CHAPTER D – COMMUNICATION

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Chapter D – Communication

Part 2.0 Staff to Staff

Section 2.4

As prescribed in Utah Law 53G-8-403, the juvenile court and law enforcement agencies will notify the school Executive Director of the district when a minor has been adjudicated or taken into custody or detention for a violent felony.

Within three working days of receiving the notification, the Executive Director will send the principal of the campus a copy of the notification letter from Juvenile Court or the law enforcement agency.

Upon receipt of the information, the principal shall:

• Share information about the offender and the victim only with staff members who have both a right and a current need to know for the safety of students and staff.
• Keep this information in a secure file available only to those with a need to know. This file should be separate from the student’s permanent file.

Moved to Procedures.

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Translation and Interpretation Services

Chapter D – Communication

Section 4.0 School to Parent Community

D-4.4 Translation and Interpretation Services

Translation and Interpretation Services or Language Access Plan

Chapter D – Communication

(HB 302)

Definitions

1. Primary language means the first language spoken by a student’s parent or guardian.
2. Interpretation means simultaneous communication between a speaker of English and a speaker of another language.
3. Translation means written communication wherein the written words of one person are communicated to others in writing in a different language.

Determination of Primary Language

1. APA parents will, upon enrollment, identify the primary language spoken by the student and guardian of each student enrolled in the school, and, if such language is not English, whether the student and parent require language assistance to communicate effectively with the school.
2. APA shall maintain an appropriate and current record of the primary language of each parent.

Right to Information

1. APA will communicate information to limited English proficient parents in a language they can understand about any program, service, or activity that is called to the attention of parents who are proficient in English.
2. Parents have a right to be provided information about their student’s education in a language they can understand; this includes the right to translated documents and the provision of a language interpreter as needed.
3. Parents may request these services even if they speak some English and/or their student can speak or read English.
4. Language assistance services are free to the parent and provided by appropriate and competent staff, or through appropriate and competent outside agencies.

Language Assistance Services

1. Each school shall, consistent with this regulation, provide translation and interpretation services to students and parents who require language assistance in order to communicate effectively with their school.
2. Guardians may rely on an adult relative for language and interpretation services if they choose.

Translation

1. Vital information may be made available to parents and students in multiple languages using accepted translation tools such as Skyward, Google Translate (APA website), and Microsoft Translate (APA policy site).
2. Vital Information may include the following:
3. School/Program registration, enrollment, and selection;
4. Fee schedule and fee waiver information;
5. Grades, report cards, progress reports, academic standards, and graduation;
6. School rules and student discipline;
7. Attendance, absences, and withdrawal;
8. Parent permission for activities and programs;
9. School closures;
10. Opportunities to access programs or services – including extended learning, advanced placement, and English Learner programs;
11. Student/Parent handbooks;
12. Parent-teacher conferences;
13. Grievance procedures and notices of nondiscrimination;
14. Special education and related services for students with disabilities:
15. Section 504 information; and
16. The district’s language access plan and related services or resources available.

Interpretation Services

1. APA shall provide interpretation services during regular business hours, to parents and students who require such services in order to communicate with APA regarding critical information about their child’s education.
2. Depending upon availability, such interpretation services may be provided either at the location where the parent or student is seeking to communicate or virtually.
3. Interpretation shall be provided for, but not limited to, the following activities as needed:
4. impromptu and scheduled office visits or phone calls;
5. enrollment or registration processes;
6. the IEP process;
7. student educational and occupational planning processes;
8. fee waiver processes;
9. parent engagement activities;
10. student disciplinary meetings;
11. other interactions between the parents of a student learning English and educational staff.

Notification Requirements

1. Schools and offices are responsible for notifying each parent and student who require language assistance services of their right to free language assistance.
2. APA shall provide parents and students guidance, including guidance on when oral interpretation is preferable to written translation.

Moved to Procedures.

Moved to Procedures.

Chapter D – Communication

Part 5.0 Staff to Parent

Section 5.1 Staff to Parent Guidelines

Paragraph 5.1.1 Staff to Parent Medical Recommendations

Policy Statement:

Staff to Parent Medical Recommendations

School personnel MAY:

1. 1. provide information and observations to a student’s parent or guardian about that student, including observations and concerns in the following areas:
      1. progress;
      2. health and wellness;
      3. social interactions;
      4. behavior; or
      5. topics consistent with Subsection 53E-9-203(6);
   2. communicate information and observations between school personnel regarding a child;
   3. refer students to other appropriate school personnel and agents, consistent with district policy, including referrals and communication with a school counselor or other mental health professionals working within the school system;
   4. consult or use appropriate health care professionals in the event of an emergency while the student is at school, consistent with the student emergency information provided at student enrollment;
   5. exercise their authority relating to the placement within the school or readmission of a child who may be or has been suspended or expelled for a Safe Schools violation; and
   6. complete a behavioral health evaluation form if requested by a student’s parent or guardian to provide information to a licensed physician.

School personnel SHALL:

1. 1. report suspected child abuse;
   2. comply with applicable state and local health department laws, rules, and policies; and
   3. conduct evaluations and assessments consistent with the Individuals with Disabilities Education Act, 20 U.S.C. Sec. 1400 et seq., and its subsequent amendments.

School personnel MAY NOT:

1. 1. recommend to a parent or guardian that a child take or continue to take a psychotropic medication;
   2. require that a student take or continue to take a psychotropic medication as a condition for attending school;
   3. recommend that a parent or guardian seek or use a type of psychiatric or psychological treatment for a child;
   4. conduct a psychiatric or behavioral health evaluation or mental health screening, test, evaluation, or assessment of a child (other than those consistent with IDEA);
   5. make a child abuse or neglect report to authorities, including the Division of Child and Family Services, solely or primarily on the basis that a parent or guardian refuses to consent to:
      1. a psychiatric, psychological, or behavioral treatment for a child, including the administration of a psychotropic medication to a child; or
      2. a psychiatric or behavioral health evaluation of a child.

Exceptions:   A school counselor or other mental health professional acting in accordance with Title 58, Chapter 60, Mental Health Professional Practice Act, or licensed through the State Board of Education, working within the school system may make appropriate recommendations or conduct evaluations.  These activities must be in compliance with district policy and Federal and State laws and rules.

Penalty:   An intentional violation of this policy is cause for disciplinary action.

Supplemental Materials:

Legal References:    UT 53G-9-203 (previously 53A-11-605) Definitions — School personnel — Medical Recommendations — Exceptions — Penalties       

                                    UT 62A-4a-403 “Reporting Requirements”

                                    UT 53G-11-513 (previously 53A-8a-502) “Dismissal Procedures”

Chapter D – Communications

Part 5.0 Staff to Parent

Section 5.2 Response to Parent Inquiries

Policy Statement:

Response to Parent Inquiries

Teachers will respond to phone messages and emails from parents within 24-48 hours during the work week or the Monday or Tuesday following a weekend.  This will require that teachers check their message on their phones AT LEAST daily and within a few hours of a message light coming on.

A phone log will be kept of messages received and follow-up communication.  Phone logs are available from administration.

Chapter D – Communication

Part 5.0 Staff to Parent

Section 5.3 Academic Communication

Policy Statement:

Academic Communication

1. A Learning Plan will be provided to each student each week or annually for Jr. High students.  Students will bring the Learning Plan home in their docket each day.  Information regarding school work, activities and homework will be communicated to American Prep families from the teacher to parents each day via the Learning Plan. Learning Plans are a daily communication tool which parents and teachers can use to communicate regarding academic progress.
2. At the beginning of each class in Jr. High teachers will send home a disclosure for the class, explaining in some detail what topics will be covered and when, allowing parents to supplement and extend the student’s learning at home.  The learning plan is also a good source of information for parents to learn what their student is studying.
3. Junior High and High School teachers may also post assignments in the www.americanprep.org school “Assignment Vault.”
4. At the beginning of each month in the elementary grades, teachers will send home a newsletter outlining class news and the curriculum that will be taught in the upcoming month.  A list of recommended reading will be included and parents are to read the selections with their students at home during the month.
5. SIS will be the means by which Jr. High parents and students may check on the status of assignments and grades at any time.
6. Bi-monthly reports will go home with students in grades K-2 who are not at mastery.
7. Bi-monthly reports will go home with all students in grades 3-6.
8. Progress reports will be mailed to Junior High students at mid-term each quarter.
9. Report Cards will be issued the week following the end of each quarter.

Chapter D – Communication

Part 5.0 Staff to Parent

Section 5.3 Academic Communication

Paragraph 5.3.1 Parent-Teacher Conferences

Policy Statement:

Parent-Teacher Conferences

In grades K-6, at the end of the first and third quarters, the teacher will meet with parent(s)/guardian(s) of each student in their class in a parent-teacher conference.  The outline to use for the conference is the SEP and the PTC Promotion Discussion form, a copy of which is included in the Grade Level Guide.  During this conference, goals for student achievement are set with the input of the parent/guardian. In grades 4-6 students may be invited to attend.

In grades 7-10, conferences are held according to the school calendar.  Students will attend these conferences.

In grades K-6, at the end of the 2^nd quarters, teachers will meet with parents who desire to conference with the teacher, or with a parent of any student who is not reaching the benchmarks set for promotion, or with a parent with whom the teacher feels a conference would benefit the student in some other way.  Conferences after 2^nd quarter are to be held on Thursday and Friday, and not on Wednesday, to allow for uninterrupted team meeting schedules.

Upon parental or teacher request, instructors may be invited to attend parent-teacher conferences.  However, homeroom teachers are to take the lead in scheduling all conferences and should be in attendance at all conferences that involve their homeroom students.

Chapter D – Communications

Part 5.0 Staff to Parent

Section 5.3 Academic Communication

Paragraph 5.3.2 Teacher Initial Newsletter

Policy Statement:

Teacher Initial Newsletter

Teachers will prepare a newsletter and packet or disclosure (Jr. High/Secondary) to be presented at BTS night (elementary) or go home with the students in the first few days of school – (disclosures in Jr. High/Secondary).  The information or disclosure will include:

1. 1. Teacher introduction and an outline of classroom policies
   2. The classroom schedule
   3. Instructions for P.E. clothing (K-6)
   4. An overview of the teacher’s procedures for enforcement of the uniform policy
   5. Information regarding homework expectations and procedures
   6. Ways in which the teacher can be contacted
   7. Reading Summary and instructions
   8. A sample Learning Plan and instructions regarding the purpose of the Plan, its use and mandatory signing (K-6, homeroom 7-10)
   9. Instructions regarding the docket, its use and how it should be used by parents and students (K-6, homeroom 7-10)
   10. Information about the Bi-Monthly Progress Reports (1-6)
   11. Information about the Academic Support Team and a volunteer sign-up sheet (K-6, homeroom 7-10)
   12. Information about the Character Support Team (CST) and a volunteer sign-up sheet (K-6, homeroom 7-10)
   13. Information regarding the procedures used for schoolwork corrections, confidentiality, and use of volunteers in correcting student work.

Chapter D – Communication

Part 5.0 Staff to Parent

Section 5.3 Academic Communication

Paragraph 5.3.3 Progress Reports

Policy Statement:

Bi-Monthly Student Progress Reports

In grades 3-6, teachers will send home a Student Bi-Monthly Progress Report on a scheduled basis according to the staff calendar.  This report will inform parents of any/all missing assignments as well as the student’s behavior progress.  The Bi-Monthly Progress Report is a report emailed to parents who have email access or printed from Easy Grade Pro for those parents who have no email access.  Groups teachers submit a Grade Summary/Missing Assignment Summary to the classroom teacher to be included in the Bi-Monthly Progress Report.  The Staff Calendar lists the dates the Group Summaries are due to homeroom teachers.

In grades 1-2, Bi-monthly Progress Reports are sent only to the parents of students who are not reaching mastery in one or more subjects and to the parents of students who have missing work.

Jr. High/Secondary Progress Reports

Jr. High/Secondary students and their parents will all have SIS access, affording them day-by-day access to progress reports.  Formal progress reports will be sent to parents of Jr. High/Secondary students at mid-quarter.

Office Forms: OF F-4.3 Grading Guidelines Teacher

                        OF F-4.3 Grading Guidelines for Instructors

Chapter D – Communication

Part 5.0 Staff to Parent

Section 5.3 Academic Communication

Paragraph 5.3.4 Report Cards

Policy Statement:

Report Cards

Teachers will prepare report cards for each student at the end of each term.  There will be a date published when reports cards must be completed.

Elementary:  Teachers will submit their students’ report cards to their Administrator or team partner.  The team partner will check the report cards against a rubric to ensure there are no missing elements or inappropriate reports and that the grading guidelines have been followed.  They will return the report cards to their team partner with any deviations from the rubric noted.  The teacher will make the necessary corrections.  Teachers will copy the report card and send it home with the student.  Report cards will be sent home according to the school calendar.  A copy will be kept in the student file.

JH/HS:  Teachers will finalize their grades by the end of the day on the date published in the staff calendar.  Report cards will be printed and mailed by administration.

Office Forms: OF F-4.3 Grading Guidelines

                        OF F-4.3 Grading Guidelines for Instructors

Chapter D Communication

Part 6.0 Staff to Outside Communication

Section 6.1 Third-Party Communication

Policy Statement:

Third Party Communication

Teachers are not to communicate with outside parties regarding student progress or any other information relating to a student without the written permission of the School Director or his/her designee.  This includes surveys from medical doctors or other outside professionals.

Teachers may fill out surveys at the request of parents, however, the survey must be given to the School Director or his/her designee for approval before being sent to the third party.

Chapter D Communication

Part 6.0 Staff to Outside Communication

Section 6.1 Third-Party Communication

Policy Statement:

Third Party Communication

Teachers are not to communicate with outside parties regarding student progress or any other information relating to a student without the written permission of the School Director or his/her designee.  This includes surveys from medical doctors or other outside professionals.

Teachers may fill out surveys at the request of parents, however, the survey must be given to the School Director or his/her designee for approval before being sent to the third party.

Chapter D Communication

Part 6.0 Staff to Outside Communication

Section 6.2 FERPA

Policy Statement:

FERPA: The Family Education Rights and Privacy Act

The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that American Preparatory Academy, with certain exceptions, obtain written consent prior to the disclosure of personally identifiable information from a student’s education records. However, American Prep may disclose appropriately designated “directory information” without written consent, unless parents have advised American Prep to the contrary in accordance with American Prep procedures.

American Prep has designated the following information as directory information:

• Student’s name
• Participation in officially recognized activities and sports
• Address
• Telephone listing
• Electronic mail address
• Photographs
• Degrees, honors and awards received
• Dates of attendance
• Grade level

The primary purpose of directory information is to allow American Prep to include this type of information from students’ education records in certain school publications. Examples include:

• Honor roll or other recognition lists
• Graduation programs
• The annual yearbook
• A playbill, showing your student’s role in a dramatic production
• Sports activity sheets, such as for wrestling, showing weight & height of team members

Directory information may also be disclosed to outside organizations without a parent’s prior written consent.  Outside organizations include, but are not limited to, colleges, potential employers, and 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 (ESEA) to provide military recruiters, upon request, with names, addresses and telephone listings of students unless parents have advised the LEA in writing that they do not want their student’s information disclosed.

American Prep annually provides a ” FERPA Form” in its registration materials that allows parents to restrict the disclosure of directory information and explains their right to opt-out of the military disclosure for their high school students. 

Supplementary Materials:

Handouts: HO D-6.2 FERPA Information

Office Forms: OF D-6.2 FERPA Form

Chapter D – Communication

Part 6.0 Staff to Outside Communication

Section 6.3 Personal Communication

Policy Statement:

Personal Communication

Staff members should generally refrain from the use of cell phones during class times.  Text messaging or talking on the phone during class is considered unprofessional conduct.  It is understood that at times it will be less distracting for a teacher to communicate on the phone or via text message quickly rather than leaving the classroom to take care of personal business that is pressing.  However, this should be rare and reserved for times when students will be least impacted, such as during independent work time.

Chapter D – Communications

Part 6.0 Staff to Third Party

Section 6.4 Student Privacy

Policy Statement: 

Student Privacy

In order for American Prep to remain compliant with HIPPA and FERPA federal guidelines, all personally identifiable student records must be treated as confidential.  No student records may be distributed outside of American Prep other than “Directory information” as approved by parents (see “D-6.2 FERPA and Military Opt Out”).  Student information may be shared within the school on a limited, need-to-know basis and with educational research institutions in accordance with D-6.5 Data Security and Remediation Plan.

With regard to student schoolwork, it is allowable to have volunteers and other students correct student work.  Volunteers must be instructed in writing, and verbally by the classroom teacher in the importance of student confidentiality.  Students will correct work in class, utilizing the red/blue pen system (students take the tests or work the assignment in pencil, then pencils are put away and red/blue pens are taken out.  Errors are circled in red, correct answers are given a checkmark, and corrections are made in blue ink following the correcting session.) Students may exchange papers to correct each other’s work or they will correct their own work in different situations.

Any unneeded paperwork that has student names or identifying data on it should be shredded by using the Cintas/Shred Pro bin in the Staff Workroom.  Paperwork that includes student names or identifying data should NEVER be thrown away in the garbage or recycled in the regular recycling containers.

Policy Cross-reference:   B-7.4 and F-4.2 Student Privacy

                                          C-9.2, E-7.4, F-7.3 and I-6.2 Volunteer Agreement

Related Policies:              D-6.2 FERPA and Military Opt Out

                                           B-9.1 Network Acceptable Use Policy

                                           I-8.1 Internet Safety & Acceptance of Use Policy

Handouts:                        HO D-6.2 FERPA Information

Office Forms:                   OF I-8.1 ISAU Parent and Student Acknowledgement

                                          OF I-8.1 ISAU Staff Acknowledgement

Supportive Research:     SR D-6.2 FERPA Q&As

                                          SR D-6.2 FERPA and PPRA

Legal References:           UT R277-487

                                          FERPA

Chapter D – Communication

Part 7.0 Student to Parent

Section 7.1 Phone Calls Home

Policy Statement: 

Phone Calls Home

Students are generally not allowed to use the school telephones to call home during the day.  In cases of illness or injury, the school secretary will call the parent.  Students should not be sent to the office to call home.  If teachers instruct a student to call home to report missing work, etc., the teacher must supervise the phone call (which should be made from the teacher’s room) and the student MUST leave a message on the home phone if no one answers the phone.  If this protocol isn’t followed, parents arrive home, see that American Prep has called, and they call the school asking why.  The secretaries don’t know where the call originated and cannot help the parents.  This happens daily at American Prep (5-6 times day) and our goal is to eliminate those calls completely.

Chapter D – Communication

Part 7.0 Student to Parent

Section 7.1 Phone Calls Home

Policy Statement: 

Phone Calls Home

Students are generally not allowed to use the school telephones to call home during the day.  In cases of illness or injury, the school secretary will call the parent.  Students should not be sent to the office to call home.  If teachers instruct a student to call home to report missing work, etc., the teacher must supervise the phone call (which should be made from the teacher’s room) and the student MUST leave a message on the home phone if no one answers the phone.  If this protocol isn’t followed, parents arrive home, see that American Prep has called, and they call the school asking why.  The secretaries don’t know where the call originated and cannot help the parents.  This happens daily at American Prep (5-6 times day) and our goal is to eliminate those calls completely.

Charter D – Communication

Part 8.0 Parent to Staff

Section: 8.1 Parent to Staff Guidelines

Policy Statement:

Parent to Staff 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.

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.  If a member of the community does not know who the best person is to answer their question or concern or hear their feedback, they will ask a member of the administrative staff, beginning with one of the school secretaries.

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 Assistant Director.  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.

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

Charter D – Communication

Part 8.0 Parent to Staff

Section: 8.1 Parent to Staff Guidelines

Policy Statement:

Parent to Staff 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.

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.  If a member of the community does not know who the best person is to answer their question or concern or hear their feedback, they will ask a member of the administrative staff, beginning with one of the school secretaries.

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 Assistant Director.  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.

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

Charter D – Communications

Part 8.0 Parent to Staff

Section 8.2 Parent Survey

Policy Statement:

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.

Chapter D – Communication

Part 8.0 Parent to Staff

Section 8.3 Homework Response Forms

Policy Statement:

Homework Response Forms

Teachers will send several Homework Response Forms home with students at the beginning of each year.  This form allows parents the opportunity to communicate with the teacher regarding the homework assigned.  A master copy of the homework response form is available from administration.

If a teacher receives a homework response form from a parent, he/she will respond within 24 hours by telephoning the parent and resolving the concern.  A copy of the response form and record of the follow-up will be forwarded to the administration.

Student and Parent Grievance Policy and Procedure 

Chapter D – Communication

Section 9.0

Paragraph 9.1 Student and Parent Grievance Policy and Procedure 

1. Definitions 
2. Grievance – A complaint from any individual within American Preparatory Academy (i.e., student, parent, employee) which: 
   • Sets forth the allegation that there has been a violation of any policy, accepted practices, or state or federal law. 
   • Specifically identifies the policy, practice, or statute violated. 
3. Complainant – Any individual or group of individuals requesting the review of a decision or condition falling under policy, accepted practices, or state or federal law from which they claim a real and adverse outcome. 
4. Respondent –  An individual or group of individuals, against whom a grievance is filed.
5. Facilitator –  A neutral dispute resolution practitioner that provides structure and process to the interactions of a group to help them participate fully and move through the grievance process.
6. Gossip – Engaging in a conversation involving malicious discussion or rumors about an individual or a group of individuals.
7. Channels of Communication (i.e. Communication List) – The hierarchy of American Preparatory Academy for addressing grievances. The communication structure varies depending on the area of the alleged violation. The persons listed are in order of who should be consulted to address your concern (first, second, etc.):  

Classroom Instruction (Academic, Behavioral, Groups, etc.) 

1. Student’s Homeroom Teacher – please check student’s learning plan for correct email address for homeroom teacher 
2. Grade Level Director – Often a Director is responsible for 1st-3rd, 4th-6th, 7th-8th, 9th-12th. 
3.  District Elementary Academic Director – Jen Walstad – jwalstad@apamail.org or District Secondary Academic Director – Daniel Baker – dbaker@apamail.org  
4. District Executive Director – Carolyn Sharette – csharette@apamail.org 
5. Parent Advocate – parentadvocate@apamail.org 

Special Education 

1. Special Education Teacher 
2. Special Education Director 
3. District Executive Director – Carolyn Sharette – csharette@apamail.org 
4. Parent Advocate – parentadvocate@apamail.org 

Title I 

1. School-level Director 
2. Executive Director – Compliance 
3. District Executive Director – Carolyn Sharette – csharette@apamail.org 
4. Parent Advocate – parentadvocate@apamail.org 

Title III  (Language Services)

1. School-level Director 
2. Executive Director – Compliance 
3. District Executive Director – Carolyn Sharette – csharette@apamail.org 
4. Parent Advocate – parentadvocate@apamail.org  

Title VI (Civil Rights)

1. Title VI Coordinator 
2. Executive Director – Compliance 
3. District Executive Director – Carolyn Sharette – csharette@apamail.org 
4. Parent Advocate – parentadvocate@apamail.org 

Title IX (Gender Discrimination)

1. Title IX Coordinator 
2. Executive Director – Compliance  
3. District Executive Director – Carolyn Sharette – csharette@apamail.org 
4. Parent Advocate – parentadvocate@apamail.org  

Afterschool 

1. Afterschool Director 
2. Grade Level Director – Often a Director is responsible for 1st-3rd, 4th-6th, 7th-8th, 9th-12th. 
3. Executive Director – Compliance  
4. District Executive Director – Carolyn Sharette – csharette@apamail.org 
5. Parent Advocate – parentadvocate@apamail.org 

Enrollment

1. School Registrar
2. Grade Level Director Often a Director is responsible for 1st-3rd, 4th-6th, 7th-8th, 9th-12th. 
3. School Director
4. District Executive Director – Carolyn Sharette – csharette@apamail.org 
5. Parent Advocate – parentadvocate@apamail.org 

Informal Grievance Resolution Procedure 

Complainant 

1. A Complainant should, in good faith, address their concern first with the involved person(s) and work in a timely, reasonable, and cooperative effort to resolve the concern.  
2. If the Complainant is not comfortable with taking the concern to an individual at any level, the Complainant may take their complaint to the next person on the communication list.  
3. If the Complainant is unsuccessful in resolving their complaint in a timely manner with the involved person(s), they may take their complaint to the next person on the communication list. 
4. The Parent Advocate is the final member in the communication list and is represented by a member of the sitting governing board for American Preparatory Academy. 

Staff 

1. When a staff member receives an informal complaint, they should: 
2. evaluate the complaint for safety or urgency and respond appropriately; 
3. collect and evaluate evidence related to the accuracy of the complaint; and  
4. document communications surrounding the complaint, including any resolution reached. 
5. If a staff member does not feel comfortable with addressing a concern, they should refer the complaint to the next level in the communication list.   
6. If a resolution has been attempted in good faith, but not resolved in a timely manner, the staff member should refer the complaint to the next level in the communication list. 

Initiating a Formal Grievance Resolution  

1. Complainant  
2. In the event that the informal discussion with directly involved parties does not resolve the issue, Complainant may file a formal written grievance form with the Executive Director. Grievance Forms are available from the school’s website or staff member.
3. Staff 
4. When staff receives a formal grievance, the complaint must immediately be elevated to the attention of the Executive Director.  

Formal Grievance Resolution Procedure  

1. Within five (5) working days, the Executive Director will: 
2. direct that an investigation of the complaint occurs and will establish a reasonable timeframe for the investigation to be completed. 
3. assign a Decision Maker and a Facilitator.
4. Within thirty (30) working days following the conclusion of the investigation, the Decision Maker will: 
5. evaluate the complaint and evidence pertaining to the complaint;  
6. render a decision; and  
7. issue a written report setting forth his/her findings and recommendations for the resolution of the grievance. 
8. The grievance shall be considered resolved if the Complainant accepts the recommendations of the Decision Maker. 
9. If no written report has been issued within the time limits set forth in “ii” above, or if the Complainant rejects the recommendations of the Decision Maker, the Complainant shall have the right to appeal to the Governing Board for review of the grievance. 

Miscellaneous Provisions 

1. Gossip among school employees will not be tolerated. Gossip undermines the efforts of all employees to operate a successful school and may be grounds for disciplinary action, up to and including termination of employment.  
2. No person shall suffer recrimination or discrimination because of participation in this grievance procedure. 
3. Inasmuch as it does not affect the ability of an alleged individual to respond to the complaint, confidentiality will be observed pending resolution of the grievance. 
4. The Complainant and Respondent (if applicable) may be accompanied by a representative of his/her choice in all stages of these proceedings. 
5. Records of all grievances will be maintained by the Facilitator in a separate and confidential file. Information regarding grievances will be classified as private.
6. Where there are other specific federal or state requirements for the resolution of a grievance, those requirements supersede this policy. 

Referenced Documents 

Grievance Form(s) 

PPRA – SURVEYS

Protection of Pupil Rights Amendment (PPRA)

Statute: 20 U.S.C. § 1232h. Regulations: 34 CFR Part 98.

PPRA applies to the programs and activities of an SEA, LEA, or other recipient of funds under any program funded by the U.S. Department of Education. It governs the administration to students of a survey, analysis, or evaluation that concerns one or more of the following eight protected areas:

1. political affiliations or beliefs of the student or the student’s parent;
2. mental or psychological problems of the student or the student’s family;
3. sex behavior or attitudes;
4. illegal, anti-social, self-incriminating, or demeaning behavior;
5. critical appraisals of other individuals with whom respondents have close family relationships;
6. legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;
7. religious practices, affiliations, or beliefs of the student or student’s parent; or 5
8. income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).

PPRA also concerns marketing surveys and other areas of student privacy, parental access to information, and the administration of certain physical examinations to minors. The rights under PPRA transfer from the parents to a student who is 18 years old or an emancipated minor under State law.

LEAs must provide parents and eligible students effective notice of their rights under PPRA. The notice must explain that an LEA is required to obtain prior written consent from parents before students are required to submit to a survey that concerns one or more of the eight protected areas listed above, if the survey is funded in whole or in part by Department funds. For surveys that contain questions from one or more of the eight protected areas that are not funded in whole or in part with Department funds, LEAs must notify a parent at least annually, at the beginning of the school year, of the specific or approximate date(s) of the survey and provide the parent with an opportunity to opt his or her child out of participating. LEAs must also notify parents that they have the right to review, upon request, any instructional materials used in connection with any survey that concerns one or more of the eight protected areas and those used as part of the educational curriculum. (A model PPRA general notification for use by LEAs is enclosed and may also be obtained on FPCO’s website at

https://studentprivacy.ed.gov/legal-basics

PPRA requires LEAs to work with parents to develop and adopt policies on the following items, unless the LEA or SEA had established comparable policies on or before January 8, 2002:

• The right of parents to inspect, upon request, a survey created by a third party before the survey is administered or distributed by a school to students and the procedure for granting a request by a parent for such access;
• Arrangements to protect student privacy that are provided by the LEA in the event of the administration of a survey to students containing one or more of the eight protected items of information noted above (including the right of parents to inspect, upon request, a survey that concerns one or more of the eight protected items of information);
• The right of parents to inspect, upon request, any instructional material used as part of the educational curriculum for students, and the procedure for granting a request by a parent for such access;
• Administration of physical exams or screenings of students;
• The collection, disclosure, or use of personal information (including items such as a student’s or parent’s first and last name, address, telephone number or social security number) collected from students for marketing purposes, or to sell or otherwise provide the information to others for marketing purposes, including the LEA’s arrangements for protecting student privacy in the event of collection, disclosure, or use of information for these purposes; and
• The right of parents to inspect, upon request, any instrument used in the collection of personal information for marketing or sales purposes before the instrument is administered or distributed to a student and the LEA’s procedure for granting a parent’s request for such access.

LEAs must notify parents of their rights under PPRA and of these policies at least annually at the beginning of the school year. LEAs must also notify parents within a reasonable period of time if any substantive change is made to the policies. (This notification requirement may be included in the general notification of rights under PPRA.) An LEA is not required to develop and adopt new policies if the SEA or LEA had in place on January 8, 2002, policies covering the requirements set forth in this law. However, the LEA must still provide annual notice of these policies to parents.  In addition, an LEA must “directly” notify, such as through U.S. Mail or email, parents of students who are scheduled to participate in the specific activities or surveys listed below and provide an opportunity for parents to opt their child out of participation in the specific survey or activity. The notification must be provided at least annually at the beginning of the school year and must provide the specific or approximate dates during the school year when activities described below are scheduled, or expected to be scheduled. If the LEA is unable to identify the specific or approximate dates of the activities or surveys requiring specific notification at the beginning of the school year, it must provide this notification to parents once the activity or survey is scheduled. Parents should be provided reasonable notification of the planned activities and surveys and be provided an opportunity to opt their child out, as well as be provided with an opportunity to review any pertinent surveys. A model specific notification for use by LEAs is attached and may also be obtained on the Web site noted at the end of this guidance. LEAs must offer an opportunity for parents to opt their child out of participating in the following activities:

• The administration of any survey concerning one or more of the eight protected areas listed above if it is not funded in whole or in part with Department funds. (LEAs must obtain active consent, and may not use an opt-out procedure, if the survey is funded in whole or in part with Department funds);
• Activities involving the collection, disclosure, or use of personal information collected from students for marketing purposes, or to sell or otherwise provide the information to others for marketing purposes; and
• Any non-emergency, invasive physical examination or screening that is 1) required as a condition of attendance; 2) administered by the school and scheduled by the school in advance; and 3) not necessary to protect the immediate health and safety of the student, or of other students. This law does not apply to any physical examination or screening that is permitted or required by State law, including physical examinations or screenings permitted without parental notification.

PPRA does not preempt applicable provisions of State law that require parental notification.

Also, requirements concerning activities involving the collection and disclosure of personal information from students for marketing purposes do not apply to the collection, disclosure, or use of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for or to students or educational institutions, such as the following:

1. College or other postsecondary education recruitment, or military recruitment;
2. Book clubs, magazines, and programs providing access to low-cost literary products;
3. Curriculum and instructional materials used by elementary schools and secondary schools;
4. Tests and assessments used by elementary schools and secondary schools to provide cognitive, evaluative, diagnostic, clinical, aptitude, or achievement information about students (or to generate other statistically useful data for the purpose of securing such tests and assessments) and the subsequent analysis and public release of the aggregate data from such tests and assessments;
5. The sale by students of products or services to raise funds for school-related or education-related activities; and
6. Student recognition programs.

DEFINITIONS OF SOME TERMS USED IN PPRA:

“Instructional Material” – instructional content that is provided to a student, regardless of its format, including printed or representational materials, audio-visual materials, and materials in electronic or digital formats (such as materials accessible through the Internet). The term does not include academic tests or academic assessments. “Invasive Physical Examination” – any medical examination that involves the exposure of private body parts, or any act during such examination that includes incision, insertion, or injection into the body, but does not include a hearing, vision, or scoliosis screening.

“Personal Information” – individually identifiable information including –

1. a student’s or parent’s first and last name;
2. a home or other physical address (including a street name and the name of a city or town);
3. a telephone number; or
4. a social security number.

Our address and telephone number are as follows:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, S.W.

Washington, D.C. 20202

(202) 260-3887

Informal inquiries may be sent to FPCO via the following email addresses: FERPA@ED.Gov and PPRA@ED.Gov. The FPCO Web site address is: www.ed.gov/fpco.

Sincerely,

/s/

Dale King

Director

Family Policy Compliance Office

Enclosures

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