Mission Statement

Cultivating excellence in every student.

School Vision

Provide a haven where everyone is valued and respected. In partnership with parents and families, all staff members fully commit to students’ college and career readiness. Students are empowered to meet current and future challenges to develop social awareness, civic responsibility, and personal growth.

 

Prevention Plan Overview

At the JATC, our focus is on providing students with a safe and welcoming environment where they can learn and develop skills for college and a career. We emphasize building positive professional relationships as an essential foundation for meeting student needs.

 

Everyday Efforts to Support Students Academically, Physically & Emotionally

• Greet students in the hallways before and after school.
• Teachers build relationships with students to cultivate a supportive environment.
• Effectively communicating expectations and enforcing rules.
• Make sure school meetings focus on students. This includes faculty meetings, department meetings, safety meetings, staff meetings, and administration team meetings.
• Partner with parents for student success. The JATC informs parents of resources, activities, and other school information; parents can check in with their students and contact school personnel with questions or concerns. Parents are typically contacted via email or cell phone.
• Students receive intervention at their different levels while collaborating with teachers to support all students at all levels.
• Welcome Assembly at the beginning of the year to introduce faculty, staff, and school procedures, explain how students can access help, and generally let them know we are glad they decided to spend part of their year with us.
• JATC campuses connect with parents and the community through ongoing parent communication, which utilizes email, parent-teacher conferences, Canvas messages, the school website, and our yearly Open House.
• We meet the school safety drill requirement to prepare students for potentially difficult situations. Our safety Committee meets after drills to make adjustments and optimize student safety.
• Our school counselors are readily available. They regularly meet with students to guide college and career decisions and provide social and emotional support, mental health check-ins, academic check-ins, suicide prevention interventions, classroom guidance presentations, and many other services. 
• Our campuses each provide a Calm Room available for student and faculty wellness. This calm space offers a safe space for users to take a break, regroup, and refocus, with more mental health support available.
• The Mental Health Access Program (MHAP) program helps students and families access community mental health services.
• Jordan District’s Mental Health Access Program (MHAP) provides temporary funding to assist students and their families in navigating and accessing mental health services in their community. Parents and students are referred to Mental Health resources as needed.
• Mental health support resources, including:
• https://parentguidance.org/ - Offers online mental health-related classes for parents, parent coaching, and allows parents to ask therapists questions about their child.
• https://wellness.jordandistrict.org/ - A website created by Jordan School District to support Health and Wellness. This includes a community mental health provider list, suicide prevention resources, resources for anxiety and depression, and many other resources.
• https://guidance.jordandistrict.org/jfec/ - The Jordan Family Education Center provides support services and classes for families and students in the Jordan School District. Our services are provided by JSD school psychologists, counselors, and school psychology interns. Services include classes, support groups, short-term counseling on Tuesday, Wednesday, and Thursday evenings, and a Lending Library with over 1000 books to support family needs in various areas.
• Curricular clubs allow every student to feel included and welcome.
• Promote the Safe UT app, which students can use to report things they see (drugs, fights, bullying, safety issues, etc.) and reach out for mental health support for either themselves or a friend.

Data-Driven Programs Addressing Students Needs

The JATC practices a growth mindset, and the school has a culture that is receptive to feedback. We consistently receive feedback from stakeholders and look for ways to implement feedback to improve the institution's effectiveness. Data about the student body is collected, including grades, industry and skills certification, student interest, and demographic statistics to inform decision-making. In addition, all stakeholders take a modified climate survey to determine the effectiveness of these programs. Feedback is conveyed to teachers, and plans are made if students indicate areas needing change. 

• The Administrative team utilizes teachers' and District resources' leadership capacities to understand how programs impact school and community operations. These stakeholders are communicated with frequently to allow them to stay informed and give feedback.
• Build a restorative Multi-tiered Systems of Support (MTSS) culture to address and meet all students and staff's academic, social, behavioral, and mental health needs.
• Creates a safe and positive environment and provides resources conducive to student success, building accountability and empowering students
• Use the Jordan School District CSTAG program - CSTAG is a procedure for conducting threat assessments in response to student threats of violence. It is a critical foundation for successful threat assessment responses to ensure a climate of safety, respect, and support for students and staff. The processes and tools help keep our schools safe through a restorative/social-emotional foundation.

○     CSTAG Educator Resources

 

Everyday Efforts to Enhance “Protective Factors” and Reduce “Risk Factors”

Protective Factors

• Easy access to the counselor, CTE coordinator, and principal utilizing an open-door policy.
• Personnel trained and supported by District administration to follow current best practices in prevention and intervention efforts.
• Access to District mental health and support resources through Student Services, including the Jordan Family Education Center and Mental Health Access Program.

Risk Factors

• Access to District mental health and support resources through Student Services, including the Jordan Family Education Center and Mental Health Access Program, to reduce unmet mental health needs such as trauma, depression, and anxiety.
• Provides access to academic support with District departments to support the success of every student and reduce academic failure and attendance issues.
• District administration trains and supports mental health providers to follow current best practices in prevention and intervention efforts to reduce unaddressed barriers to learning.
• Intervenes with early warning, content monitoring, and anonymous reporting tools with support from District specialists to identify and support students who may be at risk to reduce unexpected behavior
• Access to parent and family resources, including evening parent seminars and classes through the Jordan Family Education Center, to reduce any other risk factors

 

Suicide Prevention Plan

Mental health providers and administrators are trained on and review District suicide risk intervention guidelines annually with support from Jordan District’s Student Services Team. All faculty and staff complete the online crucial policies and concerns yearly training, and all of our school’s licensed staff participate in suicide prevention training for their license renewal.

Students identified who may be at risk of suicide receive interventions and support appropriate to their individual needs, which may include a screening interview (CSSR-S), parent/guardian contact, a safety plan, mental health recommendations/referrals (JFEC, MHAP, etc.), a re-entry meeting, regular follow-up, and other supportive measures.

 

Efforts to follow the suicide risk intervention guidelines

• Use research-based data-driven programs to address students’ needs and instruct decision-making. These programs include a school climate survey, Safe UT, wellness center, staff meeting, office meetings about student behaviors and issues, lead mentor academic coaches, and district training.
• Training or review of suicide risk intervention for staff or students, including:
• All teachers are trained in suicide prevention every five years to maintain an active teaching license, and counselors are trained in QPR.
• Our school counselors are readily available. They regularly meet with students to guide college and career decisions and provide social and emotional support, mental health check-ins, academic check-ins, suicide prevention intervention, and many other supports as needed.
• Safe UT app is advertised and utilized. Students may use this app to report things they see (drugs, fights, bullying, safety issues, etc.) and reach out for mental health support for themselves or a friend.

Efforts regarding evidence-based interventions

• Students identified who may be at risk of suicide receive evidence-based interventions and support appropriate to their individual needs, which may include a screening interview (CSSR-S), parent/guardian contact, a safety plan, mental health recommendations/referrals (JFEC, MHAP, etc.), a re-entry meeting, and regular follow-up.
•  Additional interventions and supports for students may include:
• A wellness plan for the student that addresses their basic needs (physical, emotional, and safety needs)
• Referral to the MHAP program
• Support from the Crisis team from the district
• Referral to the Jordan Family Education Center
• Apps and sites designed to support mental well-being 

Efforts to train faculty, staff, (and students as appropriate) regularly on recognizing warning signs, reporting procedures for individuals identified who may be at risk

• The administration team regularly discusses students who need support and ways to encourage individuals to report when they notice someone else struggling.
• Faculty and staff are trained on school procedures for recognizing, reporting (SafeUT, content monitoring, etc.), and responding to bullying incidents. Staff members report incidents immediately and encourage students to communicate their concerns to the office or an adult in the building. In-person, online, or anonymous reports are investigated collaboratively to resolve the situation.

 

Efforts to develop social and emotional skills

• All teachers are trained in suicide prevention every five years to maintain an active teaching license. Our counselor is QPR trained. 
• Student opportunities to develop social and emotional skills that support their learning and thriving include:
• Principal, counselor, and CTE coordinator meetings with individual students
• CTSO, group work, and competition

 

Bullying, Harassment, and Discrimination Prevention Plan

• Proactively reviews relevant data on school climate, safety, and bullying by identifying vulnerable populations (e.g., racial and ethnic groups, LGBTQ youth, students with disabilities) and specific spaces where bullying may be likely to plan support accordingly.
• Faculty and staff are trained on school procedures for recognizing, reporting (SafeUT, content monitoring, etc.), and responding to bullying incidents. Staff members report incidents immediately and encourage students to communicate their concerns to the office or an adult in the building. In-person, online, or anonymous reports are investigated collaboratively to resolve the situation.
• The principal and counselor gather behavior data and document incidents in Skyward according to Jordan School District requirements. This research and documentation allow us to guide our plans for staff training, student assemblies, and other student behavior and safety meetings. Resolution of worrying situations and the mental impact involves coordination within the administrative team. 
• Students involved in incidents of bullying as targets, aggressors, or witnesses receive support for their individual needs, which may include suicide risk assessments, counseling and mental health services (i.e., school mental health team, JFEC, MHAP), Functional Behavior Assessment (FBA), Behavior Intervention Plan (BIP), a student wellness plan and parent/guardian contact—recognizing that targets, aggressors, and witnesses of bullying are more susceptible to school problems.
• Work with students and parents collaboratively to restore what may have been lost or harmed through bullying or aggressive behaviors. The offender is provided opportunities and support to recognize the effects and consequences of their behavior. They are also allowed to correct their behavior and make amends where needed. Efforts are made to restore relationships, respect, and safety between students and the school community. 

Violence Prevention Plan

•   Principals and counselors are trained on the Comprehensive School Threat Assessment Guidelines (C-STAG).
•   Timely response to school threats using Comprehensive School Threat Assessment Guidelines (C-STAG) and its decision tree. This includes warning potential victims and their parents/guardians.
•   Faculty, staff, and students are aware of school procedures for recognizing and reporting (SafeUT, content monitoring, etc.) threats of violence.
•   Students affected by or who make threats of violence receive interventions and support appropriate to their individual needs, which may include problem-solving, C-STAG interviews, suicide risk assessments, Functional Behavior Assessment (FBA), Restorative Conferencing, Mediation, a Behavior Intervention Plan (BIP), counseling and mental health services (i.e., school mental health team, JFEC, MHAP), a student wellness plan and parent/guardian contact.
• Provides instruction to students who have used violence or aggression to communicate needs.
•     Uses research-based interventions for students who show signs of aggression to help teach these skills to students who might lack them. Changing these behaviors early on reduces the risk of violence in our school.

 

Students and parents may also access all resources available at their home high schools and the District.

This prevention plan has been created following the Jordan School District guidelines, which can be reviewed at wellness.jordandistrict.org.