Student Handbook

For the safety and professionalism of Azure Fields Charter High School students, the following dress code policy is in place: 

• Students should wear clothing that allows them to be both safe and prepared for the weather conditions. 
• Their clothing should also help prepare them for professional working environments. 

To ensure these conditions are met, the following dress code parameters should be observed:

1. For Professionalism
1. No logos or images
2. Clothing should cover the midriff, shoulders, and halfway down the thigh.
3. No hats or hoods indoors or when hats and hoods would hinder safety.

1. For Safety
1. Baggy-ill fitting clothing is not allowed
2. Ripped clothing is not allowed
3. Chains, straps, and other loose hanging pieces should not be worn in class (purses and other accessories should be kept in designated spaces during class)

1. For Weather
1. Hats and hoods are to be worn outside

Azure Fields Charter High School discipline policy focuses on building community and self-discipline through rhythm and restorative practices. Rather than punishment, AFCHS emphasizes developing love and respect within firm and healthy boundaries. 

“Healthy working relationships with parents, colleagues, and all stakeholders are essential to the well being of the student, class, and school community” (Alliance for Public Waldorf Education, Core Principle #4). Clear communication processes will be used to address the root cause of behaviors, discover unmet needs, establish consistent follow-through and clear consequences related to student actions. Restorative approaches will be used to re-integrate students after serious issues such as fighting, bullying, defiance, etc.

Core Principles

Our school motto is “Developing the Human Capacity for Goodness, Beauty, and Truth.”  

• Goodness includes developing love and respect to foster a warm, respectful community where everyone can learn.
• Beauty is found in rhythm and routine. Daily, weekly, and yearly rhythms provide structure, building trust and responsibility.
• Truth leads to a developmental understanding where discipline aligns with child development, seeing the child's needs before reacting.

These principles lead to discipline that is gentle on the child, yet firm on behavior. We maintain unconditional positive regard for each individual while firmly addressing unacceptable conduct through:

• Direct Communication: Teachers address issues directly with students and parents/guardians.
• Restorative Practices: Teachers help students learn from mistakes and how to repair harm. Restorative practices include assessing student and community needs in identifying root causes of problem behaviors and finding solutions that are fair for everyone in the community.
• Discipline Referrals/Incident Reports: Written reports for serious or escalating issues (aggression, disrespect, theft, bullying) will be used to document incidents, and communicate both internally among faculty members and externally with parents/guardians.
• Consequences: Natural consequences are linked to misbehavior to build an understanding of how the world and our society function. 

Traditional reward/sanction systems (points/stickers) are generally avoided in favor of intrinsic motivation and relational approaches. In essence, AFCHS discipline policies aim to guide students toward inner self-discipline and responsibility within a supportive, community-focused environment, using clear, developmentally appropriate interventions rather than punitive measures. 

Discipline Procedure

*This chart is not an exhaustive list of behaviors and consequences but is to be used as a guideline in assessing behavior. 

Teacher Responsibility

Teachers work with each student and the whole class to support relationship-based learning. Teachers utilize redirection for minor one-time behaviors and issue warnings as appropriate, utilizing teaching moments when a student says or does something inappropriate. 

Teacher/Guardian/Admin Conference

When behaviors are not resolved at the classroom level, the teacher will initiate a conversation with a parent or guardian to discuss ways to support the student in changing their behavior, these supports might include setting up a classroom-level behavior plan. The student may or may not be invited to this conversation depending on the circumstances. 

When behaviors are not resolved after a teacher/guardian collaboration (or a behavior is a major or severe level infraction), a conference will be set up at the school between the teacher, parent/guardian, and administration. A student may be assigned in-school suspension for up to five school days following a major or severe infraction until the teacher/guardian/admin conference determines the official consequences. This meeting must happen within five school days of an infraction unless a parent/guardian requests an extension. The meeting must take place within ten school days of the infraction. The teacher/guardian/admin conference seeks to understand the student holistically to establish supports and consequences that will help the student to be successful at school. The supports and consequences will include a behavior contract with options for the student to repair harm resulting from their behavior. Other consequences may include further in-school suspension and a reintegration plan to return in safety. 

Executive Director

Further violations of a Behavior Contract or severe infractions will result in a conference with the parent/guardian and the Executive Director. Law enforcement may become involved at this level depending on the type of infraction. 

Suspension procedures

The purpose of suspension is to ensure safety. Acts of aggression and violence may result in suspension while investigations are conducted and restorative procedures are established. Suspensions may be assigned for specific period(s) of the day, up to whole-day and multiple-day suspensions. 

In-School Suspension

Because attendance is critical to student success, AFCHS will prioritize accommodating In-School Suspensions for behavior incidents. 

1. Parents/guardians will be notified of their student being placed on In-School Suspensions and the duration of the suspension by phone call. 
2. The student will be escorted to the room designated for In-School Suspension. The room will be supervised by faculty according to our student supervision policy. 
3. Students will be required to write a behavior reflection and perform any assigned restorative tasks before completing their suspension. 
4. Students will also be required to bring quiet work. Quiet work may include missing assignments, alternative course work, reading, math practice, or handwork. If a student fails to bring quiet work, the supervising faculty will have grade-appropriate alternative assignments available.

Out of school suspensions

Out of School Suspensions are occasionally necessary to ensure safety and provide a way to reset and address an incident with calmness and clarity. Out of School Suspensions must be used minimally to ensure safety, and may not be longer than five consecutive school days.

1. Notification: The Executive Director and one additional faculty member (Dean of Students, School Counselor, Resource Officer) will meet with the parent to inform them of the suspension. The student will remain with a teacher or administrator until they depart campus under the custody of their parent/guardian. If a suspension is initiated outside of school hours, the Executive Director will reach out to parents by phone and also speak with the student.
2. Prior to departure from campus: Until the student departs campus under parent/guardian supervision, the student will remain with a faculty member or administrator until the parent/guardian arrives. While waiting to be picked up, the student may work on homework that does not require devices or a computer. Confiscated student devices will only be released to the parent/guardian.
3. Departure from campus: No matter what transportation a student normally uses, suspended students will only be released to their parent/guardian or an emergency contact upon verbal request from the parent/guardian. If a student is not picked up by a parent/guardian, or arrangements made for an emergency contact to pick up the student, by 5:00 pm the school will work with local law enforcement to ensure the student’s safe transport home.
4. Student presence on school property and at school events during suspension: The suspended student must remain off campus and away from all school activities until the student has completed the re-entry process. 
5. Re-entry process: During the suspension the student will be asked to engage in a reflective process which includes a re-entry letter and a reflection paper to prepare for their re-entry interview.
   On the day of re-entry, the student and a parent/guardian will meet with the Executive Director and one additional faculty member (Dean of Students, School Counselor, Resource Officer). The purpose of this meeting is to discuss the student's reflections and re-entry letter, and to establish the re-entry behavior plan, which includes repairing harm and rebuilding trust. 

Safety Leave of Absence for a Victim: Occasionally a victim of violence, or threatened violence, will be placed on a temporary Safety Leave of Absence by a collaborative decision between the Executive Director, school guidance counselor, and the parent/guardian of the victim. Victims on a Safety Leave of Absence will be given a school-excused attendance marking for the duration of the leave, not to exceed 3 school days. Safety Leave of Absence students will not engage in the reflective re-entry process; however, upon returning to school, they will meet with the guidance counselor to address any concerns the student may still have and to make sure they have a plan for feeling safe. 

Expulsion

Expulsion means that the school is ending the student/school relationship due to an extreme disciplinary issue. An expulsion may occur when serious issues are repeated and have not been resolved to the satisfaction of the school. In extreme circumstances, an expulsion can be the result of a singular act of felony level violence. The school reserves the right to expel any student in accordance with this policy.  

Expulsion procedure

1. Except for a single act of felony level violence, this expulsion procedure may only be initiated after three failed attempts through the Restorative Reintegration Process. A fourth severe level offence will initiate the Expulsion Procedure.
2. Upon a fourth severe level offence, the student will be immediately assigned Out of School Suspension for five school days, and the parent/guardian will be notified with a phone call.
3. During the five school day suspension period, the school will conduct an investigation of the incident and student’s record to verify that the student is eligible for expulsion. The Governing Board will hold a hearing in an emergency closed session with the Executive Director and parent/guardian to review the investigation's findings and ratify the expulsion decision.
4. Upon a ratified expulsion decision of the Governing Board, the parent/guardian will be asked to retrieve all of the student’s personal property from school grounds and return all school property that they have at home. A school administrator will assist the parent/guardian in retrieving the student’s belongings from school grounds. School owned items at home that need to be returned can be dropped off through an arrangement with the Executive Director. A school employee must be present to receive these items.
5. All high school records will be released to the family if or when requested.

A single act of felony level violence will expedite the expulsion procedure. The School Threat Assessment Team will review the case within 3 school days of the incident and make a recommendation for initiating the expulsion procedure, starting with the school investigation and Governing Board hearing.

Attendance at School Events by Expelled Student

• Expulsion terminates a student's right to attend and participate in all school events and activities for two years from the expulsion date.
• After two years, an expelled student may petition to attend the following events by submitting a written request (including email) at least 2 weeks prior to the event. The petition will be reviewed by the Executive Director and at least one other administrator. Events that qualify are:
  - class plays
  - school festivals and events
  - commencement ceremonies
• If permission is granted after a petition, the expelled student will receive a written response detailing the conditions for attending the event.
• An expelled student who is still a minor and granted permission to attend an event (see the list above) must be accompanied by a parent or legal guardian for the duration of the event, including arrival and departure.
• An expelled student attempting to attend or participate in a school event who does not meet the above conditions is trespassing and will be told to leave the campus and/or the event.
• No refunds will be given for event expenditures already paid by, or on behalf of, the student.

Due Process Rights for Suspension/Expulsion

Notice: Parents must receive written notice of the specific rules violated, along with the time, date, and place of a hearing.

Right to Counsel: Parents can be accompanied and advised by an attorney or specialized advocate.

Present Evidence: An opportunity to present evidence and witness testimony, as well as cross-examine school witnesses.

Impartial Hearing: A fair, recorded/documented hearing that provides written findings of fact and decisions. 

Emergency Safety Interventions in School Discipline

School employees shall follow the Utah State Board of Education rules for emergency safety interventions as outlined in 53G-8-301. 

• The least restrictive intervention available shall be used first and physical restraint is limited to the uses outlined in state code. 
• Corporal punishment is prohibited. 
• Seclusion may only be used for students in grade 1 or higher when the school has a written policy that meets the requirements of 53G-8-301.

The school will collect and report data to the state board annually for each incident where emergency safety interventions were used as outlined in 53G-8-301.

*Utah Code: 53G-8-301

Azure Fields Charter High School (AFCHS) has adopted this policy to specify standards and credit requirements for graduation from AFCHS and to provide for differentiated diplomas or certificates of completion consistent with state law and rules. 

The primary goal of education is the development of individuals who possess the knowledge, skills, and human characteristics necessary to enable them to live meaningfully as individuals and as positive contributors to society. To achieve this ultimate goal, the individual must be provided experiences to develop skills in language and thinking, scientific understanding, mathematics, historical perception, aesthetic appreciation, social interaction, movement, fitness and health, career competencies and citizenship. 

The State Board of Education is authorized under Utah Constitution Article X, Section 3, which vests general control and supervision of the public education system in the Board and, Section 53A-1-402 (1)(b) and (c) which directs the Board of Education to make rules regarding competency levels, graduation requirements, curriculum, and instruction requirements, and Section 53A-1- 401(3) which allows the Board to adopt rules in accordance with its responsibilities. 

Diplomas and Completion Certificates 

AFCHS shall award a high school diploma to all students that successfully complete all state and LEA course requirements for graduation. 

Completion Certificates shall be awarded to all Special Education students who complete all requirements included in their Individual Education Program (IEP) Transition Plan if they did not complete all state and LEA course requirements for graduation. 

Academic Requirements for Graduation 

Students of AFCHS in grades 9 through 12 must earn a minimum of 28 units of credit through course completion or through competency assessment consistent with Utah Administrative Rule R-277- 705 and the AFCHS Charter as approved by the State Charter School Board.

Credits Required for Graduation (28 total credit hours)

4. Language Arts 4.0 units of credit 

Ninth grade level (1.0) 

Tenth grade level (1.0) 

Eleventh grade level (1.0) 

Applied or advanced Language Arts (1.0) from the list of courses determined by the Board and Board Rule R277-700, R277-705 

*Public Speaking and Debate courses (0.5) will be offered to meet the USBE  verbal communication requirement.

3. Mathematics 3.0 units of credit 

Secondary Math I (1.0) 

Secondary Math II (1.0) 

Secondary Math III (1.0) 

*Students who successfully complete Calculus have met graduation requirements regardless of the number of credits they have taken. 

4. Science 4.0 units of credit 

AFCHS offers science credits through Main Lesson Format in: 

Physics (1.0)

Earth Science (1.0)

Biology (1.0)

Chemistry (1.0)

in accordance with USBE required science courses for graduation and aligned with our Waldorf-inspired model.

4. Social Studies 4.0 units of credit 

AFCHS offers social studies credits through Main Lesson Format in:

Geography (1.0) 

World History (1.0) 

U.S. History (1.0) 

U.S. Government and Citizenship (1.0) 

in accordance with USBE required social studies courses for graduation and aligned with our Waldorf-inspired model.

1. Fine Arts: 1.5 units of credit 

Arts electives include: 

Music: Symphonic Orchestra or Choir

Studio Art: Drawing, Painting, Pottery/Sculpture, Handwork (fiber crafts and weaving)

Performing Arts: Theater

2. Physical and Health Education: 2.0 units of credit 

Participation, Skills, and Techniques (0.5)

Fitness for Life (0.5)

Individual Lifetime Activities (0.5)

Health (0.5)

*Intramural Sports and Specialized Activities (ie. cross country, mountain biking, etc) will be available as elective credits (0.5) for each semester course completed.

2. Career and Technical Education: 2.0 units of credit 

AFCHS will offer CTE courses in Business, Agriculture, Practical Arts, and Education.

1. Digital Studies: 0.5 units of credit 

All AFCHS students will take Technology as a Tool for Life: an AFCHS approved curriculum that teaches both the philosophical foundations of technology and meets USBE Business Office Specialist requirements.

1. General Financial Literacy: 0.5 units of credit through Finance CE
2. Elective Courses: 4.5 units of credit
3. Work Study 2 units of credit

All AFCHS students will earn 0.5 credits each school year from participating in a school-based work station where they will learn practical job-related skills, acquire necessary permits (such as food handlers or safety training), build a resume, and participate in the job interview process. 

Work at the student’s designated work station may be outside the regular school schedule but will not exceed one (1) hour per week for Freshmen students, and will not exceed two (2) hours per week for Sophomore, Junior and Senior students. A minimum of 32 cumulative hours is required for the 0.5 credit each school year. No student shall work more than 42 cumulative hours in any school year.

*Students who transfer to AFCHS as 10th grade students will have ample time to make up the 32 hours for 0.5 Freshman credit before graduation.

Units of Credit 

AFCHS utilizes a blended block schedule where courses are either 50 minutes or a “double block” of 105 minutes. 

• Courses that are 50 minutes in the daily schedule require successful completion of two (2) Terms (one semester) for 0.5 units of credit, and four (4) Terms (two semesters) for 1.0 units of credit. 
• Courses that are “double blocked” in the daily schedule require one (1) Term for 0.5 units of credit. These courses follow the Waldorf-inspired model of Main Lesson and utilize an Introductory 0.5 credit course in either Freshman or Sophomore year, and the completion of the course with an Advanced 0.5 credit course in Junior or Senior year.

A unit of credit or fraction thereof shall be given upon satisfactory completion of a course or learning experience in compliance with state course standards. In some cases, course credit may also be completed on a performance basis with prior approval of the Executive Director and Dean of Students and under the supervision of a certified teacher. 

Transfer of Credits

Students transferring into AFCHS from another accredited school, private or public, a home school, or an alternative school may receive credit toward graduation for courses successfully completed in the sending school.  

No credit toward graduation can be earned prior to completion at 8th grade; however, high school courses taken prior to 9th grade qualify the student for placement at the next appropriate level in such course(s). 

Students transferring from another accredited school will receive:

• Credit for all courses approved by the sending school.  
• Since AFCHS does not offer weighted credits, weighted credit for a course designated by the sending school system as Honors or AP will appear on a student's transcript as non-weighted credits and will be included in the calculation of GPA and class rank. 

Students transferring from non-accredited or home school programs* may receive:

• Upon review and approval by the Executive Director and Dean of Students, students transferring into AFCHS from a non-public school not accredited or from a home school* may receive credit toward graduation for courses successfully completed in the non-accredited, non-public school within the following guidelines:
• Documentation must be provided to AFCHS by the sending school as to the course of study the student followed, materials used, course description, total number of contact hours per course, grading criteria, teacher name and qualifications and scores of any standardized tests the student has taken. 
• Grades will be recorded as "Pass" (P) or "Fail" (F) and will be identified on the transcript as non-AFCHS grades. Non-accredited or home school grades and credits will not be included in the calculation of GPA nor class rank. Credits that do not meet the above criteria will not be accepted. 

*Schools that did not satisfy all criteria of Utah Administrative Rules R277-410-4B 

Credit may be awarded for coursework through examination, assessment, or experience at the discretion of the Executive Director and Dean of Students. Home Instruction 

Students released for home instruction may seek approval for AFCHS credits. Credit is awarded according to our Transfer of Credits section of this policy.

Early Graduation Option 

AFCHS does not offer an Early Graduation Option in accordance with our State Charter School Board approved Charter and in alignment with our Waldorf-inspired model.

Post Secondary Credit 

Students who can demonstrate readiness for college level work may be eligible to pursue postsecondary coursework while still enrolled at AFCHS. Credit earned in postsecondary courses will count toward high school graduation. 

Students with Disabilities 

1. Students with disabilities shall meet graduation requirements with appropriate accommodations, curricular modifications and amendments as determined by their Individualized Education Program (IEP). The student’s transcript must not identify special education classes.
2. Graduation issues must be addressed by the IEP team on an individual basis. The IEP is the vehicle for making changes to the graduation requirements to meet the unique educational Board Rule R277-700, R277-705 needs for students with disabilities. The IEP must document the nature and extent of modifications, substitutions, and or exemptions made to accommodate a student with disabilities. 
3. Graduation with a regular high school diploma constitutes a change of placement, which requires written prior notice and terminates services as per the Individuals with Disabilities Education Act (IDEA). 
4. A regular diploma indicates that: 
1. All USBE and AFCHS graduation requirements are complete. 
2. All requirements are met as per IEP amendments, which maintain the integrity and rigor expected for high school graduation, up through the age of 22. (A cumulative record of amendments must be maintained). 
3. When all diploma requirements have been met, the student must be awarded the diploma. Once earned, the diploma may not be withheld in order to provide additional special education services to a student. 
5. If all graduation requirements as per the IEP, are not completed due to factors that are not a direct manifestation of the student’s disability, as determined by the IEP team, the student is not eligible to participate in graduation ceremonies. 
6. Graduation with a certificate of completion indicates a record of completed competencies and does not constitute a change of placement, until the student ages out and/or exits the program. This certificate may not identify the student as a student with a disability. 
7. A certificate of completion or differentiated diploma includes: 
1. Students whose IEP team has determined that his/her participation in state-wide testing is through Utah’s Alternate Assessment (UAA/Dynamic Learning Maps (2014). This student may participate in graduation ceremonies. 
2. Students who have completed their senior year; however, have not met the graduation requirements and whose IEP Transition Plan (beginning approx. grade 9), includes a state approved Post-High School Program. This student may participate in the graduation ceremonies. This student may receive a Certificate of Completion (or possibly diploma) as per the IEP up through the age of 22.
3. Students with disabilities who pass the GED Test and earn a Utah High School Completion Diploma are eligible to return to the school system as this type of diploma does not qualify as a “regular high school diploma” and does not end the LEA’s responsibility to provide FAPE as per IDEA. 

GED Credit 

The GED can only be taken by students who are 16 years of age and older, who are no longer enrolled in public, charter or private school or whose class has already graduated. Sixteen-year-old, out of school youth, must attend an Adult Education program to gain verification to take the GED. Upon successful completion of the GED, the State of Utah shall award the student a Utah High School Completion Diploma. Since the student has completed high school at that point, the student will not be allowed to return to public, charter, or private high school and continue to work on a traditional diploma. No credit earned from passing the GED can be applied toward a traditional high school diploma from a district traditional high school. 

Foreign Exchange Students 

The intent of the Foreign Exchange program is to provide a cultural experience in an American high school without the pressure of meeting the same set of standards expected of our students. As such, Foreign Exchange students on a J-1 or F-1 visa are not eligible for an Azure Fields Charter High School diploma. 

• Foreign students shall not be allowed to enroll if they have already graduated in their home country or they are 18 years of age and above. 
• Foreign students with J-1 and F-1 status will not be considered for graduation and are therefore not eligible to receive a high school diploma. They may receive a transcript and Certificate of Completion and participate in graduation ceremonies if approved by the Dean of Students and Executive Director. 
• Foreign students with J-1 and F-1 status who intend to submit transcripts in languages other than English, must bear the responsibility and cost for translation of their transcripts. Transcript evaluations for all foreign students will be completed by the Dean of Students and Executive Director. 

Graduation Ceremony 

AFCHS recognizes that a student's graduation is a culmination of years of planning and successful completion of state and school requirements. The wearing of the cap and gown and participation in the ceremony awarding the certificate of completion or diploma shall be reserved for students who have met those requirements. AFCHS recognizes the importance of the completion of the requirements for a certificate of completion or diploma from AFCHS and views it as an achievement that improves the community as well as the individual. AFCHS wishes to recognize that achievement in a publicly celebrated graduation exercise. 

• Participation in the graduation ceremony is an opportunity and not a protected property right. Participation may be denied as a disciplinary measure, or if a student refuses to comply with graduation ceremony standards established and developed by AFCHS. 
• Participation in the graduation ceremony is optional and is not required.
• Caps and gowns will be worn in the proper manner as designated by the administration. 
• Special needs students shall be provided with the opportunity to participate in ceremonies utilizing criteria based upon their unique circumstances as outlined in the Students with Disabilities of this policy. 

Utah Code Ann. § 53A-1-603 - Duties of State Board of Education; 53A-1-611 - Standards and assessment processes to measure student performance - Basic Skills Competency Test; 53A-13-108.5 - Acceptance of credits and grades awarded by accredited schools; R277-700 - The Elementary and Secondary School Core Curriculum and High School Graduation Requirements; R277-705 - Secondary School Completion and Diplomas Courses meeting the criteria for graduation requirements beginning with the Class of 2011; R277-700, R277-705

Azure Fields CHS takes a balanced approach to technology use: we recognize the value of  modern technology in providing tools for learning and productivity while emphasizing the importance of maintaining a healthy balance to technology use; school technology decisions must be based on critical thinking about the role of technology as a purposeful and productive tool. This technology policy was designed to promote a healthy technology use for the school community, as well as support student academics, student personal growth, and personal responsibility.

Definitions

Personal technology refers to students’ smart watches; cellphones; airpods; gaming devices; headphones; personal computers, ipads, or tablets; battery-operated devices; or any other device not owned by the school and used by students which can connect to the internet.

School technology refers to any electronic device owned by the school and used as a part of the school program.

Student Technology Policy

Students are not to use personal or school technology except as part of the approved curriculum. Otherwise, personal technology is to be turned off. Personal cellphones will be turned in to a designated location. School technology will be used during class when and as directed by the teacher or other school official for specific learning purposes. 

Students will refrain from accessing inappropriate material while on school property, at school events, or with school technology.

Students will refrain from using personal or school technology to bully, harass, or intimidate other students, campus guests, teachers, staff, or administration.

Students will keep personal technology turned off and stowed in a designated location during the school day.

Students are to use personal and school technology in a way that complies with local, state, and federal law. Unlawful activity will be reported to the police.

1st violation: verbal warning (this may look like a discussion with the student).

2nd violation: confiscation of the device until the end of class. An email will be

sent to parents for documentation.
3rd violation: confiscation of the device to administration. Parents/guardians can

collect the device from administration. If the device is school technology, the

parents/guardians will be notified and the student will be without that device for a length of time determined by the administration.

4th violation: confiscation of the device to administration. Parents/guardians will

be contacted. Administration will work with parents on the next steps to help

their student use their technology in appropriate ways.

According to Utah Code, a student may use personal devices to respond to an imminent threat to the health or safety of an individual; 73 (B) to respond to a school-wide emergency; 74 (C) to use the SafeUT Crisis Line described in Section 53H-4-210.

"Smart watch" does not include a wearable device that can only: 62 (i) tell time; 63 (ii) monitor an individual's health informatics; 64 (iii) receive and display notifications or information without the capability to respond; or 66 (iv) track the individual's physical location. 

We recognize that some personal technology may be used for medical reasons. Students' medical needs should be disclosed to Administration so that appropriate steps can be taken to support these students.

We also recognize that some personal technology may be used as part of a 504 or IEP plan. These plans will be developed in consultation with the Special Education department and with the school’s technology as a tool philosophy in mind.

We recommend and encourage parents to create their own technology policies at home to help teach their children how to appropriately use technology.

Staff Technology Policy

Personal technology refers to staff smart watches; cellphones; airpods; gaming devices; headphones; personal computers, ipads, or tablets; battery-operated devices; or any other device not owned by the school and used by staff which can connect to the internet.

School technology refers to any electronic device owned by the school and used as a part of the school program.

Technology in the classroom should only be used judiciously and in accordance with all technology policies. It is never to be used as a reward or incentive in class. Student cellphones will only be used in the Tech as a Tool course.

Staff will refrain from accessing inappropriate material while on school property, at school events, or with school technology.

Staff will refrain from using personal or school technology to bully, harass, or intimidate students, campus guests, teachers, staff, or administration.

Staff will use personal and school technology to lawfully disclose, use, disseminate student personally identifiable information and will refrain from unlawful disclosure, use, and dissemination of student personally identifiable information. Staff will also sign a non-disclosure agreement with more details on what they can and cannot share.

Technology is to be used with a learning purpose and will be justified in teacher lesson plans. Technology is never to be used as a reward.

Staff are to use personal and school technology in a way that complies with local, state, and federal law. Unlawful activity will be reported to the police.

It is the responsibility of teachers and other school staff to teach students the importance of maintaining a healthy balance to technology use and how to use technology as a purposeful and productive tool. As such, teachers and staff are expected to demonstrate, through example, how to maintain a healthy balance to technology use. Teachers will support the school’s philosophy on technology as a tool by upholding the technology policy. Also, all teachers may aid in teaching a technology course designed to help students learn how to effectively use technology.

Misuse of school or personal technology in violation of this policy will result in loss of privileges or, in some cases, lead to termination.

Utah Code: 53G-7-10, 53G-7-227

Since most Azure Fields Charter High School (AFCHS) students will be coming from feeder schools outside of the Provo area, the main uses of transportation may include parent vehicles, UTA FrontRunner, and the AFCHS school bus. Eligible students may also drive themselves; parking passes will be $20 each school year. For students who utilize the UTA FrontRunner, an AFCHS bus will bring students from the Orem Central station to the school campus. Based on the student community needs, alternate AFCHS school bus pickup locations may be organized.

AFCHS will accommodate students with disabilities and special needs in accordance with the Free Appropriate Public Education (FAPE) and the Individuals with Disabilities Education Act (IDEA).

UTA Charter School Program

AFCHS will work with the Utah Transit Authority Charter School Fare Consortium to make discounted public transportation passes available to our students, many of whom will rely on public transportation to get to school. 

• UTA passes under this program are a 12 month pass activated Aug. 1 through July 31 of the following year.
• An AFCHS Faculty Member will be assigned to distribute UTA passes to students and faculty.
• Since UTA Passes will be made available to all students and faculty through this discounted program, AFCHS will utilize UTA options for any field trips for which it is reasonable to do so.
• Students who opt to not purchase a yearly pass through AFCHS may need to purchase their transportation pass the day of the field trip.

Student Passes

• AFCHS may charge families up to the amount the school has paid for the yearly pass as designated on the yearly fee schedule.
• AFCHS may offer additional discounts for UTA Passes in the first month of school.
• UTA Passes are eligible for fee waivers according to AFCHS Fee Policies. A Fee Waiver must be fully approved before it can be applied to a UTA Pass.
• The student name and pass number will be documented and submitted to the Program Director. 
• The student Name and School ID#  will be written permanently on the pass.
• If a student with a pass leaves AFCHS before the end of the school year, the card will be deactivated.
• If a student loses their pass, there is a $10 fee for a replacement pass.

Faculty Passes

• Core Academic Teachers must buy a yearly UTA Pass for use on field trips. The amount can be paid up front or withdrawn from the first paycheck.
• A discount up to 50% of the school’s price for each pass may be granted to Core Academic Teachers in the first month of school.
• Other teachers and staff will also be encouraged to purchase yearly UTA passes, and may be offered a discount in the first month of school.
• Permanent chaperones may also purchase a yearly UTA Pass from the AFCHS Office and will be charged a nominal fee.

Utah Code: R277-600, R277-551-3

Field Trips

Azure Fields Charter High School offers a variety of exciting opportunities for hands-on learning. Field trips provide authentic, hands-on experiential learning opportunities outside of the school setting. In our educational model, field trips are more than outings—they are soul-stirring pilgrimages into the living world.

Field trips at AFCHS must be approved by a member of the Administrative Team. Field trips are defined as a visit to a location or several sites off the school campus under the supervision of designated school chaperones designed to enrich and extend the classroom instructional program. Field trips should link the school and the community and help students to extend classroom ideas and theories to additional contexts. 

Non instructional field trips will require additional permission from the Executive Director.

In accordance with our attendance policy, field trips are designated as school excused absences; however, students are still responsible for making up any missed course work.

Types of field trips:

1. Partial-day field trip: students leave and return within the school day. 
2. Single-day field trip: a field trip where students travel with school-designated chaperones from the school to the trip location and back to school within a 24-hour period.
3. Domestic multi-day field trip: a field trip where students travel with school-designated chaperones from the school to the trip location, stay at the location or pre-determined points along the way, and return to the school. Trip locations shall be within the USA. 
4. International multi-day field trip: a field trip where students travel with school-designated chaperones to a location outside the USA for multiple days and return to the school. 

Travel

Travel to field trips may include walking to locations within a two mile radius of AFCHS, our AFCHS school bus(es), chartered buses, and UTA public transportation. Alternative methods of transportation must get special permission from the Executive Director. 

Chaperones

Chaperones for AFCSH must be 21 years or older and will be designated by the school to supervise students and enrich students’ educational experience. All chaperones must have completed a criminal background check consistent with Utah law. Chaperones will be provided with our cell phone and usage policy which will include guidelines about clear communication throughout the field trip. Chaperones may be school employees or volunteers. Volunteer chaperones may be reimbursed for allowable expenses such as gas, parking, or admission.

Field trip approval policy

1. Partial & Single-day Field Trips 
1. May be initiated and scheduled by teachers or other approved school employees and submitted to the Administrative Team for approval at least two weeks in advance of the proposed field trip. 
2. Teachers/employees will not be reimbursed for field trip expenses incurred before the trip has final approval.  
3. Field trip organizers shall schedule chaperones consistent with the chaperone policy. Office staff must be provided with contact information for chaperones and all personnel assisting with the field trip no later than one (1) hour before trip departure. 
4. School-approved permission forms and emergency medical information shall be collected from all participants prior to leaving campus with the students. Any exceptions to this requirement may be made only by the Executive Director. 
5. Field trip forms and student emergency medical information shall be maintained by the school according to the School’s Data Retention Schedule. 
6. A field trip Emergency Plan shall be in place to define procedures for accidents and other unforeseen events on field trips, including cell phone use and adequate communication, and emergency procedures in the case of an accident or other unexpected events. 
2. Domestic multi-day field trip 
1. All requirements of single-day field trips apply, unless provided differently below. 
2. All domestic multi-day trips shall be approved by the Executive Director at least three months in advance of departure. 
3. Standards for approval of multi-day field trips:
1. The trip shall have clear learning objectives tied to the school’s mission. 
2.  All students on the trip shall meet school eligibility requirements. 
3. Eligible students may take multiple approved multi-day trips in one school year. 
4. The trip shall not exceed 5 school days, including travel time. Travel shall not include hazardous routes or destinations.
5. A trip may not penalize students who do not take the trip. 
6. The trip request form provided to the admin team shall be complete, including exact dates, travel itinerary, anticipated number of chaperones, estimated cost, lead supervisor, and anticipated fundraising by students. An incomplete request form will not be considered. 
7. AFCHS assumes no liability for unapproved trips. Such travel with students is expressly prohibited. Employees who participate in unapproved trips may be disciplined and/or have their employment terminated. 
8. Board approval will be required if the total cost per pupil is more than $200.
3. International multi-day field trips. 
1. All requirements of single-day field trips and multi-day domestic trips apply, unless provided differently below. 
2. The per student cost must be expressly approved by the Board. 
3. All travel shall be by commercial providers, unless the Board specifically approves an exception.
4. In addition to a teacher/advisor, at least one administrator or designee shall accompany a group of students or class on international travel. 

Teacher, advisor, administrator participation in travel 

1. The teacher initiating the field trip must always accompany students on all types of field trips. Exceptions for extenuating or unexpected circumstances shall be made by the Executive Director. 
2. Teachers, administrators, other employees and assigned volunteer chaperones may accept lodging, per diem and mileage reimbursements specifically related to the field trip. 
3. Teachers, administrators, employees, and assigned volunteer chaperones may be reimbursed based on receipts submitted to the designated school administrator. Reimbursements must be submitted within 30 days of completion of the field trip.
4. Teachers, administrators, employees, and assigned volunteers will not be compensated by the school for personal side trips, extended stays, alternate accommodations, souvenirs, or ancillary expenses associated with field trips. 
5. Teachers, administrators, and school employees shall not be compensated by the school, nor receive comp time, above regular pay for the time spent accompanying students on multi-day or international travel field trips. Exceptions may be approved by the Executive Director. 
6. It is a violation of Utah law (Utah Code §53E-3-512 and R277-515 Educator Standards) for school employees to recruit students for school travel from which employees will benefit. School employees may notify students and parents of travel opportunities, but they may not solicit participation by students or parents or reward students for participation. 
7. Teachers, administrators, school employees, and chaperones shall not sleep or stay in rooms with students. A student may share a room with their own parent; however, this arrangement may require the parent to offset the cost of an additional room. Any exceptions for compelling or unexpected circumstances shall be made by the administrator accompanying the group. 
8. At least one adult on a field trip will be first aid trained. The school will provide a fully stocked first aid kit for each field trip. 

Financing field trips and money-related issues 

1. School employees shall collect field trip related costs and fees consistent with Utah Administrative Code R277-113-6 , the school’s fiscal policies, and yearly published fee schedule. 
2. Money collected shall be in accordance with the School’s Cash Handling Policy and Procedures. 
3. There must be a strict accounting of money collected and reimbursements made for all field trips, consistent with R277-113. 
4. Financial records related to field trips and student travel should be maintained consistent with R277-113. 

Student participation and conduct 

1. The teacher shall provide learning objectives to students and parents as part of the permission/disclosure forms for all field trips. 
2. For all field trips, teachers shall establish standards of student behavior, specific to the class, the age of the students and the nature of the field trip consistent with AFCHS behavior and discipline policies. 
3.  Both students and parents shall be clearly informed that parents will be required to come personally to take their students home from field trips for serious student misconduct. “Serious student misconduct” will be established by school policy and includes use of alcohol, drugs or tobacco, possession of weapons, violations of law, bullying or harassment or any conduct that puts another person in danger. 
4. Students with special needs will be accommodated on all field trips, as required by federal law. Prior to any field trip, teachers, parents and specialists, as necessary, shall confer in advance to determine what accommodations are necessary for all children to have a safe and instructional experience on a field trip. The school should accommodate a parent that requests to accompany a child with involved medical needs so that the child’s educational experience is comparable to other students’. 
5. Students shall not take materials from field trip sites without teacher, supervisor or site-supervisor permission. They must obey all laws, including littering and noise ordinances, and shall not take artifacts from outdoor sites. 
6. Students shall comply with all dress codes and safety directions, as directed by teachers or trip supervisors. 

Emergency and contact information 

1. Teachers shall require emergency contact information for all students and adult participants on a field trip including a parent or guardian phone number, medical information specific to the individual and other information as requested deemed necessary for the trip. The teacher or administrator in charge of the field trip shall take the forms or a compilation of information on the field trip for ready reference. The information shall be maintained confidentially by the school employee. 

Parent release and information 

1. Teachers or administrators shall provide parents with field trip information at least 5 school days prior to the field trip. At a minimum, the information shall include: 
1. field trip destination
2. purpose of the trip
3. number and/or names of adult chaperones that will supervise students on the trip
4. time frame of the field trip
5. a contact number for the teacher/administrator who has primary responsibility for the field trip
6. mode(s) of transportation for the trip
7. notice of any safety concerns about the trip (e.g. walks, hikes, allergy concerns)
8. drop off and pick up times and locations
9. and a notice that parents will be notified and expected to pick up students if students seriously misbehave. 
2. Parents shall be clearly and firmly notified well in advance of a field trip that students may not participate without a completed and signed permission form. 

Chaperones 

1. Chaperones must be a minimum of 21 years of age. Chaperone drivers must be 25 years of age. 
2. Chaperones shall be assigned for field trips by the school based on the number of students, age of students, type of trip and other considerations. There must be at least one adult chaperone (including teachers and volunteers) for every 8 to 10 students. 
3. Chaperones shall complete a background check, including review of the background check by school administrators, prior to being assigned to a field trip. 
4. Chaperones may not bring additional friends or family members on a field trip unless given prior approval by The Executive Director, who shall also provide parameters and procedures for obtaining approval.
5. Parent chaperones shall be trained specific to the field trip they are attending. 
6. Chaperones must understand their role as adult supervisors on a field trip; they must not fraternize with students or personally violate any student conduct rules. 
7. Chaperones may be reimbursed, consistent with school policy, for actual field trip expenses, subject to timelines and reimbursement requirements. 
8. Chaperones may be directed by a teacher or administrator to leave a field trip for misconduct. The school has a final and absolute right to assign and supervise chaperones. 
9. Chaperones must be willing to provide emergency contact information to the field trip supervisor and driving chaperones must fully disclose all required and requested information to the school. 

Travel plans for trips and student transportation 

1. The default transportation for field trips is UTA public transportation or the Azure Fields CHS school bus and bus driver. Alternative transportation for multi-day domestic and international trips will go through administrative approval. 
2. Consistent with Utah Risk Management direction, commercial vehicles with a seating capacity of 11 or more (driver included) may NOT be used to transport students unless the vehicle meets the federal school bus safety standards (49 U.S.C. §30101). 
3. Rental and private vehicles, excluding school or commercial buses, may NOT be used for school activities if they have a capacity of more than 9 passengers (driver included). 
4. Adult drivers (25 or older) may transport students in private or rental vehicles. Students may only be transported in private or rental vehicles if students have a school-provided form (“Student Passenger in a Private or Rental Vehicle”) on file with the school. Seat belts must be worn at all times by vehicle occupants. 
5. Adult drivers of private or rental vehicles who transport students on field trips or from school to approved school events, must complete a school-provided form (“Private or Rental Vehicle Use Permission Form”) and be approved by administration. 
6. Approved drivers: 
1. May include parents of students participating in field trips or activity, coaches, advisors, teachers, administrators or other adults over 25. 
2. Will not be approved to transport students if the individual has one or more alcohol/drug-related driving convictions in the past 5 years or has more than two moving violations in the past 12 months. 
3. Shall not use a handheld cell phone or device while driving. 
4. Shall never drive alone in a vehicle on a school-sponsored trip or activity with a student other than the driver’s child, grandchild, niece/nephew or sibling. 
5. Shall ensure the number of vehicle passengers (including driver) shall not exceed the capacity for which the vehicle was designed. Students shall not be transported in an open truck bed. 
6. Shall ensure all vehicles that transport students should carry a first aid kit and travel emergency kit. 

Miscellaneous 

1. A school-provided accident or incident report shall be completed by the driver on a school-authorized field trip (for a driving related incident) or by a teacher or administrator for an accident or incident that takes place on a field trip. If the teacher/supervisor is uncertain if an incident report is warranted, the teacher/supervisor shall consult the Executive Director and/or State Risk Management. 
2. A teacher or administrator who supervises a field trip is responsible for reporting any potential school or student-related criminal violation or activity, including property damage, to local law enforcement. 
3. One adult (the teacher for single day field trips) shall be responsible for student medications, if necessary, and instructions for use of the prescribed medications. 

*Utah Code: R277-600

1. Purpose and Philosophy

1.1. Azure Fields Charter High School recognizes the value of work-based learning in the education of many students. Career exploration offers valuable experience to students who are faced with vital career decisions during their high school years. The Board of Trustees is aware of the necessity to provide appropriate and adequate safety and supervision for all students who choose to pursue this type of learning. 

1.2. Work-site experiences may be provided through a cooperating employer in the public or private sector. Work based learning may be paid or unpaid. Paid and unpaid experiences shall follow the guidelines outlined in the document, “Employment Relations”, under the Fair Labor Standards Act, U.S. Department of Labor, WH-1297, revised 1985. According to the Employment Relations Requirements, in an unpaid experience: 

1. a) a student/trainee may not displace a regular employee, 
2. b) the employer that provides the training derives no immediate advantage from the activities of the student/trainee, 
3. c) the student/trainee is not entitled to a job at the conclusion of the training period. 

1.3. Work-based learning opportunities include, but are not limited to: Job Shadowing and Internships. 

2. Definitions 

2.1. Internship means situations where students work for an employer for a specified period of time to learn about a particular industry or occupation. This could be paid or unpaid experience. 

2.2. Job Shadowing means an opportunity for a student to follow an employee at a firm for part(s) of one or more days to learn about a particular occupation or industry. It is recommended for students in grades 6 through 9 as a part of career exploration activities. It may be implemented in context with a particular course of study. This is an unpaid experience. 

3. Eligibility

A Career and College Readiness Conference (CCR) will be used as a qualifying indicator for students to participate in a work-based learning experience. The CCR will indicate student interest in a specific IA – Work Based Learning Experiences for Students field of study which will be matched with cooperating employers to provide work-site experiences for students. Students should have successfully completed or be concurrently enrolled in a related classroom course. 

4. Student Records

Students may earn up to one elective credit towards graduation, the following documents must be completed, kept up-to-date and on file at the school: 

4.1. SEOP 

4.2. Student Application 

4.3. Work-Site Assessment/Evaluation 

4.4. Training Agreement between student, parent or legal guardian, employer and school official 

4.5. Student Work Record 

4.6. Student Evaluations 

5. Student/Trainee Responsibilities 

Students who qualify and receive work-based learning placement will: 

5.1. Strive to develop good work habits. 

5.2. Maintain satisfactory attendance and performance at school and on the job. 

5.3. Maintain at least a 2.0 GPA. 

5.4. Submit monthly records to the Work-based Learning Coordinator. 

5.5. Report any changes in the work situation to the Work-based Learning Coordinator. 

6. Parent and Guardian Responsibilities and liabilities 

6.1. Partner with school personnel, school counselor, and student by participating in the SEOP process. 

6.2. Support the student’s participation in the work-based learning program. 

6.3. Provide and accept liability for transporting their student to and from the work site. 

7. Work-based Learning Coordinator Responsibilities 

7.1. Approve the cooperating employer work site and training. 

7.2. Review employer’s evaluation of the trainee. 

7.3. Help resolve any problems between the employer and trainee. 

7.4. Determine the amount of elective, pass/fail credit earned by the student. 

7.5. Base instruction on the Utah State Core requirements. 

8. Cooperating Employer/Supervisor Responsibilities

8.1. Assure a safe work environment, i.e. Students will not be placed in a situation which would allow significant unsupervised access to the trainee by the employer or by any other individual. 

8.2. Provide appropriate safeguards and supervision at the work site for the trainee. 

8.3. Provide meaningful training for the trainee at the work site. 

8.4. Communicate on a regular basis with the Work-based Learning Coordinator. 

8.5. Consult the Work-based Learning Coordinator regarding problems related to the work experience, and contact the Coordinator promptly before considering suspension, transfer, or termination. 

8.6. Record attendance and performance of the student trainee. 

8.7. Provide evaluation of the trainee’s work. 

8.8. Conform to State and Federal Labor Laws. 

8.9. Provide worker’s compensation insurance under which the trainee is covered (if paid experience). 

9. Worker’s Compensation Insurance

9.1. For the paid work experiences, workers’ compensation insurance benefits will be provided by the employers. 

9.2. For unpaid work experiences, workers’ compensation medical benefits will be provided by the Utah County Academy of Sciences as specified in 535A-29-103 of the Utah Code.

Utah Code: R277-915