Junior High

High School


School-Based Protocols

Adult Mentoring and Monitoring

A trusted adult in the building is assigned to a student in order to provide regular coaching and displays examples of character and role modeling as well as potentially life-skill coaching. It may include contacting parents and coordinating with outside contacts. Please remember to document interactions on ENCORE.

Associate Family Resource Facilitator (AFRF)

FRF attends weekly District Case Management meetings, maintains consistent documentation and log of case load, provides responsive services, understands and interprets risk assessment summaries with parents and school case management teams, assists local school teams to implement strategies from risk assessment summary. Coordinates with community resources, build and strengthen relationships with students, families, school teams, and community resources, communicate and document in ENCORE regarding community services being received by student and family, obtain signed releases for AFRF and school to communicate with community resources, ensure confidentiality with only those who need to know for interventions. Participate in LCMT trainings. 

Behavior Contract (signed) and Behavior Intervention Plan

A behavior contract is a formalized, signed document between the school, the student, and the student’s parent/guardian that outlines expectations for attendance, academics, and behavior, as well as the consequences for violating the contract. Please remember to document on ENCORE.

Behavior ContractBehavior Contract pdf

Behavior Contract GenericBehavior Contract Generic pdf

Behavior Contract SimpleBehavior Contract Simple pdf

Behavior Contract DrugBehavior Contract Drug pdf

Behavior and Academic Contract, Behavior and Academic Contract pdf 

A behavior intervention plan outlines the steps and practices that a team will implement to help a student behave appropriately. It should be based on a Functional Behavior Assessment that is conducted by the team to define the behavior of concern, and identify factors that contribute to and maintain the occurrence of the behavior. Based on this information the team should consider the strategies that will prevent the behavior from occurring, teach the student alternative behaviors to get what they need, and reduce reinforcement of inappropriate behavior while increasing reinforcement of appropriate behavior.

Fillable Form - Functional Behavior Assessment & Behavior Intervention Plan

PDF (Read only) Form - Functional Behavior Assessment & Behavior Intervention Plan

Calendared Check-in / Check-out

Check-In Check-Out - A highly researched and effective intervention, Check-In, Check-Out consists of a student checking in with an identified adult (e.g., counselor) to review their behavior contracts, goals, teachers providing feedback throughout the day, and the student checking out with the identified adult. This meeting takes place regularly, is scheduled on the adult's calendar, and is documented on ENCORE. The student takes the sheet home to be signed by the parent. This intervention provides the student with frequent self-analysis of his/her behavior and consequences for good behavior.

Sample Check-in Check-Out document

Contact Parent / Guardian / SRO

Best practices would be that all roads lead to communicating with the parent or guardian regarding any concerns related to the students conduct. If the concerns arise to a legal issue, then we would also include the resource officer (police). Document interaction in ENCORE.

Contact, Consult & Plan

A CCP is a collaborative effort between school and district staff to ensure that due process and district policies are being followed. 

Safe School Policy Review Form

DSD procedures regarding Critical Referrals

Critical Referral / Triage Intake (signed)

The criteria considered during the CCP to determine the response priorities, if a student is in immediate danger or involved in a mental health crisis.

Triage Intake Form

Safety plan (Spanish version)

DSD procedures regarding Critical Referrals

DBH Crisis & Stabilization Program

If you have a life threatening emergency dial 911 immediately.
If you or someone you know is suicidal call 1-800-273-TALK (8255) or 911 immediately.

Davis Behavioral Health Crisis Line: For after hours and weekends crisis only (801) 773-7060

Stabilization and Mobile Response line: 1 (833) 723-3326

For additional supports, please click here.

DBH Prevention / Intervention Classes

Free courses offered through community mental health that address specific concerns and offer new skillsets. Listed below are resources found within Davis County.

Davis County Mental Health Directory

Hospitals & Psychiatric Treatment

DBH classes

Family Support Groups

Additional classes and trainings

DCMT / LCMT Referral (mandates)

District Case Management

DCMT is a multi disciplinary team that reviews safe school incidents and sets mandates for students and parents to ensure safe and orderly schools. Variance appeals are also reviewed by this team on a monthly basis. 

As a school administrator, if you find that a student violates one of the safe school behaviors found here...

Safe School Policy Review Form

You will then document in the ENCORE discipline screen and give an administrative narrative of the incident. Hold a due process meeting with the student's parent/guardian and issue a Notice of Suspension & Referral to District Case Management and complete the Case Management Team Referral paperwork (found in ENCORE under the "discipline" screen). You will also give parent/guardian a copy of the District Case Management Tri-fold document. Review Parent Statement and Student Statement opportunities (all of these forms are found in ENCORE). 

For more information, please click here



A comprehensive school based team that meets weekly to review individual student as well as school-wide concerns. Please remember to document data and interventions in ENCORE.

Referral to LCMT

If a parent or teacher requests testing or a referral to Local Case Management, be sure to gather data and information from them in order to help support the team with your decision making.

Sample Referral Forms (Obtained from Centennial Jr High)

Sample Secondary At-Risk Form (Obtained from Bountiful Jr High

School-wide LCMT Intervention Plan

Each school should work towards having a written plan for their school's effective Local Case Management Team. Things that should be included may be...

    Specific roles and responsibilities for team members
    • Administrator and/or facilitator, note taker, time keeper, data analyst, assigned follow-up coach to support intervention implementation
  • Expectations for interventions and data collection
  • Step by step process for referral
    • Who to contact for each step of the process
    • Expected timelines for the majority of referral (e.g. Try multiple interventions for _ weeks)
    • Required pre-referral actions for...
      • Teacher
      • Administrator
      • Other staff members
    • Sample Intervention Process

For more information, please click here

Documentation in ENCORE

Documentation is necessary but insufficient by itself. The information should be intentionally escalated to the right people.



Interactions with students pertaining mental health, safety, or other pertinent events in the student's life that should be shared with his or her well-being shall. be documented in ENCORE in the interventions or discipline screen. Administrators should document FERPA information in the "Administrative note" or "Counselor/School Psychologist note".

how to acces interventions through encore
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Interventions or support plans created/implemented for a student's success need to be followed up by a trusted adult at a minimum every two weeks. Please remember to document interactions in ENCORE.

Home Visit / Weapons Discussion / Gun Locks

Home Visit

Home visits are centered around student's overall safety and/or mental health concerns. These are mandated intervention that involves district security coordinators and school administrators, meeting with student, parent/guardian at their home.

Weapons Discussion / Gun Locks

Dialogue about access/security of any potential weapon owned by a parent/guardian, and/or student. Gun locks are available through the Davis School District free of charge.

Parents will often do whatever it takes to keep their children safe in their own homes. For example, they may put gates around swimming pools or use child-proof caps on medication. Precautions like these may be necessary to ensure that their home is a danger-free zone, especially for children, who are still too young to know what to do in an unsafe or uncertain situation. 

But what about the dangers that exist outside of their homes?

Parents who own guns and keep them in their home may take every measure to lock them up or teach children about gun safety. Whether or not parents keep guns at home, their children may encounter guns elsewhere, where parents might not be able to ensure their safety. 

If the parents themselves don’t own guns, the children are going to have friends whose parents own guns.

It’s About Safety

When discussing guns in the home, the emphasis should be on safe storage and not ownership.

If the parent does keep a gun in their home, ask what precautions they take to safely store the gun.

Integrative Educational Therapists (IET)

The primary responsibility of the IET is to work in coordination with Student and Family Resources/Safe Schools Clinical Team in providing Clinical Therapeutic intervention to students and families for District Case Management referrals/Local Case Management Team referrals/Educational Family Resource Facilitator referrals/Mobile Outreach/Crisis Response. The IET will attend secondary District Case Management (DCMT) weekly to become familiar with cases and parties involved.

Review DCMT assessment results and assist parents and students in implementing a therapeutic regimen. Ensure confidentiality involving only those who need to know for intervention. Obtain signed release to interact directly in a therapeutic manner with individual students and families as well as small group therapy. The IET will maintain documentation of an on-going case load, provide delivery of short term Individual counseling to students and families. The IET will bridge to Community Treatment options as clinically necessary. Provide Consultation and triage to Local Teams. Provide clinical notes for on-going case load Additional responsibilities as determined by Safe Schools Clinical Team Coordinator, DCMT, or Director of Student and Family Resources.

Intervention Finder

As you think about what supports you are wanting, please consider whether or not the concerns are student specific, or maybe the entire class could benefit from some supports in that area. There is also the possibility that other teachers are having the same issues or concerns, and if that's the case it may be beneficial to bring this to a school team that is assigned with addressing whole school concerns. Click here to access resources and recommendations to help elicit some of those conversations that teachers may be having in the schools related to student behavior.

JJS / Brief Community Intervention (B.C.I,)

The goal of the program is to implement research based approaches to decrease criminogenic risk-factors, improve positive youth development, and keep communities safe. Students will attend after school and some Saturdays.

JJS Program Description

FERPA consent form

Mandated Risk Assessment

A Risk Assessment is an intervention that is recommended by the LCMT which grants students and parents full access to the safe schools clinical team as well as district resources.

What is the purpose of the assessment?

  • To provide the Case Management Team with information to assist in making decisions about student safety.
  • To determine risk of harm to self, students and/or staff.
  • To help develop individual safety plans or other supports to keep all students safe.
  • To support student needs.

Assessment FAQs

Sample Threat Assessment and Response Protocol (Obtained from the "Comprehensive School Threat Assessment Guidelines: Intervention and Support to Prevent Violence", written by Dewey Cornell, 2018)

No Contact Contract (signed)

A formalized, signed contract to help student conflict resolution and coexist in a school building by regulating face to face 3rd party and social media communications. Please remember to document contract in ENCORE.

Sample No Contact Contract

Sample No Negative Contact Contract

Notification to LCMT

All major student concerns need to be communicated to the local case management team so that the team is aware that a student may need support. Example concerns may include student safety, suspension, behaviors, academics, and mental health. Please remember to document these decisions in ENCORE.

Policy Review

School/District administration meet with the parent/guardian and student to discuss district policies and expectations regarding safety and behavior.

 Safe School Policy Review Form

DSD Student Conduct Policy

Random Searches / UAs

Given the school's custodial and tutelary responsibility for children, and the Board's intent to preserve a safe environment for all students and staff, the Board recognizes that school officials must have the authority to conduct reasonable searches of students and student property. Schools are held to a lesser standard of reasonable suspicion, not the higher court standard of probable cause. Please remember to document interactions in ENCORE.

For more information related to searching lockers, vehicles, student's personal belongings, and student's persons, please click here (p.18).


Reduced Schedule / Redirected Schedule

An LCMT can decrease or limit a student's access to the school building by reducing the number of class periods/hours offered to a student. This intervention is often used due to behavior or safety concerns. *Students with IEPs or 504s must continue to have services maintained. Please remember to document this intervention in ENCORE.

Release of Information (ROI)

A release of information (ROI) is obtained so that a school (under FERPA) can communicate with a medical facility/professional (under HIPAA). This allows a school to view medical records and information as they use that information for educational decision-making. It must be outline both parties and be signed by the parent. Please remember to document this in ENCORE.

Safety Plan (signed)

A safety plan (spanish version) is completed to establish consistent practices for school personnel to follow when there is a student who displays unsafe behavior (e.g., suicidal ideation, threat of harm to self or others) and there is concern about the student engaging in unsafe behavior in the future.

It involves an educator (e.g., administrator, counselor, school psychologist) and the student working together to 1) identify personal warning signs for at-risk behavior, 2) define what the student will do during a crisis, and 3) identify trusted adults in the student’s life whom they can go to for help. The safety plan supports students in developing skills for responding to emotional crises and, in the case of suicidal ideation, strengthens the desire to live.

Please always remember to ensure that all required team members are informed as part of this process (Administrator, Counselor/Psych, & Parent). Please also remember to document with confidence in ENCORE.

We can assist you in evaluating the environment of your school to help maximize the safety of staff and students. This service should be formally accessed through the District Case Management Team but you are welcome to call for consultation. Be aware that if the student has an IEP, or is being tested, the Special Education Department should be contacted first. As a pre-referral to the courts, we can send letters and help clarify the law to parents. Assistance for referral to the appropriate social services is available if applicable. Sometimes it just helps to have someone outside the immediate school environment assist so the relationship with the school is not compromised.


DSD procedures regarding Critical Referrals

Safe Schools Clinical Team

Safe Schools Clinical Team is a clinical consultation and assessment program providing input to the Student Services Case Management Team and feedback to parents and administrators.

The following services are available without charge to district educators, parents and students when referred by Case Management:

  • Risk assessments for safe school violations, including aggression, drugs, sexual misconduct, fire-setting, harm to self, etc.
  • Consultation to local school case management
  • Parenting classes and other community resource information
  • Mental health screening, consultation and referral
  • Safe school intervention support for local schools
  • Training to school staff on drug addiction, anxiety, personal boundaries, depression, and sexting. Please call the main office to schedule.

For more information please click here

SafeUT app

The SafeUT Crisis Text and Tip Line is a statewide service that provides real-time crisis intervention to youth through texting and a confidential tip program – right from your smartphone. 

SafeUT answers crisis calls, texts, and chats – about yourself or someone else – 24/7. These services are anonymous and confidential.

Schedule Change

An LCMT intervention to help a students academic or social success. Schedule changes are often used to resolve conflicts. Please remember to document this intervention in ENCORE.

School Director Consult

School Director and school administration determines if it is safe for the student and for the school to have the student return to school. If the student is safe, school administration will outline a plan for that student’s safe return. 

If the student is not safe, the case will be taken to district case management for consideration of an alternative placement.

Seating Chart

An LCMT intervention to help a students academic or social success. Seating charts are often used to resolve conflicts. Please remember to document this intervention in ENCORE.

Social Media Tracking (Tim Barlow & Blake Haycock)

Davis School District security coordinators can monitor social media communications and posts that are safety or mental health concerns. 

Suspension / Alternative Placement / Expulsion


For purposes of this policy, suspension is a temporary (10 consecutive school days or less) interruption of District services and activities. A student who is suspended may, at the principal’s discretion, have access to homework, tests, and other schoolwork through a home study program, but will not be allowed to attend classes or participate in any school or District activities during the period of suspension.

Notice of Suspension & Referral to District Case Management

District Case Management Tri-fold for parents


For purposes of this policy, expulsion means removal from the school of attendance for a period longer than ten (10) consecutive school days. Recognizing that students who commit violent or disruptive acts may pose safety problems for the community as well as schools, the Davis School District will work with parents to provide alternative educational placement and programs for students, where appropriate and feasible. However, the Board retains the authority to exclude the student from all District schools, programs, or activities for the period of expulsion. In cases of total expulsion from the District, the legal obligation of complying with state compulsory education laws becomes the sole responsibility of the student's parents or legal guardian.

For more information related to District Policy for either Suspension or Expulsion, please click here



State LRBI Manual - Manifestation Determination Rules


"10 day rule"

Students w/disabilities (taken from the Utah Least Restrictive Behavioral Interventions Technical Compliance Manual)

Transition Meeting

If a student has been in a residential treatment facility for longer that 4 weeks, it is suggested that they schedule a meeting with student and family resources department before returning to their boundary school. Transition meetings look at appropriate placement, academic goals, and continued treatment plans.

Voluntary Risk Assessment

Voluntary Risk Assessments is an intervention that is recommended by the LCMT which grants students and parents full access to the safe schools clinical team as well as district resources.

What is the purpose of the assessment?

  • To provide the Case Management Team with information to assist in making decisions about student safety.
  • To determine risk of harm to self, students and/or staff.
  • To help develop individual safety plans or other supports to keep all students safe.
  • To support student needs.

Assessment FAQs

Sample Threat Assessment and Response Protocol (Obtained from the "Comprehensive School Threat Assessment Guidelines: Intervention and Support to Prevent Violence", written by Dewey Cornell, 2018)

Additional Supports

504 / SPED

If you have a student that has been identified as someone with a disability and have a question about how to follow district protocols, please contact the District Special Education office or click here.

Bullying / Hazing

It is the intent of the Davis School District to respond to school-related bullying incidents by implementing prevention efforts where victims of bullying can be identified and assisted, and perpetrators educated, in order to create safer schools that provide a positive learning environment.

Bullying Prevention site

Students who engage in any form of bullying against a school employee or student, on or about school property, on a school bus, at a school bus stop, or while traveling to or from a school location or school event, or at any school related or sponsored activity regardless of location or circumstance, may be suspended or expelled under the terms of this policy.

Hazing/Bullying Policy

Child Abuse and Neglect

Utah law requires that whenever any person, including any school employee, has reason to believe that a child has been subjected to incest, molestation, sexual exploitation, sexual abuse, physical abuse, or neglect, or observes a child being subjected to conditions or circumstances which would reasonably result in such, he/she shall immediately notify the nearest peace officer, law enforcement agency, or office of the Division of Family Services.

If there is reason to believe that a child may have been subjected to abuse or neglect, an oral report shall be made immediately by the school employee reporting the abuse/neglect with a written report to follow within 24 hours.

When making the oral report, always have the person you notify identify himself/herself. The notified person's name shall be entered on the written report.

A copy of the written report shall be put in a Child Abuse-Neglect file at the District's Student Services Office and another copy shall be placed in a separate file to be maintained by the principal, for all reported cases of suspected child abuse or neglect.

The Child Abuse-Neglect Reporting form shall not be placed in the student's personal file.  

It is not the responsibility of principals or other school employees to prove that the child has been abused or neglected, or to determine whether the child is in need of protection.

Investigation by staff prior to submitting a report shall not go beyond that necessary to support a reasonable belief that a reportable problem exists.

To determine whether or not there is reason to believe that abuse or neglect has occurred, professional school employees may (but are not required to) gather information only to the extent necessary to determine whether a reportable circumstance exists.

Interviews with the child or suspected abuser shall not be conducted by administrators or school District employees.

Notes of voluntary or spontaneous statements by the child shall be made and given to the investigating agency.

Principals, school District employees, Division of Family Services and law enforcement personnel are required to preserve the anonymity of those making the initial report and any others involved in the subsequent investigation.

Investigations are the responsibility of the Division of Family Services. [a] Principals or other school District employees shall not contact the parents, relatives, friends, neighbors, etc. for the purpose of determining the cause of the injury and/or apparent neglect. [b] School officials shall cooperate with social service and law enforcement agency employees authorized to investigate reports of alleged child abuse and neglect, assisting as asked as members of interdisciplinary child protection teams in providing protective diagnostic, assessment, treatment, and coordination services. 

Persons making reports or participating in good faith in an investigation of alleged child abuse or neglect are immune from any civil or criminal liability that otherwise might arise from those actions.

Document interaction in ENCORE.

Youth concern report site and form

For more information related to District Policy and Child Abuse, please click here (p.17)

English Learners (EL)

For any information related to English Learners and Special Education, please contact the SPELL Comittee Chair, or visit this website.

Grandfamilies / Guardianship

There are more than 82,000 children living with and being raised by extended family members in Utah – and our focus is to ensure that they have access to the information, resources, and support they need for a safe and stable environment that meets their needs.



Click here for more information


Who is homeless or displaced?

Student is sharing a residence with or more families. They may be staying with grandparents, relatives, or friends due to economic hardship. 

Student living in a shelter (domestic violence, emergency or transitional housing units. Ex: Safe Harbor in Kaysville, Lantern House in Ogden, and Road House in Midvale.

Student living in a car, trailer, motel, park, street, campground, or public place. Ex: Pony Express RV Resort in North Salt Lake, Lagoon Campground in Farmington, Cherry Hill in Fruit Hights, drive ways and back yards of friends.                    

Student is living in an abandoned building, a place without adequate facilities (not designed for heat, electricity, water.)Student is seeking enrollment without an accompanying guardian (NOT IN FOSTER CARE.) 

Students who have been left with grandparents or relatives; students who have been kicked out of their homes, or have left home because of unsafe conditions. 

Please click here for resources and supports available in Davis


Transgender Students


These guidelines are designed to provide direction for schools to address issues that may arise concerning the needs of transgender students and ensure that all students are treated equitably and with dignity at school.  Because this is an evolving area for school districts, some of this guidance will undoubtedly change over time.

This guidance does not anticipate every situation that may occur and the needs of each student must be assessed on a case-by-case basis.  Every student and school is unique and building administrators should discuss these issues with students and their families and draw on the experiences and expertise of their colleagues as well as external resources where appropriate.


To effectively address gender equality issues, a knowledge of terminology is essential.
"Gender identity" relates to a person's deeply held inner sense of psychological knowledge of their own gender regardless of the biological sex they were assigned at birth.
"Gender expression" relates to the way in which a person communicates gender identity through behavior, clothing, hairstyle, grooming, voice, mannerisms, or preferred gender pronouns.
"Transgender" is a term describing a person whose gender identity and/or gender expression is different from that traditionally associated with their assigned sex at birth.


It is not unusual for a child's desire to transition to first surface at school.  If school staff believe that a gender identity issue is presenting itself and creating challenges for the student at school or if a student indicates an intention to transition, the school should make every effort to work with the student and the parents.  Where the student or parent indicates an intention for the student to transition, the school should work with the family to best accommodate the student's needs at school and put in place measures for supporting the child and creating a sensitive supportive environment at school.

School staff should be especially vigilant for any bullying or harassment issues that may arise for transgender students. Schools must work to prevent bullying and harassment, and respond promptly when allegations of bullying and harassment arise.


It is the policy of Davis School District to maintain a safe and supportive learning and educational environment that is free from harassment, intimidation, and/or bullying and free from discrimination based on gender, including gender identity or failure to conform to stereotypical notions of masculinity or femininity.

Complaints alleging discrimination or harassment based on a person's actual or perceived transgender status or gender nonconformity must be handled in accordance with the procedures set forth in Policy 5S-101 Student Sexual Harassment Policy and 11IR-100 Nondiscrimination Policy and Complaint Procedure.


Except as set forth herein, school personnel should not disclose information that may reveal a student's transgender status.  Under the Family Education Rights Privacy Act (FERPA), only those school employees with a legitimate educational need should have access to a student's records or the information contained within those records.  Disclosing confidential student information to other employees, students, parents of other students, or other third parties may violate privacy laws, including but not limited to FERPA.  Transgender students have the ability, as do all students, to discuss and express their gender identity and expression openly and decide when, with whom, and how much of their private information to share with others.

Schools should work closely with the student and family in devising an appropriate plan regarding the confidentiality of the student's transgender status that works for both the student and the school.  Privacy considerations may vary with the age of the student.

In some cases, transgender students may feel more supported and safe if other students are aware that they are transgender.  In these cases, school staff should work closely with the student, family, and other staff members on a plan to inform and educate the student's peers.


Each school is required to maintain a permanent record of each student.  The record should include the legal name of the student as well as the student's biological gender as shown on the student's official birth certificate.  Schools are also required to use a student's legal name and gender on standardized tests and reports to the State Office of Education.

To the extent that the school is not legally required to use a student's legal name or gender on school records and other documents, the school should use the name and gender, including pronouns, preferred by the student.

Records such as yearbook, school id, and daily assignments may reflect the preferred name and gender identity that is entered into the District's Student System as "preferred" and is consistently asserted at school by the student.

A student's permanent record should be changed to reflect a change in legal name or gender only upon receipt of documentation that the legal name and/or gender have been changed pursuant to applicable law.  Documentation required for a legal change of name is a court order or birth certificate demonstrating the student's new name.


It is the intent of the District to support transgender students while also ensuring the safety and comfort of all students.  The use of restrooms and locker rooms by transgender students requires schools to consider numerous factors, including, but not limited to: the transgender student's preference; protecting student privacy; maximizing social integration of the transgender student; minimizing stigmatization of the student; ensuring equal opportunity to participate; the student's age; and protecting the safety of the students involved.

A transgender student who expresses a need or desire for increased privacy should be provided with reasonable alternative arrangements.  Reasonable alternative arrangements may include the use of a private area, or a separate changing schedule, or use of a single stall restroom or dressing room.  Any alternative arrangement should be provided in a way that protects the student's ability to keep his or her transgender status confidential.

A transgender student should not be required to use a locker room or restroom that conflicts with the gender identity consistently asserted at school by the student.


Schools can enforce dress codes that are adopted in compliance with Policy 5S-100 Student Conduct and DIscipline, Section 7.4 School Dress and Grooming Expectations.   Students have the right to dress in accordance with their gender identity that is consistently asserted at school, within the constraints of the dress codes adopted at their school site.  


Physical Education/Intramural Sports. Transgender students are to be provided the same opportunities to participate in physical education as are all other students.  Generally, students should be permitted to participate in physical education and intramural sports in accordance with the student's gender identity that is consistently asserted at school.

Interscholastic Sports. Participation in competitive sports governed by the Utah High School Activities Association (UHSAA) will be resolved on a case-by-case basis applying the UHSAA policies and appeals procedures.  UHSAA's Transgender Participation Policy has been established to protect competitive balance and the integrity of women's sports.

The UHSAA's policy requires the District and school to make a determination of a student's eligibility to participate in gender specific sports teams for a particular season based on the gender identification of that student (1) in current school records, and (2) daily life activities in the school and community at the time that eligibility is determined.

Such decisions should be based upon the following types of evidence:

  1. Documentation from individuals such as, but not limited to, parents/legal guardians friends and/or teachers, which affirm that the actions, attitudes, dress, and manner demonstrate the student's gender identification and expression consistently asserted at school;
  2. A complete list of medications or treatments, such as hormones or hormone blockers, taken by the student to promote gender based body changes which would modify an individual's athletic ability;
  3. Written documentation from an appropriate health-care professional of the student's consistent gender identification or expressions; and
  4. Any other pertinent documentation or information which the student or parent deem relevant and appropriate.

In considering the above information, the school and principal, in consultation with the District's Curriculum Supervisor over Athletic Programs, may grant a student eligibility to participate on a gender specific sports team if it is determined that the expression of the student's gender identify is bona fide and not for the purpose of gaining an unfair advantange in competitive athletics.

Students who may be affected by this guidance an the UHSAA Transgender Participation Policy should the gender identity consistently asserted at school and in the public.

This guidance does not entitle a student to selection to any particular team or to transfer from one gender specific team to a team of a different gender.  A student whose gender identity has been addressed with regard to athletic eligibility shall remain consistent for the remainder of the student's high school sports eligibility.


Nondiscrimination Policy

Self-Injurious Behavior

  1. Identify injury and notify team
    • Escort student to a safe, secure, monitored place
    • Contact building administrator
    • Is there imminent risk?
      • How recent is the injury?
      • How severe is it?
      1.  Superficial? Frequency?

      2. If the extent of the injury is significant than contact the school nurse and/or dial 911

  2. CCP w/Student and Family Resources department (if needed)
  3. Collaborate with parent/guardian
    • Offer community resources contact information

    • Offer a Release of Information form to share information with medical/mental health professional

  4. Establish Calendared Check-in /Check-out and create a Safety Plan for student
  5. Document in ENCORE
  6. Follow-up in LCMT

Download the app

Instructions for mobile device

1. Download "Power Apps" onto your mobile device from your app store.

2. Once "Power Apps" is downloaded", open it and click on the 3 dots next to "School-Based Protocols" 

(Note: You may have to completely close out of "Power Apps", and then open this link, and then close that and reopen Power Apps for this to work)

3. Click on "Pin to Home"

4. Follow the instructions

5. Scroll to "Add to Home Screen" option


6.Once downloaded on your mobile device home screen, open and use the app.