John Hancock Charter School - School Report Card
Dear John Hancock Charter School Parent/Guardian,
The RISE Summative assessments are secure assessments, designed to assess the knowledge, skills, and abilities described of the Utah Core Standards for English Language Arts (ELA), Mathematics, and Science. According to R277-404, RISE Summative assessments are administered at the end of instruction for a RISE-assessed course. The teacher, school and LEA responsible for instruction of each course is also responsible for ensuring the assessment is administered appropriately.
Three Types of Assessment
Formative Assessment occurs in the short term, as learners are in the process of making meaning of new content and of integrating it into what they already know. Feedback to the learner is immediate (or nearly so), to enable the learner to change his/her behavior and understandings right away. Formative Assessment also enables the teacher to "turn on a dime" and rethink instructional strategies, activities, and content based on student understanding and performance. His/her role here is comparable to that of a coach. Formative Assessment can be as informal as observing the learner's work or as formal as a written test. Formative Assessment is the most powerful type of assessment for improving student understanding and performance.
Interim Assessment takes place occasionally throughout a larger time period. Feedback to the learner is still quick, but may not be immediate. Interim Assessments tend to be more formal, using tools such as projects, written assignments, and tests. The learner should be given the opportunity to re-demonstrate his/her understanding once the feedback has been digested and acted upon. Interim Assessments can help teachers identify gaps in student understanding and instruction, and ideally teachers address these before moving on or by weaving remedies into upcoming instruction and activities.
Summative Assessment takes place at the end of a large chunk of learning, with the results being primarily for the teacher's or school's use. Results may take time to be returned to the student/parent, feedback to the student is usually very limited, and the student usually has no opportunity to be reassessed. Thus, Summative Assessment tends to have the least impact on improving an individual student's understanding or performance. Students/parents can use the results of Summative Assessments to see where the student's performance lies compared to either a standard or to a group of students. Teachers/schools can use these assessments to identify strengths and weaknesses of curriculum and instruction, with improvements affecting the next year's/term's students.
During the month of September and January, the students in our school will be involved in the NWEA Assessments. Typically, the Interim test will take approximately 60 minutes to complete each subject. Interim Assessments will be used to demonstrate student’s growth each year and provide valuable intervention and progress monitoring results to students, parents, and classroom teachers. Also, students who participate in the Interim Assessments will be more familiar with other online testing tools which; in turn, will help students achieve higher scores on the end of level RISE Summative Assessments.
If you would like to review the RISE program or sample questions, parents can access the tests at: https://utahrise.org/ . Please take time to access the web page so you can be familiar with computer adaptive assessments.
If you choose to opt out of the RISE assessments, you can find the Parental Exclusion is on the school’s website and attached to this email. If you choose to exempt your child, please sign the exclusion form and email it to email@example.com prior to April 1, 2020. If you have questions I can answer relating to the RISE assessments please feel free to call me at 801-796-5646. I would be happy to visit with you.
NOTIFICATION OF VISION SCREENING
Dear Parent(s) or Guardian:
Your child will be given a vision screening on September 23, 2019. Before screening is conducted, state law requires parents be informed that vision screening is not a substitute for an eye examination by an eye care specialist.
You will receive a referral letter if your child fails the screening. However, even if your child passed, it is important that your child see an eye care specialist once a year. School vision screening does not evaluate eye health and cannot uncover important vision problems or prescribe treatment. Because academic learning is 80% visual, and visual problems are best detected and treated early, a comprehensive eye and vision examination is recommended. Healthy eyes and good vision are essential for success in school.
Please provide the school with written notification if you do not want your child to participate in the screening program. You can find the form with this letter.
If you have question, please contact Julie Adamic. firstname.lastname@example.org
VISION SCREENING EXEMPTION FORM
As the parent/guardian of the child listed below, I do not wish for my child to have a vision screening during this school year until further notice. I understand that I may change my mind at any time and will do so in writing. This form may be re-submitted each school year.
Child’s name: _______________________________________________________________________________
DOB: ________________________________ Grade__________________________________
Asbestos Management Plan
As required by Federal and State regulation, John Hancock Charter School has an Asbestos Management Plan and it is available for inspection by appointment. Interested parties may contact Mrs. Adamic at 801-796-5646.
John Hancock Charter School Financial Policies
As required by Utah State law, a copy of John Hancock Charter Schools financial policies can be found by clicking here.
John Hancock Charter School employs certified teachers. Parents may request information regarding qualifications of their children's teachers by emailing Mrs. Adamic directly at email@example.com.
Kim Frank - Chair, firstname.lastname@example.org
Wendy Morgan - Vice Chair, email@example.com
Allison Clinger- Secretary, firstname.lastname@example.org
Melissa Heppler - email@example.com
Kyle Tippetts - firstname.lastname@example.org
Joe Spencer - email@example.com
Julie Knudsen - firstname.lastname@example.org
JHCS Governance Structure:
There is a minimum of seven and a maximum of twelve positions on the Board of Directors that govern John Hancock Charter School. Two thirds of the board members must be parents, grandparents, or guardians of children enrolled at John Hancock Charter School. The remaining one-third of the positions may also be filled with parents, grandparents, or guardians or may be selected from the community at large, preferably having backgrounds in education, business, accounting, or law. In addition, the director will serve as an ex officio board member without voting privileges.
The Board will have full authority for running the school with the following primary responsibilities:
- Hire/dismiss and supervise the school’s director.
- Hire/dismiss and supervise teachers and staff, based upon recommendations from the director.
- Evaluate performance of the director yearly.
- Promote the mission and define the vision of the school.
- Oversee the raising of school funds.
- Oversee and evaluate programs and to support the staff.
- Assure financial responsibility
- Assure financial accountability
Family/Student Handbook - Student Conduct
Carson Smith Scholarship
Carson Smith Scholarship Information
John Hancock Charter School Data Governance Policy
Data Governance Policy
John Hancock Charter School Charter Agreement
Acknowledgement of Volunteer Responsibilities under the Family Educational Rights and Privacy Act (FERPA)
Pesticide Use on School Grounds
The school will minimize the use of pesticides, particularly on the interior of the facility, by using Integrated Pest Management (IPM) techniques. A record will be maintained at the school office of pesticide use by third party contractors as well as Material Safety Data Sheets (MSDS) for the chemicals applied on the premises.
Parent and/or Student Rights under Section 504
The following is a description of student and parent rights under Section 504 and other federal laws. The intent of the law is to keep you fully informed concerning decisions about your child, and to inform you of your rights if you disagree with any of these decisions. Your child has the right to take part in and receive benefits from public education programs without discrimination based on a disability. Your child has the right to:
• Receive a free appropriate public education. This includes the right to be educated with other students to the maximum extent appropriate. It also includes the right to have the school make reasonable accommodations to allow your child an equal opportunity to participate in school and school-related activities.
• Be educated in facilities and receive services comparable to those provided for students without disabilities.
• Receive an evaluation, eligibility determination, and if qualified, receive placement and accommodation decisions based upon a variety of information sources and by individuals who know the student, disability, evaluation data, and placement options.
• Receive an equal opportunity to participate in nonacademic and extracurricular activities offered by the school. As a parent/guardian, you have the right to:
• Examine all relevant records relating to decisions regarding your child’s identification, evaluation, educational program, and placement.
• File a local grievance with your school if you feel your child is being discriminated against because of his/her disability and/or is not able to access his/her free appropriate public education.
• Request a due process impartial hearing to help resolve issues with the school. It is important parents or guardians be notified of their right to request a hearing regarding the identification, evaluation, or educational placement of individuals with disabilities and to be represented by counsel [34 CFR § 104.36].
• Contact the Section 504 Educational Equity monitor at the Utah State Board of Education in Student Advocacy Services at 801-538-7828.
• File a formal complaint with the regional Office for Civil Rights. The office is part of the U.S. Department of Education. The regional office is located at 1244 Speer Boulevard Ste 310, Denver, Colorado 80204-3582. Telephone: 303-844-5695. Email: OCR.Denver@ed.gov https://www2.ed.gov/about/offices/list/ocr/docs/howto.html?src=rt
Child Protection Registry
The Child Protection Registry is a free service provided by the State of Utah to keep adult
products e-mails out of your household.
It’s fast, free, secure, and only takes three easy steps to help protect your household from
1. Visit the Internet website: www.kidsregistry.utah.gov
2. Click “Register Your Household’s Email Addresses”
3. Enter any e-mail addresses used by your household
Statewide Online Educational Program Notice
Statewide Online Educational Program
Notification of rodent prevention services
We have rodent control products on campus. The bait boxes will contain Contrac or Final Blox.
Digital Teaching and Learning Grant
Our plan for the Digital Teaching and Learning Grant can be found by clicking here
Digital Learning Readiness Report
John Hancock Charter School Bullying Policy
John Hancock Charter School Bullying Policy
John Hancock School Constitutional Freedoms
Students are not required to participate in reciting the Pledge of Allegiance
Ongoing Disruptive Behavior Procedures
Parents of students with ongoing disruptive behaviors will be notified of the number of disruptions, resources available on campus and guidance to appropriate juvenile court in accessing student school records.
Personal Electronic Devices Policy
Notice of Public School