The AISU Board recognizes that medication in most cases is administered to the student by the student’s parent/guardian. However, the Board further recognizes that the health of a student may require administration of medication during the course of a school day. Accordingly, authorized school personnel may provide help with the administration of medication to students during times when the student is at school. Inasmuch as authorized school personnel provide assistance in a prudent and responsible manner, in substantial compliance with the licensed health care provider’s written statement, they are not liable civilly or criminally for any adverse reaction suffered by the student as a result of taking the medication, or discontinuing the administration of the medication in accordance with policy and procedure.


  1. The Operational Director or designee will provide information about this policy to the school staff and parents. Providing information includes annual training for designated employees that includes the following:
  • How to properly administer medication(s).
  • Indications for the medication(s).
  • Dosage and time of medication(s).
  • Adverse reactions and side effects of medication(s) and reporting to parent (or doctor if parent is not available) in the event of such reactions.
  • Proper maintenance of records.
  • Notification to parent/guardian if a medication is refused or not given.

Designated staff must sign that they received medication administration training.

  1. All medication must be delivered to the school by the student’s parent/guardian, or by a responsible adult in a container that has been properly labeled by a pharmacy. Nonprescription, over the counter medication, must be in the original container and clearly labeled with child’s name and dose, per doctor’s order, on the container.
  1. The Operational Director will create appropriate forms to administer the school policy that will include, but not be limited to:
  1. Letter to Parents/Guardians. This letter is to accompany any request to have school personnel administer medication.
  2. Authorization of School Personnel to Administer Medication. This form MUST BE signed by a parent/guardian AND licensed health care provider.
  3. Daily Medication Tracking Form. Appropriate signatures and initials will be on the tracking form of those authorized to administer medications. Medication, dosage and time of day and date will also be indicated on tracking chart.
  1. Medication Administration Training Form. This form should list all school staff trained and designated to administer medication to specified students during school hours.
  2. Medication Error/Adverse Reaction Reporting Form. This form should be completed by school personnel in the event that a student has an adverse reaction to medication, or if an error has been made in the administration of medication given during the school day
  1. Medications requiring other routes (IV, and other injectable medications) cannot be administered by school personnel.
  1. All medications must be stored in a locked cabinet in the school.
  1. Unused medication(s) should be picked up within two weeks following notification of parents/guardians or it will be disposed of by the school and recorded on the “Daily Medication Tracking” form. In disposing of medication, two people must be present to record the medication, amount of medication discarded, date and how discarded. Both witnesses must sign the “Daily Medication Tracking” form.
  1. Authorization for administration of medication by school personnel may be withdrawn by the school at any time after actual notification to the parent/guardian should problems or difficulties occur, such as:
  1. The parent/guardian has been non-compliant with the medication policy; or
  2. The student has been non-compliant with the medication policy by:
  • refusing medication repeatedly; or
  • frequently not coming for medication at appointed time.
  1. A student shall be permitted to possess and self-administer asthma medication, diabetes medication, or an epinephrine auto-injector if:
  1. the student’s parent or guardian signs a statement authorizing the student to self- administer asthma or diabetes medication, or an                              epinephrine auto-injector; and
  2. acknowledging that the student is responsible for, and capable of, self administering the asthma or diabetes medication, or an epinephrine auto-injector; and
  1. the student’s health care provider provides a written statement that states it is medically appropriate for the student to self-administer              asthma or diabetes medication, or an epinephrine auto-injector and be in possession of the asthma or diabetes medication, or the                     epinephrine auto-injector at all times; and includes the name of the asthma or diabetes medication prescribed or authorized for the                    student’s use.
  2. Any misuse of asthma or diabetes medication, or the epinephrine auto-injector by the student may be subject to disciplinary action under the   School’s Safety Policy.
  3. STUDENT SELF-ADMINISTRATION. This policy does not prohibit a student in grades 6 and above from carrying his/her own medication to school in instances where the student’s maturity level is such that he/she could reasonably be expected to appropriately administer the medication on his/her own. In such instances, the student may carry one day’s dosage of medication on their person.

Any misuse of such medication by the student may be subject to disciplinary action under the Safety and Discipline policies.


Administrative Team Overview

AISU will employ a three-person administration team to facilitate the

Mission, Vision Statement and Values in an integrated and purposeful way for grades K- 12.

The chief administrative officer will be the Operational Director and will perform the duties outlined in the job description (attached). Two Principals with prime responsibility for grades K-8 and 9-12 respectively (see attached job descriptions) will work actively with the Operational Director and Superintendent to coordinate and support the mission of an integrated K-12 educational program facilitated by Expeditionary Learning best practices and focused on AISU Mission, Vision Statement and Values as they meet school goals for rigorous academics and college readiness.

The Superintendent will extend employment to each Principal and will act as their immediate supervisor. In coordination with the Superintendent, each Principal will be recruited, vetted and approved for hiring or job termination by the governing board. No Principal may be hired or terminated without the approval of the governing board.

The governing board will administer yearly evaluations based on board approved procedures for the Superintendent. The Superintendent will administer yearly evaluations for each Principal based on board input and approved procedures.

Administrative Team Overview:

Principals (K-8 and 9-12)

Position Objective:   Provide effective Principal leadership to the K-8 and 9-12 in order to realize the vision of the school and to serve as an effective member of the K-12 administrative term.

Superintendent and Operational Director


Position Objective:

Provide focused leadership on,


  1. School-wide comprehensive, data drive, improvement process to carry out the mission and vision of the school.
  2. Special projects targeting improved student achievement (SIP) as defined by AISU.
  3. Developing and implementing a school-wide professional development program to help us reach our student achievement goals.
  4. Communication progress, issues, and needs to the board.
  5. Uniting the K-8 and the 9-12 into one K-12 school.


  1. Mission/Vision 10%

The Principal:

  • Communicates the vision and mission of the school to staff and parents, and the broader community.
  • Hears and responds to parent concerns.
  1. Mission/Vision 5%

The Operational Director/Provost:

Publishes an annual Vision Statement Progress Document for the board and school community.

  1. Educational Program 15%
  • Develops and lead broadly supported goals, strategies, and action plans aligned with the comprehensive continuous improvement plan.
  • Supervises coordination and school-wide vertical curriculum alignment of assigned expedition discipline K-12 (e.g. Humanities).
  • Develops and coordinates curriculum and alignment structures, schedules and resources to implement the vision and support SIP goals.
  • Uses practical background and understanding of education best practices (especially EL core practices) to support and coach teachers.
  • Works closely with teachers to develop effective discipline practices and procedures.
  • Leads planning and implementation of support resources including technology.
  1. Educational Program 75%

The Superintendent and Operational Director:

  • Leads the school-wide comprehensive improvement process that leads to the realization of the school vision statement (20%).
  • Plans, coordinates, and facilitates a professional development program for all staff members that supports our goals for continuous improvement (30%).
  • Conducts special projects associated with student achievement goals (SIP) in consultation with Administrative Team (30%).
  • Supervises coordination and K-12 alignment of assigned expedition “discipline” and/or support service (10%).
  • Develops academic and service partnerships in the community (10%).
  1. Personnel 30%

The Principal:

  • Hires teachers and other personnel who are dedicated to realizing the school vision.
  • Supervises staff on a daily basis.
  • Evaluates the work performance of teachers.
  • Oversees the training of new teachers in line with the new-teacher induction program.
  • Facilitates professional development for educators (in Cooperation with the overall professional development plan led by the Superintendent).
  • Manages staff concerns, issues, conflicts and coordinates the process of resolution.
  • Develops and implements personnel policies and procedures.
  • Terminates employees where necessary.
  1. Personnel 8%

The Superintendent and Operational Director:

  • Leads the development of new teacher training program, and plays role in training as determined by the Administrative team’s new- teacher training program.
  • Assists with hiring and termination of employees per the Administrative Team’s hiring practices and procedures (Under development, based on the basic principles of (1) principles take the lead in hiring and terminating those they supervise, and (2) a backup set of administrative eyes on decisions to hire and terminate is good practice, and (3) the hiring lead must be able to act quickly when necessary.)

  1. Management 35%

The principal plans, organizes and makes decisions necessary to the efficient functioning of a fluid and productive school environment.   This includes such things as:

  • Effective function of building office;
  • Enrollment and overseeing pupil accounting;
  • Administering the budget (K-8 or 9-12);
  • Policy and procedure development and implementation;
  • Ensuring compliance with all state and federal requirements for items that fall in this job description.
  • Effective day-to-day management of the events that arise as a natural part of a school environment;
  • Marketing and recruiting as assigned by Superintendent/Operational Director.
  • Proper supervisory management of the site and building in terms of health and safety, cleaning and maintenance.

  1. Management 5%

The Superintendent and Operational Director:

  • Leads marketing and recruiting planning and implementation (delegates some duties to principals per plan).
  • Prepares and submits UCA.
  • Leads accreditation process coordination.
  • Develops and oversees the overall K-12 budget.
  • Ensures compliance with all state and federal requirements that fall within this job description and supervises compliance school-wide.
  • Establishes connections with other EL schools and enables opportunities for principals and other staff to do likewise.
  1. Culture and Character 10%


  • Promotes a positive climate among students, community and staff members.
  • Maintains effective school communication systems and processes with and among parents, staff, and students.
  • Supports the implementation of school-wide character focused initiatives.
  1. Culture and Character 10%


  • Refines and leads the implementation of a school-wide character focus (relational & habits of work) that is part of student achievement.
  • Serves as administrative team liaison to the Parent Crew.
  • Develops standards and practices to display, document, and preserve a school record of learning.





AISU will have an open enrollment period from January 1 through March 21, 2014. During that time AISU will accept applications without regard to race, color, religion, sex, national or ethnic origin, or special needs as explained in IDEA. Applications may be received either by mail or from the school’s Website. In the event AISU receives more applications than it has enrollment capacity, the school will hold an impartial lottery.


AISU reserves the right to give a “small number”, no more than 15%, of children of parents who have “actively participated in the development of the school” the right to circumvent the lottery. An impartial third party will perform the lottery to ensure integrity and fairness. The random drawing will begin with the 8th grade and then proceed down through Kindergarten, giving preference to the first drawn names and then to the siblings of those first drawn. Students enrolled for the current year will be given preference for the following academic year. Each year siblings of currently enrolled students will be given preference as space allows. AISU respects the importance of family, as set forth in the school’s mission and will seek to accommodate all family members if possible. AISU will place all interested individuals who failed to make the lottery on a waiting list.


All students have the right to learn in a safe environment. At AISU there will be a shared responsibility between students, parents, and teachers in providing a productive learning atmosphere. Suspension and expulsion procedures have been designed with AISU’s specials emphasis of Crew and teamwork. Enforcement of school rules, including disciplinary action, shall be the responsibility of the Director of Student Services, except in the case of expulsion, which will require action by the governing board. Discipline and dismissal procedures shall be followed without regard to race, color, religion, sex, national or ethnic origin, or special needs as explained in IDEA.

Each student will receive a document outlining what will be considered “acceptable” behavior at school. This will become the contract for which students will be held accountable. If the student does not comply with the rules and expectations outlined in the contract, AISU will employ the following steps to resolve the problem:

  1. Teacher Intervention: The teacher and student will meet to clarify appropriateconduct with a pledge from the student to maintain acceptable behavior.
  1. Administration Intervention: The Director of Student Services will assign staff member to meet with the student to discuss appropriate behavior and the parent will be notified.
  2. Parent Intervention: If the problem persists, the parent will be required to meet with the Director of Student Services to discuss the best way to help the student.
  1. Suspension: Upon recommendation of the Director of Student Services, the student any be suspended from the school. Any student suspended for more than 10 days shall have the right to appeal the decision before the Administration or the School’s Board.

The Superintendent and the Director of Student Services will be responsible for understanding the legal requirements for discipline in relation to students with disabilities. In most cases, behavioral expectations will be the same for all students at the school unless the behavior is a manifestation of a student’s disability and/or special considerations have been made relative to a student’s IEP. Ultimately, ensuring the safety of all students and school personnel will be a priority.


Important work and learning happens every day at AISU; consequently, regular attendance is required for students to fully benefit from the educational opportunities offered. So regular attendance is expected. Parents will be notified if absences exceed 10 in a semester.

Parents must provide an excuse for any absence (e.g., illness, family emergency, funeral, wedding, doctor’s appointment, etc.). Failure to do so will result in the absence being recorded as “unexcused.” An “unexcused absence” is equivalent to “truant.” Should a student have ten (10) or more consecutive unexcused absences, he or she shall be dropped from the school’s enrollment. Re-entry into the school must follow the lottery enrollment process.

Extended, non health related, absences while school is in session

In the event that a student must be absent for an extended time when school is in session, parents must:

  • send written notification to teacher(s) stating dates of absence.
  • send written notification to the office stating dates of absence.
  • check with the teacher both before and after to make up missed assignments where possible and practical (Note: the School does not assume the responsibility for re- creating experiences that were missed, nor for creating alternatives to the work and learning experiences that students would have had had they been in attendance).

If a prolonged period of absence (or frequent, but not necessarily consecutive) results in an increasingly adverse effect on a student’s education, the School reserves the right to warn the parent, and begin classifying the absences as “unexcused.”



Wherever possible, duties such as custody of purchase cards and blank checks, initiating expenditures, approving expenditures, maintaining documentation, issuing checks and reconciling records should be segregated among different individuals. When segregation of duties is not possible due to the small size and limited staffing of the school, compensating controls such as management supervision and review of cash disbursement records shall be implemented.


  1. All checks or check stock, credit/purchase cards, access to bank accounts and statements, etc. shall be secured and controlled by the accounting office with limited access.
  2. Expenditure transactions must be approved by the appropriate administrator who has authority over the budget account(s) from which is expended.
  3. All expenditures made using cash, checks, credit/purchase cards, electronic fund transfers, etc. shall be recorded in the school’s accounting records.
  4. Checks shall be made payable to specified payees and never to “cash” or “bearer.”
  5. All disbursement activity should be substantiated by supporting documents and should demonstrate that proper disbursement controls are in place (signatures for approval, purchase orders, receipts, invoices, bids or quotes, reimbursement forms, travel forms, journal entries, reconciliations, etc.).
  1. Quotes shall contain the following information:
  2. Date received or dates that the quoted price is valid, delivery date
  3. Company name, address
  4. Each item, description or specifications, unit, total price, and quantity listed
  5. Shipping and freight charges
  6. Quotes may be obtained and documented by printing pages from a website; however, all of the quote elements must be documented. Better prices are usually obtained by contacting vendors directly. Telephone quotes       must be documented and include all quote elements. Written quotes should be requested on the vendor’s letterhead.
  7. Bank and credit card statements shall be reviewed and accounts reconciled in a timely manner. Activity accounts should be reviewed quarterly by the custodian of the activity.
  8. Expenditures will follow the guidelines outlined in the State Procurement Code (Utah Code 63G-6a) and federal purchasing laws, or the School will adopt stricter policies.
  9. Contracts must follow the guidelines outlined in the State Procurement Code, specifically regarding the length of multi-year contracts [Utah Code 63G-6a-1204(7)].
  10. Construction and improvements must comply with the provisions of the State Procurement Code (Utah Code 63G-6a), the Utah State Board of Administrative Rules, and Title IX.
  11. Exclusive contracts must comply with the guidelines outlined in the State Procurement Code (Utah Code 63G-6a), AISU’s procurement policy, and the Utah Public Officers’ and Employees’ Ethics Act (Utah Code 67-16).
  12. Purchases of goods or services with School funds for personal use or personal gain are strictly prohibited; see the Utah Public Officers’ and Employees’ Ethics Act (Utah Code 67-16).
  13. Multi-year contracts must comply with Utah Code 63G-6a-1204.
  14. Construction and improvements must comply with the provisions in Utah Code 63G-6a.


AISU’s procurement policy shall be followed for all qualifying purchases of goods or services. The procurement policy should include the basic items:

  1. Small Purchases (less than $50,000)
  2. The “individual procurement threshold” for AISU is $1,000. This is the maximum amount that the school can expend to obtain a single item/service         from one vendor at one time without requiring competitive purchasing          (Utah Code 63G-6a-408).
  3. The “single procurement aggregate threshold” for AISU is $5,000. This is the maximum amount that the school can expend to obtain multiple procurement items/services from one vendor at one time. This includes any combination of individual procurement items costing less than $1,001 purchased from one vendor at one time, not to exceed in total $5,000 (Utah Code 63G-6a-408).
  4. The “annual cumulative threshold” for AISU is $50,000. This is the maximum total annual amount that AISU can expend to obtain procurement item(s) from the same vendor during the fiscal year (July 1—June 30). If a purchase exceeds $50,000, it is not considered a small purchase and shall be processed through a bidding process or a request for proposal (RFP) process (Utah Code 63G-6a-408 and R33-3).
  1. Recurring Purchase Over Annual Cumulative Threshold
  2. If purchases from the same vendor are ongoing, continuous, and regularly scheduled, and exceed the annual cumulative threshold of $50,000 during the fiscal year, a contract shall be utilized if feasible [Utah Code 63G-6a-408(6)].
  1. Artificially Dividing a Purchase
  2. AISU Policy prohibits, and Utah Code 63G-6a-408 makes it unlawful, to

intentionally divide a procurement purchase to avoid requiring competitive bids. If it is determined after an order is placed that it needs to be augmented based on new information, and this pushes the total order over the threshold, and explanation shall be attached to the purchase documentation. (See Utah Code 63G-6a-2305 and 2306).

  1. Hospitality Gifts, Gratuities, Kickbacks, or Position and Influence
  2. Accepting or seeking gifts, gratuities, or kickbacks to determine or influence procurement decisions is prohibited.
  3. Hospitality gifts may not be accepted by AISU contract administrators or procurement decision makers if their value is more than $10. Furthermore, the combined total of gifts from a given vendor may not exceeds $50 in a given year.
  1. Accepting gratuities or kickbacks is strictly prohibited and unlawful (Utah Code 63G- 6a-2304.5).Gratuity means anything of value, including money, a loan at an interest rate below the market value or with terms that are more advantageous to the person receiving the loan than terms offered generally on the market, an award, employment, admission to an event, a meal, lodging, travel, or entertainment for which a charge is normally made. AISU will adhere to the penalties establish by law and report violations to the attorney general’s office as required by statute.
  2. Position or Influence Utah Code 63G-6a-2304.5 makes it unlawful for a procurement decision maker to use his or her position or influence to obtain a personal benefit for themselves, or for a family member from a potential contractor or vendor


Closed Campus

AISU is a closed campus. This means that students may only leave campus during regular school hours with teacher supervision or if they have been check out by a parent or guardian. Students who drive may check themselves out with a parent note.

Open Lunch

Students may leave campus during lunch time only. Administration may revoke privileges from any student at any time. (Adjustments currently in discussion.)

Behavior Expectations

Students who fail to return to class on time will be marked tardy, regardless of the circumstances. Excessive tardiness will result in revocation of open lunch privileges as well as poor citizenship grades which must be remediated before graduation.

Students are expected to represent AISU well in the community and to drive safely both on and off campus. Students and parents should remember that vehicles parked on campus are searchable and that all student vehicles must be registered in the office


AISU will have no non-school sponsored activities before or after school.


The Board of Directors recognizes the central role communication plays in the success of AISU. Honest, open, responsible, and respectful communication is supported and expected. The Administration shall develop procedures and guidelines to facilitate appropriate communication in the school community. This shall include but not be limited to:

  • procedures and guidelines for parents to communicate concerns to school personnel;
  • procedures and guidelines for staff members to communicate their concerns or grievances; and
  • protocols for keeping staff members and parents appropriately informed about school activities.

Generally accepted guidelines shall be followed such as:

  • respecting the “chain of command;”
  • speaking directly to the person(s) about whom you have a concern;
  • not replicating hearsay (gossip); and
  • going directly to the source, or subject of, when rumors or issues arise.

The Board further recognizes that though the school always strives to resolve concerns in a way that is agreeable to the concerned party and the school, clarity of communication does not mean that the school will necessarily do as the concerned party requests. In other words, it is possible for the school to clearly hear and understand the concern, but the Board, and its designee(s), reserve the right to respond to the issue in the way that in their judgment is in the best interest of the school community.

Communication to and from the Board of Directors

The Board of Directors can only act—and thus communicate—as a body in a public meeting. Hence, the Board of Directors communicates with the school, the school Administration, and the school community only at school board meetings and via its designee, the Superintendent. Any communication between individual board members and the school, or school community, or to any of the school community’s individual members is not considered communication to or from the Board (unless the board member, or designee, is carrying out an official assignment from the Board that was directed by vote of the Board.) Community members are welcome to address the Board at any board meeting during the visitor comment section on the agenda. However, they are encouraged to follow the communication procedures as promulgated by the office of the superintendent before bringing any complaint to the Board of Directors. When responding to Media, Emergency Personnel, or other similar agencies during times of crisis or other potentially sensitive or confidential events, all inquiries shall be directed to the school Administration (or designee, where necessary).


The AISU Board recognizes the importance of confidentiality with regard to sensitive student and family information and will comply with State and federal laws concerning family educational rights and privacy.

This policy provides standards for the protection of private information within the curriculum and other school activities; and in the administration of psychological or psychiatric examinations, tests, or treatments, or any survey, analysis or evaluation of students.


Any AISU employee or agent who plans to administer to a student any psychological or psychiatric examination, test, or treatment, or any survey, analysis or evaluation that has the purpose or intended effect of causing the student to reveal information concerning the student’s or any family member’s:

  • political affiliations or philosophies, except as provided under UCA §53A-13- 101.1
  • mental or psychological problems;
  • sexual behavior, orientation, or attitudes;
  • illegal, anti-social, self-incriminating, or demeaning behavior;
  • religious affiliations or beliefs;
  • income, except as required by law; shall obtain prior written consent from the student’s parent or guardian at least two (2) weeks before the test/treatment/survey/analysis/evaluation is administered. Exception to the two-week notice may be taken if AISU must seek this type of private information due to an emergency, or unless a student spontaneously discloses the information.

Parental Notice and Consent Checklist

In order to be valid, written parental notice and consent shall include the following:

  1. Parent signature; and
  2. Where the parent may obtain information concerning why, when, where, who, what and how with regard to the testing.

A parent may waive the 2-week notice period by signing and returning a written waiver to the school principal.


Parents/guardians have the right to inspect and review all of their student’s education records maintained by the school. The school shall establish appropriate procedures for the granting of a request by a parent/guardian for access to the education records of their child within a reasonable period of time, but in no case more than forty-five (45) days after the request has been made.

Directory Information

The school may disclose directory information for appropriate reasons if it has given parents annual notice of their right to request that their student’s directory information not be released by the school.

The following information relating to students has been declared directory information:

  1. Student’s name
  2. Parent’s name
  3. Telephone listing
  4. Student photographs, which may be used lawfully on web sites, publications, or anything else AISU considers necessary
  5. Degrees, honors and awards received
  6. Grade level
  7. The School shall not release directory information to any individual or organization for commercial use.


The AISU Board of Directors seeks to foster knowledge about, and respect for, the United States Constitution.

Freedom of religion and the exercise thereof is a fundamental protection granted under the Constitution. According to the First Amendment of the United States Constitution, “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.” Consistent with the constitution, and guidelines issued by the United States Department of Education, the Board recognizes that public schools have two basic and equally important obligations with respect to religion.

FIRST, schools may not endorse specific religious practices or doctrine, nor may they coerce participation in religious activity.

SECOND, schools may not forbid students acting on their own from expressing their personal religious views or beliefs solely because they are of a religious nature. The School may not discriminate against private religious expression by students, but must instead give students the same right to engage in religious activity and discussion as they have to engage in any other comparable activity.

It is the Board’s purpose to adhere to these principles and promote mutual understanding and respect for the interests and rights of all individuals regarding their beliefs, values, and customs.

AISU will follow the State Resolution Recognizing Right to Participate in Religious Expression in Public Schools (see copy attached to policy) and a copy of this Resolution will be given annually to each student AND each parent currently enrolled in our school AND to all teachers and administrators.

It is the Board’s policy to comply with existing state and federal law regarding religion and religious expression in public schools by allowing students and employees to engage in expression of personal religious views or beliefs within the parameters of current law and maintain the schools’ official neutrality regarding sectarian religious issues; that is to say, according to the constitutional principle of separation between church and state, the School will neither advance nor inhibit religion.


The School may not forbid students acting on their own from expressing their personal religious views or beliefs solely because they are of a religious nature.

While the freedom to believe is absolute, the freedom to act on a belief is not. In order to claim the Free Exercise protections of the First Amendment and this policy, a person must show that his or her actions 1) are motivated by a sincere religious belief, and 2) have been substantially burdened by school officials.

Least restrictive means: If an individual can show that his or her actions are motivated by a sincere religious belief and have been substantially burdened by school officials, the School can still regulate the conduct if the School has a compelling interest and if it pursues such interest in a manner least restrictive of the individual’s religion.

Student religious expression during discretionary time: Free exercise of religious practices or freedom of speech by students during discretionary time shall not be denied unless the conduct or speech unreasonably interferes with the ability of school officials to maintain order and discipline, violates schools rules, impinges on the rights of others, unreasonably endangers persons or property, creates a coercive atmosphere, or violates concepts of civility or propriety appropriate to the school setting.

Student conduct or speech of a personal religious nature that may not be prohibited unless it violates the standards above, includes, but is not limited to:

[a]             Reading the Bible or other scriptures;

[b]             Saying grace before meals;

[c] Praying with friends in cafeterias, hallways, around flagpoles, or at athletic       contests and other extracurricular activities; or

[d]             Discussing religious views with other students, or attempting to persuade         peers about religious topics, as long as the persuasive speech does not constitute harassment.

Student religious expression during instructional time: Students participating in school sponsored learning activities, provided and directed by school employees acting in their official capacities, shall not be prohibited from expressing personal religious beliefs or be penalized for so doing, unless the expression unreasonably interferes with the ability of school officials to maintain order and discipline, violates school rules, impinges on the rights of others, unreasonably endangers persons or property, creates a coercive atmosphere, or violates concepts of civility or propriety appropriate to the school setting.

Student religious conduct or expression that may not be prohibited in homework, classroom discussions, presentations, assignments, or school sponsored activities.

Teachers and other school officials should evaluate homework and classroom work with religious content consistent with ordinary academic standards of substance and relevance, as well as other legitimate pedagogical concerns.

When responding to a student’s question about an employee’s personal religious beliefs or views, the employee must maintain official neutrality and be careful not to advocate or encourage acceptance of his/her religious belief or perspective. An employee’s rights relating to voluntary religious practices and freedom of speech do not include proselytizing of any student regarding atheistic, agnostic, sectarian, religious, or denominational doctrine while the employee is acting in the employee’s official capacity, nor may an employee attempt to use his or her position to influence a student regarding the student’s religious beliefs or lack thereof. However, while acting in an official capacity, an employee may respond in an appropriate and restrained manner to a question from a student regarding the employee’s personal religious beliefs or perspectives. Because of the special position of trust held by school employees, employees may not advocate or encourage acceptance of specific religious beliefs; but may, by exercising due caution, explain personal religious beliefs. While students have the right to give educationally relevant classroom presentations on religious topics or engage in other religious expression during instructional time, as with any classroom discussion, students do not have the right to dominate discussion with their point of view, and if such dominance is tempered by the teacher, such action shall not be construed as a violation of freedom of religious expression.

Distribution of religious tracts, books, or literature is subject to reasonable time, place, and manner restrictions imposed by the school on other non-school related literature.


Teaching about religion: Religious instruction is the responsibility of parents and religious institutions, but teaching about and researching religion and beliefs of conscience is a legitimate part of an academic education.

Religious and civic holiday such as Easter, Passover, Rosh Hashanah, Yom Kippur, Thanksgiving, Hanukkah, Christmas, Kwanzaa, and Ramadan, offer opportunities to teach about a variety of religious traditions and beliefs of conscience during the school year. The significance of holidays, whether religious or secular, may be explained or discussed in an objective manner as part of regular classroom instruction or as questions from students arise, so as to promote a better understanding among all students.

The display of religious symbols that are part of religious holidays is permitted as a teaching aid or resource, provided such symbols are displayed as an example of the cultural heritage of the holiday.

Privacy: In accordance with federal and state Family Educational Rights and Privacy laws, school officials shall not SOLICIT private information or explanations from students about their personal religious affiliations, beliefs, or practices.

Religious music in schools: Seasonally appropriate and sacred religious music may be performed in schools. Music should be selected on the basis of its musical quality and educational and/or historical value. Parties: Class parties associated with seasonal holidays are appropriate insofar as they are consistent with the curriculum. Such parties must not unduly interfere with regular academic activities.


Rights of individuals: While the School acknowledges its obligation to be sensitive and fair toward the personal rights and beliefs of all individuals, merely exposing students to ideas that may offend their religion does not amount to a substantial burden on their religious exercise. Furthermore, it is unconstitutional to allow one person’s or one group’s religion to determine the curriculum for all others. Consequently, it is Board policy to accommodate the legitimate objections of individuals by granting waivers of participation when requested or when no other reasonable alternative is possible. AISU must be given adequate time to review the waiver.

A parent, a legal guardian of a student, or a secondary student may request a waiver of participation in any portion of the curriculum or school activity which the requesting party believes to be an infringement upon a right of conscience or the exercise of religious freedom in any of the following ways:

  1. It would require participation in a practice that would be offensive to or substantially burdensome on a religion;
  2. It would require participation in a practice forbidden by a religious belief or practice, or right of conscience; or
  3. It would bar participation in a practice required by a religious belief or practice, or right of conscience.

A claimed infringement must rise to a level of belief that the school requirement violates a superior duty which is more than personal preference.

If a minor student seeks a waiver of participation, the school shall promptly notify the student’s parent or legal guardian about the student’s choice [R277-105-9A(2)(b)]. In responding to a request for a waiver, the school may:

  1. Waive participation by the student in the objectionable curriculum or activity, with no penalty;
  2. Provide a reasonable alternative as suggested by the parent or secondary student, or other reasonable alternative developed in consultation with the requesting party, that will achieve the objectives of the portion of the curriculum or activity for which waiver is sought; or
  3. Deny the request.

A request for waiver shall not be denied unless school officials determine that requiring the participation of the student is the least restrictive means necessary to achieve a compelling school interest.


When First Amendment conflicts arise, it is Board policy to take all reasonable steps to resolve disputes over religious issues promptly, equitably, and with civility.

Enrolled Copy S.J.R. 9





Chief Sponsor: Parley G. Hellewell

House Sponsor: Michael T. Morely

Cosponsor: Brent H. Goodfellow

General Description: This joint resolution of the Legislature recognizes the rights of public school students to voluntarily participate in religious expression in public schools.

Highlighted Provisions:

This resolution recognizes the rights of public school students to voluntarily engage in prayer and other expressions considered religious in nature in public schools.

Special Clauses: None

Be it resolved by the Legislature of the state of Utah:

WHEREAS, a firm understanding of the proper and lawful role of religious expression is requisite to full participation in public institutions;

WHEREAS, a state of confusion and in some cases fear among the general citizenry exists as to the proper role of religious expression in public schools and other public settings;

WHEREAS, the free exercise of religion is a fundamental right guaranteed by both the United States Constitution and the Utah Constitution.

WHEREAS, the freedom of speech is a fundamental right guaranteed by both the United States Constitution and the Utah Constitution.

WHEREAS, the First Amendment to the United States Constitution states, Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble.;

WHEREAS, the Utah Constitution states, .The rights of conscience shall never be infringed. The State shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; there shall be no union of Church and State, nor shall any church dominate the State or interfere with its functions. No public money or property shall be appropriated for or applied to any religious worship, exercise or instruction, or for the support of any ecclesiastical establishment.;

WHEREAS, the Utah Constitution also states: .No law shall be passed to abridge or restrain the freedom of speech or of the press.;

WHEREAS, prayer is fundamental to the exercise of both religion and free speech;

WHEREAS, courts have upheld the right of students to spontaneously and nondisruptively pray in school settings, and school administrators and teachers are in no way permitted to discourage such religious expression, including prayer, by a student;

WHEREAS, in the classroom, instruction covering religious subject matter is permitted, provided the teacher does not advocate religion in general or one or more religions in particular;

WHEREAS, students participating in the singing of songs that are religious in theme, and expressions often related to holidays that are religious in nature, also enjoy legal protection under the state and federal constitutions;

WHEREAS, the courts have established a three-part test for determining if a government action violates the establishment of religion clause of the First Amendment to the United States Constitution: (1) the government action must have a secular (nonreligious) purpose; (2) the government action’s purpose must not be to inhibit or to advance religion; and (3) there must be no excessive entanglement between government and religion; and

WHEREAS, the United States Supreme Court has ruled the union-of-church-and-state ban applies only to circumstances that join a particular religious denomination and the state so that the two function in tandem on an ongoing basis:

NOW, THEREFORE, BE IT RESOLVED that the Legislature of the state of Utah recognizes the right of public school students to voluntarily participate in prayer, and also in the singing of songs and in expressions related to holidays that are religious in nature, in public schools, within known legal limits of religious expression, tolerance, civility, and dignity as contemplated by this nation’s founders.

BE IT FURTHER RESOLVED that a copy of this resolution be sent annually to each student currently enrolled in Utah’s public schools, each parent of a student currently enrolled in Utah’s public schools, the Utah Parent Teacher Association, the Utah Education Association, the Utah State Board of Education, the Utah State Office of Education, the Utah Association of Counties, and the Utah League of Cities and Towns.



The purpose of this policy is to establish policy and procedure governing the acceptance, valuation, and recognition of all types of donations, gifts, and sponsorships for AISU.

  2. All funds, property, or goods donated become public funds and the property of the School and are to be used for the purpose they were donated for.
  3. AISU reserves the right to decline or restrict donations, gifts, and fundraising proceeds, including those that might result in gender inequity or a violation of Title IX. The benefits derived from donations and gifts should be equitable for all students, comply with Title IX, and be in harmony with Article X of the Utah Constitution.
  1. Donors may donate directly to AISU, if applicable, for tax purposes.
  2. AISU will comply with all applicable state and federal laws; the State procurement code (Utah Code 63G-6a); State Board of Education rules, including construction and improvements; IRS Publication 526 “Charitable Contributions”; and other applicable IRS regulations.
  3. Donations, whether in-kind, cash, or otherwise, shall be complete transfers of ownership, rights, privileges, and/or title in or to the donated goods or services and become exclusive property of AISU upon delivery.
  4. Donation receipt and expenditures fall under AISU’s policies for cash receipts, procurement, and disbursements.
  5. Donations, gifts, and sponsorships shall not be directed at specific School employees, individual students, vendors, or brand name goods or services; rather they shall be exclusively directed to AISU.
  6. Donated funds shall not compensate public employees, directly or indirectly.
  7. If donations or gifts are offered in exchange for advertising or other services, an objective valuation will be performed and a charitable receipt will be issued by the School.
  8. Donations or gifts shall not be accepted that advertise or depict products that are prohibited by law for sale or use by minors, such as alcohol, tobacco, or other substances that are known to endanger the health and well-being of students.
  9. As required by state law, donations will only be accepted where there is no expectation or promise, expressed or implied, of remuneration or any undue influence or special consideration. AISU employees are not permitted to accept personal payment or gratuities in any form from a vendor or potential vendor as a precondition for purchase of any product or service (Utah Code 63G-6a-2304.5).
  10. Donations and gifts over $250 will be provided with an acknowledgment from the School of the contribution for IRS purposes. The acknowledgement shall include a description of the donation, the date it was donated, and if goods or services, and reasonable market estimate of its value.


Educational Materials, curriculum, topics and required texts shall be consistent with the mission and vision statement of the school. Materials shall be chosen based on their relevance and ability to effectively teach carefully crafted learning targets in support of expeditions. Materials will be scaffolded through grades K-12 to ensure required academic rigor and prepare them for post high school experiences.

Material for students should be inspirational, educational, and/or motivational. It should generally point to human options for making good choices in the midst of challenges, bettering communities, and improving the welfare of families and nations.

K-8th Grade

Material that contains frequent or gratuitous uses of profanity, shall not be required reading, nor shall it be optional reading provided by the teacher as, for instance, a choice among three.

Material that contains graphic or otherwise explicit sexual content is prohibited. Books that contain sexually implicit language, or where sex/sensuality and other adult material is present regularly in innuendo, are prohibited as required reading, or as optional reading provided by the teacher as, for instance, a choice among three. Material should avoid frequent or graphic violence and/or drug abuse.

9th-12th Grade

Material should avoid profanity, sexual content, violence & drug abuse. When material is deemed to have exceptional literary value or specific instructional importance, but also contains objectionable material, students will be provided with a content rationale/advisory and other selection options will be presented as a choice, such as among three. No preference will be indicated in presentation of options. Objectionable material includes profanity, sexual descriptions or situations either explicit or in innuendo frequent or graphic violence and drug abuse.

A guide will be provided by administration for teachers to assist in the selection of educational material.


Educator Qualifications match the mission and instructional philosophy of AISU

A committee made up of the school’s Administration and at least two members of the governing board will carefully select AISU staff. AISU is an equal-opportunity employer, and will not discriminate based on race, religion, gender, national origin or disability.

At AISU, teachers will inspire students to reach their potential. By igniting a student’s curiosity and empowering them to be leaders, our teachers will encourage students to achieve excellence. We will work to ensure that all educational staff is hired not only based upon their experience and certifications, but also on their ability to fulfill AISU’s unique mission and teaching philosophy.

All educational staff will be open to new innovative teaching methods and experiential learning. They will need to be prepared to attend teacher development workshops and conferences throughout the year as needed. Teachers must be innovative, resourceful and strong in their area of expertise and be willing and able to participate in outdoor expeditions, which may include camping, hiking and other physically demanding activities. Special consideration will be given to teachers with disabilities.

Teacher licensure requirements

AISU is a K-12 school. We will offer a kindergarten program staffed by teachers that hold a Level 1, 2, or 3 license with an early childhood license area of concentration. Our elementary teachers in grades 1-8 will hold a Level 1, 2, or 3 license with an elementary license area of concentration. Where necessary, a teacher with a subject-specific assignment will hold a secondary license area of concentration with endorsement for the specific teaching assignment or an elementary license area of concentration with the appropriate subject/content endorsement.

Highly Qualified teacher status

AISU will meet the federal requirements for Highly Qualified teachers under No Child Left Behind by hiring elementary/early childhood teachers that have a current Utah educator license and by assigning that teacher a position consistent with his or her state educator’s license. Our teachers will also either pass the Board-approved content test(s) or will satisfy Utah’s HO– USE requirements for assignments and obtain a Level 2 license with standard license area of concentration as outlined in R277- 510-5.

Paraprofessional, instructional aides, classroom aides, and substitute teacher requirements:

AISU will use Title 1 funds in addition to other funds to support ongoing training and professional development including that of paraprofessionals. Paraprofessionals will perform identified responsibilities in the classroom under the supervision of a teacher. Paraprofessionals will have earned a secondary school diploma or recognized equivalent; or have completed at least 48 semester hours at an accredited higher education institution; or have obtained at least an associates degree; or have satisfied a rigorous state or local assessment of their knowledge of an ability to assist students.

AISU will use competent instructional aides, classroom aides, and substitute teachers in our classrooms. These positions will be staffed by people who are knowledgeable about our programs and have been instructed in expeditionary teaching methods. They will be under the direction of a Highly Qualified educator and will be guided, when applicable, by a lesson plan prepared by a licensed educator.

Current Files of individuals with significant unsupervised time with students

All of our staff including paraprofessionals, instructional aides, classroom aides, substitute teachers, and parent volunteers will submit and pass a criminal background check.

All individuals who will have significant unsupervised time with students will have a current file maintained at the school. File contents will include, but are not limited to, the following: criminal background check, signed and completed personal information sheet, signed memorandum of understanding outlining the school’s expectations, mission and values, and rules of conduct. Each document will be renewed yearly. These files will be maintained by the school office and will be held on file for not less than one year following the individual’s departure.


Teacher Evaluation

Goal Setting:

  1. The evaluation process takes place over the entire year.
  2. Prior to the start of the school year, teachers prepare goals in consultation with the Administration.
  3. A written guide that is aligned with the goals of the school and Expeditionary Learning practices provides a framework for individual goal setting.
  1. Goals are divided into four main areas: Curriculum & Assessment, Pedagogy, Classroom Management, and Professional Development.

Monitoring Progress:

  1. The Administration conducts periodic observations and/or reviews of student products during the year. These observations and reviews are directly related to the goals the teacher is working on. The Administration provides oral and written feedback.
  2. Teachers provide a written assessment of progress toward their goals at mid-year. If needed, appropriate adjustments are made in consultation with the Administration.
  3. With at least one of the goals, or related points of focus, the teacher conducts an “action research” project. The process of identifying a question or problem, developing an approach to solving the problem, implementing the approach, gathering evidentiary data relating to relative success, and evaluating results will be documented in a report to the Administration.
  4. Throughout the year, teachers compile a portfolio that shows evidence of progress toward goals. At year-end, this portfolio is reviewed and responded to orally and in writing by the Administration.
  5. At a year-end celebration, all teachers will give a presentation to other teachers and board members covering student progress, successes, and remaining challenges.

The mid-year review of progress, action research project, and other oral and

written feedback from the Administration during the year are formative in nature. The year-end review of progress on goals, however, is summative and is the major factor in determining continued employment and compensation.

Administration Evaluation

Administration evaluations will be modeled after Teacher evaluations. The process will be four fold:

  1. Conference & Goals: At the beginning of each year, the Administration will have a conference with the chair and one other member of the board. At this conference the Administration will receive an evaluation document and list of the priorities for the school that year. This is the time when they will set goals, review staff and parent surveys and talk about informal observations the Chair has made of the Administration’s performance at the school.
  1. Performance Review: The superintendent, the board chair and one other board member will meet in a performance review session at the end of each year. This review will consider how the superintendent has filled his/her obligations for the school and how he/she has done at accomplishing the school’s priorities and goals. Staff surveys related to the superintendent performance will also be taken into consideration.
  1. Presentation: At the end of the year, the Superintendent will present his/her State of The School Address and examples of completed School Products and accomplishments to the governing board and school staff. He/she will show how the school has improved and report on personal goals.
  1. Written Evaluation: Some time after the final presentation, the Governing Board will compile a final written evaluation of the Administration. This may include recommendations for remediation or items needing improvement. This will be a key factor in determining compensation.

Support Staff Evaluation

The support staff will be evaluated each year by the Administration in a year-end evaluation interview where old goals are reviewed and new goals are mutually determined. Teacher surveys of support staff performance will play a key role in the annual evaluation.

Entry Years Enhancement (EYE) for Quality Teaching R277-52

Because AISU is committed to the professional development of its staff, the school will follow closely all of the requirements of the EYE program for quality teaching. First, each level one teacher will be assigned a Mentor/Partner who has a level 2 or 3 license. The Mentor will help the level one teacher write and carry out successful expeditions, as well as serve as a means to evaluate the level one teacher. Second, AISU will ensure the Level 1 teacher can pass the Praxis II exam. Third, with the assistance of the Mentor, the school will create a written evaluation of the Level One teacher’s performance during the year. Lastly, as explained in Number 8 above, Level one teachers will compile a portfolio of students products and personal performance, as well as be required to present the portfolio to the Administration.


The Principals hires all faculty and the Administration hires all other staff with approval from the Superintendent.


It is the policy of the Board of Directors to establish a high quality, stable crew of employees who together accomplish the mission of the school. AISU reserves the right to terminate or suspend the employment of any employee at anytime as long as it is not for unlawful or discriminatory reasons, such as race, color, religion, sex, national or ethnic origin, or disability as explained in the Americans with Disabilities Act (ADA).

Teachers and support staff of AISU are at-will employees, which means that employment may be terminated at will by either party, with or without cause, and with or without notice.

Termination of employment for any teacher or staff member is done at the discretion of the school’s Administration. The Administration may consult with the Board of Directors, but is assigned the authority to terminate employment. Should a termination occur, members of the Board of Directors will be notified of the action.

The Superintendent serves at the discretion of the Board of Directors and may be terminated in accordance with the provisions of the employment agreement in force.


In order to protect the health and safety of all students and to protect the property of the School, AISU shall require employees to submit by signed release to a criminal background check (using fingerprints) as a condition for employment. If a check has been made by the Utah State Office of Education within the previous year, a copy of that report from the State may satisfy the requirement. Those employees with significant unsupervised time with students will be fingerprinted every three years. Substitute teachers will be required to complete the initial fingerprint background check. And will be required to renew their fingerprint background check every three years.

The School shall require a potential volunteer—who will be given unsupervised access to a student(s) in connection with the volunteer’s assignment—to submit annually, by signed release, to a criminal records background check (using fingerprints if the volunteer service involves significant and extended unsupervised time) as a condition for appointment as a volunteer.

New board members will have fingerprint background and be reimbursed by the school. Existing board members will follow annual volunteer background check.

In addition, at its sole discretion, the School may require an existing employee or volunteer to submit to a new criminal background check at any time. Such additional checks will be paid for by the School.

Information obtained under the background check policy is confidential and may only be disclosed as provided in Utah Code Ann. § 53A-3-410. The Administration shall develop procedures, release forms, and other necessary administrative guidelines to administer this policy.


The following guidelines have been developed to help us avoid any real, potential and/or perceived conflicts of interest with regard to hiring. The definition of “relative” includes: spouse, child, parent, brother, sister, niece, nephew, aunt, uncle, cousin, grandparent, grandchild, in-laws or any person sharing the same household with the person in question.

No person may work under the direct supervision of a relative unless otherwise approved by the Governing Board. Indirect supervision is allowed and refers to situations where one relative supervises another through one or more levels of management.

To be considered for employment at AISU, a relative must be highly qualified and a desirable candidate for the position. They must be interviewed and follow the normal hiring procedures of the school. Their family relationship will not influence the employment process.

If the prospective employee is related to a member of the Governing Board, the related board member may not vote on the decision to hire the prospective employee.


AISU fills its student enrollment based on the following priority:

Once a student has been admitted to the school through an appropriate process, he or she may remain in attendance through subsequent grades. A new applicant for admission to the charter school, however, would be subject to the lottery if, as of the open enrollment closing date, the total number of applicants exceeds the number of spaces available at the school. Open enrollment dates will be publicly announced and will adhere to Utah state statute.
A lottery is a random selection process by which AISU admits applicants. AISU will use a lottery if, during the open enrollment period, more students apply for admission to the charter school (in any grade) than can be admitted. During a public meeting, an accepted lottery process will be used to select students. The random drawing will begin with twelfth grade, proceeding down through kindergarten, and each student is assigned a number identifying the order in which he/she is drawn. Following the lottery, preferential enrollment is addressed and classes are filled to capacity using the sequence obtained from the lottery drawing. When a student is admitted to the school through the process, all siblings of that student are admitted immediately, if space is available. If space is not available for a particular grade, that sibling will be placed on the waiting list. Students not selected will remain on a waiting list, preserving the order as determined by the lottery, giving preference to siblings of attending students. AISU will notify applicants of the lottery results within two weeks. Students placed on the waiting list will be given the opportunity to attend the school if openings become available during the school year. Families will be notified and students have three school days to accept the opening. Students who apply after the enrollment period will be admitted as space allows or will be added to the waiting list, with the opportunity to participate in subsequent lotteries.


Some clarification of Board Expectations with regards to Expedition topics at AISU

General Parameters

  1. Expeditions engage a wide range of topics, in-depth, from a variety of disciplinary perspectives and are correlated with state standards.
  2. Each year, students participate in at least two expeditions – all are interdisciplinary – but one is more Social Studies focused while the other is more Science focused.
  3. Expeditions are repeated on a 3- year cycle (6 total expeditions per pod) to provide opportunity for revision and refinement.
  4. At least 4 out of 6 expeditions in a 3-year cycle must have a strong focus that provides opportunity for research and collaboration with local experts (including parents).
  5. At least 2 out of 6 expeditions have as their final product service to the community.

American Heritage

  1. Within the framework of the carious expeditions K-9:
  2. students will seriously study the lives and contributions of the following founding fathers (of course, not limited to these alone): George Washington, John Adams, Thomas Jefferson, James Madison, and Benjamin Franklin.
  3. students will become very familiar with the principles, structure, and significance of the Declaration of Independence and the Constitution (including Amendments).
  4. students will become familiar with and learn to recite key portions of the following great speeches: Gettysburg address, Lincoln’s 2nd Inaugural address, I Have a Dream…
  5. students will study US, State, and local government today including special focus on citizen participation.
  6. An underlying guiding question for all 3-5 Social Studies focused expeditions is: What is unique and great about the USA?
  7. An underlying guiding question for all 6-8 Social Studies focused expeditions is: How has, and does, the American founding and subsequent experience preserve Life, Liberty, and the Pursuit of Happiness?


The primary purpose of the AISU facility is to support the educational programs of the school. This primary purpose has priority over all other possible uses of the facility.

The AISU board recognizes that school facilities can serve other well established community interests such as scouting and the arts. However, AISU does not have custodial and supervisory staffing sufficient to accommodate the general use of the facility by outside groups. Therefore, any use of the facility by outside groups is subject to the following stipulations:

Acceptable use of the facility falls into two categories:

  1. By invitation of the school. The school may invite an outside group to use the facility for the express purpose of furthering the particular educational mission or specific goal of the school. In short, a school function. The Administration shall develop guidelines for use of the facility by invited outside groups.
  2. By sponsorship of a staff or board member. An individual staff or board member—who has been trained in the custodial and supervisory responsibilities of hosting an outside group—may sponsor and supervise the use of the facility by an outside group. Scheduling of all such uses is subject to the primary purpose of the facility, which means that both the sponsor and outside group must accept that the event, even after being scheduled, is always subject to cancellation if it conflicts with a need to use of the facility for a school related function.

The school building will be closed on Sunday and there shall be no staff or school- sponsored activity on that day.

To ensure that families can count on at least one consistently non-scheduled evening per week, school activities will not generally be scheduled on Monday evenings.

In the event of a community disaster, the Board shall make the school and/or facilities available, at no charge, for the housing and care of victims or potential victims when requested by local, State, or Federal authorities.

No liability shall attach to this School, any employee, officer, or member of this School specifically as a consequence of hosting outside individuals or groups.


It is the policy of the Board to reserve the right to charge fees up to the amount allowed by Utah law. Waivers and partial waivers shall be available by application for families who meet eligibility requirements based on income verification and supporting documents.

Students may be eligible for Fee Waivers if:

  • Student is eligible for free or reduced lunch
  • Student receives (SSI)* Supplemental Security Income (Only for blind or disabled children)
  • Family receives AFDC (currently qualified for financial assistance or food stamps)
  • Student is in Foster Care (under Utah or local governmental supervision)
  • Student is in State Custody

*Please note: Students who receive Survivor Benefits Do Not Quality for the SSI category listed


AISU provides compelling learning experiences both within the school walls and outside of them in the larger community and natural surroundings. The Board recognizes the value of direct research at relevant sites of interest, conferring with local experts, and visiting resource rich locations like museums, libraries, research institutions, operating businesses, farms, etc. Consequently, students at AISU participate regularly in fieldwork that may also involve overnight excursions.

In order to maintain the safety, welfare, and educational interests of students, teachers, and volunteers, the following policy shall apply.

Fieldwork Approval Procedure

All proposed fieldwork must be approved by the School Administration in advance of any trips. Trip planners will follow guidelines established by Administration that provide adequate advance notice to parents and students and sufficient time for review and preparation by Administration and office staff.

Participation Requirements

Fieldwork excursions trips are intended to provide direct, rare, and compelling educational experiences. Consequently, the School hopes to have all students participate. However, in situations where parents prefer not to have their child participate in overnight trips, such participation is not required and students will not be penalized for failure to attend. Under circumstances of non-participation, the school is not responsible for any missed experiences that students forgo for having elected not to attend.

Fieldwork Costs

  1. The School must stay within the budget raised and allocated for the experience.
  2. Students will be given enough time to know costs, and will be required to make a reasonable effort to provide for needs through fund-raising, borrowing of equipment, etc.
  3. The School will provide necessary funds and equipment for school wide experiences (such as opening camp) if a student (and family) is not financially able to cover the costs.
  4. For optional intensive fieldwork, students will be responsible to pay for the experience.

Parental Consent and Release of Liability

  1. For each fieldwork excursion, a note must be sent home to parents/guardians describing the date, time, location, and purpose of the trip.
  2. A consent and release of liability form must accompany this note and be returned to the school with the parent’s signature.
  3. For certain trips parents and students shall receive and provide signed consent to abide by the safety rules and submit to the consequences of breaking rules.
  4. Fieldwork is an extension of the school boundaries. Consequently, all rules related to the prohibition of alcohol, tobacco, drugs, and weapons with regard to both adults and students apply in all aspects of the trip including night-time, while in transport, and at all fieldwork locations.
  5. As part of this agreement parents accept the responsibility, as a consequence of their child breaking the rules, to pick up and transport their child home from a trip at any time during the trip should the need arise.

Basic Fieldwork Safety

  1. The safety of both students and chaperones will be the top consideration in planning all fieldwork experiences. Safety guidelines based on vision, sound and presence will be assigned and followed during all fieldwork excursions.
  2. School safety protocols for fieldwork shall be adhered to, including, but are not limited to:
  • Criminal records background checks for volunteers;
  • Frequent “roll calls” and other means of assuring attendance;
  • Clear supervision responsibilities for volunteers and staff;
  • Special medical consideration for designated students;
  • Communication methods and procedures both within the excursion group and from the group to the school, including procedures and guidelines to be followed in the event of an emergency.
  • No one-on-one grouping of adults with students. If, for instance, a private conference is needed, this must be done in view of other adults and students unless it is a parent child relationship.
  1. Prior to fieldwork, students and chaperones will receive training in their respective responsibilities and in the basic safety considerations appropriate to the nature of the fieldwork. With respect to overnight trips, chaperones are required to acknowledge and sign a compliance form. There shall be strict enforcement of the rules.
  • Transportation
  • When students leave campus for any school-sponsored activity not within walking distance, the preferred mode of transportation is a school bus.
  • When acquiring bus services is not possible or practical, volunteers may transport students in their own vehicles. All volunteer drivers are subject to the requirements of the volunteer policy including criminal records background checks.
  • All Volunteer drivers will complete the State Risk Management Online Driving Test.
  • Volunteer drivers shall submit their current driver’s license and proof of insurance to be photocopied and kept on file in a secure location at the school.
  • Teachers do not serve as drivers to transport students on fieldwork except in rare circumstances where it is necessary.
  • Volunteer drivers must have at least three students assigned to each car. They may transport fewer if one of the two is their child

Supervision Ratio:                                

Day Fieldwork

A student to adult ratio will be maintained of no more than 8:1 for K-8 trips and 12:1 for 9- 12 trips. Exceptions to the student/adult ratio may be granted or required by administration on a case by case basis.

Overnight Fieldwork

Student to Chaperone ratios are as follows:

Large Group* 6-8 = Day Adventure: 8:1; and enough for two adults per tent in large tent sleeping arrangements at night.

Small Group 6-8 = Day Adventure 8:1; and enough for one adult within TEN feet of each student tent at night.

Large Group VHS = Day Adventure 10:1; and enough for two adults per tent in large tent sleeping arrangements at night.

Small Group VHS = Day Adventure 8:1; and enough for one adult within TEN feet of each student tent at night.

*Large group indicates over 25 students and a permanent “home base” camp where large tent lodging is possible. Small group indicates under 25 students and moving location (i.e. backpacking).

Sleeping Arrangements

Opposite gender camps shall be clearly separated from one another. Care will be given by staff to assign or change sleeping arrangements to ensure the safety of all students

Tent Lodging. Two or more adult chaperones/teacher(s) may share a large tent with students, provided that the sleeping arrangements for the adults and students are separated by three feet and adults are able to monitor both the activity within the tent and the activity entering and leaving the tent.

A large tent is big enough for two chaperones to share a tent with 3 ft. separation between adults and students. When large tent scenarios are not possible, chaperones/teachers must sleep separate from students, but be within ten feet of the student tent. Same guideline applies to no tent camping (i.e., backpacking). Chaperones may sleep in the same tent with their own child(ren) and no others.

Large, open-room lodging:

  1. The room will be clearly divided into a gender-separated student sleeping area and an adult sleeping area.
  2. Appropriate measures will be taken to maintain individual privacy.
  3. For the safety of all involved, teachers are strongly encouraged to find and use large, open-room lodging accommodations where possible.

Hotel/motel lodging. Teachers shall not sleep in the same room as students.

Adult chaperones sleep in their own rooms. In some cases, chaperones may sleep in the same room with students where there are two or more chaperones present. Adults may not sleep in the same bed as a student unless the student is their own child. Chaperones will be required to adhere to teacher’s safety check-in protocols at all times. Staff member in charge of excursion is authorized to make adjustments to procedure to ensure safety during unforeseen emergency situations.

Maximum Annual Overnight Thresholds

High School students (9th-12th) have no maximum trip allowances, however, care will be taken to reflect the AISU Values including respect for family time in planning and carrying out trips. All overnight trips that are longer than 5 nights and/or span a weekend must be approved by the board.

Middle School students (6th-8th) may have a maximum of four (4) overnight trips (camping or otherwise) with no single trip consisting of more than five (5) consecutive nights (Mon.-Sat.) and the total number of nights for all trips in a given year shall not exceed twelve (12).

Upper Elementary (3rd-5th) students do not have overnight trips as a general rule with the exception of the 5th grade passage overnighter. If there is a rare, clear, and compelling educational opportunity which cannot be had by other means, one (1) overnight trip per year may be proposed by the teachers. Though single night trips are preferred, the total number of nights for a single trip shall not exceed two (2).

Lower Elementary (K-2nd) Students may have day trips only.


AISU will allow two school sponsored fundraisers, one hosted by K-8 and one hosted by the high school. Both will be sponsored by the parent crew. This fundraiser will NOT include door to door, private or child initiated selling activities.

Additional fundraisers by individual departments or classes in the school may be approved by administration based on clear links to approved curriculum.

School allowed groups such as teams, clubs or other groups may apply to administration to hold fundraisers outside the AISU community. Door to door selling is discouraged. These groups may ask their members for donations to assist in operational costs, subject to administrative approval. No student will be required to participate in or attend any fundraiser.

Students will not be allowed to run individual fundraising activities at the school.


AISU is committed to providing school environments that promote and protect children’s health, well-being and ability and enthusiasm to learn by supporting healthy eating and physical activity. Therefore, it is the policy of AISU to:

  • Engage students, parents, teachers, food service professionals, health professionals, and other interested community members in developing, implementing, monitoring, and reviewing school nutrition and physical activity policies.
  • provide students K-9 with opportunities, support and encouragement to be physically active on a regular basis.
  • sell and serve foods and beverages that will meet the nutrition recommendations of the S . Dietary Guidelines for Americans.
  • have food and beverages prepared by qualified child nutrition professionals.
  • provide students with access to a variety of affordable, nutritious and appealing foods that meet the health and nutrition needs of students; while accommodating the religious, ethnic and cultural diversity of the student body in meal planning; and provide clean, safe and pleasant settings and adequate time for students to eat.
  • to the maximum extent practicable, participate in the available federal school meal programs (National School Lunch program and School Breakfast program)

Schools will provide nutrition education and physical education to foster lifelong habits of healthy eating and physical activity, and will establish links between health education and school meal programs, and with related community services.


The link between nutrition, physical activity and learning is well documented. Healthy eating and activity patterns are essential for a student to passionately pursue his or her interests and develop a love for learning and reach his or her personal best l, achieve full physical and mental growth, and life long health and well-being and excellence. Healthy eating and physical activity are essential to reduce risk for many chronic diseases. Schools have a responsibility to help students learn, establish and maintain lifelong healthy eating and activity patterns. Well planned and effectively implemented school nutrition and fitness programs have been shown to enhance students’ overall health as well as their behavior and academic achievement in school. Staff wellness also is an integral part of a healthy school environment, since school staff can be daily role models for healthy behaviors.


All students in AISU shall posses the knowledge and skills necessary to make nutritious food choices and enjoyable physical activity choices for a lifetime. All staff in AISU are encouraged to model healthful eating and physical activity as a valuable part of daily life.

To meet this goal, the AISU adopts this school wellness policy with the following commitments to nutrition education, physical activity, nutrition guidelines, other school based activities and implementations. This policy is designed to effectively utilize school and community resources to equitably serve the needs and interests of all students and staff, taking into consideration difference in culture.

Nutrition Education

  • The school cafeteria or eating area serves as a learning laboratory to support nutrition education through menu offerings and signage.
  • The school will provide education for students to help them learn skills needed to practice lifelong healthy eating.
  • The classroom, cafeteria and other school venues provide clear and consistent messages that explain and reinforce healthy eating and physical          activity habits.

Promotion of Healthy Eating and Nutrition Guidelines

  • Encourage the increased consumption of a variety of healthy foods, including fruits, vegetables, whole grain and low fat dairy products.
  • Offer choices of food and beverages outside the lunch and breakfast meal service which are a good source of nutrients, moderate in sodium, moderate or low in fat and moderate in sugar that is not naturally occurring in the food and moderate in calories.
  • Strive to improve student nutrition behaviors on the school campus; include an increase of healthier meal choices by students to include fruits, vegetables, whole grains, and low fat dairy products.
  • Serve school meals which meet the USDA nutrition standards for all meals as well as provide sufficient choices, including new foods and foods prepared in new ways to meet the taste preference of the students.
  • Designated lunch periods for all students offer sufficient time to enjoy eating healthy foods. Lunch periods will be scheduled near the middle of the school day when possible.
  • Students shall be encouraged to test healthy food items with which they are not familiar to promote behavior change and healthy school meal    consumption.
  • Support healthy eating by utilizing the food service area as a expeditionary learning laboratory to support classroom instruction through menu offerings and signs supporting healthy eating.

Sharing of Foods and Beverages

We discourage students from sharing their foods or beverages with another during meal or snack times, given concerns about allergies and other restrictions on some children’s diets.

Physical Activity

  • Schools should ensure that every student from kindergarten through ninth grade receives regular, age appropriate quality physical education.
  • Provide within the school environment a safe enjoyable activity for all students
  • Provide, through physical education, safe and satisfying physical activity for all students, including those with special needs.
  • Provide for fitness education and assessment to help students understand and improve or maintain their physical well-being.
  • Promote the benefits of doing regular amounts of physical activity now and through life.
  • Schools should ensure that physical activity facilities on school grounds are kept safe and well-maintained.

Goals for Other School Based Activities

  • The after-school environment includes physical activity and promotes healthy eating habits.
  • Schools should provide information to parents to help them promote and incorporate physical activity and healthy eating into their children’s lives.
  • Schools should provide services to ensure that students with nutrition- related health problems are referred to appropriate services for counseling or medical treatment.
  • Dining room supervisory staff (teachers, aids, janitorial staff, etc.) shall receive appropriate training in how to maintain a safe, orderly, and pleasant eating environment

Staff as Role Models

  • Train staff who supervise student dining areas to encourage healthy eating patterns through a positive daily experience.
  • Offer opportunities and encouragement for staff to model and be leaders of healthy eating habits.
  • Develop strategies for teachers, school administrators, students, food service professionals, and community members to serve as role models in practicing healthy eating and being physically active.

Food Safety/Food Security

  • All foods made available will comply with state and local food safety and sanitation regulations.
  • Implement Hazard Analysis and Critical Control Point (HACCP) plans and guidelines to prevent food illness in school.
  • All food service equipment and facilities must meet applicable local and state standards concerning health, safe food preparation, handling and storage, drinking water, sanitation and workplace safety.

Measuring Implementation:

  • Conduct a review of the progress toward school wellness policy goals each year and identify areas for improvement.
  • Prepare and submit a yearly report to the school’s administrators regarding the progress toward implementation of the school wellness policy and   recommendations for any revisions to the policy as necessary.
  • Periodically assess how well the policy is being managed and enforced.

AISU will create, strengthen and work with the school health council to develop, implement, monitor, review and as necessary revise school nutrition and physical activity policies.



  1. AISU Students may participate in organized sports at their school of residence in accordance with Section 53A-1a-519, Section 53A-2-214, R277-494 and the rules of the athletic program at the school of residence. AISU will make available release time or early check-out as long as the student remains on-track for graduation.
  1. AISU Students may participate in Applied Technical College or Early College University programs as students meet the requirements of the respective programs and the goal of participation is documented on the student’s Success Plan (SEOP).
  1. AISU students may be allowed to dual-enroll in AISU and their school of residence for the purposes of attending courses not offered at AISU.

Eligibility is based on the following:

  • Need for the course must be aligned to the student’s college and career plan and documented in the student’s Success Plan (SEOP).
  • Priority is given to 12th grade students, then 11th, then 10th, and finally 9th.
  • The course is not available through AISU or state approved online courses.
  • The student’s parents have met with a counselor or administrator at the receiving school (according to the receiving school’s policies) and have written evidence of dual- enrollment approval.
  • AISU’s administration must approve the request.
  • If dual enrollment is approved by both AISU and the receiving school, payment and registration will be negotiated between the two schools.
  • AISU Administration may approve more participation on a case-by-case basis.

AISU will maintain a schedule that best suits AISU academic programs. Dual-enrollment students who are on track for graduation will be scheduled release time for the appropriate number of instructional blocks. Parents are responsible for timely transportation. Parents and students must acknowledge that they understand the academic and social impacts of making use of this policy; this may include extended homework assignments and/or missed social experiences.


AISU recognizes that each student is gifted, AISU will allow extra-curricular groups to form as one way to support and encourage individual talents and abilities. AISU groups will be based on exploring, creating, and advancing tangible academic or interest based talents. AISU extra- curricular groups shall not be formed to explore or advance socially charged agendas or topics. All AISU groups will align with AISU values and will work to increase service, leadership and excellence.

AISU will allow clubs under the following circumstances:

  • Clubs must be supported by no less than 5 students.
  • Clubs must be sponsored by a teacher who will supervise safety, ensure the club’s activities stay “on mission,” and will attend meetings and activities as possible.
  • Clubs must have an adult volunteer representative who will attend and facilitate all meetings and activities and who will take on responsibility for the club activities.
  • Clubs must complete a Charter
  • Service is encouraged.
  • Membership must remain open to all AISU students.
  • Meeting announcements and agendas must be posted on the sponsoring teacher’s door and in the office 24 hours in advance of the meeting.
  • Meetings may not go beyond 4pm without administrative approval and written parent permission.
  • AISU Administration may disband a club at any time for violation of club policies or actions that would otherwise subject the club members to disciplinary action.
  • Club mission statements, content, and activities, must be in alignment with AISU Values.
  • Any club that involves physical activity will require proof of insurance.
  • Students must be in dress code during all meetings and activities of a club.

Club Charters must state:

  • Founding student names (minimum of 5)
  • Sponsoring Teacher name
  • Supervising Adult Volunteer name and contact information (must have background check on file)
  • Mission Statement
  • Proposed Service Project
  • Meeting dates and times
  • Any proposed activities or participation in events or competitions outside of AISU

Club charters must be reviewed and approved by AISU Administration before the first meeting. Club charters are kept on file in the office.


The cycle of student education planning (SEP), that entails setting goals, working toward goals, assessing progress, and setting new goals based on present level of performance, is an essential part of education at AISU. This planning process is a cooperative effort involving students, educators and parents/guardians. This process is a partnership that focuses on the individual needs of each student.

The follow standards apply:

  1. Conferences are held a minimum of two (2) times each year.
  2. Earnest effort and reasonable accommodation shall be made to ensure that all parents/guardians and students attend each of the SEP conferences at a scheduled time and in a scheduled place.
  3. Conferences should be conducted so as to celebrate student strengths and accomplishments while sharing data about the student’s progress and discussing areas where performance may improve.
  1. Conferences shall be student-led in most instances.
  2. Students shall develop goals in consultation with teachers and parents.
  3. Teachers and parents shall develop plans to support the student in the completion of improvement goals.
  4. In addition to conferences, student progress will be formally reported at least 2 times per year.
  5. Students shall also show progress through individual portfolios.


The safety of students is a primary concern the AISU board of Directors. Accordingly, it is the policy of the board that all playground equipment (fixed structures) meet the ASTM standard consumer safety specification for playground equipment for public use, and are installed and maintained in accordance with the Public Playground Safety Handbook published by the U.S. Consumer Product Safety Commission.


AISU employees are required by State law to report any suspected child abuse to the proper authorities. This includes suspected corporeal punishment involving school employees. The anonymity of those reporting or investigating child abuse or neglect must be preserved in a manner required by Section 62A-4a-412 of the Utah Code.

Other behaviors such as vandalism, arson, possession of illegal drugs, alcohol, tobacco, weapons, assaults, extortion, and criminal sexual conduct will be reported to the proper authorities as the law requires.


  1. Discipline Policy-General

High standards of conduct are essential to creating and maintaining a good learning environment. Every student has a right to feel safe and to learn in a respectful and orderly learning environment. Teachers have the right to teach in a respectful and orderly environment. Maintaining a respectful and orderly environment shall be achieved partly through adequate adult supervision, which shall be ensured through clear staff assignments that cover all of the School’s building spaces, programs, classrooms, and activities.

The goal of disciplining any student is to restore the safe, respectful, and productive learning environment, and to help the misbehaving student accept responsibility and develop better self-discipline. For this reason, in many cases when students misbehave, the following steps are taken: (1) A discussion with students by the appropriate staff takes place on the purpose of this policy in the interests of student development. (2) The student is invited to acknowledge the behavior in writing and outline how it could have been avoided. (3) The student adds a plan to correct the misbehavior and outline the next step to be taken if it is repeated. A follow-up date on the plan should be noted wherein the student gets positive feedback. The plan must be fair and reasonable based upon the nature of the misbehavior and the student’s desire to succeed. The plan has to be acceptable to the school as well as the student (and parent if deemed necessary). (4) The plan is dated and placed on file for follow-up. If the behavior is deemed uncorrectable after reasonable and respectful attention, the student will be denied use of the campus but, in some cases (as decided by school administration), may continue learning at home under the direction of the school.

The School reserves the right to judge the severity of any single infraction or the persistence of patterns of behavior that are disruptive to the learning environment. Student misconduct (i.e., “disruptive student behavior,” U.C.A. 53A-11-910) can be divided into two general types: major and minor.

Minor misconduct is defined as a situation where physical, emotional, or social safety of students or staff is not seriously threatened but where there is a problem to be resolved, such as disputes between students, leaving messes, name calling, yelling, and class disruptions.

Major misconduct is defined as the willful and wanton acts of disrespect toward School staff members, students, or property. Examples of major misconduct include but are not limited to fighting; acts of defiance, insubordination, or disrespect; harassment/intimidation; possession, distribution, or accessing of pornography (printed, electronic, or otherwise); blatant use of profane language; willful destruction of School property; possession or use of alcohol, drugs, or weapons; and where persistent disobedience in minor misconduct areas become chronic (such cases may, in sum, become classified as major misconduct).

Neither minor, nor major misconduct are permissible at AISU. Accordingly, the school Superintendent and his designee(s) shall develop consistent and appropriate training, guidelines, and procedures for preventing and responding to misconduct. This may include adopting a formal program such as Love and Logic, or other well-developed approach.

In all cases discipline will be administered without regard to race, color, religion, sex, national or ethnic origin, or special needs as explained in the Individuals with Disabilities Education Act (IDEA) and Section 504. Behavioral expectations will be the same for all students at the school unless the behavior is a manifestation of a student’s disability as documented in their IEP or 504 plan, does not compromise the safety of other students, and special considerations relative to it have been addressed in the student’s IEP or 504 plan. “Qualifying minors” (i.e., a student who is at least nine years of age, or turns nine during the school year, the time during which school is in session for a given year), may be subject to the juvenile court as stipulated in U.C.A. 53A-11-910.

Information about Juvenile Offenders (R277-714). The Administration, school secretary, teachers and other school officials with a legitimate educational interest have authority to receive private information about students who are designated juvenile offenders if the offense poses a potential future threat to the welfare of the offender, other students, or staff members. Such information will be disseminated by the Administration or his/her designee. Violent crimes and drug related crimes are examples of offenses that pose possible future threats. Petty theft is an example of an offense that would be left to the discretion of the Administration. The School reserves the right to judge the potential threats of any juvenile offender and to act in good faith to preserve the safety of the staff and students, while respecting the privacy of the offender. The School shall maintain documentation of disruptive student behavior prior to referral of disruptive students to Juvenile Court.

Discipline and Confidentiality. School officials shall strictly protect student confidentiality in matters of discipline and take all reasonable measures to keep information dissemination on a need to know basis.

  1. Harassment and Bullying

All students, school employees and volunteers have a right to participate in school activities in a safe and positive environment, without being subjected to conduct that is threatening, discriminatory, humiliating, demeaning, or offensive. Accordingly, harassment, bullying, cyber-bullying, hazing and retaliation of any kind (e.g. physical, emotional, sexual, verbal, written or any form of electronic communication) and for any reason is forbidden. The egregious or repeated intimidation of others either actual or threatened is prohibited.

Students who engage in any of the above acts while at school, at any school function, in connection to or with any school sponsored activity or event, are subject to disciplinary action, up to and including suspension or expulsion. Law enforcement officials shall be notified of such incidents as required by law. The school Administration shall develop guidelines and approaches that will decrease the likelihood of such incidents, and train teachers and other staff to effectively intervene if these kinds of acts are witnessed in their presence or brought to their attention. On at least an annual basis, the school shall ask students to assess the prevalence of bullying, cyber-bullying, hazing and harassment in the school, specifically in such locations as playgrounds, hallways, and lunch areas. Students who provide false reports of the above acts (which constitutes an act of bullying) are also subject to disciplinary action.

Students, staff, and volunteers shall receive annual training on bullying, cyber-bullying, hazing, harassment, civil right violations (with accompanying reporting and investigative procedures), and awareness and intervention skills from individuals qualified to provide such training. Training will address topics such as (1) Overt aggression, (2) Relational aggression or indirect, covert, or social aggression, and (3) Sexual aggression or acts of sexual nature or with sexual overtones. Employees shall be notified that violation(s) of this policy may result in employment discipline or action.

In such cases where harassment, bullying, and so on, take place outside of school or school sponsored events, but are reported to school officials, the report will be turned over to the proper authorities (e.g., parent/guardians, or if unlawful behavior is suspected, law enforcement officials.) If law enforcement determines that a crime has been committed, the school reserves the right to judge the threat to student safety this fact presents and to apply disciplinary action up to and including suspension and expulsion.

Prior to any student, employee or volunteer coach participating in a public school sponsored athletic program, both curricular and extracurricular, or extracurricular club or activity, the student, employee or coach shall participate in bullying, cyber-bullying, hazing and harassment prevention training. This training shall be developed in collaboration with the Utah High School Activities Association and offered to new participants on an annual basis and to all participants at least once every three years. In this training, student athletes and extracurricular club members shall be informed of prohibited activities under this rule and notified of potential consequences for violation of the law. Training curriculum outlines, training schedules, and participant lists of signatures shall be maintained at the school and can be accessed by USBE upon request. All public school coaches shall act consistent with professional standards of Utah Admin Code R277-515 in all responsibilities and activities of their assignments. Disciplinary action is taken when a school coach fails to act consistently with R277-515 toward students, colleagues and parents which may result in termination of employment or volunteer services.

Parent Notification. A school administrator or counselor will notify a parent in a timely manner via phone call if the parent’s child threatens to commit suicide, or if the student is involved in a serious incident (what the School defines as major misconduct) of harassment, bullying, cyber-bullying, hazing, or retaliation (whether perpetrator, victim, or undetermined). The school will produce and maintain a record that verifies that the parent was notified of the incident or threat. Such records shall be securely maintained in the school’s student information system or other secure means such as password-protected file storage. The school will not disclose the record to anyone unauthorized to receive it and will not use the record for purposes not allowed under the law. Student records (including parent notifications) will be retained for a minimum of three years after graduation. Student records may be expunged if the student has graduated from high school and requests the record be expunged.

Acts of retaliation will not be tolerated. The school shall provide assistance to harassed students and their parents in reporting any subsequent problems and new incidents that come in the form of retaliation. Perpetrators of acts of retaliation will be subject to disciplinary actions up to and including suspension and expulsion.

  1. Freedom of Expression

Students have the right to express themselves openly on school premises about matters of social, political, and religious importance. However, students may not express themselves in a way that causes a disruption of, or interference with, the orderly conduct of school activities or is inconsistent with the school’s basic educational mission. Teachers and administrators may also edit the style and content of student speech at school assemblies, in the school newspaper, in school theatrical productions, and in other school-sponsored activities, where teachers and administrators have legitimate educational concerns.

  1. Corporal Punishment & Least Restrictive Interventions

Staff Responsibilities and Emergency Safety Interventions

  1. School administration shall work with school employees, patrons, and students to provide positive behavior expectations and supports consistent with these policies.
  2. Individual instructors are responsible for maintaining a positive learning environment in the classroom and at extracurricular assignments.
  3. All staff members will assist in maintaining positive behavior expectations in common areas of the building.
  4. In situations where student behavior becomes disruptive to the extent it interferes with the learning and teaching process, the principal or teacher should engage in the least restrictive interventions.

4.1. Student disciplinary action must be consistent with established rules and regulations.

4.2. No one may inflict or cause the infliction of corporal punishment upon a student or exercise other liberties prohibited by statutory law as defined under §53A-11-801 (2) of the Utah Code.

4.3. Students requiring discipline are to be treated in a professional and objective manner, without undue emotional display.

Emergency Safety Interventions:

Definition: “Emergency Safety Intervention means”: The use of seclusionary time or physical restraint when a student presents an immediate/imminent danger of physical violence/aggression towards self or others likely to cause serious physical harm. An emergency safety intervention shall not be used for disciplinary purposes.

A school employee may not subject a student to physical restraint or seclusionary time out unless such action is utilized as a necessary emergency safety intervention (ESI) in compliance with these procedures and consistent with evidence-based practices.

  1. General Requirements

1.1. Licensed personnel and other personnel who may work directly with students shall be trained on the use of effective alternatives to ESI, as well as the safe use of ESI and release criteria.

1.2. An ESI may only be used for maintaining safety and may not be used as a means of discipline or punishment.

  1. Students with Disabilities Receiving Special Education Services

2.1. Use of ESI for a student with a disability receiving specialized educational services under IDEA or Section 504 shall comply with all applicable state and federal laws, and school policy.

  1. Physical Restraint

3.1. A school employee may use and apply reasonable and necessary physical restraint as an ESI only:

3.1.1. to protect the student or another person from serious physical harm;

3.1.2. to take possession of a weapon, or other dangerous objects in the possession or under the control of a student; or

3.1.3. to stop the student from destroying property.

3.2. If an employee uses physical restraint as an ESI on a student, use of the following restraints are prohibited:

3.2.1. prone, or face-down physical restraint;

3.2.2. supine, or face-up physical restraint;

3.2.3. physical restraint which obstructs the airway or adversely affects the student’s primary mode of communication;

3.2.4. mechanical restraint, except for protective, stabilizing, or legally required mechanical restraints, such as seat belts or safety equipment used to secure students during transportation; or

3.2.5. chemical restraint, except as prescribed by a licensed physician, or other qualified health professional, for the standard treatment of a student’s medical or psychiatric condition, and implemented in compliance with a student’s approved Health Care Plan.

3.3. All physical restraint shall:

3.3.1. be applied for the minimum time necessary to ensure safety and a release criteria must be implemented;

3.3.2. be discontinued as soon as the imminent danger of physical harm to self or others has dissipated;

3.3.3. be discontinued if the student is in severe distress; and

3.3.4. never be imposed for more than 30 minutes.

  1. Seclusionary Time Out: A school employee may, when acting within the scope of employment, place a student in seclusionary time out as an ESI only under the following circumstances:

4.1. the student presents an immediate danger of serious physical harm to self or others;

4.2. the employee uses the minimum time necessary to ensure safety and uses a release criteria;

4.3. any door remains unlocked;

4.4. the student is within line of sight of an employee at all times; and

4.5. the student is not placed in a seclusionary time out for more than 30 minutes.

  1. Parent Notification

5.1. If a crisis situation occurs requiring an ESI be used, the school or employee shall notify the student’s parent, the school administrator, and the director of student services as soon as possible and no later than the end of the school day.

5.2. If the ESI is applied for longer than fifteen minutes, the school shall immediately notify the student’s parent and school administration.

5.3. Parent notifications made under this section shall be documented in the student information system, as required by Utah Admin. Code R277-609-6(C)(4).

5.4. Within 24 hours of using ESI, the school shall notify the parent that they may request a copy of any notes or additional documentation taken during the crisis situation.

5.5. Upon request of a parent, the school shall provide a copy of any notes or additional documentation taken during a crisis situation.

5.6. A parent may request a time to meet with school staff and administration to discuss the crisis situation.

  1. Emergency Safety Intervention (ESI) Committee

6.1. The school shall establish an ESI committee which includes:

6.1.1. at least two administrators;

6.1.2. at least one parent of a student enrolled in the school, appointed by the school; and

6.1.3. at least two licensed personnel with behavior training and knowledge in both state rules and the board’s conduct and discipline policies.

6.2. The committee shall:

6.2.1. meet often enough to monitor the use of ESI within the school;

6.2.2. determine and recommend professional development needs;

6.2.3. develop policies for dispute resolution processes to address concerns regarding disciplinary actions; and

6.2.4. create and communicate uniform methods for evaluation of the efficiency and effectiveness of the school’s rules and standards.

6.3. The school shall collect, maintain, and periodically review the documentation or records regarding the use of ESI.

6.4. The school shall annually provide documentation of any school or program use of ESI to the State Superintendent of Schools.

  1. Search of Person or Property

The school has the responsibility to protect the health, safety and welfare of its students. In carrying out this responsibility, student lockers or other areas for storing personal items may be searched without the permission of the student involved (Act 451, Section 380.1306.) All searches of student property by school personnel shall be witnessed by a third party (such as another administrator, teacher, or police officer). All contraband discovered in a search by school officials shall be immediately confiscated and shall be turned over to law enforcement officers. When reasonable suspicion leads to a search of a person, school officials may ask the student to remove his/her hat, coat, shoes and socks, turn pockets inside out, and roll up sleeves to see if the student is hiding contraband, but under no circumstances may school officials require students to remove any other items of clothing. If such a search is required, school officials will contact law enforcement. School personnel shall document the details of any search conducted of a student’s property or person. School personnel shall respect the privacy of students regarding any items discovered that are not illegal or against school policy or rules.

  1. Personal Property

Personal property not related to the school’s educational program or a specific learning activity should not be brought to school (including fieldworks). Mobile phones are to be used during regular school hours according to teachers’ directions. The Administration will develop procedures for dealing with unnecessary, inappropriate personal property that disrupts the learning environment.

  1. Suspension and Expulsion

Students who are unable to meet the behavioral expectations of the School may be suspended or expelled. “Suspension” shall be exclusion from the regular School program for a definite period of time. A long-term suspension is suspension for more than ten (10) days. “Expulsion” shall be the permanent exclusion of a student from this School. Students suspended three or more times during an academic year may be subject to expulsion. The decision to suspend a student for any number of days is made by the Administration and any staff members involved in the incident for which the student is being considered for suspension. A parent may request a formal hearing to challenge a decision to suspend a student for any number of days more than ten (10) or to expel a student. Students will be expelled for behavior that is unlawful and/or that seriously threatens the health, safety and welfare of the student and/or others. In addition, students will be expelled in those situations where the same is required by law. Students subject to long-term suspension or expulsion, who qualify under the Individuals with Disabilities Education Act (IDEA) or Section 504, will have their suspensions and expulsions administered under the requirements of the respective act(s).

AISU is strongly committed to providing a safe learning environment for its students. Certain forms of conduct can be highly damaging to the learning environment and may require suspension or expulsion from AISU, as outlined below.

The first incidence of the following forms of major misconduct will result in up to a 10-day at-home suspension (or similar consequence) and may result in expulsion:  

  • Causing serious injury to another person
  • Viewing, distributing, or facilitating access to, pornography or sexually explicit communication (printed, electronic, or otherwise)  
  • Unlawful possession or use of controlled substances or paraphernalia, including, but not limited to, drugs, alcohol, and prescription medicines
  • Offering, furnishing, or selling drug, alcohol, or other controlled substances
  • Possession of tobacco or e-cigarettes or related paraphernalia. (For the first violation, the student receives an at-home suspension of 3-10 days, the second violation with a 45-90 day suspension and the third violation with 180 day suspension or expulsion.)  
  • Distribution of tobacco or e-cigarettes. (For the first violation, the student receives a 45-90 day suspension and the second violation receives 180 day suspension or expulsion.)  
  • Robbery or extortion  
  • Three or more suspensions in one school year  
  • Criminal behavior including but not limited to assault, truancy or willful destruction or vandalizing of school property.

The following forms of major misconduct will result in a 10-day at-home suspension during which proceedings for 90- or 180-day suspensions, or expulsion, will be initiated, including due process and a formal hearing:  

  • A second incidence of any of the misconduct described in the preceding section  
  • Possession of, use, sale of, or furnishing any firearm, knife, explosive, or other dangerous object  
  • Sexual assault  
  • Providing, supplying or possessing quantities sufficient to indicate an intent to distribute a controlled substance to another student (either illegal or legal), including, but not limited to, drugs, alcohol, and prescription medicine, in any manner.
  1. Due Process

The right to due process in disciplinary proceedings is applicable in all instances where the behavior of the student is being evaluated for suspension or expulsion. The student and his/her parents (“Parent” includes: (i) a custodial parent of a school-age minor; (ii) a legally appointed guardian of a school-age minor U.C.A 53A-11-910) has a right to be fully informed about his/her alleged breach of behavior and must be provided with an opportunity to respond to such charges. The school Administration shall develop due process guidelines and procedures that include informal hearings, formal hearings, and appeals. When requested by parents/guardian, a formal hearing shall be held as a part of the due process procedure for long-term suspensions (more than 10 days) and for expulsions. The formal hearing shall consist of a panel of at least three (3) school officials that will be given authority to decide the issue. Board members shall be notified of all long-term suspensions and expulsions. Appeals of a formal hearing decision to the Board of Directors must be received by the school Administration, in writing, within five (5) business days of the formal hearing panel’s decision.


To meet the stated goals of fostering teamwork, strengthening culture, encouraging participation, creating healthy competition, and embracing adventure, it is proposed that the AISU Sports Program be based on the following three points:

  1. AISU P.E. will emphasize life-long adventure activities such as hiking, biking, rock climbing, snow shoeing, skiing and other such experiences within approved curriculum.
  1. AISU will support a 9-12 intramural team sports program that will allow students to participate in groups such as crews within the school community and compete in a variety of team sports such as basketball, volleyball, soccer etc.
  1. AISU will allow creation of outside of school competitive teams and will designate such groups as clubs. Clubs will be subject to administrative and board approval and will not receive financial support from the school budget.


To ensure that student progress is accurately measured through standardized achievement tests, the Board recognizes its responsibility to implement standardized testing procedures in accordance with state and federal laws. Information from such student standardized testing may be used by the School as an additional tool to plan, measure, and evaluate the effectiveness of the School’s educational program.

The Administration shall establish specific guidelines and procedures to follow when administering standardized student tests in accordance with state and federal laws.


It shall be the responsibility of the school Administration to oversee the security of all testing materials while at the site. All test booklets, administration manuals, and answer sheets shall be secured before and after the test administration. The confidentially of tests, testing materials, and answer sheets shall be maintained by all.

School personnel shall conduct test preparation, test administration, and the return of all secure test materials in strict accordance with procedures specified in test administration manuals, Utah Board of Education rules, and federal requirements for funding.

All students with disabilities shall participate in standardized testing as outlined in USOE Testing Policy “Requirement for Participation of Utah Student with Special Needs in the Utah Performance Assessment.”


The Board recognizes the need to provide substitute teachers for those occasions when regular teachers cannot be present. The Administration, or designee, will develop a pool of substitute teachers. Applicants for the position will be evaluated on educational background, work history and references, and must complete fingerprinting and background check. In addition, all applicants will be checked against CACTUS to ensure that the applicant’s license has not been revoked or suspended.

Pay is competitive with local school district sub pay and will be divided into day rate, extended time, and long-term (more than 20 consecutive days).


The purpose of this policy is to ensure equity and fairness to all students when evaluating credit earned for high school at institutions other than AISU.

Transfer of Credit

  1. Transfer of Credit shall be reviewed and accepted only with respect to credit for high school (9 through 12 grade).
  2. AISU shall accept student credit and grades at face value from public schools accredited by Northwest and by regional or third party accrediting associations recognized by Northwest.
  3. AISU shall accept student credit at face value from a nonpublic school if the school was evaluated by Northwest consistent with credit approval criteria as outlined by Utah Administrative Rule R277-410-4.
  1. Requests for acceptance of credit from a school that is not accredited will be referred to the Credit Evaluation Team for credit determination.

Credit Evaluation Team

  1. The Credit Evaluation Team shall be composed of the High School Principal, a secondary teacher who teaches each of the courses in question.
  2. Credit Evaluation Team findings will be based on a preponderance of evidence from the following types:
  • Course title and description
  • List of instructional materials used
  • Student achievement (progress)

[a] Formative evaluations

[b] Summative evaluations

  • Correlation of course objectives with the Utah State Core

Curriculum standards and objectives

  • Course length and student attendance

[a] Number of days the class met

[b] Normal class length

[c] Number of classes attended by the student

  • Grading criteria used
  • Teacher name, qualifications, certifications, endorsements, etc.
  • Course requirements for credit (representative sample of student work)
  • Copy of student records
  1. It shall be the responsibility of the student seeking credit to provide appropriate evidence as requested by the evaluation team.
  2. In addition to the forms of evidence listed above, students seeking credit may be required to demonstrate competency through end-of-level testing approved by             AISU.
  3. Costs associated with the determination of credit, including competency level testing, will be borne by the parent/guardian of the student requesting credit consideration.
  4. The Credit Evaluation Team will meet as needed throughout the year.
  5. The student requesting credit consideration will be notified of the team’s decision in writing no later than seven (7) working days following the team meeting, provided that the student turns in all requested items prior to the meeting.
  6. Approved credit from non-accredited institutions will be recorded on the student transcript. Grades will NOT be recorded and will NOT be considered in the student GPA (Grade Point Average).


Subject to the stipulations stated below, the viewing of movies shall be for clear educational purposes linked to relevant topics of study. Teachers, and students (via personal technology such as i-pods), are prohibited from showing any movies that are rated PG-13, R, or X in class, on school property, or on any school- sponsored outing (including buses). If an outing involves staying in a hotel or motel, teachers will make provision with the hotel to eliminate TV and movie access to the rooms being used by students and chaperones. If limited access to TV is required as part of the educational purpose of the outing, appropriate limits will be made with the hotel personnel and will be specified in the trip plan that is turned into the office by the teacher(s) leading the trip. A movie with rating of G, PG, or NOT RATED may be shown if it meets the “clear educational purpose” test and has been approved the Administration. However, prior to showing a movie, parents must be notified at least one day in advance and must be given the opportunity to have their child opt out. Students may also choose to opt out. Those who choose not to participate must be provided with an alternative, but equally worthwhile, learning experience.


AISU offers rigorous learning experiences, a positive culture of acceptance and respect, and a standard of excellence. Dress and grooming are an integral part of the learning environment. AISU students are expected to “Dress to Learn”. Student dress and grooming standards are based on safety, good hygiene, and appropriateness to maintain a non-distracting learning environment.

Safety Standards:

  • No weapons or look-alike weapons
  • No gang apparel or gang style
  • No clothing that promotes or depicts violence, drugs, alcohol, tobacco, harassment, vulgar language or gestures, sex, or immoral behavior
  • No hats, visors, or bandanas worn in the building except for medical or religious purposes approved in advance by the principal
  • No clothing item that obscures the identification of a student or poses a hazard. While clothing such as hoodies, shirts/sweatshirts or coats may be worn, the hood portion may not be pulled up over or worn on the head in the building.

Hygiene Standards:

  • All students shall maintain their hair, mustaches, sideburns, and beards in a clean, well-groomed manner.
  • All students will wear clean clothing. Clothing should not be overly ripped, torn or mutilated.
  • Clothing, jewelry, accessories and piercings, which interfere with or pose a health or safety issue to the learning atmosphere at the school, will not be allowed.

Appropriateness Standards:

  • Underwear should not be visible
  • No inappropriate language, logos, or symbols
  • Abdomens should be covered
  • Chests should be covered (no cleavage showing)
  • Shorts/skirts may be no shorter than a palm’s width above the knee (including with tights)
  • Tank-top straps must be three fingers wide
  • No strapless or spaghetti straps
  • Specific activities may require other approved dress Students with dress code violations will be counseled and given the option of calling home for a change of clothes, changing into clothing provided by the school, or returning home to change (with parent approval). Students may return to the learning space with appropriate attire. Exceptions to these rules may be permitted by administration for special school events. Administration reserves the right to make decisions about the “Dress to Learn” code on a case-by-case basis, including an individually tailored dress code for repeated violations.


If a teacher determines that a student has come to school inappropriately dressed according to the Uniform Policy, the student will be sent to the office.

  • Parents will be called to bring proper clothing and the student will remain in the office until clothing arrives. If parents are unable to do so in a timely manner, and it is a minor breach of the policy, the office may provide some interim clothing so that the student may return to class.
  • For subsequent violations, students will be subject to the progressive discipline policy, including the provisions regarding persistent violation of school rules and persistent disobedience, which may result in suspension and eventual expulsion.


As role models to our students, the staff at AISU must meet the same student requirements in regards to modesty and attire, accessories, tattoos and piercing. Although staff is not required to wear the school uniform, the staff must meet the same expectations as students regarding shirt length and modesty. Business casual is required; no t-shirts or blue jeans. The same requirements apply to staff representing AISU during events and fieldwork. All exceptions are subject to approval of the Administration. Failure to meet the expectation of the uniform policy could result in termination of employment.


Requirement of all AISU teachers to sign that they have read and support the Vision Statement.


In order to greatly enhance the climate of excellence, respect, and leadership that exists at AISU. The volunteers at AISU, as role models to our school, must meet the same student requirements in regard to modesty and attire though they are not required to wear the school uniform. If a volunteer at AISU fails to meet these expectations, they may be asked to stop their volunteer work.

In the normal course of guest lecturers and performers, we may have individuals that do not meet these exact standards, and at the discretion of the Administration and/or Board, they may be allowed to present or perform.

AISU welcomes and encourages parent volunteers. The Parent Crew is a group of volunteer parents who provide an important supportive role to the school’s various programs while increasing the sense of community and hospitality among members of the AISU Community. Every parent is encouraged to participate. Watch the AISU monthly newsletter for details on upcoming meetings.

Parents are expected to contribute 30 hours of volunteer time each school year. The enthusiastic and dedicated efforts of parents and others in the community benefit the school in a multitude of ways that add quality, spirit, and hospitality that cannot be had in any other way. Some of the areas you may want to consider include volunteering in a classroom, assisting in supervising the lunchroom and/or recess, helping out in the library, assisting with drop-off or dismissal, and helping out with school/community events like Celebrations of Learning. Please schedule your volunteer time with your child’s teacher or other AISU staff member, and remember to sign in at the office.

Volunteer Dress.

As role models in our school, volunteers must meet the same requirements with regard to modesty and attire as students, though they are not required to wear the school uniform. We believe this will greatly enhance the climate of excellence, respect, and leadership that exists at AISU. If a volunteer at AISU fails to meet these expectations, they may be asked to stop their volunteer work.

All volunteers are required to complete a Volunteer Agreement form giving the school authority to conduct a criminal background check. This form is available in the office.