Chapter A – APA Model

Part 1.0 – Mission and Vision

Section 1.1 – Mission Statements

 

Policy Statement:

Mission and Vision

Mission Statement

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

 

American Prep Secondary Schools Mission Statement

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

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

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

Chapter A – APA Model

Part 1.0 – Mission and Vision

Section 1.1 – Mission Statements

 

Policy Statement:

Mission and Vision

Mission Statement

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

 

American Prep Secondary Schools Mission Statement

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

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

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

Chapter A – APA Model

Part 1.0 – Mission and Vision

Section 1.2 – What We Believe

Policy Statement:

What We Believe

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

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

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

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

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

  1.  Schools achieve maximum academic success and student proficiency by:
    •  teaching skills to mastery levels,
    • imparting valuable knowledge,
    • transmitting the common culture that binds us as a nation, and
    • exposing children to supreme examples of artistic and intellectual achievement.
  2. Mastery of a fundamental core of knowledge is essential to a child’s achievement in later grades. Material should be coherent, sequential, content-rich, and challenging, and must be taught to mastery level by the teacher.
  3.  Standardized testing is an essential tool for measuring student learning and teacher success.
  4.  The formation of good character goes hand in hand with mental training.
  5.  Serious scholarship requires a willing and enthusiastic mind, self-discipline, determination, patience, and humility.
  6.  All children can learn, although their pace may differ, and their response to higher standards is improved performance.
  7.  The school must be structured to support parents so that they may play an active role in all aspects of their child’s education.

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

Chapter A – APA Model

Part 1.0 – Mission and Vision

Section 1.2 – What We Believe

Paragraph 1.2.2 – School Model

Policy Statement: 

School Model

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

Chapter A – APA Model

APart 1.0 – Mission and Vision

Section 1.2.1 Philosophy Statement

Policy Statement:

Philosophy Statement

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

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

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

Chapter A – APA Model

Part 1.0 – Mission and Vision

Section 1.3 – Virtuous Character Development

Policy Statement:

Virtuous Character Development – Builders and Ambassadors Programs

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

Building Foundations

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

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

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

Chapter A – APA Model

Part 1.0 – Mission and Vision

Section 1.3 – Virtuous Character Development

Paragraph 1.3.1 – Builders Theme

Policy Statement:

Builders Theme

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

 

 

Builders 

I saw them tearing a building down,

A gang of men in a busy town.

With a yo heave ho and a lusty yell,

They swung a beam and the sidewall fell.

I asked the foreman if these men were as skilled

As those he would hire if he were to build.

He laughed and said, “Oh, no indeed,

Common labor is all I need,

For they can wreck in a day or two,

What builders have taken years to do.”

So I asked myself, as I went my way,

Which of these roles am I to play?

Am I the builder, who works with care,

Measuring life by the rule and square?

Or am I the wrecker who walks the town,

Content in the role of tearing down?

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

I’ll be a builder in every way.

– Anonymous and Howard Headlee

Policy Cross-reference: H-1.2 Builders Theme

Chapter A – APA Model

Part 1.0 – Mission and Vision

Section 1.3 – Virtuous Character Development

Paragraph 1.3.2 – Ambassador Program

Policy Statement:

Ambassador Program

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

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

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

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

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

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

Policy Cross-reference: H-1.3 Ambassador Program

Supplemental Materials:

Office Forms: OF G-2.4 Activity Request Form

Chapter A – APA Model

Part 1.0 Mission and Vision

Section 1.4 Unity and Diversity Statements

Policy Statement:

Opt-out Policy

It is vital to our mission and to our community that we are unified in purpose. We recognize the strength we have in our different cultures, nationalities and religious faiths and we honor the diversity of our students and families. Our strength and unity is built as we honor and embrace our diversity while focusing on our shared mission of academic excellence and character development for each student. Parents may exercise their ability to opt-out their student of any activity they determine is in conflict with their religious or cultural tenets. If it is a classroom activity (such as a book you don’t wish your student to read), parents may exercise this opt-out by speaking with the classroom teacher and selecting an alternative activity. If it is a school-wide or ambassador activity, parents may opt-out after first observing the activity and then submitting a Request for Waiver of Participation Form (available at the main office). Administration will review the request to ensure that religious freedoms or exercise of rights of conscience are not infringed. Alternative activities may be required. We also recognize prayer in school as a Constitutionally protected right. American Preparatory Academy is neutral on the RISE test opt-out. We do not encourage nor do we discourage opting out of this test.

Equal Educational and Employment Opportunity

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

Civil Rights Grievance Procedure

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

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

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

Chapter A – APA Model

Part 2.0 Academic Success

Section 2.1 Teachers and Staff Component

 

Policy Statement:

Teachers and Staff Component

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

Chapter A – APA Model

Part 2.0 Academic Success

Section 2.1 Teachers and Staff Component

  

Policy Statement:

Teachers and Staff Component

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

Chapter A – APA Model

Part 2.0 Academic Success

Section 2.1 Student Component

  

Policy Statement:

Student Component

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

Chapter A – APA Model

Part 2.0 Academic Success

Section 2.1 Student Component

Paragraph 2.1.1 Student Compact

Policy Statement:

STUDENTS AGREE TO:

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

Download Printable PDF

OF A-2.2.1 Student Compact*

Chapter A – APA Model

Part 2.0 Academic Success

Section 2.3 Parent Component

Policy Statement:

Parent Component

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

Chapter A – APA Model

Part 2.0 Academic Success

Section 2.3 Parent Component

Paragraph 2.3.1 Parent Compact

Policy Statement:

PARENTS AGREE TO:

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

Download Printable PDF

OF A-2.3.1 Parent Compact

Chapter A – APA Model

Part 2.0 Academic Success

Section 2.3 Parent Component

Paragraph 2.3.2 District Parent And Family Engagement Policy

  

Policy Statement:

District Parent And Family Engagement Policy

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

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

Part 2.0 Academic Success

Section 2.3 Parent Component

Paragraph 2.3.3 School Parent and Family Engagement Policy

Policy Statement:

Non-custodial parent/guardian

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

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

Caregivers

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

 

Visitors

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

Parent and Family Engagement Groups

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

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

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

Volunteer Guidelines

American Prep asks families to provide volunteer service at their student’s school if they are able. Your generous gift of time and talents makes it possible for our students to have an outstanding educational experience.  This would not be possible without our volunteers’ assistance.  THANK YOU parents!!  Please contact your child’s teacher or the front office staff for ways you can help.  They will guide you in finding a volunteer opportunity at the school.

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

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

Parent to School Communication

Guidelines

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

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

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

Channels of Communication

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

 

Academic, Behavioral, or other Concern – Elementary

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

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

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

 

Special Education Concern – Elementary

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

 

Special Education Concern – Jr. High/High School

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

Facility or Safety Concern, Carpool

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

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

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

 

Parent Survey

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

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

 

School to Parent Communication

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

Parent Meetings and Events

Parents are required to attend the following:

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

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

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

Parent-Teacher Conferences

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

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

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

Birthdays and other Events

Invitations

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

Birthday Recognition

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

Financial Contributions

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

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

 

Lost or Damaged Books

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

Chapter A – APA Model

Part 3.0 Administrative Model

Section 3.1 District Flow Chart

  *Don’t name it Flow Chart; need to update staff list below

Policy Statement:

Schools Administrative Structure

Each school will be led by the following teams:

Administrative Director – manages non-academic programs at school

Elementary Director – manages the Elementary Program

Jr. High/Secondary Director – manages the Jr. High/Secondary Program

Draper 1 Campus:

  • Administrative Director:  Cathie Adamson
  • Elementary Director 1-3:  Kelsey Mills
  • Elementary Director 4-6: Michelle Mulcahy

Draper 2 Campus

  • Administrative Director:  Kevin McVicar
  • Elementary Director K-2:  Belinda Durling
  • Elementary Director 3-4:  Jacquie Chappell
  • Elementary Director 5-6: Debra Lloyd

Draper 3 Campus

  • Secondary Director: Daniel Baker
  • Assistant Secondary Director: Carole Hollinger
  • Junior High Director: Todd Christensen

West Valley 1:

  • Administrative Director:  Debra Davies
  • Elementary Director:  Laura Leavitt
  • Junior High Director:  Brad Sheneman

West Valley 2:

  • Administrative Director: Cindy Barrs
  • Elementary Director K-3: Erynn Woolston
  • Elementary Director 4-6: Julie Rodriguez
  • Secondary Director: Craig Peterson
  • Assistant Secondary Director: Matt Hymas
  • Junior High Director: Jake Winegar

Salem :

  • Administrative Director:  Stasi Garrett
  • Elementary Director K-3: Jessica Barton
  • Elementary Director 4-6: Cody O’Brien
  • Junior High Director: Richard Fillerup

District Level: 

  • Carolyn Sharette -Executive Director
  • Laura Campbell – Executive Director-Academics
  • Catherine Findlay – Executive Director—Character Education
  • Tim Evancich – Operations Director
  • Phil Collins – Chief Financial Officer (CFO), Business Manager
  • Jen Walstad – District Academic Director
  • David Bowman – IT Area Manager
  • Connie Sims – Human Resource Director
  • Lisa Bennett – Compliance Director
  • Debra Lloyd- ALS Director
  • Lori Stephenson – District Librarian
  • Lindsey Rees – Enrollment Director, Assessment Director, SIP Coordinator
  • Joan Ottley-Zeeman – District Administrator, Special Education Coordinator
  • Lari Evancich – District Purchasing
  • Debra Davies – Education licensing, Accreditation, School Lunch Program
  • Whitney Haselden – Executive Director APEF, District Calendar Lead
  • Cindy Barrs – District Secretary Lead; Aspire Lead
  • Cathie Adamson – District Substitute Coordinator

Schools Governing Board:

  • Brad Findlay, Chair
  • Clay Hatch, Vice-Chair/Secretary
  • Jason Mecham
  • Stacy McNeill
  • Chris Diener

Chapter A – APA Model

Part 3.0 Administrative Model

Section 3.2 Team Leaders and Managing Director

Policy Statement:

Team Leaders and Managing Director

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

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

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

Chapter A – APA Model

Part 4.0 School Committees

Section 4.1 Parent Advisory Committee

Policy Statement:

Composition

1)   This is a school building-level committee.

2)   Members include: Parents or Legal Guardians who

      a) have students currently enrolled at the school, and

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

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

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

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

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

 

Elections:

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

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

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

5)   The Academic Director or designee must oversee elections.

6)   Ballots must be collected in a secure location.

Duties

1)     Serve on the School Land Trust Committee

a)   Follow Roberts Rules of Order

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

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

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

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

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

            a)   Contribute to and approve a School Plan.

            b)   Contribute to and approve a Parent Involvement Policy.

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

Meetings

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

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

Chapter A – APA Model

Part 4.0 School Committees

Section 4.2 School Land Trust Committee

Policy Statement:

Composition

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

Duties

  1. Serve on the School Land Trust Committee
    1. Follow Roberts Rules of order
    2. Contribute to and approve a School Improvement Plan (Section 53G-7-1204, previously 53A-1a-108.5 before the 2018 public education recodification).
    3. Contribute to and approve a School Land Trust Plan (Section 53F-2-404, previously 53A-16-101.5 before the 2018 public education recodification).
    4. Contribute to and approve a Reading Achievement Plan (Section 53E-4-306, previously 53A-1-606.5 before the 2018 public education recodification), and
    5. Contribute to and approve a Final Report on the School Land Trust Plan

Meetings

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

Chapter A – APA Model

Part 4.0 School Committees

Section 4.3 Title I Committee

Policy Statement:

Composition

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

Duties

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

Meetings

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

Chapter A – APA Model

Part 4.0 School Committee

Section 4.4 Human Rights Committee

Policy Statement:

Composition

1)     This is a district-level committee.

2)     Members include:

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

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

Duties

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

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

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

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

Meetings

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

2)     Meetings regarding individual incidents will be closed.

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

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

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