Tuesday, 24 September 2019 13:47

Title IX of the Education Amendment

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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:  ; 801-476-7866



Title IX Resource Guide

Sexual Harrassment Complain Form

Tuesday, 24 September 2019 13:47

Bullying Investigation

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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 Form


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

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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

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FFA -RHS Ray Smalley
Cheyenne Reid

FFA -FHS Craig Demorest
Clyde Ellertson
Justin Selman
Laurel Selman

FFA -BHS Hailey Bass
FFA-WHS Jarvis Pace
Hailee Toone
Cassie Joiner

FBLA -RHS Brett Webb
Eric Greenhalgh
Julie Townsend

FBLA -BHS Mike Dunkley

Alan Rawlins
Trevor Ward

FBLA -WIC Jacob Harrison  
FBLA/DECA FHS Dale Pollard
Tori Pollard
Leanne Nauta


DECA RHS Ben Hunsaker 


DECA BHS Ralph Andersen
Emily Okerlund 


Trevor Ward
Angie Larson

FCCLA RHS Gaylene Greenwood
Alicia Bartlett
Raquel Boehme

FCCLA FHS Natalie Wilson
Megan Barratt
Jerrie Lin Hansen

FCCLA BHS Alyssa Bennett
Mindy Nish
Maren Malan

FCCLA WHS Ashley Blaisdell
Kimberlee Arthur
Stephanie Bradford

FCCLA WIC Helen Marble
HOSA RHS Terry Schriver
Brenda Cook

HOSA BHS Michelle Dawson
Sheree Bjerregaard

HOSA FHS Kelly Harlan
Shannon Iseminger
Doug Kap

Melissa Powell

HOSA WIC Melissa Checketts
Lori Bosley

Skills USA-RHS Dane Tom
Skills USA-BHS Adam Arndt
Adriana Moore

Skills USA - WHS Steve Filiaga
Elliott Hedgepeth

TSA FHS Tom Paskett

TSA WIC Emily Ruesch
Trevor Brown
Gary Davis
Alex Kay


Monday, 29 July 2019 15:59

School Climate and Culture

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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

                        edited 2020 EJIC Standards poster graphic

Monday, 29 July 2019 15:59

Professional Development

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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. 

2019 - 2020 School Year

Equity Literacy 

Safe and Inclusive Schools

Inclusive Language

Restorative Practices Introduction

WSD 504 Accommodation Plan

2020 - 2021 School Year

Weber School District Equity, Justice, and Inclusion Framework


Monday, 29 July 2019 15:59

Interpretation and Translation Services

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Coming Soon
Monday, 29 July 2019 15:59

Family and Community Resources

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Weber School District’s Family Resource Center

Located at Burch Creek Elementary

(The center is located through the front doors to the left)

4300 S. Madison Ave. South Ogden, UT 84403     

801.476.5311    Public Welcome!



The Family Resource Center follows Weber School District’s calendar. Center hours are 7:30 a.m. to 5:00 p.m. Monday – Thursday, when school is in session. The Center is closed during the summer.




Centro de Recursos Familiares del Distrito Escolar de Weber

Situado en la Primaria Burch Creek

(El centro se encuentra a la izquierda, pasando las puertas principales)

4300 S. Madison Avenue, South Ogden, UT 84403

801.476.5311 El public es Bienvenido


El Centro de Recursos Familiares sigue Calendario del Distrito Escolar Weber. El horario del centro es de 7:30 a.m. a 5:00 p.m. Lunes a jueves, cuando la escuela está en sesión El Centro está cerrado durante el verano. 


Monday, 29 July 2019 15:58

Equity, Social Justice and Inclusion Library

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 Book of the Month Review


Culturally Responsive Teaching and the Brain
by Zaretta Hammond   Published in 2014

To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implemention - until now. 

In this book, Zaretta Hammond draws on cultting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes:

  • Information on how one's culture programs the brain to process data and affects learning relationships.
  • Ten "key moves" to build students' learners operating systems and prepare them to become independent learners
  • Prompts for action and value self-reflection



Blind Spot
by Banaji and Greenwald   Published 2013

"I know my own mind.
I am able to assess others in a fair and accurate way."

These self-perceptions are challenged by leading psychologists Mahzarin R. Banaji and Anthony G. Greenwald as they explore the hidden biases we all carry from a lifetime of exposure to cultural attitudes about age, gender, race, ethnicity, religion, social class, sexuality, disability status, and nationality.

“Blindspot” is the authors’ metaphor for the portion of the mind that houses hidden biases. Writing with simplicity and verve, Banaji and Greenwald question the extent to which our perceptions of social groups―without our awareness or conscious control―shape our likes and dislikes and our judgments about people’s character, abilities, and potential.

In Blindspot, the authors reveal hidden biases based on their experience with the Implicit Association Test, a method that has revolutionized the way scientists learn about the human mind and that gives us a glimpse into what lies within the metaphoric blindspot.



Excellence Through Equity - Five Principles of Courageous Leadership to Guide Achievement for Every Student
by Alan M. Blankstein and Pedro Noguera with Lorena Kelly   Published 2016

Excellence Through Equity is an inspiring look at how real-world educators are creating schools where all students are able to thrive. In these schools, educators understand that equity is not about treating all children the same. They are deeply committed to ensuring that each student receives what he or she individually needs to develop their full potential—and succeed.

To help educators with what can at times be a difficult and challenging journey, Blankstein and Noguera frame the book with five guiding principles of Courageous Leadership:

  • Getting to your core
  • Making organizational meaning
  • Ensuring constancy and consistency of purpose
  • Facing the facts and your fears
  • Building sustainable relationships

They further emphasize that the practices are grounded in three important areas of research that are too often disregarded: (1) child development, (2) neuroscience, and (3) environmental influences on child development and learning.



We Can't Teach What We Don't Know
by Gary Howard  Published 2016

Gary Howard outlines what good teachers know, what they do, and how they embrace culturally responsive teaching. Change Begins With Us: School transformation begins with the teachers' willingness to change their classroom structures, school structures, and themselves. It is crucial that teachers make the commitment to look deep inside themselves to see how they can better their attitudes, practices, and beliefs related to race and cultural differences. This book is a reminder to teaching is more than a job; it is a vocation in which we must dedicate our entire self.





Monday, 29 July 2019 15:58

EJI Committees and Mission Statement

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WSD Equity, Justice and Inclusion Mission Statement

Help create a safe and inclusive climate throughout the district
wherein diversity/differences are embraced and celebrated,
every student and employee is inspired to achieve, thrive and grow,
and where each is empowered to act against any form of intolerance, bigotry (and/or) injustice.


WSD Equity Advisory Committee Members

Kilo Zamora - Social Change Facilitation, CEO; Gender Studies Faculty, University of Utah

Jackie Thompson - Governor's Multicultural Commission and Retired Educator

Forrest Crawford - Professor, Weber State University

Kathleen Christy - Retired Educational Equity Director


WSD Equity Committee Members

Dr. Jeff Stephens - Superintendent

Lori Rasmussen - Assistant Superintendent

Art Hansen - Assistant Superintendent

Jan Burrell - Board Member, WSD Board of Education

Gina Butters - Executive Director, Secondary

Cami Alexander - Executive Director, Elementary

Jamie Ellis - Director, Equity, Justice, and Inclusion

Karla Porter - Director, Student Services

Clyde Moore - Supervisor, Secondary Education

Karen Miller - Coordinator, Equity, Justice, and Inclusion

Ray Long - Retired Administator, WSD

Brandon Baca - Teacher, Social Studies; President, WEA

Lorena Hernandez - Teacher, Spanish Immerison

Barb Whitman - Director, Ogden-Weber UniServ

Heidi Alder - WSD Legal Counsel

Sandy Lambert - Support Staff


WSD Equity Team

Roy Cone 

Melinda Stimpson - Roy High School/Social Studies Teacher

Amy Herrick - Roy High School/LIA and EL Teacher

Anneke Petersen - Two Rivers High/Counselor

Jenny Stone - Two Rivers High/Language Arts Teacher

Alexandra Smith - Sand Ridge Jr. High/Spanish, ESL Teacher


Bonneville Cone 

Natasha Davis - Bonneville High School/Counselor

Cedric Smith - T.H. Bell Jr. High/Science Teacher

Clay Dyer - Washington Terrace Elementary/6th Grade Teacher

Craig Pitts  - H Guy Elementary/2nd Grade Teacher


Weber Cone 

Melanie Malan - Weber High School/Spanish Teacher

Marian Doman - Orion Junior High/History Teacher

Julie Smith - Bates Elementary/Counselor

Melissa LeeMaster - North Ogden Elementary/Reading Specialist

Amy Ogle - Valley Elementary/5th Grade Teacher


Fremont Cone 

Trudy Sportsman - Rocky Mountain Jr. High/Library, Media Specialist

Caysie Bowden - Rocky Mountain Junior High/Counselor

Sher Elliott - Plain City Elementary/Counselor


Flex Team 

Jennifer Warren – District/SpEd Supervisor

Quinn Talbot - T. H. Bell Junior High School/Asst. Principal

Nick Reyes - Bonneville High School/Asst. Principal

Brandon Lott - Freedom Elementary/Principal

Christy Wagner - District Curriculum Specialist

Juliana Woodbury - Canyon View/Principal

Nichole Warren-Doman - Bonneville High/Asst. Principal

Justin Skeen - Lomond View/Principal

Alicia Mitchell - Fremont High School/Asst. Principal

Phil Nestoryak - Valley View Elementary/Principal


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