Necessary student data means data required by state statute or federal law to conduct the regular activities of the school.
We may only collect optional student data with written consent from the student’s parent or from a student who has turned 18.
Certain sensitive information on students collected via a psychological or psychiatric examination, test, or treatment, or any survey, analysis, or evaluation will only be collected with parental consent. You will receive a separate consent form in these cases. See our Protection of Pupil Rights Act (PPRA) notice for more information.
We will not collect a student’s social security number or criminal record, except as required by Utah Code Section 78A-6-112(3).
We will only share student data in accordance with the Family Educational Rights and Privacy Act (FERPA), which generally requires written parental consent before sharing student data. FERPA includes several exceptions to this rule, where we may share student data without parental consent. For more information on third parties receiving student information from us, see our Metadata Dictionary.
Student data will be shared with the Utah State Board of Education via the Utah Transcript and Records Exchange (UTREx). For more information about UTREx and how it is used, please visit the Utah State Board of Education’s Information Technology website.
The collection, use, and sharing of student data has both benefits and risks. Parents and students should learn about these benefits and risks and make choices regarding student data accordingly. Parents are given the following choices regarding student data:
Your local school district or charter school
Report your concern with the WSD Student Data Security Manager
The Utah State Board of Education
Report your concern with the USBE hotline
The US Department of Education
Report your concern here
In accordance with Board Rule R277-487-3(14), we have adopted a cybersecurity framework called the CIS Controls.
[Note: Per 34 C.F.R. § 99.37(d), a school or school district may adopt a limited directory information policy. If a school or school district does so, the directory information notice to parents and eligible students must specify the parties who may receive directory information and/or the purposes for which directory information may be disclosed.]
The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Weber School District, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child’s education records. However, Weber School District may disclose appropriately designated “directory information” without written consent, unless you have advised the Weber School District to the contrary in accordance with Weber School District procedures. The primary purpose of directory information is to allow the Weber School District to include information from your child’s education records in certain school publications. Examples include:
Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent’s prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks. In addition, two federal laws require local educational agencies (LEAs) receiving assistance under the Elementary and Secondary Education Act of 1965, as amended (ESEA) to provide military recruiters, upon request, with the following information – names, addresses and telephone listings – unless parents have advised the LEA that they do not want their student’s information disclosed without their prior written consent. [Note: These laws are Section 9528 of the ESEA (20 U.S.C. § 7908) and 10 U.S.C. § 503(c).]
If you do not want Weber School District to disclose any or all of the types of information designated below as directory information from your child’s education records without your prior written consent, you must notify the Weber School District in writing by September 15th. Weber School District has designated the following information as directory information:
The Family Educational Rights and Privacy Act (FERPA) affords parents and students who are 18 years of age or older ("eligible students") certain rights with respect to the student's education records. These rights are:
Parents or eligible students who wish to inspect their child’s or their education records should submit to the school principal [or appropriate school official] a written request that identifies the records they wish to inspect. The school official will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.
Parents or eligible students who wish to ask the “District” to amend their child’s or their education record should write the school principal [or appropriate school official], clearly identify the part of the record they want changed, and specify why it should be changed. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.
One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. The criteria for determining who constitutes a school official and what constitutes a legitimate educational interest must be set forth in the school’s or school district’s annual notification for FERPA rights. A school official typically includes a person employed by the school or school district as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel) or a person serving on the school board. A school official also may include a volunteer, contractor, or consultant who, while not employed by the school, performs an institutional service or function for which the school would otherwise use its own employees and who is under the direct control of the school with respect to the use and maintenance of PII from education records, such as an attorney, auditor, medical consultant, or therapist; a parent or student volunteering to serve on an official committee, such as a disciplinary or grievance committee; or a parent, student, or other volunteer assisting another school official in performing his or her tasks. A school official typically has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
FERPA permits the disclosure of PII from students’ education records, without consent of the parent or eligible student, if the disclosure meets certain conditions found in § 99.31 of the FERPA regulations. Except for disclosures to school officials, disclosures related to some judicial orders or lawfully issued subpoenas, disclosures of directory information, and disclosures to the parent or eligible student, § 99.32 of the FERPA regulations requires the school to record the disclosure. Parents and eligible students have a right to inspect and review the record of disclosures. A school may disclose PII from the education records of a student without obtaining prior written consent of the parents or the eligible student –
A message from Assistant Superintendent Art Hansen:
Last year, my first-grade granddaughter came home from school with a powerful message shared with her class by an inspired teacher. She told me, "Grandpa, you've gotta' dream big!" When I asked her what that meant; she told me that we can do great things if we dream big. I asked her what great things she would like to accomplish, and she shared with me several occupations she wanted to do and a dream to one day compete in the Olympics.
I loved the sparkle in her eyes as she envisioned a future from the perspective of a six-year-old. Although it is likely that her dreams will change over time, I was encouraged that a person whom she respected encouraged her to think about what her future may hold, that the sky's the limit, and that she will have the chance to explore opportunities to discover her talents.
It is my hope that every one of us can remember those in our lives who have encouraged us to try something we never would have dared attempt without their encouraging words -- the confidence they showed in us that enabled us to accomplish something we wouldn't have otherwise tried or dreamed we could do.
That is why I love the education profession. It is filled with caring adults who want to give back and make a difference in the lives of their students. They all have a story of why they chose education as their career path. Most of those stories involve an influential teacher or staff member who had an impact on their lives. We have multiple opportunities every day to recognize the good in our students, to plant seeds that encourage the exploration of knowledge and opportunities that will guide their future.
The words we use around all children are powerful…both for the positive or the negative. Let's work to sow the seeds of encouragement, sharing confidence-building messages. By helping our children develop skills and talents and by recognizing and reinforcing positive behaviors, every adult has the power to make a difference in the life of a child.
|FFA -RHS||Ray Smalley
|FFA -FHS||Craig Demorest
|FFA -BHS||Hailey Bass|
|FBLA -RHS||Brett Webb
|FBLA -BHS||Mike Dunkley|
|FBLA -WIC||Jacob Harrison|
|FBLA/DECA FHS||Dale Pollard
|DECA RHS||Ben Hunsaker||
|DECA BHS||Ralph Andersen
|FCCLA RHS||Gaylene Greenwood
|FCCLA FHS||Natalie Wilson
Jerrie Lin Hansen
|FCCLA BHS||Alyssa Bennett
|FCCLA WHS||Ashley Blaisdell
|FCCLA WIC||Helen Marble|
|HOSA RHS||Terry Schriver
|HOSA BHS||Michelle Dawson
|HOSA FHS||Kelly Harlan
|HOSA WHS||Jen Bird
|HOSA WIC||Melissa Checketts
|Skills USA-RHS||Dane Tom|
|Skills USA-BHS||Adam Arndt
|Skills USA - WHS||Steve Filiaga
|TSA FHS||Tom Paskett||
|TSA WIC||Emily Ruesch
A message from Superintendent Jeff Stephens:
Some parents shared with me a note they discovered from their 7-year-old son who was obviously doing some personal goal-setting prior to the start of school. This little boy had carefully written the following:
Now that's a bold set of goals! Back to school is a phrase that suggests shopping for clothes, buying supplies and making new friends. For many, the anticipation of attending a new school, meeting your teacher for the first time or taking a new class can generate not only excitement, but apprehension as well. Certainly, going back to school is reason for celebration because with it comes an opportunity to learn and grow.
One of my favorite Weber District 'beginning of school' traditions is visiting each elementary classroom with members of the district leadership team and reading to children, as well as distributing Superintendent's Summer Reading Awards to those students who have read 10 books or 1,000 pages during the summer. Typically, we give out about 5,000 awards each fall. The book that I'll read in classrooms this fall is What Do You Do With A Chance? By Kobi Yamada. This is the story of some remarkable chances and a child who doesn't know quite what to do with them. However, the more chances come around the more the child's fascination grows. And then, one day, a little courage makes all the difference!
I love the question posed in the title of the book—What do you do with a chance? As we begin a new school year there are so many chances and opportunities that are within our grasp. For students, the chance to learn, to make new friends and to achieve personal goals. Parents can volunteer their time, participate on a community council and support their child's learning at home. Principals can connect to students, support teachers and school staff and advocate for their schools. For teachers, the opportunity to influence a child, to teach an important life lesson or to acquire a new teaching skill. As we start this new school year, each of us has extraordinary opportunities in front of us—chances to make a difference. The question is, 'What will we do with a chance?'
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:
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:
Professional development is the strategy schools and school districts use to ensure that educators continue to strengthen their practice throughout their career. The most effective professional development engages teams of teachers to focus on the needs of their students. They learn and problem solve together in order to ensure all students achieve success. The Equity, Justice, and Inclusion Department can help leaders with a multitude of training on various topics. Here is just a few starting topics.
Safe and Inclusive Schools
Restorative Practices Introduction
WSD 504 Accommodation Plan