Quotes may be obtained and documented by printing pages from a website; however, all of the
quote elements must be documented. Better prices are usually obtained by contacting vendors
directly. Telephone quotes must be documented and include all quote elements.
Bank and Bond statements shall be reviewed and signed by the board treasurer. All accounts will
be reconciled in a timely manner.
Expenditures will follow the guidelines outlined in the State Procurement Code (Utah Code 63G6a) and federal purchasing laws, as they apply and are binding on charter schools.
Entheos Academy shall have three categories of purchases:
1. Reoccurring bills shall be pre-authorized for payment and placed on the Monthly Bills List.
The “Monthly Bills List” shall be maintained by the Business Manager and updated as needed by
the Director. b. The monthly bills list will be approved by the board.
2. Staff Budgets (Money allocated to individual teachers or groups of teachers)
a. Types of purchases in this category are: classroom/expedition supplies, Adventure
supplies and services, books for classrooms, and supplemental curriculum.
b. Each teacher or group will be allocated an annual budget that they can spend without
prior authorization. These budgets will be determined and disseminated in July by the
director for the coming school year.
c. The teachers and groups will receive monthly statements of their budget expenditures
and balances.
d. The teachers and groups will not be reimbursed if funds are spent over and above their
allocated annual budgets without special permission by the director.
e. Teachers can and are encouraged to use the Purchase Order system to ensure that they
will be within their specific budget and entitled to full reimbursement.
f. The purchase order form all though not required before purchases are made is required
to be filled out for reimbursement requests.
3. All other purchases
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a. All other purchases will be approved by the director and/or receive a purchase order
before funds are committed.
b. Any purchase $300 or less can be approved by the director, budget allowing.
c. Any purchase $301 or more requires a purchase order and approval by the director
before funds are committed.
d. Any purchase $2,000 or more requires a purchase order and approval by the director
and a board member.
8. Contracts must follow the guidelines outlined in the State Procurement Code, specifically
regarding the length of multi-year contracts [Utah Code 63G-6a-1204(7)], as applicable to charter
schools.
9. Construction and improvements must comply with the provisions of the State Procurement Code
(Utah Code 63G-6a), the Utah State Board of Administrative Rules, and Title IX, as applicable to
charter schools.
10. Purchases of goods or services with ENTHEOS funds for personal use or personal gain are strictly
prohibited; see the Utah Public Officers’ and Employees’ Ethics Act (Utah Code 67-16).
11. Multi-year contracts must comply with Utah Code 63G-6a-1204, as applicable to charter schools.
12. Construction and improvements must comply with the provisions in Utah Code 63G-6a.
LEA PROCUREMENT THRESHOLDS
ENTHEOS’s procurement policy shall be followed for all qualifying purchases of goods or services.
The procurement policy consists of the following:
1. Small Purchases
a. The “individual procurement threshold” for ENTHEOS is $1,000. This is the maximum
amount that ENTHEOS can expend to obtain a single item/service from one vendor at one
time without requiring competitive purchasing (Utah Code 63G-6a-408).
b. The “single procurement aggregate threshold” for ENTHEOS is $5,000. This is the maximum
amount that ENTHEOS can expend to obtain multiple procurement items/services from one
vendor at one time. This includes any combination of individual procurement items costing
less than $1,001 purchased from one vendor at one time, not to exceed in total $5,000 (Utah
Code 63G-6a-408).
c. The “annual cumulative threshold” for ENTHEOS is $50,000. This is the maximum total
annual amount that ENTHEOS can expend to obtain procurement item(s) from the same
vendor during the fiscal year (July 1—June 30). If a purchase exceeds $50,000, it is not
considered a small purchase and shall be processed through a bidding process or a request for
proposal (RFP) process (Utah Code 63G-6a-408 and R33-3).
d. Professional services, such as architectural, engineering, accounting, legal, or consulting
services less than $100,001 shall be acquired using a competitive bidding or RFP process, or
by selecting a provider from an approved potential vendor list created using an invitation for
bids or an RFP under provisions in Utah Code 63G-6a-403 and 404.
2. Reoccurring Purchase Over Annual Cumulative Threshold
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a. If purchases from the same vendor are ongoing, continuous, and regularly scheduled, and
exceed the annual cumulative threshold of $50,000 during the fiscal year, a contract shall be
utilized if feasible [Utah Code 63G-6a-408(6)].
3. Artificially Dividing a Purchase
a. Utah Code 63G-6a-408 makes it unlawful to intentionally divide a procurement purchase into
one or more smaller purchases to divide an invoice or purchase order into two or more
invoices or purchase orders, or to make smaller purchases over a period of time.
(1) This means that intentionally splitting a purchase of similar items that would typically
be purchased at the same time from the same vendor to avoid requiring competitive
quotes is unlawful (e.g., uniforms, club or athletic equipment, textbook orders, etc.).
This includes dividing the purchases or invoices over a period of time, or making
separate purchases over a period of time. Purchase splitting often occurs when making
purchases on a purchase card. Employees should not split invoices to stay under daily
purchase limits on purchase cards or the established purchasing thresholds.
(2) It may be determined after an order is placed or received that a large enough quantity
was not ordered or the correct sizes were not obtained, and that additional items must
be ordered. If this occurs, the employee initiating the purchase must include a written
explanation of the purpose of the purchase and justification as to why it is not
considered splitting a purchase. This should be retained with the vendor invoice.
(3) Penalties for violating this statute are outlined in Utah Code 63G-6a-2305 and 2306.
Penalties range from a class B misdemeanor to a second degree felony, depending on
the total value of the divided procurements.
4. Hospitality Gifts, Gratuities, Kickbacks, or Position and Influence
a. “Contract administrator” means a person who administers a current contract, on behalf of
ENTHEOS, including making payments relating to the contract, ensuring compliance with the
contract, auditing a contractor in relation to the contract, or enforcing the contract (Utah Code
63G-6a-2304.5).
b. “Interested person” is a person interested in any way in the sale of a procurement item or
insurance to ENTHEOS (Utah Code 63G-6a-2304.5).
c. “Procurement participant” means a person involved in:
(1) Administering, conducting, or making decisions regarding a standard procurement
process.
(2) Making a recommendation regarding award of a contract or regarding a decision to
obtain a procurement item for a particular person.
(3) Evaluating a quote, bid, or response.
(4) Awarding a contract or otherwise making a decision to obtain a procurement item
from a particular person (Utah Code 63G-6a-2304.5).
d. Hospitality Gift
“Hospitality gift” means a promotional or hospitality item, including, a pen, pencil, stationery,
toy, pin, trinket, snack, nonalcoholic beverage, or appetizer. This does not include money, a meal,
a ticket, admittance to an event, entertainment for which a charge is normally made, travel, or
lodging (Utah Code 63G-6a-2304.5).
(1) Utah Code 63G-6a-2304.5 states that the total value of all hospitality gifts given,
offered, or promised to, or received or accepted by the “procurement participant” or
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“contract administrator” in relation to a particular procurement or contract must be
less than $10; the total value of all hospitality gifts given, offered or promised to, or
received or accepted by, the “procurement participant” or “contract administrator”
from any one person, vendor, bidder, responder, or contractor in a fiscal year must be
less than $50.
(2) Any hospitality gift exceeding the $10 and $50 threshold is considered a gratuity, and
the provisions below apply.
e. Gratuities
“Gratuity” means anything of value, including money, a loan at an interest rate below the market
value or with terms that are more advantageous to the person receiving the loan than terms
offered generally on the market, an award, employment, admission to an event, a meal, lodging,
travel, or entertainment for which a charge is normally made (Utah Code 63G-6a-2304.5).
(1) Utah Code 63G-6a-2304.5 makes it unlawful:
(a) For an “interested person” to give, offer, or promise to give a gratuity to a
“procurement participant” or an individual the person knows is a family
member of the procurement participant.
(b) For a “procurement participant” to ask, receive, offer to receive, accept, or
ask for a promise to receive a gratuity from an “interested person.”
(c) For a contractor to give a gratuity to a “contract administrator” of the
contractor’s contract or an individual the contractor knows is a family
member of a “contract administrator” of the contractor’s contract.
(d) For a “contract administrator” of a contract to ask, receive, offer to receive,
accept, or ask for a promise to receive, for the “contract administrator” or a
family member of a “contract administrator,” a gratuity from a contractor
for that contract.
(2) Penalties for violating this statute are established in Utah Code 63G-6a-2304.5 and
2306. ENTHEOS will adhere to these penalties and report violations to the attorney
general’s office as required by statute.
(a) Interested person and contractors: penalties range from a class B
misdemeanor to a second degree felony.
(b) Procurement participant and contract administrator: penalties range from a
class B misdemeanor to a second degree felony and make employees
subject to disciplinary action up to and including dismissal from
employment.
f. Kickback
“Kickback” means a gratuity given in exchange for favorable treatment in a pending
procurement or the administration of a contract (Utah Code 63G-6a-2304.5).
(1) Utah Code 63G-6a-2304.5 makes it unlawful:
(a) For a person to give, offer, or promise to give a “kickback” to a
“procurement participant” or to another person for the benefit of a
“procurement participant.”
(b) For a “procurement participant” to ask, receive, offer to receive, accept or
ask for a promise to receive a kickback for the “procurement participant” or
for another person.
P A G E | 17
(c) For a person to give a kickback to a “contract administrator,” or to another
person for the benefit of a “contract administrator.”
(d) For a “contract administrator” to ask, receive, offer to receive, accept, or ask
for a promise to receive a kickback for the “contract administrator” or for
another person.
general’s office, as required by statute.
(a) Person and contractors: penalties range from a class B misdemeanor to a
second degree felony.
(b) Procurement participant and contract administrator: penalties range from a
class B misdemeanor to a second degree felony and individuals are subject
to disciplinary action up to and including dismissal from employment.
g. Position or Influence
Utah Code 63G-6a-2304.5 makes it unlawful for a “procurement participant” to use the
“procurement participant’s” position or influence to obtain a personal benefit for the
“procurement participant,” or for a family member of the “procurement participant,” from an
“interested person.”
general’s office, as required by statute.
(a) Interested person: penalties range from a class B misdemeanor to a second
degree felony.
(b) Procurement participant: penalties range from a class B misdemeanor to a
second degree felony and individuals are subject to disciplinary action up to
and including dismissal from employment.
P A G E | 18
CASH RECEIPTS POLICY
PURPOSE
To establish Entheos’ policy for the handling of all cash receipts, to include currency, coin, checks, ACH
transactions, and credit card transactions.
SCOPE
This policy applies to all Entheos administration, licensed educators, staff, students, organizations, and
individuals that handle cash receipts or accept payment in any form on behalf of Entheos. The scope
includes all activities at Entheos and in all locations where Entheos activities and public funds are
collected.
SEGREGATION OF DUTIES
Wherever possible, duties such as collecting funds, maintaining documentation, preparing deposits and
reconciling records should be segregated among different individuals. When segregation of duties is not
possible due to the small size and limited staffing of Entheos, compensating controls such as management
supervision and review of cash receipting records by independent parties should be implemented.
DEFINITION
“Public funds” are defined as money, funds, and accounts, regardless of the source from which the funds
are derived, that are owned, held, or administered by the state or any of its political subdivisions,
including charter schools or other public bodies [Utah Code 51-7-3(26)].
POLICY FOR CASH RECEIPTS
1. The school will comply with all applicable state and federal laws.
2. All receipting of funds at Entheos shall be done at the front office. No receipting is to be done in
other locations, such as the classroom. Employees shall instruct payers to take all cash, checks,
and credit card transactions to the front office for receipt. When a school event requires the
collection of funds off site or the office is closed, the same policies and procedures will be
followed at the event.
3. School employees will not open bank accounts, outside of the control of the Entheos, for the
receipting or expending of public funds associated with school-sponsored activities. The Board of
Directors must approve all checking and savings accounts used at Entheos.
4. All funds shall be kept in a secure location controlled by the front office staff until they can be
deposited in Entheos approved fiduciary institution. Funds should be deposited daily or within
three days after receipt, in compliance with Utah Code 51-4-2(2) (a). Non front office employees
should never hold funds in any location for any reason.
5. If the front office staff has left for the day or funds are receipted on the weekends, administrators
should be available to lock cash receipts or cash boxes in Entheos office until the next business
day. Cash receipts should not be taken home by employees or volunteers.
ENTHEOS BOARD POLICY – NOVEMBER 21, 2013
P A G E | 19
6. All checks should be made payable to Entheos Academy. Checks should not be made payable to
an employee, a specific department, or a program.
7. Appropriate internal controls and segregation of duties should be implemented for all cash activity.
Cash should always be verified. Where verification is difficult, cash should be counted by two
individuals.
8. All funds (cash, checks, credit card payments, etc.) received must be receipted and recorded in
Entheos’ accounting records. All transactions are recorded in the accounting records by the
Business Manager who is not allowed to receive deposits.
9. Documents should be available, and should demonstrate that proper cash controls are in place
(signatures for approval, tally sheets, reconciliations, etc.).
10. Under no circumstances are disbursements to be made directly from cash receipts (i.e., for
purchases, reimbursements, refunds, or to cash personal checks).
11. All payments of fees shall correspond with the approved fee schedule, as required by Board
Administrative Rule 277-407.
12. Periodic and unscheduled audits or reviews should be performed for all cash activity.
13. All activities involving cash must be supervised by an Entheos employee or authorized volunteer
to ensure adequate controls are in place. Training should be given to those involved in handling
cash.
MODEL PETTY CASH/CHANGE FUNDS POLICY
1. Petty cash and change funds must be authorized by Entheos’ front office.
2. All petty cash and change funds will be reflected on the Entheos’ accounting records and
reconciled monthly.
3. These funds should not exceed the amount designated by Entheos' finance committee.
4. All petty cash funds and change funds should be kept locked, in a secure location.
5. Checks may not be made payable to “cash” or “bearer” and cashed by Entheos or school
employees to create change funds or petty cash funds outside of the approved petty cash and
change fund accounts.
6. Reimbursements to petty cash accounts will be made only when supported by receipts and
approved by the executive director.
7. Expenditures should not be paid out of change funds. Change funds will be included in all tally
forms or on deposit count sheets, and accounted for with each use.
8. Funds are subject to unannounced counts by Entheos personnel at any time.
P A G E | 20
CHARTER SCHOOL EXTRACURRICULAR ACTIVITIES AT OTHER PUBLIC SCHOOLS
Entheos Academy will allow students to participate in Extracurricular Activities at other Public
School as per Utah State Code 53A-1a-519.
ENTHEOS BOARD MEETING – DECEMBER 1, 2011
P A G E | 21
CLASSROOM CONTENT
Whenever material is presented in the classroom which is considered political or controversial,
an alternative viewpoint(s) will be equally presented in an unbiased manner.
Before each semester, all literature used for class work needs approval by the Director. A list
will be made and accessible for parents/guardians.
P A G E | 22
CLUB POLICY
Entheos will not have any non-curricular clubs.
P A G E | 23
COMMUNICATION POLICY
TEACHER – STUDENT
The following forms of contact/communication/relationship between Entheos staff members and students,
(students includes non-Entheos students that are in the grades K-9 and who would be age eligible to be at
Entheos), are not appropriate, and shall be avoided:
(1)
(2)
(3)
(4)
Text messaging
Instant messaging
Phone contact between teacher and student’s private cell phone
Any form of online communication or “friending” via social networks (i.e. Facebook, MySpace,
Twitter, etc.), chat rooms, private emails, etc.
(5) This policy is not intended to curtail the use of email to communicate with
parents, and whole families regarding class-wide or school wide programs, projects and
assignments. Nor is it intended to prohibit use of email communication between parents and
teachers regarding student performance/evaluation. However, all communication to parents
should be done with the school assigned email or on a school phone.
In the event that there is a need to have the above forms of contact or relationship with a student for
reasons outside of school purposes, (i.e. Scout or Girl Scout programs, Youth Sports, church programs,
family friendships, etc.), the staff member must give a written disclosure to the director and it must be
disclosed to the Board of Directors of the relationship with the student. This policy is not intended to
restrict outside appropriate relationships or to require staff members to ask for permission to have outside
appropriate relationships, only to disclose them.
FOOTNOTE: It is recommended that staff working at Entheos use the same guidelines above regarding
communication with all minors, not just those in grades K-9.
The purpose of the above policy is to promote the highest standards of care for young people and to
protect teachers and others from potentially devastating consequences of false allegations. All teachers
are urged to consider how they can safeguard their own position in the light of this advice without
giving up important personal principles of care and trust. Whenever doubt exists any teacher should seek
the advice of the director.
SCHOOLWIDE
A philosophy and vision of open, honest and useful communication is much more important than a
thick booklet of rules, procedures and steps to follow. Every person must ask of him or herself, “what is
my intent” in this communication? If intent is really to punish, embarrass or gossip then any
communication policy will not be helpful.
Open, honest and useful communication allows anyone at Entheos to communicate with anyone
else. Basically communication will not be useful if the person you approach isn’t the key person
involved or the person who should handle the situation. Generally parents speak with their student first,
then the teacher, then the Director, then the Board if satisfaction is not achieved at any previous level.
ENTHEOS BOARD POLICY – UPDATED MARCH 6, 2014
P A G E | 24
Generally teachers speak with students first, then parents, then the Director, then the Board if satisfaction
is not achieved at any previous level.
Whenever we approach someone when there is a problem we should first evaluate our intent and our
“end in mind.” Then:




Speak directly to the person(s) involved
Seek to understand the others’ point of view
Keep your courage high to tell the true story and keep your consideration high to listen to the
other party
Seek a mutually beneficial solution
The model of maturity and interdependence we would encourage at Entheos would invite all parties in a
disagreement to go together to the next level of leadership to speak about the situation. As an example
if all parties would sit down with the Director together, this would be helpful in facilitating a
solution. It may be appropriate for an individual student, parent or teacher to come to the Director
alone however the problem may be resolved with more understanding and effectiveness all together.
At Entheos we encourage the full range of due process steps that may include appeals to the Utah
State Office at Education, the Office of Civil Rights or legal challenges in a court of law when parties
cannot reach a solution at the Director or the Board level. We do want to go hand-in-hand to these next
steps as people with a genuine and respectful disagreement. Our democracy works the best in an
atmosphere of transparency and it is possible that on occasion we will be unable to resolve our differences
at the Board level.
If intentions are honorable and communication is open, honest and useful we will almost always
achieve excellent solutions at the classroom and Director’s office level. When communication and
disagreement is approached in this manner we see the Expeditionary Learning Design Principle
of: the Primacy of Self Discovery, the Having of Wonderful Ideas and Empathy and Caring will
create synergy. The end of conflict should be the integration of ideas for a new and better solution that
neither party may have imagined beforehand.
When concerned parties find it necessary to go to the Board of Directors with a concern, it should be as a
result of discussion held first at the school level. The Director will be responsible for getting these issues
scheduled and all parties present or represented to the Board. Remember there is always direct access to
the Board through public comment.
We should all remember that the Board of Directors must finally render decisions based on law,
policy and Entheos Education Philosophy that may appear that the Board did not understand a differing
point of view. Understanding all sides of an issue will not mean the Board can always make a decision
that honor all sides equally.
As a final comment on the Entheos Communication Policy; all students, parents and educators
agree in principle that we stand shoulder to shoulder and face the Entheos Mission Statement and
Core Values. The mission and core values are the philosophy statement that governs communication.
ENTHEOS BOARD POLICY – UPDATED MARCH 6, 2014
P A G E | 25
CONSEQUENCE FOR VIOLATION OF CONTRACT/DISCIPLINE POLICY
Safety of Self and Others
Any student action or interaction that can be deemed as violating the safety of one’s self or
others can result in serious consequence. Examples of safety violations include:
Verbally abusing others
Intentionally hurting another person
Not following directions outside or off school property
Rough housing during school activities
Threatening others physical or emotional safety
Respect for Property
Building upon the need to have a safe and nurturing school, students must respect the property
of the school and others at all times, Any student action or intention that can be deemed as
damaging the property of the school or others can result in serious consequence. Examples of
property violations include:
Stealing
Defacing school property or property of others
Unauthorized use of equipment
Inappropriate use of the internet
Suspension
Student can be suspended from 1-10 days in length. If a child is suspended, the
parent/guardian will be called and a letter may be sent home with the child stating the
violation. Students who suspended will be required to return home for the duration of the day
on which the violation is made.
Upon multiple suspensions, if the Director and staff deem appropriate, the student will be
referred to the Student Study Team. The Student Study Team, made up of one direction, the
student’s teacher, the referring teacher (if applicable), and any outside consultants necessary
(school psychologist, etc.) will meet to devise an intervention plan for the student. The Student
Study Team reserves the right to defer the student to the Entheos Board of Directors for an
expulsion hearing.
P A G E | 26
Fighting, Biting, Forgery, Causing, attempting to cause, or threatening to cause physical
harm to another person
Disrupting school activities
Defying the valid authority of a teacher, administrator, or other adult at the school
Stealing or attempting to steal school or private property
Committing an obscene act or engaging in habitual profanity or vulgarity
Sexual harassment
Using hate language
Expulsion
The following behaviors may result in an immediate expulsion: Causing serious injury to
another person
Possession of, use, sale of, or furnishing any firearm, knife, explosive, or other
dangerous object
Unlawful possession of, use or sale of any controlled substance
Robbery or extortion
Offering, furnishing, or selling drug paraphernalia
Criminal behavior
Two or more suspension in one year
P A G E | 27
COUNSELING SERVICES POLICY
The school counselor is available throughout the school day to meet with students. The
counselor has an "open door" policy to meet with students on an as needed basis.
P A G E | 28
DONATIONS, GIFTS, & SPONSORSHIPS POLICY
PURPOSE
The purpose of this policy is to establish ENTHEOS policy and procedure governing the acceptance,
valuation, and recognition of all types of donations, gifts, and sponsorships for ENTHEOS. This policy
is intended to create practices that adequately safeguard public funds, provide for accountability, and
ensure compliance with all state and federal laws.
ENTHEOS encourages and supports community and business partnerships that enhance and supplement
the public education system. ENTHEOS is committed to work effectively with donors and sponsors to
provide donation receipts, as required by law, and to facilitate the donor’s charitable intent to the extent
that the intent of the donation is in harmony with ENTHEOS goals and the law, and is appropriately
approved.
ENTHEOS is ultimately responsible for the accounting, custody, expenditure, and allocation of all
monies, including those that are obtained through donations, gifts, and sponsorships. ENTHEOS is
accountable for and must comply with all federal and state laws and rules, regardless of the source of
funds.
The board also desires to protect students, parents, teachers, and school administrators from overcommercialization and restrictions or requirements that are coercive, distracting, or disruptive to the
education processes, threatening to the health and welfare of students, or lacking in educational merit.
ENTHEOS reserves the right to decline, restrict, or redirect donations, gifts, and sponsorships.
SCOPE
This policy applies to all ENTHEOS administrators, licensed educators, staff members, students,
organizations, volunteers, and individuals who receive, authorize, accept, value, or record donations,
gifts, or sponsorships for ENTHEOS. It is expected that in all dealings, ENTHEOS and school
employees will act ethically, consistent with ENTHEOS’s ethics training, the Utah Educators’ Standards
(R277-515), the Public Officers’ and Employees’ Ethics Act (Utah Code 67-16), and State procurement
law (Utah Code 63G-6a), in any ways that these are applicable and binding to charter schools.
GENERAL POLICY STATEMENTS
1. “Public funds” are defined as money, funds, and accounts, regardless of the source from
which the funds are derived, that are owned, held, or administered by the state or any of its
P A G E | 29
political subdivisions, including charter schools [Utah Code 51-7-3(26)]. All monies received
through donations, gifts, or sponsorships are considered public funds.
2. All funds, property, or goods donated become public funds and the property of ENTHEOS,
and should be used for the purpose for which they were donated and in accordance with State
and ENTHEOS policies.
3. ENTHEOS will comply with all applicable state and federal laws; the State procurement
code (Utah Code 63G-6a); State Board of Education rules, including construction and
improvements; IRS Publication 526 “Charitable Contributions”; and other applicable IRS
regulations, of which apply and are binding on charter schools.
4. The collection of funds or assets associated with donations, gifts, or sponsorships will
comply with ENTHEOS cash receipting policies. The expenditure of any public funds
associated with donations, gifts, or sponsorships will comply with ENTHEOS cash
disbursement policies.
5. Donations, whether in-kind, cash, or otherwise, shall be complete transfers of ownership,
rights, privileges, and/or title in or to the donated goods or services and become exclusive
property of ENTHEOS upon delivery.
6. ENTHEOS employees must comply with ENTHEOS procurement policies and procedures,
including complying with obtaining competitive quotes; bid splitting; and not accepting gifts,
gratuities, or kickbacks from vendors or other interested parties.
7. Donations and gifts shall be accounted for at an individual contribution level.
8. Donations, gifts, and sponsorships shall be directed to ENTHEOS. Donations, gifts, and
sponsorships shall not be directed at specific ENTHEOS employees, individual students,
vendors, or brand name goods or services.
9. Donated funds shall not compensate public employees, directly or indirectly.
10. If donations or gifts are offered in exchange for advertising or other services, an objective
valuation will be performed and a charitable receipt will be issued by the Business Manager.
11. Donations or gifts shall not be accepted that advertise or depict products that are prohibited
by law for sale or use by minors, such as alcohol, tobacco, or other substances that are known
to endanger the health and well-being of students.
12. Donations, gifts, and sponsorships given by vendors to specific programs (e.g., drama, sports
teams) or ENTHEOS employees shall be evaluated for compliance with Utah Code 63G-6a2304.5, “Gratuities, Kickbacks, Unlawful use of position or influence.” As required by state
law, donations will only be accepted where there is no expectation or promise, expressed or
implied, of remuneration or any undue influence or special consideration. ENTHEOS
employees are not permitted to accept personal payment or gratuities in any form from a
vendor or potential vendor as a precondition for purchase of any product or service.
13. Donations and gifts over $250 will be provided with an acknowledgment of the contribution
from ENTHEOS for IRS purposes. The acknowledgment will be in the form of a receipt.
P A G E | 30
EMPLOYEE AND STUDENT COMPUTER ACCEPTABLE USE AGREEMENT
I. Board Policy
The Board recognizes the need for a policy governing the use of electronic information resources
by students as outlined in Utah State Code 53A-3-422. Responsibility is delegated to the District
Administration for implementing the policy according to established guidelines.
II. Employee Administration Policy
Computer use is often a valuable and necessary component of an employee’s work. In addition,
varying work responsibilities result in access to information sources such as software,
programs, the Internet, school network, etc.
Although employees may have access to these information sources, their use must be
specially authorized. Access ad authorization to information and equipment carry a
corresponding responsibility to their appropriate use.
School equipment and access is intended to be used for educational and professional or career
development activities. Expectations of employees include, but are limited to the following:
1.
2.
3.
Student Personal Safety
a.
Employees who supervise students with access to computer equipment
shall be familiar with Entheos’ Student Internet Use Agreement and
enforce its provisions.
b.
All student computer use must be supervised.
Illegal or Destructive Activities
a.
Employees shall not go beyond their authorized access to the School
network or other computer equipment or software including the files or
accounts of others.
b.
Employees shall not disrupt or attempt to damage or disrupt any
computer, system, system performance, or data.
c.
Employee shall not use School equipment to engage in illegal
System Security
a.
Employees are responsible for the security of their computer equipment,
files, and passwords.
b.
Employees shall promptly notify the School of security problems.
ENTHEOS BOARD POLICY – UPDATED AUGUST 23, 2012
P A G E | 31
4.
c.
Employees with access to student records may not use, release, or
share these records except as authorized by Federal and State law.
d.
Students may not have access to computer equipment other than
workstations.
Inappropriate Conduct
The following are prohibited in public, private or posted messages or files:
5.
6.
a.
Obscene, profane, lewd, vulgar, rude inflammatory, threatening or
disrespectful language;
b.
Potentially damaging, dangerous or disruptive material;
c.
Personal or generalized attacks or harassment; and
d.
False or defamatory information.
Plagiarism and Copyright Infringement
a.
Works may not be plagiarized.
b.
The rights of copyright owners are to be respected. Copyright
infringement occurs when an individual inappropriately reproduces a
work that is protected by copyright. If a work contains language that is
protected by copyright, the expressed requirements should be followed. In
an employee is unsure whether or not a work can be used, the copyright
owner should be contacted for permission.
c.
Software copyrights must be strictly respected.
Inappropriate Access to Material
a.
School equipment shall not be used with material that is profane, obscene
(pornographic) or advocates illegal acts, violence or discrimination.
b.
The non-educational use of Internet games, MUDs (Multi-User
Domains), MMOs (Massively Multiplayer Online Games), Instant
Messaging, Web Mail and web chats are not allowed.
c.
Inadvertent inappropriate access shall be reported immediately to the
Director.
P A G E | 32
d.
7.
Employees who formally publish school related information on the
Internet must have proper approvals and abide by School publishing
guidelines and procedures (as per Entheos School Website Policy).
Expectation Privacy
Employees have no expectation of privacy in files, disks, documents, etc., which
have been created in, entered in, stored in, downloaded from, or used on School
equipment.
8.
Services and Assumption of Risks
The School makes no warranties of any kind, whether express or implied, for
serviced provided and is not responsible for any damages suffered while on the
system to include loss of data and inaccurate or poor quality information obtained
from the system.
9.
Due Process
a.
In the event there is an allegation that an employee has violated this
agreement, the employee will receive notice of the alleged violation
and an opportunity to present an explanation.
b.
Disciplinary actions in harmony with Corrective Discipline procedures
will be tailored to meet the specific concerns related to the violation.
Deliberate violations of this agreement (e.g. malicious acts or
omissions; searching for, viewing or otherwise visiting pornographic
or sexually explicit sites) are cause for immediate termination.
II. Administration Policy
Student use of electronic information resources must be in support of education and
research and must be consistent with the education objectives of Entheos EL School.
While access to all materials on a worldwide network cannot be controlled, Internet access
in Entheos EL School is filtered and monitored on an ongoing basis.
Students will receive training regarding appropriate online behavior. This training may
include such topics as interacting with other individuals on social networking websites and
in chat rooms, and cyber bullying awareness and response.
Internet resources can be valuable for student’s education. School Internet access is a
privilege which may be authorized as well as withdrawn. Students are expected to be
aware of and abide by the following:
P A G E | 33
1.
Student Personal Safety
Personal contact information may not be entered on Internet sites open to
public access. This includes student address, phone numbers and personal email addresses.
2.
Internet Use
Student may use school Internet access, including e-mail, only for teacherdirected educational activities. Students may use school Internet access
only when authorized, and only when supervised. Email will only be used
for in-school communication, and blocks will be instituted to
safeguard from receipt of externally generated email.
Students who formally publish school related information on the Internet
must have proper approval and abide by school publishing guidelines and
procedures (as per Entheos School Web Site Policy).
3.
Prohibited Computer
Uses Students are strictly prohibited to: Access or create files or materials
without
authorization Access or create offensive, profane, or
pornographic files
Use Internet games, MUDs (multi-user domains), MMOs (Massively
Multiplayer Online Games) IRCs, Instant Messaging, Web Mail, or web
chats
Plagiarize works or violate copyrights or trademarks Damage, alter, or
modify hardware or software Attempt to bypass computer security
4.
Expectation of Privacy
Students do not have an expectation of privacy in files, disks, documents, emails, etc., which have been used or created with school equipment.
5.
Disciplinary Actions
Disciplinary actions will be taken to meet the specific concerns related to
violations of this agreement (e.g. loss of access to computers, suspension,
law enforcement involvement, etc.).
For further information, please contact your student’s teacher or school administration.
P A G E | 34
EMPLOYEE COMPLAINT RESOLUTION POLICY
Purpose
The purpose of this policy is to resolve employee relations issues such as:
 Employee questions about interpretation or applications of Board and School policies

Conflict with fellow workers or the Director

A problem or circumstance that has not been resolved to an employee’s satisfaction
Policy
Misunderstandings and conflict can arise in any organization. To ensure effective work relations it is
important that such matters be resolved before serious problems occur. Most incidents resolve themselves
naturally. However, if you have a question about interpretation or application of Board or School policy,
are in disagreement with a fellow worker or the Director, or have a problem that has not been resolved to
your satisfaction, the following procedure to resolve the circumstance should be followed in this order:

Step 1 – Attempt to resolve interpersonal issue with the other party.

Step 2 – Immediate Supervisor – If the prior step doesn’t resolve your issue and your immediate
supervisor is not the Director, promptly bring the situation to the supervisor’s attention,
explaining the problem and the suggested solution.

Step 3 – School Director – If the prior step doesn’t resolve your issue given adequate time, bring
the situation to the attention of the school Director, explaining the problem and the suggested
solution.

Step 4- Executive Director- If the prior step doesn’t resolve your issue given adequate time; bring
the situation to the attention of the Executive Director, explaining the problem and the suggested
solution.

Step 5 – Board of Directors – If the problem is not resolved after a discussion with the Directors,
you may request a meeting with the Board Chair or Vice Chair. After which an executive session
may be held to consider the facts and review the matter further. You will normally receive a
response regarding the matter.
You should feel free to use this resolution process without fear of retaliation in any form. This process
should not be construed, however, as preventing, limiting, or delaying Entheos Academy from taking
disciplinary action against any individual, up to and including termination (including those involving
problems of overall performance, conduct, or professionalism) where the school deems disciplinary action
appropriate.
ENTHEOS BOARD MEETING – UPDATED OCTOBER 29, 2013
P A G E |35
EMPLOYEE EVALUATION
Teacher Evaluation
Teacher evaluations will be modeled after the Utah State Teacher Evaluation laws.
1. Formal Evaluations: After the first quarter and again before the fourth quarter, the
Teacher will have Formal Evaluations (two yearly). The process will include:






Self Evaluation
Student Survey
Meeting with Director before evaluation
Director’s Evaluation
Meeting with Director to review evaluation
Formal written Evaluation given to teacher and put in file
2. Teacher Portfolio: Each year, the Teacher will maintain a professional development
portfolio. The portfolio may contain expeditions, artifacts, lesson plans, goals and graphs
tracking their pedagogy development or other items as determined by the Director. The
teacher’s may use portions of their portfolio to model for students.
3. Presentation: At the end of the year, each Teacher will present their completed
portfolio to the Director and fellow peers. They will show how they and their students
have improved and report on goals. The Governing Board will review teacher portfolios
over each summer.
4. Written Evaluation: Some time after the final presentations, the Director will compile a
final written evaluation of each teacher. This may include recommendations for
remediation or items needing improvement. This will be a key factor in determining
compensation.
Teacher Evaluation by EL
On-site evaluations will be performed periodically by EL experts and discussed with the
EL coaching team, Director, and Board on a regular basis.
Teacher Evaluation by Fellow Teachers (such as the EL Coaching Team)
Evaluation of this manner is to give constructive feedback and to help aid in collaboration.
It is in no way intended to be used against a teacher regarding his or her employment.
However, the Director will be informed of evaluation and observe the teacher personally three
times each school year.
Director Evaluation
Director evaluations will be modeled after Teacher evaluations. The process
will be four fold:
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1. Conference & Goals: After the first trimester, the Director will have a conference with
the Chair of the Governing Board. This is the time when they will set goals, review
parent surveys and talk about informal observations the Chair has made of the
Director’s performance at the school.
2. Director Portfolio: Each year, the Director will begin a portfolio much like
his/her teachers. The portfolio will contain accomplishments of the school,
accomplishments of the staff, goals and graphs tracking standardized test results of the
school. The portfolio will be reviewed for completeness by the Chair during the
Director/Chair conference.
3. Presentation: At the end of the year, the Director will present his/her State of The
School Address and his/her completed portfolio to the governing board and school
staff. He/she will show how the school has improved and report on personal goals.
4. Written Evaluation: Some time after the final presentation, the Governing Board will
compile a final written evaluation of the Director. This may include
recommendations for remediation or items needing improvement. This will be a key
factor in determining compensation.
Support Staff Evaluation
The support staff will be evaluated each year by the Director in a year-end evaluation
interview.
P A G E | 37
ENTHEOS STAFF CODE OF CONDUCT
At Entheos Academy, we recognize that:
A. All students are entitled to receive an education in a safe, secure environment.
B. All teachers have the right to practice in an environment of professionalism and mutual respect.
C. All parents have the right to expect professional and appropriate behavior from all those involved
with the public education of their child.
The following policies are designed to protect the rights of students, parents and teachers. They are also
designed to ensure student safety and safeguard teachers from the unfortunate occurrences of
misinterpretation of conduct, or false allegations of wrong-doing.
A reminder is given that honest, appropriate behavior is usually not misinterpreted. When people have honest
and helpful intentions concerning communication and touching most people are not bothered or suspicious.
The best protection for faculty is to not have ill intent.
Even then the following guidelines are necessary for your protection.
1) Teacher- Student relationships:
a) Physical Contact
i) Physical contact may be misconstrued by a student, parent or observer. Touching students,
including well-intentioned informal and formal gestures such as putting a hand on the
shoulder or arm, can, if repeated regularly, lead to questions being raised. Staff must not
make gratuitous physical contact with students and should avoid attributing “touching” to their
teaching style as a way of relating to students.
ii) There will be occasions when physical contact will be acceptable. In general these will fall into
one of three categories:
(1) Action to prevent harm or injury to the student or to others. If it is necessary to prevent a
student causing injury to him/her or to others the use of minimum force and contact
necessary to prevent harm or injury is acceptable and defensible. Such incidents must
always be reported (see 2.10 below).
(2) Comforting a student in distress. There is no easy definition of what is acceptable since much
will depend on the circumstances, the age of the student, the extent and cause of the
distress and the alternative means of providing comfort. Employees will need to use
their professional judgment and discretion in relation to these factors. Employees should
consider how others might perceive the action, even if no one else is present, and ensure that
it does not develop into unnecessary contact. Particular care must be taken in instances which
involve the same student over a period of time.
(3) Unavoidable contact. This is a particularly sensitive issue in subjects such as Physical
Education and Drama and in some forms of “skills coaching.” All teachers must be alert to
the possibilities of misinterpreting any contact. To avoid such misunderstanding
all planned contact must be demonstrably avoidable. It may be, for example, that alternative
methods involving demonstrations of particular techniques by the teacher or a
particularly competent student may be more appropriate than modifying a student’s
technique by physical content. There are other occasions when physical contact may be
P A G E | 38
questioned even if innocent in intention. Employees should ther ef or e ensur e that their
actions r ecognize the possibility of misinterpretation and are open to the scrutiny of
colleagues. Individual professional judgments will be required about the level of physical
contact with individual children, which will take account of their age, circumstances
and background.
(4) Corporal Punishment. Any f o r m o f p h y s i c a l p u n i s h m e n t i s prohibited u n d e r
disciplinary procedures and potentially actionable in law. This also applies to any form of
physical response to misbehavior, with the exception noted in A1 above.
b) Private Meetings
i) Private meetings, by their very nature, increase the risk for possible abuse of students, as well as
the opportunity for false allegations against teachers. Teachers and others must therefore recognize
this possibility and plan such meetings accordingly.
ii) Employees shall avoid meeting privately with a student in remote areas of the
school, and ensure that whenever possible the door is left open or visual contact
with other is maintained. Steps to prevent others entering a room by the use of
“Meeting in Progress” are especially likely to be open to misinterpretation. In
many cases it will be advisable for another student or adult to be preset or in a
position to minimize risk during the meeting.
iii) Under no circumstances should meetings with individual students be arranged off
the school premises. This includes the transporting of individual children in private
cars.
iv) Teachers shall not transport students in their private vehicles except on official
school trips and in these cases only with multiple students at a time. When
transportation of students is necessary and no bus is available, students may be
transported by parent volunteers.
v) In conjunction with the above policies, all teachers participating in adventure,
fieldwork, and/or discovery activities must adhere to all safety and student contact
rules as outlined in the adventure policy. These rules will be strictly enforced. We
have a zero-tolerance policy when it comes to unsafe behavior on adventure,
fieldwork and/or discovery activities, and failure to comply with all policies will
result in loss of employment.
c) Personal Letters and Communication
i) The following forms of contact/communication between teachers and students are not
appropriate, and shall be avoided by all members of Entheos staff:
(1) Text messaging
(2) Instant messaging
(3) Phone contact between teacher and student’s private cell phone
(4) Any form of online communication via social networks (i.e. Facebook, MySpace, etc.),
chat rooms, private emails, etc.
(5) This policy is not intended to curtail the use of email to communicate with parents, and
whole families regarding class-wide or school wide programs, projects and assignments. Nor
it is intended to prohibit use of email communication between parents and teachers
P A G E | 39
regarding student performance/evaluation.
d) Teaching Materials
i) The use of books, videos and films of an explicit or sensitive nature, particularly in relation to
language or sexual behavior are prohibited. Films should carry a rating no higher than “G” for
general audiences and should make clear curriculum connections. However it still must be a film
for general audiences. If there is a compelling reason to show an educational clip, video or film
with higher than a “G” rating then permission of the students’ parents and the director is required.
ii) Teachers will submit to the Director a list of books if they are to be read in class by everyone. This
also pertains to any books read by a small group of students together as part of a class
assignment.
e) Reporting Incidents
i) Teachers should report any concerns they may have following any incident where s/he feels that
his/her actions may have been misinterpreted. This report should be made to the Director as
soon as possible after the incident and should include as an immediate follow-up the preparation
of a written note of the incident, a copy of which should be given to the Director. While
reporting of incidents is always advisable, it is particularly important to ensure that a written
record is made if any form of restraint has been used against a student or whenever a student,
parent or third party has complained about an action or expressed an intention to complain.
ii) Likewise, it is the responsibility of all employees to report to the director immediately any
conduct witnessed that gives cause for concern, or may be deemed inappropriate
between any teacher and student.
All employees are expected to follow the communications policy approved by the Board.
FOOTNOTE: Many teachers express regret at the need for a code such as this. However, its purpose
is to promote the highest standards of care for young people and to protect teachers and others from
potentially devastating consequences of false allegations. It is an unfortunate face that society is less
trusting and that causes have come to light which have justified the increased level of mistrust. All
teachers are urged to consider how they can safeguard their own positive in the light of this advice
without giving up important personal principles of care and trust. Whenever doubt exists any teacher should
seek the advice of the director.
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EMPLOYEE TERMINATION POLICY
Entheos Academy recognizes that Utah is an at-will employment State and employment may be
terminated at will by either party, with or without cause, and with or without notice as long as it
is not for unlawful or discriminatory reasons.
The existence of any and/or all agreement(s) do(es) not create an expectation of continued
employment. Although the Director of each school has the authority to terminate an employee
without the permission of the Executive Director or governing board, he or she will notify them
prior to termination.
The Governing Board reserves the right to dismiss and/or discipline the Executive Director in the
event he/she does not fulfill the duties and responsibilities. The Executive Director, under the
direction of the Governing Board, reserves the right to dismiss and/or discipline the Director of
the school.
P A G E | 41
EVENTS AND ACTIVITIES POLICY
Entheos will not schedule events, activities, or meetings on Sunday. It is recommended that the building remain
unoccupied on this day.
Entheos will not schedule events or activities on Monday nights.
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EXTRACURRICULAR ACTIVITIES
Entheos Academy has contacted the school districts in the area regarding partnering in
providing K-8 extracurricular activities. As long as the student lives within the district
boundaries, we have been assured that he or she will be able to participate in district activities.
Additionally, we may provide a number of activities that will be staffed by volunteers and take
place before or after school. Some of these activities may include:
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Web Page Design
Music related classes such as band, choir, and orchestra
Chess Athletics Art
Foreign Language classes
As an ELOB school, many of these activities may be incorporated into learning expeditions
and will become part of the student’s portfolio.
P A G E | 43
FAMILY AND MEDICAL LEAVE
The Family and Medical Leave Act (FMLA) provides certain employees with up to 12 weeks of
unpaid, job-protected leave per year. It also requires that their group health benefits be
maintained during the leave.
FMLA is designed to help employees balance their work and family responsibilities by allowing
them to take reasonable unpaid leave for certain family and medical reasons. It also seeks to
accommodate the legitimate interests of employers and promote equal employment opportunity
for men and women.
FMLA applies to all public agencies, all public and private elementary and secondary schools,
and companies with 50 or more employees. These employers must provide an eligible employee
with up to 12 weeks of unpaid leave each year for any of the following reasons:
· for the birth and care of the newborn child of an employee;
· for placement with the employee of a child for adoption or foster care;
· to care for an immediate family member (spouse, child, or parent) with a serious health
condition; or
· to take medical leave when the employee is unable to work because of a serious health
condition.
Employees are eligible for leave if they have worked for their employer at least 12 months, at
least 1,250 hours over the past 12 months, and work at a location where the company employs 50
or more employees within 75 miles. Whether an employee has worked the minimum 1,250 hours
of service is determined according to FLSA principles for determining compensable hours or
work.
Time taken off work due to pregnancy complications can be counted against the 12 weeks of
family and medical leave.
Under some circumstances, employees may take FMLA leave intermittently – taking leave in
separate blocks of time for a single qualifying reason – or on a reduced leave schedule –
reducing the employee’s usual weekly or daily work schedule. When leave is needed for planned
medical treatment, the employee must make a reasonable effort to schedule treatment so as not to
unduly disrupt the employer’s operation. If FMLA leave is for birth and care, or placement for
adoption or foster care, use of intermittent leave is subject to the employer's approval.
Under certain conditions, employees or employers may choose to “substitute” (run concurrently)
accrued paid leave (such as sick or vacation leave) to cover some or all of the FMLA leave. An
employee’s ability to substitute accrued paid leave is determined by the terms and conditions of
the employer’s normal leave policy.
http://www.dol.gov/dol/topic/benefits-leave/fmla.htm
ENTHEOS BOARD MEETING – SEPTEMBER 23, 2010
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Entheos Academy believes strongly in Family, as such we support our staff in their desire to
grow their families through births or adoptions. Entheos Academy also recognizes the need for
new parents to spend time with new additions to their families.
Entheos Academy will pay up to 6(six) weeks of maternity leave time (minus sub rate) for all
new mothers and up to 1(one) week of pay to new fathers (minus sub rate) to all full time
employees who qualify under the FMLA laws. This will kick in after all Personal Leave Time
has been exhausted and must be used at one time with no breaks. This pay is to be approved by
the Director of Entheos prior to the time of leave.
ENTHEOS BOARD MEETING – SEPTEMBER 23, 2010
P A G E | 45
FIELDWORK PROTOCOL
Students may leave campus for field work outings and other activities as outlined in the
Universal Fieldwork form. A note will be sent home to parents/guardians describing the date,
time, location and purpose of the fieldwork excursion no later than one week prior to the
excursion.
Students who do not have a signed Universal Fieldwork form will require parental consent each
time they leave campus for a school-sponsored activity.
Transportation
 When students leave campus for any school sponsored activity not within walking
distance, the ideal mode of transportation is via school bus.
 Adult supervision is required throughout the bus. Teachers and volunteers will disperse
themselves amongst the students. Students must stay seated on the bus and follow the
same school rules and guidelines that are expected of them in school. If a school rule is
broken during a fieldwork excursion, disciplinary action will be taken.
 When acquiring bus services is not possible, Entheos volunteers may transport students in
their own vehicles.
 Any volunteer transporting students will be required to submit a copy of his/her driver’s
license, as well as a copy of their proof of insurance. This information will be kept on file
in a locked location.
 Drivers will submit a background check form with a copy of their current driver’s
license and valid insurance information to the Entheos front office. Background checks
need to be submitted every two years.
 All drivers and the front office will have a copy of the transportation organization chart
(drivers and assigned students) along with cell phone numbers of each driver. If
changes are made (student absent, cell phone number change, etc.), drivers should make
a new copy and submit to the Entheos front office before departure.
 During transport, a “wagon train” is a must. This means that cars will follow each other
from the point of departure to arrival. If one vehicle pulls over, all vehicles will pull over
until everyone is ready to go again.
 The minimum requirement during transport is one adult and two or more students—never
one-on-one. One-on-one ratio between adults and students is not permitted.
 All students will ride in the back seat leaving the front seat open. Exceptions only include
allowing your own child to ride in the front seat.
 Before every departure, whether from school, fieldwork site, or en route, the teacher or
volunteer will take role, as student is boarding the vehicle, in order to ensure each student
is safely boarded.
Entheos Expeditionary Learning is not responsible for accusations in personal vehicles.
For your protection, please follow guidelines as outlined above.
P A G E | 46
Behavior/Safety
To help with supervision, teachers and volunteers will each be responsible for a specific,
small/manageable group of students. Volunteers and staff are required to follow the fieldwork
schedule of activities. Each student will stay with their assigned group and adult for the entire
outing.
Adults must respect the privacy of students in situations such as changing clothes and intrude
only to the extent that health and safety require. Adults must protect their own privacy in
similar situations. Examples include swimming, scuba diving, etc.
Students will understand that each adult volunteer who accompanies their class is an authority
figure and has the right to make sure rules are being followed, and that students are being kept
safe and acting respectfully.
Each teacher should establish a short list of rules and expectations that teach students how to act
respectfully and responsibly wherever they visit, from visiting a museum, to hiking in the
mountains (i.e., listening quietly while the group is being addressed, respecting property by not
climbing on structures, leaving the outdoors as we found it, etc.). These guidelines should be
reviewed with students EACH time they leave the school for an outing.
 Staff is required to check for any medical conditions and/or medications before
departing on a fieldwork excursion.
 A first aid kit must accompany a teacher/volunteer on any fieldwork excursion.
 In the event of an emergency, teachers or volunteers must call Entheos administration as
soon as possible. If it is a life or death situation call 911 before calling the school. Do not
call any parents from the emergency site. All parent calls must be made from an Entheos
administrator or board member.
 Also, all media must be directed to the Director. Do not speak to any media regarding the
incident.
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FISCAL PROCEDURES
Entheos academy will adopt fiscal policies and procedures to safeguard assets, provide
compliance with state and federal regulations, and to produce timely and accurate financial
information. Entheos will create and have approved by its governing board an “Accounting
Manual” that will outline in detail all financial policies and procedures of the school. The
manual will include, but may not be limited to, the following items:
Fiscal Policy
Entheos will follow all relevant laws and regulations that govern Utah charter schools.
Entheos will provide accurate and auditable records of all financial transactions. We will
maintain all books, records, and accounts in conformity with Generally Accepted Accounting
Principles (GAAP), which include Generally Accepted Governmental Auditing Standards.
Entheos will apply the State Office of Education guidelines for Budgeting, Accounting, and
Auditing for Utah Schools.
The Director and Governing Board of Entheos will be responsible for preparing and
submitting all financial and school reports to the state. This will include, but is not limited to,
the State Accountability Report, Financial Audit Report and the Financial and Enrollment Report
as required by the State Office of Education.
Entheos will retain an outside firm to provide monthly statements, accounts payable services,
accounts receivable services, payroll, taxes, general accounting services and other services
as needed.
The Director and Treasurer of the Governing Board will prepare an annual operating budget of
revenues and expenses, a cash flow projection, and a capital budget. These budgets and
projection will be reviewed and approved by the Governing Board, and may be modified as
necessary.
The Board of Directors will have authority to approve and will record in its minutes:
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approval of the annual operating budgets,
incurrence of debt or mortgages,
investments and/or purchase or sale of property,
opening or closing of checking or savings accounts,
selection of a certified public accountant, and
other financial activities associated with the charter school
Financial statements displaying budget vs. actual results will be prepared by the school’s
accountant and reviewed by the Director and Treasurer each month. An updated budget vs.
actual will be presented to the Board at least quarterly.
The Governing Board will arrange for an independent certified public accounting firm to conduct
an audit of the Charter School’s financial statements annually.
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Use of Funds
Any transactions requiring a cash payment or check in an amount that exceeds $5,000 will
require two signatures, which must include the Chair of the Board.
All other expenditures shall be made by check requiring two signatures, which may include
the Business Manager, Administrative Assistant, Director or Board Member. All purchases
shall require a purchase order number. Pre-approved expenses maybe reimbursed through an
Expense Reimbursement form, which must include appropriate PO#’s.
The Governing Board must approve all short-term and long-term debt.
Any reasonable expenses may be reimbursed to employees or Board members within IRS
guidelines and legal limits, if approved by the Governing Board.
All lease agreements will be evidenced by a lease or sublease agreement approved by the
Governing Board signed by its Chair.
Entheos reserves the right to reallocate funds from one line item to another if purchasing
practices or conservation result in an expenditure different than the budgeted amount, to the
extent allowed by law and the guidelines of the funding source.
Budget Policies and Procedures:
Entheos shall prepare a budget that shall run from July 1 to June 30.
Budgeted Revenues will include, but shall not be limited to, federal or state start-up funds,
federal or state operating funds as approved by the legislature and other grants, donations,
sponsorships or fundraising monies obtained by Entheos. Amount that cannot be established
for certain, such as some fundraisers, will not be included in the annual budget.
Budgeted Expenditures shall be categorized in the same chart of accounts as used by the Utah
State Office of Education.
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FULL-TIME AND DUAL ENROLLMENT POLICY
Students are required to be enrolled 75% or more of the time at Entheos.
ENTHEOS BOARD POLICY – OCTOBER 26, 2011
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FUNDRAISING POLICY
At Entheos Academy, we do not participate in the typical “fundraising sales” approach used in
many schools. We do not send students out to participate in door to door sales or to approach
their friends and family – selling products where little of the proceeds actually make it back to
the school. This includes events where families are encouraged to patronize a specific business
on a certain day or night in exchange for a small percentage of the proceeds.
Instead, we have a Corporate Sponsors Crew that focuses on obtaining Community Donors and
Sponsors. These Sponsors can and should be Parents of Entheos students as well as businesses,
corporations and other community members. We encourage parents to participate in this crew to
help Entheos foster partnerships that will benefit our school throughout the years.
We also encourage parents to participate in quiet fundraising programs. Entheos will be
participating in programs such as Box Tops for Education, Campbell’s soup labels, printer and
cell phone recycling programs, etc. Please collect and turn in these items during the year. Check
with the director to see which programs our school is currently enrolled in. This is something
that does not require very much time and will help our school earn money for our great
programs.
All other fundraising programs/events will be approved at the discretion of the director. All
staff, students or other groups must obtain the director’s approval before moving forward with
any fundraising activity.
ENTHEOS BOARD MEETING – UPDATED FEBRUARY 6, 2013
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HIRING PROCESS POLICY
I. Board Policy
The Board recognizes the need for a policy governing the hiring of new employees. This policy applies to
all employees hired by Entheos Academy in a full time, part time, or temporary position, as well as any
contract employees who will be working directly with students (excluding substitute teachers). All other
contract employees will be governed by procurement policies.
II. Full Time and Part Time Position Process
The hiring of individuals must adhere to the following process:
1. Disclosure of preexisting relationship with other employees of Entheos Academy or the Board of
Directors.
2. Disclosure of previous suspension or revocation of license.
3. Disclosure of previous arrests or criminal charges.
4. Background check. All licensed staff and administrators must have a Cactus ID, proper
certification, and background check through USOE. Will be checked through Entheos
Administrative Office.
5. Chronological work history. A chronological work history must be filled out for all employees.
Gaps in employment must be identified on the chronological work history.
6. Resumes must be received from all candidates prior to interviews. Resumes are recommended for
all professional staff.
7. Charter and Vision documents must be provided to all applicants prior to board member
interviews with adequate time given for applicant to thoroughly read through documents.
8. A Board interview is required after the previous items are completed.
9. A temporary job offer may be made after a successful Director and Board interview. Candidate is
to be informed that all positions must be approved on a consent agenda by the Board of Directors.
10. The candidate must be on a consent agenda on the next Board of Director’s meeting following the
preliminary offer of employment along with the offer details intended contract and salary.
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INSURANCE
Entheos Academy will purchase an insurance policy from either State Risk Management or
from an outside agency. We have received bids for the appropriate coverage’s and have
included the premiums in our budget. Written evidence of insurance will be provided to local
and state agencies as required.
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LOOPING POLICY
At Entheos, teachers will generally continue with their group of students for more than one year.
This will enable teachers to get to know their students better and facilitate stronger partnerships
with parents. Teachers may loop for grades 1-2 and 4-5. Grades 3 and 6 will spend one year
with their students.
ENTHEOS BOARD MEETING – FEBRUARY 23, 2012
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NON-SCHOOL PROPERTY POLICY
Personal property not related to the school’s program is not to be brought to school. CD
players, electronic games, cell phones, etc. will be confiscated and returned to the child at the
end of the school day if they are brought to school.
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NUTRITION PROGRAM COLLECTION POLICY
A. Purpose and Background
(1) National School Lunch, Breakfast, Special (Kindergarten) Milk and the After School
Snack Program are federal programs in which this school participates. Pricing policies
for school meals are determined at the local level, including decisions about
whether or not to extend credit to parents who do not have meal money in their
students’ accounts or whether or not to provide alternate meals to such students.
(2) Entheos Academy receives partial reimbursement for meals served to students who do
not qualify for free meals. Parents must make payments to a student’s account to make
up the difference between the federal reimbursement and the cost of the meal. This
policy applies only to school meal payments, not a la carte sales.
(3) If students qualify for free or reduced-price school lunch, their meals are reimbursed
in whole or in part with federal funds. Otherwise, the meal reimbursement is
minimal and parents are expected to pay for their student(s’) meals.
(4) The purpose of this policy is to explain how Entheos Academy will notify
parents/guardians about: money owed for student meals; of the school’s procedures
for providing meals if students’ accounts are delinquent; and to assure and remind
parents and school employees that students will never be confronted or
embarrassed about money owed for school meals.
B. Definitions
(1) “Automated Meal Payment System” (COMPASS) means a web based system which
allows parents to review funds in students’ meal accounts, informs parents of account
balances and student meal payments and sends messages to the parent when funds in
the account are low.
(2) “Collection Efforts” means a collection agency or other means that Entheos Academy
uses to collect delinquent lunch balances or contacts to parents by phone, mail, or other
efforts to recoup unpaid meal balances. Entheos Academy may not withhold student
records for unpaid school meal balances.
(3) “Delinquent Account” means a student’s meal fund account that does not have
adequate funds to cover the meal charges by student/parent. Entheos Academy
nutrition program is responsible for the collection of funds in advance of the meal being
served, but the school has the responsibility for the collection of delinquent accounts.
(4) “Free Meal” means a meal served to a student whose parents have qualified, based on
federal standards, for free meals. The free meal receives the highest federal rate of
reimbursement. The meal is served at no cost to the student.
ENTHEOS BOARD POLICY – APRIL 24, 2014
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(5) “Meal Charging” means allowing students who do not have funds in their account to
(6)
(7)
(8)
(9)
receive a reimbursable meal, with parents or other sources paying for these meals at a
later time. Entheos Academy is not required by state or federal law to provide meals to
students who do not have the funds to pay for the meal.
“Parent” means a student’s parent, legal guardian, or person acting as the parent for
school purposes.
“Paid Meal” means a meal served to a student whose parents have not qualified for
reduced-price or free meals. This meal receives the lowest amount of federal
reimbursement. The parent must pay the lunch price established by Entheos Academy
board.
“Point of Service” means the place at the end of the line where meal payments and
counting of reimbursable meals occurs.
“Reduced-Price Meal” means a meal served to a student whose parents qualify for
reduced-price meals. The federal rate of reimbursement for a reduced-price meal is less
than for a free meal, but more than for a paid meal. The parent must pay $.40/lunch and
$.30/breakfast.
(Note to the LEA: Schools may charge less than these amounts, but may not charge more
and only the set amount is reimbursable to the LEA/school.)
(10)“Reimbursable Meal” means a meal which meets the USDA requirements and may be
claimed for payment from USDA.
C. Model Policy Components
(1) Before school begins, parents shall receive information from Entheos Academy:
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about school meals;
stating the prices for the meals;
informing parents how they may provide payment for meals;
informing parents how their students qualify for reduced-price or free meals;
informing parents what students will receive if their meal accounts are
delinquent;
 informing parents of the policy for delinquent accounts; and
 training parents on the functions of the Automated Payment system (COMPASS)
including such options as low balance reminders.
(2) Entheos Academy will send reminders of the policy throughout the school year.
Entheos Academy may send letters home, send school newsletter reminders, make
P A G E | 57
announcements, make phone calls, send emails or use other reasonable and effective
means of communication to contact parents.
(3) Entheos Academy will provide applications for free/reduced-price meals to parents at
Registration. The school shall also provide the school’s designated meal prices.
Accompanying the information about the prices of school meals, parents will receive
an application for free and reduced- price meals. The application is available in a
variety of languages at: http://www.fns.usda.gov/school-meals/family-friendlyapplication-translations . The school will provide paper applications for parents who
do not have access to on-line forms.
(4) If the student’s family receives benefits from the Special Nutrition Assistance
Program (SNAP), the Family Employment Program (FEP) or the Food
Distribution Program on Indian Reservations (FDPIR), the household qualifies
for meals at no charge, once the school receives notice of student’s or family’s
eligibility, and does not have to complete or submit a free/reduced-price form.
Schools will send the household an e-mail/letter informing parents of a student’s
eligibility for free meals. If a parent or family qualifies under one of these
programs and has not received such a letter before school starts, the parent
should contact the school food service.
D. Payments and School Verification
(1) Entheos Academy must verify at some point in each student’s meal service, that the
meal is reimbursable or non-reimbursable.
(2) Entheos Academy shall credit meal payments from parents to the student’s account
before the meal period for funds collect the day before. This assures all funds are
accurately applied to meal accounts in advance of students selecting school meals.
Schools will apply payments to the purchase of the current day’s meal first, and the
payment of past-due accounts second.
(3) If a student/family qualifies for free meals, no payments are due.
(4) If a family qualifies for reduced-price meals, the school will charge no more than
$.40 for lunch or $.30 for breakfast.
(5) Parents may make payments to the school by online payments, mail or hand delivery.
Payments should clearly indicate the account to which the funds should be credited
(student’s name and amount, if several students attend the school). Entheos Academy
accepts online payments, checks, money orders and/or cash.
E. Identification of Delinquent Accounts
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(1) Entheos Academy will identify family or student accounts that do not have adequate
balances to pay for student meals. Entheos Academy will identify these accounts
daily and notify parents by email at the end of the day. The school will contact
parents, as parents have directed, on the automated meal payment system
(COMPASS), or by phone, e- mail, to allow parents to indicate how they wish to
make payments. Entheos Academy may ask students to take notifications addressed
to the parent home with them; however, the school may not tell students to “remind”
their parents to send money to the school. It is the parent’s responsibility to pay the
student’s account. Asking students to remind parents is inappropriate.
(2) Entheos Academy will continue to provide full meals to all students and notify
parents that the school will use collection efforts to pay for meals. Entheos
Academy shall maintain documentation of parent notice.
(3) Entheos Academy is not required to provide a meal at no cost if a student does not
qualify for a free meal. Because federal funds may not be used for the expenses of
these meals, the Entheos Academy must use state, local or other funds to cover the
cost of the meals. Entheos Academy will provide notice to parents at designated
times during the school year of the school’s policy for providing meals to students
when accounts are delinquent. Entheos Academy will comply with all applicable
state and federal laws in providing meals to students and in notifying parents.
F. Delinquent Balances and School Procedures
(1) Entheos Academy will notify parents of students with delinquent balances in their
school lunch accounts by such methods as:
a. the automated school lunch payment system (COMPASS);
b. e-mail;
c. telephone conversation with parent from nutrition staff;
d. telephone call from front office;
e. written notice sent to the parent by mail or carried home by the student in a
sealed envelope;
(2) If the parents have been notified, no payment is received, and the amount owed
exceeds $80, the account may be turned over to a collection agency). Entheos
Academy will notify parents at least twice annually concerning their procedures for
the collection of past-due accounts.
(3) Entheos Academy may complete an application for free/reduced-price meals on
behalf of the parents, if school personnel have knowledge of the parent’s financial
circumstances and parents give permission. Entheos Academy will notify parents
that an application has been completed on their behalf (“Eligibility Manual for
School Meals,” August, 2013, pg. 36).
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(4) If a student repeatedly has no money in the student’s school lunch account and no
student meals are provided from home, school officials will consider the
circumstances in the home (e.g., potential abuse or neglect, homelessness, etc.) and
may contact the Child Protective Services.
Additional Information:
The United States Department of Agriculture (USDA) provides funds for meals served in schools,
including breakfast, lunch, after-school snacks and special milk. Federally funded programs are
subject to the cost principles outlined in Title 2 Code of Federal Regulations (CFR) 225, Appendix
B (formerly known as Office of Management and Budget Circular A-87), which states “bad debts,
including losses arising from uncollectable accounts and other claims, related collection costs and
related legal costs are unallowable.” When parents fail to pay for school meals, the school can be
hurt financially.
Overt identification: no discrimination against any student is allowed because of their eligibility for
free or reduced-price meals (7 CFR 210.9 (b) (12)).
All schools participating in the National School Lunch Program have signed a free and reducedprice policy statement. Schools should review the policy to assure they understand the implications
and responsibilities of providing meals in the program. The school meal program has additional
options for schools located in high poverty areas which eliminate student payment for meals
entirely.
According to a study conducted by the School Nutrition Association (SNA) (“School District
charge Policy and Procedure Components,” Dec., 2008), the following table shows the number or
amount of meal charges allowed before action is taken.
Allowable Charges
Range
Average
Median
# of
Dollar
Meals
1-10
3
3
Amount
$4-$75
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PARAPROFESSIONAL POLICY
In keeping with Federal laws, Entheos Academy requires all paraprofessionals who provide
instructional support and work in programs funded by Title I, to have a high school diploma (or
equivalent) and prove that they are “highly qualified.”
There are three ways that paraprofessionals may prove that they are highly qualified:
1. Obtain an associate’s (or higher) degree OR
2. Complete at least two years of study at an institute of higher education OR
3. Demonstrate, through a formal state or local academic assessment, knowledge of reading,
writing, math, and the ability to assist in instructing these subjects. The ParaPro
Assessment (Praxis) is the test that paraprofessionals will take to become highly
qualified.
90% of all Paraprofessionals hired at an Entheos Academy school will need to be certified as
Highly Qualified or working toward becoming Highly Qualified. Entheos will cover the cost for
each paraprofessional one time for testing on the ParaPro Assessment (Praxis) and provide
mentoring and coaching to all Paraprofessionals working toward being Highly Qualified. Those
that are not Highly Qualified shall not provide instructional support and work in programs
funded by Title I.
ENTHEOS BOARD POLICY – SEPTEMBER 25, 2014
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PERSONAL RELATIONSHIP POLICY
Employment of Relatives
The following guidelines have been developed to help us avoid any real, potential and/or
perceived conflicts of interest with regard to hiring. The definition of “relative” includes:
spouse, child, parent, brother, sister, niece, nephew, aunt, uncle, cousin, grandparent,
grandchild, in-laws or any person sharing the same household with the person in question.
No person may work under the direct supervision of a relative unless otherwise approved by
the Governing Board. Indirect supervision is allowed and refers to situations where one relative
supervises another through one or more levels of management.
Relationship of Employees
Entheos will not tolerate any form of sexual harassment or unwelcome sexual advances in the
workplace. Entheos discourages employees from dating or engaging in intimate personal
relationships with other employees in order to avoid the possibility that personal advances might
be perceived as sexual harassment. Supervisors and managers, direct or indirect, are not allowed
to date nor have any intimate personal relationship with another employee or contracted worker.
A personal relationship includes, but is not limited to the following activities: dating, sharing the
same household or living together.
ENTHEOS BOARD MEETING – MARCH 13, 2010
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RECIPROCITY POLICY
Entheos Academy accepts earned credits from other schools that are accredited by Advanc-Ed.
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RESOLUTION FOR FREEDOM OF RELIGIOUS EXPRESSION
Each year students will be given a copy of the “Resolution for Freedom of Religious Expression
in Public Schools” (including a simplified copy for easy understanding). The resolution will be
discussed in crew at the beginning of each school year, so that students may understand their
rights under this resolution.
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SCHOOL WIDE ASSESSMENT
Entheos uses state mandated testing and requires portfolios at student led
conferences.
Standardized testing occurs throughout the year for all grade levels of students, as mandated by
the Utah State Office of Education. Classroom curriculum will be structured to prepare
students to take these exams and do well on them. All teachers will be required to familiarize
themselves with the state core requirements for their subject areas and design lesson plans
around them. The core curriculum, as well as its correlat ion to standardized assessment,
can be found on the USOE website wwwusoe.kl2.ut.us.
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SEARCHES OF STUDENT AND STUDENT PROPERTY
Given the school's custodial and tutelary responsibility for children, and the school's
intent to preserve a safe environment for all students and staff, school officials recognize that
they must have the authority to conduct reasonable searches of students and student property.
School officials engaging in searches of students and property shall abide by the following
guidelines:
Student Lockers
Students have no right or expectation of privacy in school lockers. While lockers are under the
joint control of students and the school, lockers are solely school property and may be
searched at any time by school officials with or without cause. Once a locker is opened for
search, any search of student belongings contained within the locker must comply with the
guidelines for searches of personal belongings of this policy.
Searches of Students and Student Property
Searches of a student's person or personal properly (coats, hats, backpacks, book bags, purses,
wallets, notebooks, gym bags, etc.) may be conducted whenever the student's conduct creates a
reasonable suspicion that a particular school rule or law has been violated and that the search is
reasonably related to the suspicion and not excessively intrusive in light of the age and sex of
the student and nature of the infraction. Circumstances warranting a search include those in
which school officials has reasonable suspicion that the student or student property is
concealing weapons, drugs, alcohol, tobacco, unsafe contraband, or lost/stolen/misplaced
items.
Searches of Personal Belongings
Personal belongings may be searched by school officials whenever school officials have
reasonable suspicion to believe a student is concealing evidence of a policy violation or
criminal activity and the items being searched are capable of concealing such evidence. The
student may be asked to open personal belongings and to turn over personal property for search
by a school official. All searches of student property by school officials shall be witnessed by
an objective third party (such as another administrator, teacher, or police officer) to observe that
the search is not excessively intrusive.
All contraband discovered in a search by school officials shall be immediately confiscated
and turned over to law enforcement officers if school officials have reason to believe the
contraband is related to the commission of a criminal act.
Searches of Person
School officials shall make sure the search meets the following guidelines:
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School officials may ask the student to remove his/her hat, coat, shoes and socks, turn pockets
inside out, and roll up sleeves to see if the student is hiding contraband.
Under no circumstances may school officials require students to remove any other items of
clothing or touch students in any way during the search.
If this limited search does not turn up suspected contraband and school officials have
reasonable suspicion that the student is concealing contraband in his/her inner clothing
(i.e., hiding drugs, weapons or other contraband underneath shirts, pants or underwear), law
enforcement officers shall be summoned immediately to conduct further search and
investigation.
Documentation of Searches
School officials shall thoroughly document the details of any search conducted of a
student’s property or person. Documentation shall be made at the time of the search, or as
soon as possible thereafter, and shall include the following:
1. The time, place and date of the search
2. The reasonable suspicion giving rise to the search (what did school officials suspect to
find during the search)
3. The name and title of individuals conducting and observing the search
4. A statement about evidence that was found or not found as a result of the search
5. A statement about who took possession of contraband (i.e., police, school, etc.)
6. Information regarding the attempts of school officials to notify parents about the search.
Students possess the right of privacy of person as well as freedom from unreasonable search
and seizure of property. The individual's right, however, is balanced by the schools'
responsibility to protect the health, safety and welfare of its students. It should be made clear
to all that lockers are the property of the school. A student's locker and/or its contents may be
searched by building administrators without prior permission in order to uphold the safety and
security of pupils and personnel in accordance with Act 451, Section 380.1306.
It is strongly recommended that the student also be present for the search of his/her locker.
Except in an emergency it is recommended that the building principal or his/her designee have
another adult present during a locker search.
The building principal or his/her designee shall not be obligated, but may request the assistance
of a law enforcement officer in the course of conducting a locker search. The building
principal or his/her designee shall respect the privacy rights of the pupil regarding any items
discovered that are not illegal or against school policy or rules.
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SPECIAL EDUCATION POLICY AND PROCEDURE
I.
GENERAL PROVISIONS (USBE SER I)
A.
Policies and Procedures.
Entheos Academy, in providing for the education of students with disabilities
enrolled in its school, has in effect policies, procedures, and programs that are
consistent with the Utah State Board of Education Special Education Rules (USBE
SER) as described in this Policies and Procedures Manual.
B.
Definitions.
1.
Charter School (Elementary and Secondary Education Act (ESEA) of 1965
Section 5210(1)). (USBE SER I.E.6) A public school that functions as an
LEA, unless it is a school of an LEA, that:
a.
Is exempt from significant State or local rules that inhibit the flexible
operation and management of public schools, but not from any rules
relating to the other requirements of the ESEA;
b.
Is created by a developer as a public school, or is adapted by a
developer from an existing public school, and is operated under public
supervision and direction;
c.
Operates in pursuit of a specific set of educational objectives
determined by the school's developer and agreed to by the authorized
public chartering agency;
d.
Provides a program of elementary or secondary education, or both;
e.
Is nonsectarian in its programs, admissions policies, employment
practices, and all other operations, and is not affiliated with a sectarian
school or religious institution;
f.
Does not charge tuition;
g.
Complies with the Age Discrimination Act of 1975, Title VI of the
Civil Rights Act of 1964, Title IX of the Education Amendments of
1972, Section 504 of the Rehabilitation Act of 1973, and Part B of the
Individuals with Disabilities Education Act (IDEA);
ENTHEOS BOARD MEETING – OCTOBER 23, 2012
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2.
C.
h.
Is a school to which parents choose to send their students, and that
admits students on the basis of a lottery, if more students apply for
admission than can be accommodated;
i.
Agrees to comply with the same Federal and State audit requirements
as do other elementary schools and secondary schools in the State,
unless such requirements are specifically waived for the purpose of
this program;
j.
Meets all applicable Federal, State, and local health and safety
requirements;
k.
Operates in accordance with State law; and
l.
Has a written performance contract with the authorized public
chartering agency in the State that includes a description of how
student performance will be measured in charter schools pursuant to
State assessments that are required of other schools and pursuant to
any other assessments mutually agreeable to the authorized public
chartering agency and the charter school.
Entheos Academy has adopted all of the other applicable definitions as
found in USBE SER I.E.1-44.
Budget Information and Categories.
Entheos Academy provides detailed budget information and budget categories in its
annual application for IDEA Part B funding submitted to the Utah State Office of
Education.
D.
Assurances.
Students are admitted to Entheos Academy based solely on the lottery and other
requirements under the Utah Code and the USBE Administrative Rules for Charter
Schools, and without restrictions due to race, color, gender, national origin,
disability status, or religion. Assurances with regard to compliance with IDEA Part
A and Part B, as well as the National Instructional Materials Accessibility Standard,
and compliance with other Federal laws including “New Restrictions on Lobbying,
“Debarment, Suspension, and Other Responsibility Matters,” and the Drug-Free
Workplace Act of 1988 are submitted to the Utah State Office of Education (USOE)
annually with the application for IDEA Part B funding.
E.
General program description.
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Entheos Academy has two campuses: 4710 West 6200 South in Kearns, Utah; it
sits on approximately four acres and is a 33,000 square foot building. The other
campus is located at 2606 South 7200 West in Magna, Utah. It sits on 5 acres and is
40,000 square feet. Each building has classrooms, multipurpose room, computer
lab, conference room and administrative offices.
The 20 plus classrooms at each facility hold approximately 520 plus students: 160
middle school-age students and 360 elementary-age students. While the Utah State
standards core and common core curriculum form the basis of our learning, we
conduct the learning in an Expeditionary Learning Model.
Entheos was chartered by a group of parents sharing a desire to make a school that
is more interesting than desks in rows and emphasizes the good things about the
United States. They desire parents to be very involved in their children’s education.
With these principles in mind, they selected Expeditionary Learning as a delivery
model that would best meet their principles and values. A large component of the
Expeditionary Learning (EL) model is service learning. Service to the community
is integrated in classroom expeditions. The design principles of the school include
the following:










The primacy of self-discovery
The having of wonderful ideas
The responsibility for learning
Empathy and caring
Success and failure
Collaboration and competition
Diversity and inclusion
The natural world
Solitude and reflection
Service and compassion
The design focuses on teaching in an engaging way. Over a multi-year period,
faculty members receive intensive professional development in curriculum,
teaching practices, and building a strong school culture.
Much of the professional development occurs at the school sites. It is
complemented by regional and national institutes, conferences and seminars, where
teachers and administrators come together to learn. Our mission is to create an
excellent school, where teaching is active, the culture is nurturing, and the
expectations are high for everyone.
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F.
Free Appropriate Public Education (FAPE).
1.
2.
G.
Entheos Academy follows the requirements of Charter Schools and Their
Students (USBE SER III.O)
a.
Students with disabilities ages 3 through 21 who attend public charter
schools and their parents retain all rights under Part B of the IDEA and
the USBE SER.
b.
Entheos Academy is an LEA that receives funding under Part B, and is
responsible for ensuring that all of the requirements of Part B of the
IDEA and these Rules are met.
c.
Entheos Academy, a public charter school, provides a Free
Appropriate Public Education (FAPE) to all eligible students with
disabilities in conformity with the requirements of the Utah State
Board of Education Special Education Rules (USBE SER) and the
United States Department of Education Final Regulations for the
Individuals with Disabilities Education Act of 2004 (IDEA) August
2006.
Free appropriate public education (FAPE). (USBE SER I.E.15) Special
education and related services that:
a.
Are provided at public expense, under public supervision and
direction, and without charge;
b.
Meet the standards of the USOE and Part B of the IDEA;
c.
Include preschool, elementary school, and secondary school education
in Utah; and
d.
Are provided in conformity with an Individualized Education Program
(IEP) that meets the requirements of Part B of the IDEA and these
Rules.
Full Educational Opportunity Goal (FEOG).
Entheos Academy hereby affirms the goal of providing a full educational
opportunity to all students with disabilities determined eligible for special education
or special education and related services under the IDEA and the USBE SER, of the
ages served by the Charter School between three and 22, and in accordance with all
of the timeline requirements of the IDEA with respect to the identification, location,
evaluation, and provision of a free appropriate public education.
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II.
IDENTIFICATION, LOCATION, and EVALUATION of STUDENTS SUSPECTED of
HAVING DISABILITIES
A.
Child Find. (USBE SER II)
Entheos Academy has policies and procedures to ensure that all students with
disabilities enrolled in the grades the school serves, including students who are
highly mobile, students who have been suspended or expelled from school, students
who have not graduated from high school with a regular high school diploma, and
those who are suspected of being a student with a disability and who are in need of
special education or special education and related services even though they are
advancing from grade to grade, and regardless of the severity of the disability, are
identified, located, and evaluated. This includes a practical method for determining
which students are currently receiving needed special education or special
education and related services.
B.
Child Find Procedures.
Entheos Academy conducts the following procedures to ensure that students
suspected of having a disability are identified and located:
1.
2.
Finding students who have been receiving needed special education or
special education and related services.
a.
The enrollment application includes questions about whether a student
has received special education or special education and related
services in the previous school or educational program.
b.
Parents are asked during registration if the students received any
services beyond the regular program in the previous school.
c.
If parents respond in the affirmative, a phone contact is made with the
previous school to locate the special education records.
d.
Entheos Academy follows all the procedures detailed on the In-State
and Out-of-State Transfer Student Checklist of the USOE.
In identifying and locating students who are suspected of having a disability
but have not been previously identified or determined eligible for special
education or special education and related services, Entheos Academy
implements the following procedures:
a.
Annual training of all staff on the Child Find obligation and how to be
alert for observed behaviors that suggest a suspected disability.
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3.
C.
b.
Notice in a student handbook and/or the website
(www.entheosacademy.org) of the referral procedures and of the
availability of services for eligible students with disabilities.
c.
If a parent or staff member is concerned about a student outside the
grade levels of the charter school, the parent or staff member is
referred to the district of the student’s parent’s residence.
Entheos Academy collaborates and coordinates with the local Department of
Health, the Part C Early Intervention Provider, through an interagency
agreement aligned with the Part C to Part B statewide interagency
agreement of the USOE to ensure that students with disabilities are
identified, located, evaluated, and have a FAPE available by age 3, if the
charter school is chartered for those ages.
Referral.
1.
Procedure.
When a parent or school staff member suspects a student may have a
disability, the following referral procedure is implemented:
a.
Teachers implement pre-referral interventions and provide
documentation of the results to a Child Management Team (CMT),
which includes a general education teacher (see additional description
of CMT in the SLD evaluation process in Section II of this Manual).
b.
Note: Pre-referral interventions may not be used to substantially delay
an evaluation for eligibility.
c.
The referring person completes and signs a referral form. If school
personnel are making the referral, attach documentation of contacts
with the parents about the concerns regarding the student’s educational
performance.
d.
The referral form is given to the Special Education Director, who
reviews existing data (including pre-referral intervention results and
Child Management Team recommendations) on the student and
determines if the referral should go forward for a full evaluation. If it
is decided that the evaluation should take place, the Special Education
Director assigns a staff member to oversee/conduct the evaluation. If
the referral is not going to result in a full evaluation, the Special
Education Director sends the parent a Written Prior Notice of Refusal
to take the action of conducting an evaluation.
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D.
Evaluation.
1.
Parental Consent.
Prior to initiating a full and complete individual evaluation, parental consent
is required. The consent informs the parent that the evaluation is being
proposed because the student is suspected of having a disability that affects
his educational performance and that he/she may be eligible for special
education or special education and related services. The consent indicates
the areas in which the evaluation team will conduct tests or administer other
assessment tools to the student. Consent for evaluation must not be
construed as consent for provisions of special education services.
Reasonable efforts to obtain parental consent are made and documented by
Entheos Academy. Entheos Academy follows the requirements of USBE
II.C.4 with respect to parents who cannot be located.
Parental consent is not required before administering a test or other
evaluation that is given to all students, or before conducting a review of
existing data.
2.
Written Prior Notice.
The parent is given Written Prior Notice that the evaluation will take place.
(See Section IV.C of this Policy and Procedures Manual for required
components of Written Prior Notice.) Written Prior Notice is embedded in
the Entheos Academy Consent for Evaluation form.
3.
Evaluation Timeline.
When the signed parental consent or refusal of consent for evaluation is
received at the school, the school coordinator/secretary or special education
teacher stamps the date it was received on the form to document the
beginning of the timeline for the evaluation. Entheos Academy completes all
evaluations within 45 school days of receiving the consent. The 45 school
day timeline does not apply if the parent fails to produce the student for the
evaluation. If the student enrolls in the Charter School after the timeframe
has started in a previous LEA, Entheos will make sufficient progress to
ensure prompt compliance in accordance with a written agreement with the
parent as to when the evaluation will be completed.
4.
Evaluation Process.
a.
Review of Existing Data.
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When conducting an initial evaluation (when appropriate), the
evaluation team considers existing data on the student’s educational
performance. This may include student records of grades, courses
completed, statewide test results, LEA-wide test results, classroom
assessments, teacher interviews, observations, notes in the student’s
cumulative file, and any other information available.
b.
Administration of Additional Assessments.
In addition, the special education staff administers assessments in
other areas as part of a full and individual initial evaluation, as
indicated on the Consent for Evaluation, in order to determine
eligibility and the student’s educational needs. The test administration
follows all of the requirements of the USBER SER II.F-H, including:




c.
Use of a variety of assessment tools
Use of more than one procedure
Use of technically sound instruments
Selection of tools that are not discriminatory on a racial or
cultural basis
 Administration in student’s native language or mode of
communication
 Use of assessments for the purposes intended and in
accordance with the publisher’s administration standards
 Administered by trained and knowledgeable personnel
 Use of tools that assess what they purport to measure and not
just the student’s disability
 Assessment in all areas related to the student’s suspected
disability
 Comprehensive assessment, not just in areas commonly
associated with the specific disability
Evaluation Requirements.
Evaluations for students suspected in each of the 13 areas of disability
include the requirements for evaluation procedures and assessment of
student performance in specific areas identified in USBE SER II.J.113.
E.
Reevaluation Procedures. (USBE SER II.G)
1.
Entheos Academy conducts a reevaluation of each student with a disability
when the educational or related services needs, including improved
academic achievement and functional performance, of a student warrant a
reevaluation; or if the student’s parent or teacher requests a reevaluation.
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2.
F.
Parental consent for reevaluations.
a.
Entheos Academy obtains informed parental consent prior to
conducting any reevaluation of a student with a disability, if the
reevaluation includes the administration of additional assessments to
the student.
b.
If the parent refuses to consent to the reevaluation, the LEA may, but
is not required to, pursue the reevaluation by using the consent
override procedures provided in the procedural safeguards, and
including mediation or due process procedures.
c.
The reevaluation may be conducted without parental consent if the
school can demonstrate that it made reasonable attempts to obtain such
consent and the student's parent has failed to respond. A written record
of the attempts is maintained in the student’s special education file.
Additional Requirements for Initial Evaluation and Reevaluation Procedures.
(USBE SER II.H)
1.
As part of any initial evaluation (if appropriate) and as part of any
reevaluation, the IEP team and other qualified professionals, as appropriate,
must review existing evaluation data on the student. This review may be
conducted without a formal meeting. The special education teacher/case
manager may review and discuss the existing data with team members and
the parent individually. Existing data may include evaluations and
information provided by the parents of the student; current classroom-based,
local or State assessments, and classroom-based observations; observations
by teachers and related services providers; grades; attendance, and other
information regarding the student’s current educational performance.
2.
The IEP team and appropriate other qualified professionals, based on their
data review and input from the student’s parents, identifies what additional
data, if any, are needed to determine whether the student is or continues to
be a student with a disability and the educational needs of the student, and
a.
The present levels of academic achievement and related developmental
needs of the student;
b.
Whether the student needs special education and related services; or,
in the case of a reevaluation of a student, whether the student
continues to need special education and related services; and
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c.
Whether any additions or modifications to the special education and
related services are needed to enable the student to meet the
measurable annual goals set out in the IEP of the student and to
participate, as appropriate, in the general education curriculum.
3. If the IEP team and other qualified professionals, as appropriate, determine that
no additional data are needed to determine continuing eligibility and student needs,
the parents are given Written Prior Notice of that decision and of their right to
request additional assessment. Entheos Academy then prepares a new Evaluation
Summary Report, including new and previous data as appropriate, and sends a
Notice of Meeting for Eligibility Determination. A new Eligibility Determination
form is completed and signed by the team, and the parents are given Written Prior
Notice of that determination along with a copy of the Evaluation Summary Report
and the Eligibility Determination documents. Written Prior Notice is embedded in
the Eligibility Determination document.
4.
If the parent requests additional assessment as part of the reevaluation,
Entheos Academy conducts assessment in the areas of educational
functioning requested. When the additional assessment is completed,
Entheos Academy then prepares a new Evaluation Summary Report,
including new and previous data as appropriate, and sends a Notice of
Meeting for Eligibility Determination. A new Eligibility Determination form
is completed and signed by the team, and the parents are given Written Prior
Notice of that determination along with a copy of the Evaluation Summary
Report and the Eligibility Determination documents. Written Prior Notice is
embedded in the Eligibility Determination document.
5.
Evaluations before change in eligibility.
a.
Entheos Academy evaluates students with disabilities before
determining that students are no longer eligible for special education
or special education and related services. However, an evaluation is
not required before the termination of a student’s eligibility due to
graduation from secondary school with a regular diploma, or due to the
student’s reaching age 22, as provided under State law.
b.
For a student whose eligibility terminates due to graduation from
secondary school with a regular high school diploma or due to
exceeding the age eligibility for a FAPE under State law, Entheos
Academy provides the student with a summary of the student’s
academic achievement and functional performance, including
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recommendations on how to assist the student in meeting the student’s
postsecondary goals.
6.
G.
H.
Parental consent is not required before:
a.
Reviewing existing data as part of an evaluation or a reevaluation; or
b.
Administering a test or other evaluation that is administered to all
students unless, before administration of that test or evaluation,
consent is required of parents of all students.
Evaluation Timelines.
1.
An initial evaluation must be completed within 45 school days of the date
the school receives parental consent for the evaluation.
2.
Upon completion of the evaluation or reevaluation, the IEP team and other
appropriate professionals determine eligibility within a reasonable time.
3.
A reevaluation:
a.
May not be conducted more than once a year, unless the parent and the
LEA agree otherwise; and
b.
Must occur at least once every three (3) years, unless the parent and
the LEA agree that a reevaluation is unnecessary.
Eligibility Determination.
1.
Notice of Meeting.
Upon completion of the evaluation, the special education teacher (case
manager) arranges a meeting of the eligibility team at a mutually agreeable
time and place. A Notice of Meeting will be sent to the parent and other
members of the team stating the meeting purposes, time, place, who is
expected to be in attendance, and letting the parent know that they may
bring others who have knowledge of the student to the meeting.
2.
Evaluation Summary Report.
The special education case manager collects all of the results of the
evaluation, and writes a summary report of the evaluation information. This
Evaluation Summary Report is included in Entheos Academy’s Eligibility
Determination document for each disability category.
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3.
Eligibility Team Membership.
The eligibility team shall include a group of qualified professionals and the
parent. In the Entheos Academy, this may include the special education
teacher, regular education teacher, speech-language pathologist, school
psychologist, occupational therapist, physical therapist, and others who have
conducted parts of the evaluation, as appropriate.
4.
Eligibility Categories, Definitions, and Criteria.
The Entheos Academy has adopted the definitions, evaluation requirements,
and eligibility criteria in USBE SER.II.J.1-13.
5.
For the category of Specific Learning Disability (SLD) Entheos Academy
has selected Method C: Combination of Response To Intervention (RTI) and
Discrepancy Methods. When Method C is used, the LEA procedures must include
the elements outlined to both Method A and Method B of the USOE Guidelines for
SLD. Data from the RTI method would be considered in combination with the
confidence level from targeted, norm-referenced assessment, as identified in the
ESTIMATOR© manual used with the Discrepancy method. If a student is referred
by a parent, staff member or Child Management Team (CMT) (described below)
Entheos Academy follows all of the procedures of the USBE SER and this Manual
for referral and initial evaluation.
a.
An RTI approach is used for all students in the Entheos Academy,
and all parents are informed that this is the approach used in
reading and math. In addition, parents are informed of the right to
request an evaluation for eligibility at any time if they suspect their
student has a disability, and of the State’s policies regarding the
amount and nature of student performance data that will be
collected and the general education services that are provided.
Documentation that parent received this information is in the
student’s file. Outlined below are the procedures for achievement
grouping used in reading. Entheos Academy also creates
achievement-based groups for math and uses both interventions
and aides, similar to the description below.
Entheos Academy’s current reading program is a research based
program that includes a multi-tiered model of service delivery.
Students are achievement grouped across grade levels with
instruction targeted to the appropriate instructional level of
students within groups. Each teacher has an instructional aide to
assist in providing interventions. Data from Dynamic Indicators of
Basic Early Literacy Skills (DIBELS) and teacher running records
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are used to determine placement and movement between groups.
DIBELS progress monitoring is used for students below
benchmark. Centers, reading groups within the achievement
grouping, and one on one instruction are used to meet students’
needs.
b.
If students are not achieving adequately for the student’s age or
State-approved grade-level standards, or are not making adequate
progress toward the grade level expectations in one or more of the
areas of specific learning disability—oral expression, listening
comprehension, written expression, basic reading skills reading
fluency skills, reading comprehension, mathematics calculation,
and mathematics problem solving--they are referred to a Child
Management Team (CMT) that includes regular education
teachers, administration, and a special education teacher. The CMT
uses a data-based decision making process to evaluate the
effectiveness of interventions. The CMT may recommend, based
on data presented at the meeting, some further pre-referral
interventions including Title I targeted assistance. Data may
include DIBELS, Utah CRTs, classroom assessment, programembedded assessments, and others.
c.
Parents are notified by the teacher frequently when a student is
struggling. Parent notification is given for any student in Title I
targeted assistance. Each parent receives data-based documentation
of student progress during instruction. If a student is not making
adequate progress after an appropriate period of time, as
determined by the CMT, a referral for evaluation is made.
If at any time in the process of interventions the parent requests
special education testing Entheos Academy will have a meeting
with the parent to determine if Entheos Academy should begin
evaluation for eligibility for special education. Documentation of
the meeting is kept. If the evaluation process is started, all of the
requirements and procedures in Section II of this Policy and
Procedures Manual are followed.
If it is determined that an evaluation will not be conducted, the
parent is given a Written Prior Notice of Refusal to conduct the
evaluation. Review of progress at each CMT meeting is done on all
students referred to the CMT. Documentation of all assessments
given to the student are kept for all students and shared regularly
with the parent, including those students below benchmark and
those students in special education pre-referral intervention.
d.
Entheos Academy has received and will continue to receive
professional development on RTI strategies and procedures.
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e.
For an initial evaluation, Entheos Academy administers
appropriate assessments that meet all the criteria in Section II of
this Manual. Often the standardized norm referenced assessments
Woodcock Johnson III achievement and cognitive tests are given.
The student must score above the intellectual disability range on a
standardized, norm-referenced individually administered
achievement measure.
Data from the assessments are used for input needed for the
ESTIMATOR disk. The ESTIMATOR disk provides data to
Entheos Academy on the likelihood that there is a severe
discrepancy between the student’s ability and the student’s
achievement. Entheos Academy uses this information along with
Woodcock Johnson sub-test scores and other existing data,
including classroom observations, to determine possible gaps in
learning.
f.
Entheos Academy must ensure that the student is observed in the
student’s learning environment (including the regular classroom
setting) to document the student’s academic performance and
behavior in the areas of difficulty. The team may decide to use
information from an observation in routine classroom instruction
and monitoring of the student’s performance that was done before
the student was referred for an evaluation; or have at least one
member of the team conduct an observation of the student’s
academic performance in the regular classroom after the student
has been referred for an evaluation and parental consent is
obtained.
g.
An eligibility team consisting of parents and qualified
professionals including the student’s general education teacher and
an individual qualified to conduct individual diagnostic
examinations determines whether the student is a student with a
Specific Learning Disability by reviewing all data, looking for
gaps in learning, why interventions have failed, whether the
disability has an adverse effect on educational performance, and if
specialized instruction is needed for the student to succeed, in
accordance with the eligibility determination requirements of
USBE SER II.
h.
Specific documentation for the eligibility determination
(300.3ll). The team’s documentation of the determination of
eligibility with a specific learning disability must contain a
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statement of the (1) basis for making the determination; (2) the
relevant behavior, if any, noted during the observation of the
student and the relationship of that behavior to the student’s
academic functioning; (3) the educationally relevant medical
findings, if any; (4) whether student does not achieve adequately
for student’s age or to meet State-approved grade level standard;
and, for the RTI Method selected by Entheos Academy, (5)
whether the student is not making sufficient progress to meet age
or State-approved grade-level standards (RtI). The documentation
must also contain the determination of the team concerning the
effects of a visual, hearing, or motor disability; intellectual
disability; emotional disturbance; cultural factors; environmental
or economic disadvantage; or limited English proficiency on the
student’s achievement level.
i
6.
The eligibility team must refer to the USOE Specific Learning
Disability Guidelines.
Determining Eligibility. (USBE SER II.)
a.
Using the criteria for each category of disability as described above, the eligibility
team shall determine:
(1)
Whether the student has a disability that
(2)
Adversely affects his educational performance, and
(3)
Whether the student requires special education or special
education and related services.
Special education is defined (USBE SER I.E.38) as specially
designed instruction to meet the unique needs of a student with a
disability and may include related services if they meet the
definition of special education. Specially designed instruction
(USBE SER I.E.39) is adapting, as appropriate to the needs of an
eligible student, the content, methodology, or delivery of
instruction to address the unique needs of the student that result
from the student’s disability, and to ensure access of the student
to the general curriculum, so that the student can meet
educational standards Entheos Academy that apply to all
students.
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b.
7.
Disclaimers. (USBE SER) A student must not be determined to be a
student with a disability if the determinant factor is:
(1)
Lack of appropriate instruction in reading, including the essential
components of reading instruction (phonemic awareness,
alphabetic principle, vocabulary, comprehension, and fluency);
(2)
Lack of appropriate instruction in math; or
(3)
Limited English proficiency.
c.
The determination of eligibility is documented on the appropriate
“Team Evaluation Summary Report and Written Prior Notice of
Eligibility Determination” form with signatures of team members.
d.
If the disability is determined to be a Specific Learning Disability, any
team member who disagrees with the rest of the team’s decision may
put his reasons in writing.
e.
Parents are provided with a copy of the Team Evaluation Summary
Report and Written Prior Notice of Eligibility Determination
document.
Evaluations before Change in Eligibility. (USBE SER II.H.6)
a.
Entheos Academy evaluates a student with a disability before
determining that the student is no longer an eligible student with a
disability.
b.
An evaluation is not required before the termination of a student’s
eligibility due to graduation from secondary school with a regular high
school diploma, or due to exceeding the age of eligibility for a FAPE
under Utah law.
c.
For a student whose eligibility terminates due to graduation from
secondary school with a regular diploma, or due to exceeding the age
of eligibility for a FAPE under Utah law, Entheos Academy provides
the student with a summary of the student’s academic achievement and
functional performance, which includes recommendations on how to
assist the student in meeting the student’s postsecondary goals.
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III.
IEP DEVELOPMENT and SERVICE DELIVERY.
Entheos Academy implements the following policies and procedures to address the IEP
requirements of USBE SER III.I-U.
A.
IEP Team Meeting.
Within 30 calendar days of the determination of eligibility, the special education
teacher/case manager shall arrange a meeting of the IEP team to develop an IEP at a
place and time that is mutually convenient to the parent and Entheos Academy. A
Notice of Meeting will be sent to the parent and other members of the team stating
the purposes, time, place, who is expected to be in attendance, and letting the parent
know that the parent or Entheos Academy may bring others who have knowledge or
special expertise about the student to the meeting. The determination of knowledge
or expertise of the invited person is made by the party who invited that person.
B.
C.
Parental Opportunity to Participate.
1.
Parents are expected to be participants along with school team members in
developing, reviewing, and revising the IEP. This includes providing critical
information about needs and strengths of their student, contributing to
discussions about the student’s needs for special education, determining
how the student will be involved and make progress in the general
curriculum, deciding how the student will participate in the state- and
district wide assessments, and deciding what services the Entheos Academy
will provide and in what settings.
2.
Entheos Academy documents in writing its attempts to get parental
participation in IEP meetings. If the parent cannot attend, participation by
other means such as teleconference may be used. Parents must be given
whatever help they need to understand the proceedings of the IEP meetings,
such as interpreters. If Entheos Academy cannot obtain parental
participation, it proceeds with the development of the IEP as required by
Part B of the IDEA and USBE SER.
IEP Team.
The team shall consist of the parent, the special education teacher and regular
education teacher of the student, a representative of Entheos Academy (LEA), a
person who can interpret the results of the evaluation, and the student when
appropriate. Other team members may be added when they are likely to provide
services to the student. The representative of Entheos Academy must meet the
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Charter School administrator standards, and have knowledge of the general
education curriculum and of the availability of resources of Entheos Academy.
D.
E.
F.
IEP Team Attendance. (USBE SER III.F)
1.
A required member of the IEP team is not required to attend all or part of a
particular IEP team meeting if the parent of a student with a disability and
Entheos Academy agree, in writing, that the attendance of the member is not
necessary because the member’s area of the curriculum or related services is
not being modified or discussed in the meeting.
2.
A required member of the IEP team may be excused from attending all or
part of a particular IEP meeting when the meeting does involve a
modification to or discussion of the member’s area of the curriculum or
related services, if the parent and the LEA consent to the excusal in writing;
and the member submits written input into the development of the IEP to the
parent and the IEP team, prior to the meeting.
IEP Timelines.
1.
An IEP is in effect for each identified student with a disability prior to the
beginning of the school year.
2.
Each student’s IEP is reviewed and revised at least annually. The IEP Team
reviews the IEP at least annually to determine whether the annual goals for
the student are being achieved. The Team may decide to meet at the request
of the parent or other IEP Team member to revise the IEP to address lack of
expected progress toward annual goals and lack of progress in the general
curriculum, the results of any reevaluation, information about the student
provided to or by the parents, the student’s anticipated needs, or other
matters.
3.
An IEP is developed within 30 calendar days of initial determination that a
student is an eligible student with a disability.
4.
Once parental consent for the initial provision of special education or special
education and related services is obtained, the special education services,
related services, and supplementary aids and services are provided as soon
as possible.
Transfer Students.
Entheos Academy provides a student transferring from another LEA in or out of the
state with comparable services to those listed on an existing IEP while it determines
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next needed steps in accordance with the In-State and Out-of-State Transfer Student
Checklist of the USOE.
G.
IEP Development and Content.
1.
The IEP Team will develop an IEP that is reasonably calculated to confer a
free appropriate public education for the student.
2.
In developing the IEP, the IEP team must consider the student’s strengths,
parental concerns, evaluation results, academic development and functional
needs, and special factors.
3.
The IEP must include:
a.
A statement of the student’s present level of academic achievement
and functional performance, including baseline data on his
achievement and how the student’s disability affects his access and
progress in the general curriculum for his age or grade level. For
preschool student, goals will be based on appropriate activities. If
Entheos Academy has established preschool standards, goals will be
based on those standards.
b.
Measurable annual goals and short term objectives based on the
present level statement that enable the student to be involved and make
progress in the general education curriculum and addressing each of
the student’s educational needs resulting from the student’s disability.
c.
How progress on the goals will be measured and reported to the
parents on a periodic basis.
d.
The special education and related services, and the supplementary aids
and services, the student needs to address his goals and make progress
in the general curriculum. The services are based on peer-reviewed
research to the extent practicable.
e.
Program modifications and supports for the student and the teacher in
the regular education classroom.
f.
The dates that services, accommodations, and program modifications
will begin and end (no more than one year from the date of the IEP);
and the frequency, location, and amount of each service listed.
Services listed must be specific, such as “reading comprehension,” not
“resource.”
g.
Consideration of special factors as follows:
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(1)
In the case of a student with limited English proficiency,
consider the language needs of the student as those needs relate
to the student’s IEP;
(2)
In the case of a student who is blind or visually impaired, provide
for instruction in Braille and the use of Braille unless the IEP
team determines, after an evaluation of the student’s reading and
writing skills, needs, and appropriate reading and writing media
(including an evaluation of the student’s future needs for
instruction in Braille or the use of Braille), that instruction in
Braille or the use of Braille is not appropriate for the student;
(3)
Consider the communication needs of the student, and in the case
of a student who is deaf or hard of hearing, consider the student’s
language and communication needs, opportunities for direct
communications with peers and professional personnel in the
student’s language and communication mode, academic level,
and full range of needs, including opportunities for direct
instruction in the student’s language and communication mode;
(4)
Consider whether the student needs assistive technology devices
and services; and
(5)
In the case of a student whose behavior impedes the student’s
learning or that of others, consider the use of positive behavioral
interventions and supports, and other strategies, to address that
behavior.
(A) When making decisions on behavioral interventions, the
IEP team must refer to the USOE Special Education Least
Restrictive Behavior Interventions (LRBI) Guidelines for
information on research-based intervention procedures in
order to protect the safety and well-being of students with
disabilities, provide protection for students, teachers, other
school personnel, Entheos Academy, and the USOE, and
ensure that parents are involved in the consideration and
selection of behavior interventions to be used with their
students.
(i)
Definition of Emergency: When an emergency
situation occurs that endangers staff or other students and
therefore requires the immediate use of moderately or
highly intrusive interventions to protect the student or
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others from harm, the staff shall complete and submit the
emergency contact information to the Charter School
director or principal and notify the student’s parents within
24 hours.
(ii)
Pattern of Behavior: If a behavior requiring
emergency procedures occurs more than once per week,
two times in a month, or four times in a year, it is a pattern
that must be addressed in the IEP and/or a behavior
intervention plan.
(iii)
Appeals: Parents may appeal a determination of
emergency or implementation of emergency procedures by
a written request to a designated LEA representative of
Entheos Academy. The LEA representative and two other
staff members with knowledge of the incident will review
the determination or implementation and make a final
decision that will be provided to the parent in writing.
(iv) Training: Entheos Academy ensures that all
appropriate staff members receive the training necessary to
effectively implement a continuum of behavioral
interventions and supports.
(v) Oversight: Entheos Academy has established an
LRBI Committee to monitor its policies for disciplinary
plans, actions and behavioral intervention procedures,
protections and safeguards. This Committee reviews the
use of highly intrusive interventions as well as the
effectiveness of and need for additional staff training. The
Committee is composed of a school administrator, a parent,
and two other members of the professional staff.
(E) As appropriate, the student should receive a functional behavioral
assessment and behavior intervention services and modifications that are
designed to address the behavior.
h.
If the IEP team in considering the special factors described above
decides that a student needs a particular device or services for
educational purposes, which could be an intervention, accommodation,
or other program modification in order to receive a FAPE, the team
must include these in the IEP.
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i.
How the student will participate in LEA-wide and statewide
assessments. While every student with a disability must participate, an
individual student may be determined to participate with some
accommodations based on his disability, or with modifications.
Students who have the most significant cognitive disabilities, and meet
other criteria in the USOE Assessment Participation and
Accommodation Policy, may be assessed with Utah’s Alternate
Assessment (UAA). The IEP Team must indicate this on the IEP
Assessment Addendum, along with the reason that the student cannot
otherwise participate in the statewide assessment program.
j.
In addition to the required elements of the statewide assessment
program, Entheos Academy administers the following schoolwide
assessments: DIBELS in grades K-9, Fountas and Pinnell
Benchmarking, Direct Writing Assessment and Singapore Math
School Wide Assessment. All students, including students with
identified disabilities, are included in these assessments. Students with
disabilities may participate in the assessments with appropriate
accommodations and modifications as determined by the IEP Team
and documented in the student’s IEP. Alternate assessments for
individual students, as determined by the student’s IEP Team and
documented in the student’s IEP, are provided for students who cannot
participate in the schoolwide assessment in any other way.
k.
How the student will participate in physical education services,
specially designed or adapted if necessary.
l.
Each IEP team must determine whether the student will need Extended
School Year (ESY) services in order to receive a free appropriate
public education.
(1)
This determination at Entheos Academy will be based on
regression and recoupment data collected over at least two breaks
in the school year consisting of 4 or more week days when there
is no school.
(2)
If the student’s recovery from measured regression on pinpointed
skills directly related to the IEP goals takes so long that he would
not receive a FAPE without services during the summer or other
school break, the IEP Team must find him eligible for ESY
services.
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(3)
m.
H.
I.
The IEP Team shall develop a written document that indicates
which IEP goals the student will work on during the ESY, what
services will be provided, how long and how often the ESY
services will be provided, and the setting(s) in which the services
will be provided.
Assistive Technology. Entheos Academy makes assistive technology
devices or assistive technology services, or both, available to a student
with a disability if required as part of the student’s special education,
related services, or supplemental aids and services. School-purchased
assistive technology devices may be used in the student’s home, if the
IEP Team determines, on a case-by-case basis, that assistive
technology in the home is required for the student to receive a FAPE.
IEP Team Access to IEP Information.
1.
Entheos Academy makes the student’s IEP accessible to each regular
education teacher, special education teacher, related service provider, and
other service provider who is responsible for its implementation. Each
teacher and provider is informed of his or her specific responsibilities
related to the implementation of the students IEP and the specific
accommodations, modifications, and supports that must be provided for the
student in accordance with the IEP.
2.
Entheos Academy prepares a summary of the present level of academic
achievement and functional performance, goals, services, and program
modifications and supports for each teacher of the student. This summary is
provided to the teacher prior to the time of initial implementation of the IEP
as well as annual updates as appropriate.
Placement in the Least Restrictive Environment (LRE). (USBE SER III.P)
1.
Placement decisions are made by a group of persons, including the parents
and other persons knowledgeable about the student, the meaning of the
evaluation data, and the placement options. This group may be the IEP
Team, including the parent. The group determines the placement on the
continuum of placement options where the student will receive special
education or special education and related services.
2.
Entheos Academy ensures that the parents of each student are members of
any group that makes decisions on the education placement of their student.
If unable to get the parents to participate, after repeated and documented
attempts, the team may need to proceed with a placement decision.
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However, no initial placement and provision of services may be put in place
without written parental consent.
J.
3.
Placement is determined at least annually, based on the student’s present
levels of performance, goals, services, and program modifications as
detailed in the IEP.
4.
Identified students with disabilities shall receive the special education or
special education and related services in the Least Restrictive Environment
to the maximum extent appropriate to meet the student’s needs. This means
that the student will not be removed from the regular education classroom,
with regular education peers, unless the IEP Team determines that due to the
nature and severity of the disability, the student’s educational needs cannot
be addressed satisfactorily in the regular education environment, even with
the use of supplementary aids and services.
5.
Entheos Academy provides the IDEA required range of placement options,
including placement in the regular education classroom, with or without
itinerant services; placement in a special class; placement in a special
school; placement in a residential program, and homebound or hospitalized
placement.
6.
Entheos Academy provides supplementary services, such as resource or
itinerant instruction, in conjunction with placement in the regular education
classroom, when needed.
Nonacademic Settings, Activities, and Services. (USBE SER III.U-V)
1.
Entheos Academy ensures that each student with a disability participates
with nondisabled students in the extracurricular services and activities to the
maximum extent appropriate to the student’s needs. This includes meals,
recess periods, counseling services, athletics, transportation, health services,
recreational activities, special interest groups or clubs sponsored by the
school, referrals to agencies that provide assistance to individuals with
disabilities and employment of students, and other activities and services of
the Charter School.
2.
Entheos Academy ensures that each student with a disability has the
supplementary aids and services determined by the student’s IEP Team to
provide the nonacademic and extracurricular services and activities in such a
way that students with disabilities are given an equal opportunity to
participate.
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K.
L.
Parental Consent for Initial Placement and Provision of Services. (USBE SER III.T)
1.
In order for the IEP to be implemented and the special education services
the team has decided on to begin, written parental consent must be obtained.
If the parent refuses consent for the provision of those services, the LEA
may not implement the IEP and may not access due process procedures.
2.
Entheos Academy does not use a parent’s refusal to consent to one service
or activity to deny the parent or student any other service, benefit, or activity
of the Charter School, or to fail to provide a student with a FAPE.
3.
If, at any time subsequent to the initial provision of special education and
related services, the parent of a student with disabilities revokes consent in
writing for the continued provision of special education and related services,
Entheos Academy:
a. May not continue to provide special education and related services to the
students, but must provide written prior notice before ceasing the
provision of special education and related services;
b. May not use the due process procedures in order to obtain agreements or
a ruling that the services may be provide to the student;
c. Will not be considered in violation of the requirement to make a FAPE
available to the student, and
d. Is not required to convene an IEP team meeting or develop an IEP for
the student.
Documentation of Participation.
1.
All members of the IEP team will sign the IEP document indicating that
they participated in the development of the IEP. A parent’s signature on the
IEP does not mean that the parent is in full agreement with the content of the
IEP and does not abrogate the parental right to access the Procedural
Safeguards of the IDEA.
2.
If Entheos Acadmey, despite at least two documented attempts, is
unsuccessful in having parental attendance at the meeting, the rest of the IEP
team shall proceed with the meeting.
3.
Parents may participate via telephone conference or video conference.
4.
Parents will be provided with a copy of the completed IEP, and Written
Prior Notice of Entheos Academy’s intent to implement the program and
services in the IEP. This Notice is embedded in the IEP form. If Entheos
Academy refuses to include in its offer of a FAPE as detailed on the IEP
services or program modifications the parent has requested, a Written Prior
Notice of that refusal is provided to the parent.
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M.
Changes to the IEP.
1.
Changes to the IEP may be made at the request of any member of the IEP
Team in a meeting or by amendment to the existing IEP.
2.
Changes may be needed if there is new information about the student's
performance.
3.
Amendments to the IEP without a team meeting may be made only with the
agreement of Entheos Academy and the parent.
4.
a.
Amendments such as a change in the amount of a special education or
related service that is no more than 30 minutes per week, a change of
location that is no more than 60 minutes per week, or a goal change
that is the next logical step forward or backwards and is based on the
student’s progress may be made without a team meeting.
b.
If the change involves a move on the continuum of Least Restrictive
Environment placement options, or the amount of services to be
changed is more than indicated above, or a service is to be added, an
IEP Team meeting is held with a Notice of Meeting to all team
members.
The parent will be provided with a copy of the amended IEP including
Written Prior Notice that these additional actions or changes in actions are
going to be implemented.
N.
Transition from Part C to Part B. (USBE SER VII.A)
O.
Transition from School to Post-School Settings. (USBE SER VII.B)
(For Charter Schools that include high school.)
1.
For a student with a disability beginning not later than the first IEP to be in
effect when the student turns 16 (such as in an IEP meeting conducted when
the student is 15 years old), or younger if determined appropriate by the IEP
Team, the Notice of Meeting indicates that a purpose of the meeting is the
consideration of the postsecondary goals and transition services for the
student, that the Entheos Academy will invite the student, and identifies any
other agency that will be invited, with the consent of the parents or student
age 18 or older, to send a representative.
a.
If the student does not attend the IEP meeting, Entheos Academy takes
other steps to ensure that the student’s preferences and interests are
considered.
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2.
3.
Transition services. Beginning not later than the first IEP to be in effect
when the student turns 16 (such as in an IEP meeting conducted when the
student is 15 years old), or younger if determined appropriate by the IEP
Team, and updated annually thereafter, the IEP includes:
a.
Appropriate measurable postsecondary goals, including academic and
functional goals, based upon age-appropriate transition assessments
related to training or education, employment, and, where appropriate,
independent living skills;
b.
The transition services, including courses of study, needed to assist the
student in reaching the student’s post-secondary goals.
Transfer of rights at age of majority.
a.
Beginning not later than one year before the student reaches the age of
majority (age 18), the IEP must include a statement that the student
and the student’s parents have been informed of the student’s rights
under Part B of the IDEA that will transfer to the student on reaching
the age of majority (except for a student with a disability who has been
determined to be incompetent by a court). These rights include:
(1)
An adult student has the right to approve the student’s own
educational placement and Individualized Education Program
(IEP) without help from parents, family, or special advocates.
(2)
An adult student has the right to allow parents, family, or special
advocates to help if the student so desires.
b.
Entheos Academy provides any notice required by Part B of the IDEA
and these Rules to both the student and the parents.
c.
All rights accorded to parents under Part B of the IDEA transfer to the
student.
d.
All rights accorded to parents under Part B of the IDEA transfer to
students who are incarcerated in an adult or juvenile, State or local
correctional institution.
4. If a participating agency, other than the LEA, fails to provide the transition
services described in the IEP, Entheos Academy must reconvene the IEP team to
identify alternative strategies to meet the transition objectives for the student set out
in the IEP.
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P.
Graduation. (USBE VII.C)
1.
Q.
Entheos Academy is not obligated to make a FAPE available to all students
with disabilities to students with disabilities who have graduated from high
school with a regular high school diploma
a.
The exception above does not apply to students that have graduated
from high school but have not been awarded a regular high school
diploma, even if they have received an alternative degree that is not
fully aligned with the State's academic standards, such as a certificate
of completion or a general educational development credential (GED).
b.
Graduation from high school with a regular high school diploma is a
change in placement, requiring Written Prior Notice, containing all the
requirements of WPN, and is given a reasonable time before the
Charter School proposes to terminate the student’s eligibility under the
IDEA by issuing the student a diploma.
2.
The IEP Team may amend graduation requirements and must document in
the IEP the nature and extent of any modifications, substitutions, and/or
exemptions made to accommodate the needs of a student with disabilities.
3.
The IEP teams at the Entheos Academy refer to the USOE Special
Education Graduation Guidelines for additional information.
Least Restrictive Behavior Interventions (LRBI).
Entheos Academy follows all parts of the USOE LRBI Guidelines as written. These
requirements are already addressed on pages 20-21 and do not have to be repeated
unless the Charter School wants to elaborate.
R.
Private School Placements by Entheos Academy. (USBE SER VI.A)
Before Entheos Academy places a student with a disability in, or refers a student to,
a private school or facility, or a public or private residential program in order to
provide a FAPE to the student, it initiates and conducts a meeting to develop an IEP
for the student, with a representative of the private school in attendance. The costs
of such placements, including non-medical care and room and board, are at no cost
to the parents.
S.
Students with Disabilities Enrolled by their Parents in Private Schools When a
FAPE Is at Issue. (USBE SER VI.C)
If the parents of a student with a disability who had previously received special
education or special education and related services from Entheos Academy enroll
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the student in a private school without the consent of or referral by the school, the
Entheos Academy is NOT required to pay for the cost of that placement if the
school made a FAPE available to the student. Disagreements between the parents
and the Entheos Academy regarding the availability of a program appropriate for
the student and the question of financial reimbursement are subject to the State
complaint and due process complaint procedures in USBE SER IV.G-V. Entheos
Academy follows other requirements in USBE SER VI.C as written.
IV. PROCEDURAL SAFEGUARDS
The Entheos Academy, consistent with the requirements of Part B of the IDEA and the
USBE Special Education Rules, has established, maintains, and implements Procedural
Safeguards for students with disabilities and their parents.
A.
Opportunity for Parental Participation in Meetings.
Entheos Academy affords parents the opportunity to participate in all decisions
related to the location, identification, evaluation, and provision of a FAPE for their
student, including decisions related to the Discipline requirements of Part B of the
IDEA. This includes arranging meetings at a mutually convenient time and place,
providing Notice of Meeting at least one week prior to a scheduled meeting, and
making at least two documented attempts to obtain parent participation in meetings.
B.
Independent Educational Evaluation (IEE). (USBE SER IV.C)
1.
Independent educational evaluation means an evaluation conducted by a
qualified examiner who is not employed by Entheos Academy responsible
for the education of the student in question.
2.
Entheos Academy has established and implements the following policies
and procedures related to independent educational evaluation that meets the
requirements of Part B of the IDEA and the USBE SER.
a.
The parents of a student with a disability, have the right to obtain an
independent educational evaluation of the student at public expense if
they disagree with an evaluation obtained by Entheos Academy.
b.
Entheos Academy provides to parents, upon request for an
independent educational evaluation, information about where an
independent educational evaluation may be obtained, and Entheos
Academy’s criteria applicable for independent educational evaluations.
Entheos Academy has available a list of persons and/or agencies where
an IEE may be obtained by the parent. In addition, the Entheos
Academy considers any other evaluator or agency proposed by the
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parent to conduct the IEE if the examiner and the evaluation meet
Entheos Academy’s criteria. A qualified examiner is one who meets
the USOE criteria for qualified personnel as a special education
teacher, school psychologist, psychologist with expertise in
administration and analysis of assessments, or other equivalent
qualifications as determined by Entheos Academy. Criteria for the
evaluation are that the evaluation procedures meet all of the same
standards as those listed in Section II.D-H of this Policy and
Procedures Manual. Entheos Academy either pays for the full cost of
the evaluation or ensures that the evaluation is otherwise provided at
no cost to the parent.
3.
C.
c.
Entheos Academy ensures that when a parent requests an IEE, either
the Charter School files a due process complaint to request a hearing to
show that its evaluation is appropriate, or that the independent
educational evaluation is provided at public expense, unless the
evaluation obtained by the parent does not meet Entheos Academy’s
criteria as described above. If a due process complaint decision finds
Entheos Academy evaluation was appropriate, an IEE obtained by the
parent is considered by the team, but is not provided at public expense.
d.
Additional protections for the parent of a student with a disability and
for Entheos Academy are followed as written in USBE SER IV.C.3(ch).
An independent educational evaluation conducted Entheos Academy’s
expense becomes the property of Entheos Academy, in its entirety.
Written Prior Notice.
Entheos Academy provides Written Prior Notice to parents a reasonable time before
it proposes to initiate or change, or refuses to initiate or change, the identification,
evaluation, or provision of a free appropriate public education to the student. The
notice includes: a description of the action proposed or refused, an explanation of
reasons for the proposal or refusal, a description of evaluations or other information
the proposal or refusal is based on, a statement that the parents and eligible student
have protection under the Procedural Safeguards and how to obtain a copy of the
Safeguards, sources of assistance to understand Part B of the IDEA, a description of
other options the IEP Team considered and why the other options were rejected,
and a description of other relevant factors to the proposal or refusal. The Written
Prior Notice is provided in understandable language and in the parents’ native
language or other mode of communication.
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D.
Procedural Safeguards Notice.
A copy of the Procedural Safeguards is given to the parent once a year at the annual
IEP review, except that a copy also is given to the parent upon initial referral or
parental request for evaluation, upon receipt of the first State complaint or due
process complaint in that school year, and upon request by the parent at any time.
Entheos Academy uses the USOE Procedural Safeguards Notice that is posted on
the USOE website, www.schools.utah.gov. The special education teacher/case
manager provides a brief explanation of the main provisions of the Procedural
Safeguards to the parents at consent for evaluation, eligibility determination, and
annual IEP meetings.
This notice contains an explanation of the procedural safeguards related to
independent educational evaluations, written prior notice, parental consent, access
to educational records, opportunity to present and resolve complaints through State
complaint or due process complaint procedures, opportunity for Entheos Academy
to resolve the complaint, availability of mediation, student’s placement during
pendency of hearings, procedures for students placed in an interim alternative
educational setting, requirements for unilateral placement of student in private
schools at public expense, hearings on due process complaints, civil actions,
attorney’s fees. This notice is in language understandable to the parents.
E.
Parental Consent.
Informed written parental consent is obtained for evaluation and reevaluation, initial
placement/provision of special education, and for release of records to certain
parties. Efforts to obtain consent are documented in writing. No student receives
special education or special education and related services without the signed initial
consent for placement in the student file. Other relevant parental consent
requirements are addressed in Sections II and III of this Policies and Procedures
Manual.
F.
Dispute Resolution.
Entheos Academy follows the Dispute Resolution requirements of the USBE SER
described in IV.G-U as written. These include the procedures for State Complaints,
Mediation, Due Process Complaints, Resolution Process, Due Process Hearings,
Civil Actions, Attorney’s Fees, and Student’s Status during Proceedings.
G.
Surrogate Parents.
The Entheos Academy assigns a surrogate parent for a student when the parent
cannot be identified or cannot be located, the parent’s rights to make educational
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decisions has been taken away by a court, the student is a ward of the state, or the
student is an unaccompanied homeless youth. The surrogate parent meets the
requirements of USBE SER IV.V.5-8. Entheos Academy contacts the USOE for
assistance in obtaining names of trained surrogates, and maintains a list of surrogate
parents who are available when needed.
H.
Transfer of Rights.
When a student reaches age 18, the age of majority in Utah, and has not been
determined incompetent under State law, all rights accorded to parents under Part B
of the IDEA and USBE SER transfer to the student. The Entheos Academy
provides written notice of this transfer of rights at least one year prior to the
student’s 18th birthday.
I.
Confidentiality of Information. (USBE SER IV.X)
Entheos Academy takes appropriate steps to ensure the protection of the
confidentiality of any personally identifiable data, information, and records it
collects or maintains related to Part B of the IDEA.
1.
2.
Definitions. As used in these safeguards:
a.
Destruction means physical destruction or removal of personal
identifiers from information so that the information is no longer
personally identifiable.
b.
Education records means the type of records covered under the
definition of ‘‘education records’’ in 34 CFR 99, implementing
regulations for the Family Educational Rights and Privacy Act of
1974, 20 USC 1232g (FERPA).
c.
Participating agency means any agency or institution that collects,
maintains, or uses personally identifiable information, or from which
information is obtained, under Part B of the IDEA.
Access rights.
a.
Entheos Academy permits parents to inspect and review any education
records relating to their student that are collected, maintained, or used
by Entheos Academy. Entheos Academy complies with a request
without unnecessary delay and before any meeting regarding an IEP,
or any hearing, or resolution session, and in no case more than 45
calendar days after the request has been made.
b.
The right to inspect and review education records includes the right to:
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c.
3.
(1)
A response from Entheos Academy to reasonable requests for
explanations and interpretations of the records;
(2)
Request that Entheos Academy provide copies of the records
containing the information if failure to provide those copies
would effectively prevent the parent from exercising the right to
inspect and review the records; and
(3)
Have a representative of the parent inspect and review the
records.
Entheos Academy may presume that the parent has authority to inspect
and review records relating to his or her student unless the school has
been advised that the parent does not have the authority under
applicable State law governing such matters as guardianship,
separation, and divorce.
Record of access.
Entheos Academy keeps a record of parties obtaining access to education
records collected, maintained, or used under Part B of the IDEA (except
access by parents and authorized employees of Entheos Academy) in each
student’s special education file, including the name of the party, the date
access was given, and the purpose for which the party is authorized to use
the records. If any education record includes information on more than one
student, Entheos Academy ensures that the parents of a student has the right
to inspect and review only the information relating to their student or to be
informed of that specific information.
4.
List of types and locations of information.
On request, Entheos Academy provides parents with a list of the types and
locations of education records collected, maintained, or used by Entheos
Academy. This list is maintained in the special education office at Entheos
Academy.
5.
Fees.
Entheos Academy may charge a fee for copies of records that are made for
parents under Part B of the IDEA if the fee does not effectively prevent the
parents from exercising their right to inspect and review those records;
however, it may not charge a fee to search for or to retrieve information
under Part B of the IDEA.
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6.
Amendment of records at parent’s request.
a.
A parent who believes that information in the education records
collected, maintained, or used under Part B of the IDEA is inaccurate
or misleading or violates the privacy or other rights of the student may
request Entheos Academy that maintains the information to amend the
information. Entheos Academy must decide whether to amend the
information within a reasonable period of time of receipt of the
request. If Entheos Academy decides to refuse to amend the
information, it must inform the parent of the refusal and advise the
parent of the right to a hearing on the matter.
b.
Entheos Academy, on request, provides an opportunity for a hearing to
challenge information in education records to ensure that it is not
inaccurate, misleading, or otherwise in violation of the privacy or other
rights of the student. If, as a result of the hearing, Entheos Academy
decides that the information is inaccurate, misleading or otherwise in
violation of the privacy or other rights of the student, it must amend
the information accordingly and so inform the parent in writing.
If, as a result of the hearing, Entheos Academy decides that the
information is not inaccurate, misleading, or otherwise in violation of
the privacy or other rights of the student, it must inform the parent of
the right to place in the records it maintains on the student a statement
commenting on the information or setting forth any reasons for
disagreeing with the decision of Entheos Academy. Any explanation
placed in the records of the student under this section must be
maintained by Entheos Academy as part of the records of the student
as long as the record or contested portion is maintained; and if the
records of the student or the contested portion is disclosed by Entheos
Academy to any party, the explanation must also be disclosed to the
party. Entheos Academy follows the hearing procedures described in
USBE SER IV.12 as written.
c.
7.
If the parent revokes consent in writing for the student’s receipt of
special education and related services, Entheos Academy is not
required to amend the student’s education record to remove any
references to the student’s receipt of special education and related
services because of the revocation of consent.
Release and disclosure of records.
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Parental consent is not required for disclosure of records to officials of
agencies collecting or using information under the requirements of Part B of
the IDEA, to other school officials, including teachers within the school who
have been determined by Entheos Academy to have legitimate educational
interests, to officials of another school or school site in which the student
seeks or intends to enroll, or for disclosures addressed in referral to and
action by law enforcement and judicial authorities, for which parental
consent is not required by 34 CFR 99.
(All Utah Local Education Agencies (LEAs) include in the annual
Procedural Safeguards notice that it is their policy to forward educational
records of a student with disabilities without parental consent or notice to
officials of another school or school district in which a student seeks or
intends to enroll.)
Written parental consent is obtained prior to releasing any records to any
other person or agency not listed above.
8.
9.
Safeguards.
a.
Entheos Academy protects the confidentiality of personally
identifiable information at collection, storage, disclosure, and
destruction stages.
b.
The Special Education Director of Entheos Academy assumes
responsibility for ensuring the confidentiality of any personally
identifiable information.
c.
Staff members at Entheos Academy who collect or use personally
identifiable information receive training or instruction regarding the
State’s policies and procedures in USBE SER IV.X and 34 CFR 99 on
an annual basis.
d.
Entheos Academy maintains, for public inspection, a current listing of
the names and positions of those employees within the school who
may have access to personally identifiable information on students
with disabilities. This list is posted on the locked cabinet in which
students’ special education files are maintained and updated annually.
Destruction of information.
Entheos Academy informs parents or the student age 18 or older when
personally identifiable information collected, maintained, or used under Part
B of the IDEA is no longer needed to provide educational services to the
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student. Information no longer needed must be destroyed at the request of
the parents or student age 18 or older. However, a permanent record of a
student’s name, address, and phone number, his or her grades, attendance
record, classes attended, grade level completed, and year completed may be
maintained without time limitation. Each student’s records may be
considered “no longer needed to provide educational services” and may be
destroyed three (3) years after the student graduates or three (3) years after
the student turns 22.
10.
Students’ rights.
The rights of privacy afforded to parents are transferred to the student who
reaches the age of 18, providing the student has not been declared
incompetent by a court order, including the rights with regard to education
records.
J.
Discipline.
Entheos Academy follows the Discipline requirements and procedures described in
USBE SER V.A-K as written.
VI.
STUDENTS WITH DISABILITIES IN OTHER SETTINGS.
VI.A. PRIVATE SCHOOL PLACEMENTS BY LEAs. (§300.325)
1.
2.
Developing IEPs.
a.
Before an LEA places a student with a disability in, or refers a student to a
private school or facility, the LEA must initiate and conduct a meeting to
develop an IEP for the student in accordance with Part B of the IDEA and
these Rules.
b.
The LEA must ensure that a representative of the private school or facility
attends the meeting. If the representative cannot attend, the LEA must use
other methods to ensure participation by the private school or facility,
including individual or conference telephone calls.
Reviewing and revising IEPs.
a.
After a student with a disability is placed in a private school or facility,
any meetings to review and revise the student’s IEP may be initiated and
conducted by the private school or facility at the discretion of the LEA.
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b.
If the private school or facility initiates and conducts these meetings, the
LEA must ensure that the parents and an LEA representative:
(1)
Are involved in any decisions about the student’s IEP; and
(2)
Agree to any proposed changes in the IEP before those changes are
implemented.
3.
Even if a private school or facility implements a student’s IEP, responsibility for
compliance with this part remains with the LEA and the USOE.
4.
Residential placement. (§300.104)
If placement in a public or private residential program is necessary to provide
special education and related services to a student with a disability, the program,
including non-medical care and room and board, must be at no cost to the parents
of the student.
VI.C. STUDENTS WITH DISABILITIES ENROLLED BY THEIR PARENTS IN
PRIVATE SCHOOLS WHEN FAPE IS AT ISSUE. (§300.148)
1.
An LEA is not required to pay for the cost of education, including special
education and related services, of a student with a disability at a private school or
facility if that LEA made a FAPE available to the student and the parents elected
to place the student in a private school or facility. However, the LEA must include
that student in the population whose needs are addressed consistent with Rule
VI.B.
2.
Disagreements between the parents and an LEA regarding the availability of a
program appropriate for the student, and the question of financial reimbursement,
are subject to the State complaint and due process procedures in Rule IV.G-V.
3.
If the parents of a student with a disability, who previously received special
education and related services under the authority of an LEA, enroll the student in
a private preschool, elementary school, or secondary school without the consent
of or referral by the LEA, a court or a hearing officer may require the LEA to
reimburse the parents for the cost of that enrollment if the court or hearing officer
finds that the LEA had not made a FAPE available to the student in a timely
manner prior to that enrollment and that the private placement is appropriate. A
parental placement may be found to be appropriate by a hearing officer or a court
even if it does not meet the State standards that apply to education provided by
the USOE and LEAs.
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4.
5.
The cost of reimbursement may be reduced or denied if:
a.
At the most recent IEP team meeting that the parents attended prior to
removal of the student from the public school, the parents did not inform
the IEP team that they were rejecting the placement proposed by the LEA
to provide a FAPE to their student, including stating their concerns and
their intent to enroll their student in a private school at public expense; or
b.
At least ten (10) business days (including any holidays that occur on a
business day) prior to the removal of the student from the public school,
the parents did not give written notice to the LEA of the information
described in VI.C.4.a;
c.
Prior to the parents' removal of the student from the public school, the
LEA informed the parents, through the written prior notice requirements
of its intent to evaluate the student (including a statement of the purpose of
the evaluation that was appropriate and reasonable), but the parents did not
make the student available for the evaluation; or
d.
Upon a judicial finding of unreasonableness with respect to actions taken
by the parents.
Notwithstanding the requirements for parents to provide notice to the LEA prior to
removal of the student, the cost of reimbursement:
a.
b.
V.
Must not be reduced or denied for failure to provide the notice if:
(1)
The school prevented the parents from providing the notice;
(2)
The parents had not received written prior notice of the notice
requirement in VI.C.4.a-b; or
(3)
Compliance with the notice requirements in VI.C.4.a-b would
likely result in physical harm to the student; and
May, in the discretion of the court or a hearing officer, not be reduced or
denied for failure to provide this notice if:
(1)
The parents are not literate or cannot write in English; or
(2)
Compliance with VI.C.4.a-b would likely result in serious
emotional harm to the student.
LEA ELIGIBILITY and RESPONSIBILITIES
A.
Participation in assessments and reporting of assessment results.
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All students enrolled in Entheos Academy, including students with disabilities,
participate in the statewide testing program and the school-wide testing program.
Participation requirements in the USOE Assessment Participation and
Accommodation Policy are followed. The IEP Team determines how a student with
disabilities will participate, and accommodations needed, if any. Results of
statewide assessments are posted on the USOE website annually.
B.
Public participation in policies and procedures development.
This Policy and Procedures Manual, as well as any future changes to the contents,
are presented to the Entheos Academy Board in a public meeting for review and
input. The agenda for Entheos Academy board meetings is posted at least 24 hours
prior to each meeting as required by state law.
C.
Public posting of USOE monitoring results.
Results of monitoring from the Utah Program Improvement Planning System are
posted on the USOE website annually.
D.
Methods of ensuring services.
Entheos Academy ensures that each eligible student with a disability enrolled in the
school receives the services included in the IEP through a systematic process of
review of IEPs and monitoring of service delivery by Entheos Academy’s personnel
and contracted service providers.
E.
Supervision.
All personnel of Entheos Academy are supervised by appropriately qualified staff
as determined by the local Entheos Academy Board.
F.
Use of Part B funds.
Entheos Academy follows the requirements of USBE SER IX.B in ensuring the
appropriate use of funds under Part B of the IDEA. Entheos Academy participates
in the single audit process required by State law that includes an audit of Part B
funds.
G.
Personnel standards.
All special education and related services personnel of Entheos Academy meet the
educator licensing requirements of the USOE for the positions in which they work,
as described in the USBE SER IX.H and the Highly Qualified requirements of the
USOE State Plan under No Student Left Behind and Educator Licensing – Highly
Qualified Assignment (Administrative Rule R-277-510-1 through 11). All
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personnel necessary to carry out Part B of the IDEA are appropriately and
adequately prepared, subject to the requirements related to personnel qualifications
and Section 2122 of the ESEA. Entheos Academy provides a program of
professional development for all special education personnel, based on the
identified skill and knowledge needs of teachers, assistants, related service
providers, and others, and including targeted training for persons working with
students with specific and individual needs for academic and social behavior
instruction.
H.
Performance goals and indicators in the State Performance Plan.
Entheos Academy participates in additional procedures and collects and provides
additional information which the USOE may require in order to meet Federal
reporting requirements, including suspension and expulsion rates, LRE
environments, disproportionality data, and others. (USBE SER IX.A.2)
I.
Early Intervening Services.
Entheos Academy uses not more than 15 percent of the amount it receives under
Part B of the IDEA for any fiscal year, in combination with other amounts to
develop and implement coordinated early intervening services for students in grades
k-3 who are not currently identified as needing special education or special
education and related services, but who need additional academic and behavioral
support to succeed in a general education environment. These funds are used to
carry out activities including professional development that enables school
personnel to deliver scientifically based academic and behavioral interventions, as
well as educational and behavioral evaluations, services, and supports.
Entheos Academy provides any and all required data on its Early Intervening
Services to the USOE annually.
J.
Caseload Guidelines.
Entheos Academy follows the USOE Caseload Guidelines in overseeing the
caseload of each special educator, including related service providers, to ensure that
a FAPE is available to all eligible students with disabilities.
K.
Enforcement.
The confidentiality requirements of Part B of the IDEA are reviewed and approved
as part of the LEA eligibility process.
L.
Routine checking of hearing aids and external components of surgically
implanted medical devices. Entheos Academy must ensure that hearing aids worn
P A G E | 106
in school by students with hearing impairments, including deafness are functioning
properly. Entheos Academy must ensure that external components of surgically
implanted medical devices are functioning properly.
P A G E | 107
STAFF UNIFORM POLICY
The staff at Entheos, as role models to our students, must meet the same student requirements
in regards to modesty and attire, accessories, tattoos and piercings. Although staff is not
required to wear the school uniform, the staff must meet the same expectations for students
regarding modesty. The same requirements apply to staff representing Entheos during events
and fieldwork. All exceptions are subject to approval of the director and the Board of
Directors. Failure to meet the expectation of the uniform policy could result in termination
of employment from Entheos.
P A G E | 108
UNIFORM POLICY
A key element of our dress code is for students to take pride in their appearance. In support of this
concept, necessary emphasis will be placed on students’ grooming and hygiene as well as attire.
The dress code is in place to encourage our students to respect themselves and their peers, while
working in a professional environment.
The purpose of the Uniform policy at Entheos is to improve the learning environment by:




Ensuring clothing is modest and non-offensive.
Reducing peer pressure and emphasis on brand name clothing.
Minimizing health and safety concerns.
Helping to teach children respect in the way they dress, which influences the way they act.
TOPS:
Students may wear any solid Maroon, Navy or White collared shirt that:
1. Is a polo style shirt, button down or full folding turtleneck. Is long enough to be tucked in.
Particular attention will be paid to the length of students’ shirts.
2. Has no printing or graphics on it.
3. Has sleeves that cover the shoulders and under the arm.
4. Is not sheer or otherwise revealing.
5. Is not torn or purposely frayed.
6. Is clean.
Students may wear any shirt underneath their collared shirt as long as it is consistent with the dress
code colors and has no printing on it. Students may wear a solid sweater, vest or jacket (no hoods)
over their collared top as long as it is consistent with the uniform colors. Student may where a
Navy Blue hooded sweatshirt as long as it has the Entheos Logo on it. Students must purchase at
least one navy shirt with the school emblem on it. This will be worn whenever the students leave
the school building for fieldwork. A shirt with a small brand name logo (smaller than a quarter) is
acceptable.
BOTTOMS:
Students may wear any solid tan or navy pant, Capri, short, or skirt that:
1. May be made of chino, twill, corduroy, or of dress pant quality material.
2. Is not denim, nylon, sweatshirt, leather, knit, velour, or any other stretch type or vinyl material.
3. Goes to the middle of the knee or longer.
1. Has no holes.
2. Is clean.
3. Pants may not be “skinny” or revealing. Pants must be worn around the hips.
P A G E | 109
Belts must be conservative and of one solid color.
DRESSES:
Girls may wear any solid Maroon, Navy, Tan, or White dress that:
1.
2.
3.
4.
5.
6.
Has a collar.
Goes to the middle of the knee or longer.
Has sleeves that cover the shoulders and under the arm.
Is not denim, nylon, sweatshirt, leather, or vinyl material.
Is not sheer or otherwise revealing.
Is clean
SHOES:
Students must wear shoes that can be used for everyday use. All shoes must have a strap or some
kind of back on the shoe so that it doesn't slip off the feet. Students may not wear:




shoes with wheels
slippers
flip-flops
Shoes that distract from learning.
Students will need a pair of sturdy hiking or walking shoes for outside excursions. It is possible
that a specific type of shoe will be needed for a specific activity (i.e. horse riding, rock climbing,
back packing, water activities, etc.). If so, notification will be given in advance.
HAIR:
Students may wear their hair in any way that is not so extreme in style or color that it distracts from
the learning environment.
ACCESSORIES:






Body piercing will be limited to one pair of conservative earrings that do not draw attention.
Other jewelry may not be excessive or distract from the learning environment. No chains
may be worn other than around the neck or wrist and must be unobtrusive.
One conservative bracelet per arm.
One conservative necklace.
Tattoos must be covered and unseen at all times.
Tights and /or long stockings must solid white or blue.
Backpacks, purses and bags should be conservative and non-distracting.
Uniform items not specifically covered but considered inappropriate or contrary to the purpose of
the Uniform Policy are subject to review and interpretation by the Board or the Administrators in
P A G E | 110
charge of executing the Uniform Policy. Uniform compliance is mandatory with no opt-out policy
other than stated below and consequences for violation will be enforced.
Uniform Policy exemption may be granted by the Board of Directors based on:
1. Religious beliefs
2. Extenuating circumstances.
The school will help with the acquisition of the required uniforms by:
1. Facilitating the gathering and distribution of used uniforms.
2. Helping with the funding of uniforms for economically disadvantaged students through
scholarship or work programs.
3. Other programs to make school uniforms available.
CONSEQUENCES FOR VIOLATION OF THE UNIFORM POLICY:
If a teacher or administrator feels that a student has come to school inappropriately attired
according to the Uniform Policy, the student will be sent to the Administrator in charge of
executing the Uniform Policy to make the determination if the student is in violation. If the
administrator determines that the student has violated the Uniform Policy then:
1. Parents will be called to bring proper clothing and the student will remain in the office until
clothing arrives.
2. For subsequent violation, a note will be sent home and the student will be required to
compensate the teachers and/or administrators for their time in dealing with the violation.
Compensation will be required and may involve after school hours.
3. Perpetual violation of the Uniform Policy will be handled on an individual basis according to
the nature of the violation and may result in expulsion from Entheos.
4. The student may be subject to the School Governance Committee action, or may appeal
decisions to the Governance Committee (student government).
5. The student or parent of the student may appeal decisions made to the Board of Trustees for
final decision.
P A G E | 111
UNIFORMS AS A REWARD
School or staff will not reward students by allowing “no uniform” days.
P A G E | 113
VENDING MACHINE POLICY
It is the policy of Entheos Academy that no vending machines shall be available to students.
It is the policy of Entheos Academy that there be no ongoing sales of food outside of that
provided by the school lunch program.
This policy, however, shall not prohibit the occasional sale of food, such as candy at the book
fair or occasional in-school student led fundraising events, as authorized by the Director.
P A G E | 113
VIDEO AND COMPUTER GAME POLICY
Video and computer games must be rated “educational”. All video and/or computer games used
will need to be approved in advance by the school Director.
P A G E | 114
VIEWING VIDEOS/DVDS IN CLASS AND ON SCHOOL OUTINGS
Teachers will never show any video or DVD that is PG or stronger in class or on any
school outing. All “Hollywood” movies shown will need to be approved in advance by
the school Director. Anytime a “Hollywood” movie is going to be shown to students of
any age, the parents will be notified in written and electronic form at least three days in
advance. Permission slips need to be returned before the movie may be shown. Parents may
use their own judgment of a movie's appropriateness and teachers must provide another option
for students who either choose not to watch the film or do not receive parental consent.
P A G E |115
WEBSITE POLICY AND GUIDELINES
Entheos EL School views the Internet as a valuable tool in communication with parents,
employees, and students.
I. Administration Policy
a. The purpose of the school website is to improve communication with students,
parents, and the community, and to assist students in reaching their educational
goals. Anything that conflicts with the educational mission of the school is
prohibited.
b. All school websites must reside on school-owned, school-supervised web
servers or on servers approved by the School Director. A username and password
will be given by the Information Systems Administrator for up-loading websites and
pages to the Internet.
c. Students may participate in creating or maintaining school websites only under direct
supervision of a teacher or administrator.
d. Websites must comply with School policies and with local, state, and federal law.
Plagiarism, violation of c o p y r i g h t l a w , a n d o t h e r i l l e g a l a c t s m u s t b e
avoided. Teachers a n d a d m i n i s t r a t o r s w i t h responsibility for web page
content must insure compliance with law and policy. Harmful, dangerous, or
inappropriate information must not appear on school websites.
e. Language used on school websites must be appropriate, grammatically correct, and
free of spelling errors.
f. The following disclaimer must appear on each school’s lead page: Entheos
EL School is not responsible for information obtained through links to non-school
sites. Please contact school website staff if you are concerned about a link to a nonschool site.
g. In order to protect the safety and privacy of students, the following restrictions apply:
i. Personal contact information about students must never be published on
school websites. Personal contact information includes student’s
addresses, phone numbers, e-mail addresses, and any other personal
information that could be used by unauthorized persons to make personal
contact with a student.
ii. Student names, student photographs, personally identifiable student work,
information about student participation in classes, activities, sports, projects,
etc., may be published on school websites, but only after obtaining a
signed release from the student’s parent or legal guardian. Without such
written permission, no personal information about specific students can be
used on school websites, not even student names.
P A G E | 116
iii. It is recommended that student last names should only be used when
necessary.
iv. In order to prevent unauthorized persons from identifying students by name
and face, the names of students must never appear on the same web pages as
their photograph.
v. The above policy does not apply to secure school websites where parents
using a private PIN number can access information about their student’s
attendance, grades, assignments, etc.
h. No commercial advertising of any kind is allowed on school websites, except as
explicitly authorized by the board. School websites may not provide likes to any
commercial sites, including the sites of school business partners, except as explicitly
authorized by the board. School websites may, however, provide non-commercial
information about school/business partnerships, including company names and logos.
i. School and districts websites may not be used for fund raising without approval
from the school’s administration.
P A G E | 117

Policies of the Board of Directors

Transcription

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