Monday, 16 December 2019 14:02

Restorative Practices

Written by

Helping Students Build Strong and Healthy Relationships - In School and In Life

Restorative Practices is a positive way of living—NOT a disciplinary tool. Through Restorative Practices, students learn to connect with teachers and other students to build a strong community. They develop appropriate social and emotional skills, come to understand how their actions affect others, and work to repair any harm done. It is an approach built on respect, communication, and strategies for success. We understand that when everyone is treated with respect, classrooms are safe and healthy environments that support both teaching and learning.

Key Objectives

  • Respect
  • Relate
  • Reflect
  • Restore

Why use Restorative Practices?

Restorative Practices create supportive school communities where students can thrive and learn the academic, social and emotional skills that they need to succeed in college, career and life. Restorative Practices provide a way for schools to strengthen community, build relationships among students and between students and staff, and increase the safety and productivity of the learning environment. Restorative Practices:

  • Improve school and classroom climates by focusing on community, relationships and responsibility
  • Promote social and emotional skill development by teaching students’ self-awareness, empathy, communication skills, responsible decision-making, relationship building, and conflict resolution.
  • Increase safety and order in school buildings by decreasing conflict, de-escalating volatile situations, and promoting a sense of collective responsibility
  • Decrease disciplinary issues and disruptions, and serve as an alternative to harmful exclusionary practices such as suspension and expulsion
  • Promote student engagement in learning and aids in classroom management

Implementing School-wide Restorative Practices

Restorative Practices are ingrained in and implemented through a Multi-Tiered System of Supports (MTSS) that promotes all students’ academic, social, and emotional learning. Rather than a separate program, Restorative Practices are ways of speaking with each other, working together, and resolving conflict as part of the process to develop a warm, safe, and productive school climate. While Restorative Practices may be used informally by individuals, a school-wide approach to Restorative Practices must be implemented intentionally and systematically to create culture change and ensure success.

While implementation is outlined in sequential steps below, in practice, these steps may overlap or require repetition or adaptation.

  1. Gain Commitment
  2. Create Ownership
  3. Create a Shared Vision
  4. Develop Stystems as Practice
  5. Continously Improve

 

Monday, 16 December 2019 14:00

Civil Rights

Written by

Weber School District is committed to ensuring a safe learning and working environment for all our students and employees. Weber School District prohibits discrimination, harassment (including sexual harassment), or retaliation on the basis of race, color, sex, pregnancy, religion, national origin, marital status, disability, sexual orientation, gender identity or any other legally protected classification in all educational  programs, activities, admissions, access, treatment, or employment practices. Board Policy 4120 and 7100 prohibits discrimination based on race, color and national origin, sex, handicap or disability, in accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972,  and Section 504 of the Rehabilitation Act of 1973,the Americans with Disabilities Act, Title VII of the Civil Rights Act of 1964, Age Discrimination in Employment Act, Equal Access Act, and Utah Code 34A-5-106.

The Equity, Justice, and Inclusion Department is committed to look for evidence and research-based practices that will enhance educational practices. The Equity, Justice, and Inclusion Department supports Weber School District Educators' work and create a space for tools and resources, but also reflect on the essence of the “why” of our work. For more information regarding civil rights, please check the following links. 

Bullying Investigation

How to File and OCR Complaint

Section 504

Title IV of the Civil Rights Act

Title IX of the Education Amendment

Wednesday, 11 December 2019 15:16

TH Bell

Ms. Lloyds students worked hard on their Chrome Book covers. They will be getting Chrome books in January.

chromebookCoverschromebookCovers1

Thursday, 05 December 2019 15:31

Orion Jr High students make seatbelt covers

Ms Smith FACS class at Orion Jr have been making seatbelt covers for cancer patients…The idea was inspired by one of Ms. Smith students who has a friend with cancer.  The cancer patients favorite item that helped her through her treatments  was a selt beltcover for the Chemo ports.  The covers prevent the seatbelts from rubbing against the ports. The ports are very sensitive.  All covers made will be donated to local hospitals for cancer patients.

Monday, 30 September 2019 09:54

How to file an OCR Complaint

Written by

Discrimination on the basis of race, color, and national origin is prohibited by Title VI of the Civil Rights Act of 1964.  This includes discrimination based on a person’s limited English proficiency or English learner status; and actual or perceived shared ancestry or ethnic characteristics, including membership in a religion that may be perceived to exhibit such characteristics (such as Hindu, Jewish, Muslim, and Sikh individuals).

Discrimination on the basis of sex is prohibited by Title IX of the Education Amendments of 1972.  This includes discrimination based on pregnancy, parental status, and sex stereotypes (such as treating persons differently because they do not conform to sex-role expectations or because they are attracted to or are in relationships with persons of the same sex).

Discrimination against persons with disabilities is prohibited by Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (Title II prohibits discrimination on the basis of disability by public entities, whether or not they receive federal financial assistance).  This includes discrimination against individuals currently without an impairment that substantially limits of a major life activity, but who have a record of or are regarded as having a disability.

Discrimination on the basis of age is prohibited by Age Discrimination Act of 1975.

These civil rights laws extend to all state education agencies, elementary and secondary school systems, colleges and universities, vocational schools, proprietary schools, state vocational rehabilitation agencies, libraries and museums that receive federal financial assistance from ED. These include all public schools and most public and private colleges and universities.

Weber School District is committed to ensuring a safe learning and working environment for all our students and employees. Weber School District prohibits discrimination, harassment (including sexual harassment), or retaliation on the basis of race, color, sex, pregnancy, religion, national origin, marital status, disability, sexual orientation, gender identity or any other legally protected classification in all educational  programs, activities, admissions, access, treatment, or employment practices. Board Policy 4120 and 7100 prohibits discrimination based on race, color and national origin, sex, handicap or disability, in accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972,  and Section 504 of the Rehabilitation Act of 1973,the Americans with Disabilities Act, Title VII of the Civil Rights Act of 1964, Age Discrimination in Employment Act, Equal Access Act, and Utah Code 34A-5-106. Related inquiries and complaints may be directed to a school administrator or to the weber School District Director of Equity, Justice, and Inclusion (801) 476-7869. You may also contact the Office for Civil Rights, Denver, CO, (303) 844-5695 or, if you believe you have been discriminated in your employment, the Utah Antidiscrimination and Labor Division (UALD) at (801) 530-6801 or the federal Equal Employment Opportunity Commission (EEOC) at 1-800-669-4000..

SPANISH VERSION: Cómo presentar una queja o reclamo ante la Oficina de Derechos Civiles (OCR)

Title IX

If you believe your student has been discriminated against on the basis of sex, including gender identity and sexual orientation, in its educational programs and activities, or harassed in a manner that is creating a hostile environment for your student, you are directed to Policy 4120, paragraphs 1.5A through 1.5G which outlines procedures for filing a Title IX complaint. 

The Title IX Coordinator for Weber School District is Assistant Superindent, Art Hansen.  His contact information is:This email address is being protected from spambots. You need JavaScript enabled to view it. ; 801-476-7866

Section 504

If you believe your student has been discriminated against on the basis of a disability, you are directed to Policy 4120, paragraphs 2.7A through 2.7G, which outlines the procedures for filing a Section 504 complaint. The Section 504 Coordinator for Weber School District is Karen Miller, in Equity, Justice & Inclusion Department.  Ms. Miller can be reached at  This email address is being protected from spambots. You need JavaScript enabled to view it..

 

Tuesday, 24 September 2019 13:47

Title IX of the Education Amendment

Written by

The Title IX of the Education Amendments of 1972 states: No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Schools may not retaliate against any person for opposing an unlawful educational practice or policy, or made charges, testified or participated in any complaint action under Title IX. All districts and charter schools must have a designated Title IX coordinator with their contact information prominently posted in visible areas of the schools, including handbooks, and on the school's website to ensure protections to students who are being discriminated based on their sex.

If you believe your student has been discriminated against on the basis of sex, including gender identity and sexual orientation, in its educational programs and activities, or harassed in a manner that is creating a hostile environment for your student, you are directed to Policy 4120, paragraphs 1.5A through 1.5G which outlines procedures for filing a Title IX complaint. 

The Title IX Coordinator for Weber School District is Assistant Superintendent, Art Hansen. His contact information is: This email address is being protected from spambots. You need JavaScript enabled to view it. ; 801-476-7866

 

Resources

Title IX Resource Guide

Tuesday, 24 September 2019 13:47

Bullying Investigation

Written by

We take reports of bullying and/or harassment very seriously.  In an effort to be as responsive as possible we have created a centralized reporting form.  This system ensures a consistent, immediate response and allows for collection of data to further inform our decision making.

While an immediate response is important, our focus is on preventing these incidents and their impact on our students.  We are here to offer answers, support and guidance in dealing with concerns of bullying and harassment in our schools.

Reporting Bullying, Discrimination and Harassment:

Complaint Form
Response Form
Witness Statement Form
Investigation Report

 

Board Policy regarding bullying:

WSD 5201 Bullying Policy [ENGLISH]
WSD 5201 Bullying Policy / Politica de Intimación Acoso Escolar [SPANISH]

Tuesday, 24 September 2019 13:47

Title VI of the Civil Rights Act

Written by

Title VI of the Civil Rights Act of 1964 states: No person in the Unites States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. Protections include providing equity in educational opportunities for minority students as well as for students who have limited proficiency in English.

If you believe your student has been discriminated against on the basis of sex, including gender identity and sexual orientation, in its educational programs and activities, or harassed in a manner that is creating a hostile environment for your student, you are directed to Policy 4120, paragraphs 1.5A through 1.5G which outlines procedures for filing a Title VI complaint

 

Friday, 16 August 2019 08:41

CTSO Advisors

Written by
FFA -RHS Ray Smalley
Cheyenne Reid

This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.

FFA -FHS Craig Demorest
Clyde Ellertson
Justin Selman
Laurel Selman

This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.

FFA -BHS Hailey Bass This email address is being protected from spambots. You need JavaScript enabled to view it.
FFA-WHS Jarvis Pace
Hailee Toone
Cassie Joiner
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
FBLA -RHS Brett Webb
Eric Greenhalgh
Julie Townsend
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
FBLA -BHS Mike Dunkley This email address is being protected from spambots. You need JavaScript enabled to view it.
FBLA -WHS

Alan Rawlins
Trevor Ward

This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.

FBLA -WIC Jacob Harrison  This email address is being protected from spambots. You need JavaScript enabled to view it.
FBLA/DECA FHS Dale Pollard
Tori Pollard
Leanne Nauta

This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
l
This email address is being protected from spambots. You need JavaScript enabled to view it.

DECA RHS Ben Hunsaker 

This email address is being protected from spambots. You need JavaScript enabled to view it. 

DECA BHS Ralph Andersen
Emily Okerlund 
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
DECA WHS

Trevor Ward
Angie Larson

This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.

FCCLA RHS Gaylene Greenwood
Alicia Bartlett
Raquel Boehme
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
FCCLA FHS Natalie Wilson
Megan Barratt
Jerrie Lin Hansen
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
FCCLA BHS Alyssa Bennett
Mindy Nish
Maren Malan
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
FCCLA WHS Ashley Blaisdell
Kimberlee Arthur
Stephanie Bradford
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
FCCLA WIC Helen Marble This email address is being protected from spambots. You need JavaScript enabled to view it.
HOSA RHS Terry Schriver
Brenda Cook
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
HOSA BHS Michelle Dawson
Sheree Bjerregaard
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
HOSA FHS Kelly Harlan
Shannon Iseminger
Doug Kap
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
HOSA WHS Jen Bird
Melissa Powell
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
HOSA WIC Melissa Checketts
Lori Bosley
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
Skills USA-RHS Dane Tom This email address is being protected from spambots. You need JavaScript enabled to view it.
Skills USA-BHS Adam Arndt
Adriana Moore
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
Skills USA - WHS Steve Filiaga
Elliott Hedgepeth
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
TSA FHS Tom Paskett

This email address is being protected from spambots. You need JavaScript enabled to view it.

TSA WIC Emily Ruesch
Trevor Brown
Gary Davis
Alex Kay
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Monday, 29 July 2019 15:59

School Climate and Culture

Written by

School Climate and Equity

Equity is intrinsic to all aspects of school climate work. It is not a separate issue. The National School Climate Center defines this to be the quality and character of school life that fosters children’s, youth’s, and families’ full access to:

  1. Appropriately supported, high expectations for learning and achievement
  2. Emotionally and physically safe, healthy learning environments
  3. Caring relationships with peers and adults
  4. Participation that meaningfully enhances academic, social-emotional, civic, and moral development.

An equitable school climate responds to the wide range of cultural norms, goals, values, interpersonal relationships, leadership practices, and organizational structures within the broader community.

Schools can create more equitable communities through the following promising strategies:

  1. Encourage reflective practice and build cultural awareness in students and adults
  2. Increase understanding of diverse cultures
  3. Keep diverse schools physically and emotionally safe
  4. Make high expectations culturally responsive
  5. Design multiple pathways to meaningful participation
  6. Demonstrate caring by knowing students’ unique emotional needs

 

Weber School District Equity, Justice, and Inclusion Framework Standards -PDF document

framework 

Page 4 of 23