Getting Involved





Getting Involved

Table of Contents

Policy 700.10 – Secondary School Schedule Changes



Board Policy

  1. The Board of Education considers that the establishment of school schedules is a central function of the Board of Education, as part of the Board’s statutory responsibility to establish and make rules for the control and management of district.
  2. In establishing school schedules, the Board values school, employee, and community input, and acknowledges the value of site-based recommendations for individual-school schedules.
  3. The Board delegates to the Superintendent, or designee, the authority to develop procedures and guidelines for recommending a secondary school schedule change to the Board of Education for a Board vote. Nothing in this policy should be construed as limiting the authority of the Board of Education to assign schedules, approve or deny proposed schedule change requests, or modify existing schedules.   
  4. The Board authorizes the Superintendent and District Administration to develop administrative regulations consistent with this policy, subject to review and approval by the Board.



Procedures for a Proposed Secondary School Schedule - 700.10-1

A school community council (SCC) may conduct needs assessments, review issues, appoint subcommittees, and offer advice and recommendations regarding the school and its programs, including school schedules, consistent with its statutory authority.   (See, §53G-7-1201, et seq).

  1. Step 1 – Proposed Secondary Schedule: A secondary school schedule proposal may be submitted to the local school community council (SCC), which may include a needs assessment and survey approved in accordance with the District’s Research Review Committee (See, Policy—600.15).
    1. The proposed secondary school schedule may be submitted by the School Community Council, the school administration, a parent or group of parents at the school, a teacher or group of teachers at the school and will include:
      1. The proposed school bell schedule that must remain within the District’s existing bus schedule; and
      2. A list of the pros and cons of the proposed secondary school schedule, which may include considerations or implications on the feeder system; and
      3. A comparison (e.g. chart; table) of the proposed secondary school schedule and the current school schedule.
    2. The SCC will vote on whether to move the proposed secondary schedule forward for fiscal, and parent/staff input.  If the SCC chooses to proceed, the SCC may form a subcommittee to work with the Superintendent and District Administrator designee during the process.
      1. The sub-committee members selected do not need to be members of the SCC.
      2. The Superintendent and/or District Administrator designee will oversee the process for study and input and meet regularly with the representatives selected in 1.2.
  2. Step 2 – Fiscal Report: If the school community council supports moving the proposal forward, the school principal will work with the District’s Business Administrator and Human Resources (HR) Director to create a fiscal impact report of the proposed schedule change.
    1. This fiscal report will include, but is not limited to:
      1. Employee (FTE) changes;
      2. Transition costs;
      3. Facility utilization; and
      4. any fiscal impact on other schools.
  3. Step 3 –Parent/Staff Input: If the fiscal impact report indicates a reasonable fiscal impact as determined by the Business Administrator and HR Director, the SCC will consider seeking parent and staff input on the proposed schedule. If the decision is made to seek parent/staff input, the Superintendent or District Administrator designee will work with the SCC to:
    1. Prepare communication materials for soliciting parent/staff input regarding the proposed schedule, including but not limited to:
      1. An explanation and comparison of the proposed schedule and the current schedule;
      2. The fiscal impact report;
      3. A one (1) page statement from people supporting the current schedule and a one (1) page statement from people supporting the proposed schedule; and
      4. A plan for facilitating parent/staff input.
    2. . The Superintendent or designee will review and approve the documents and compile a final communications packet for all parents and faculty members of the school.
    3. Once the decision is made by the SCC to seek parent and staff input, another schedule change may not be considered by this school’s SCC for a period of three (3) complete school years after the year in which parent/input is sought, regardless of final outcome.
      1. Recognizing student and community needs and building priorities may change within a three-year period, the Superintendent has discretion to appeal to the Board for an exception to the period of three years.
  4. Step 4 – Parent/Staff Input via School Community Council:  Upon approval of the communication materials, the Superintendent or designee will work with the SCC to facilitate the collection of input and feedback from school community parents and staff.
    1. The District will assist with distribution of approved communication materials via face-to-face, electronic and written means, including, but not limited to:
      1. one (1) public meeting, moderated by the Superintendent or designee;
      2. an electronic or mailed survey to determine the preference of the school’s parents and staff, and where applicable a survey of current students (only high school schedule changes);
      3. the school’s website;
      4. Skylert messaging;
      5. school social media accounts; and
      6. e-mail.
      7. All communication material will be approved by the Superintendent or designee. No communication on the schedule proposal will be distributed using district equipment or resources without the express permission of the Superintendent or designee.
      8. If any information is distributed to the community that does not clearly disclose who the information is from and how the sender received the distribution list, the Superintendent reserves the right to notify the community that the message did not come from school district and is not official communication.
    2. The Superintendent or designee will collect the input, feedback, and survey results and prepare a report for the SCC.
    3. Any situation or disputes that arise regarding survey results, solicited feedback, or schedule change procedures, or any other circumstances that arise from these procedures will be directed to the Superintendent or designee and they will review the issues and make a decision in accordance with Board policies and procedures.
    4. District employees participating in the schedule change process are subject to District policy. Concerns with employee behavior or actions in the schedule change process will be addressed in accordance with district policy and employee privacy laws.
  5. Step 5 – Submission for Board Action:
    1. After consideration of the parent/staff survey results, fiscal impact report, and study of the proposed and current schedule, the SCC may request that the Superintendent submit the proposed secondary school schedule change to the Board of Education for consideration.
    2. A proposed new school schedule change request may be submitted at any time, but must be submitted to the Board of Education by November 1st for implementation the following school year, unless other allowance by the Superintendent.
    3. Nothing in this policy should be construed as limiting the authority of the Board of Education to assign schedules, approve or deny proposed schedule change requests, or modify existing schedules.





Document History

Revised – 5.21.2019.  Policy – 700.10 was revised to modify the provisions of Step 1 and the statutory authority of a school community council (SCC) to review and offer advice and recommendations, including a school schedule and that the policy takes effect one an SCC determines to receive fiscal and parent/staff input on a proposed schedule.   An SCC may appoint subcommittees to work with the Superintendent and District Administrator designee to receive parent/staff input on a proposed schedule.  A fiscal report may include any fiscal impact on other schools, and and a proposed new schedule may be submitted at any time during the school year, but must be submitted before November 1st for implementation the following school year.  Language was also added to allow the Superintendent to appeal to the Board of Education for an exception to the time-line of three year between requests to receive input to modify the schedule as outlined in the policy.   
Adopted – 6.13.2017.

This online presentation is an electronic representation of the Canyons School District’s currently adopted policy manual. It does not reflect updating activities in progress. The official, authoritative manual is available for inspection in the office of the Superintendent located at 9361 South 300 East Sandy, UT 84070.

Board Meeting Schedule

PUBLIC NOTICE is hereby given that the Board of Education for Canyons School District will hold a regular study session and public business meeting at the Canyons District Office building, 9361 S. 300 E., Sandy, UT each month unless otherwise posted. The Board may determine to conduct some business during a study session. All business meetings will begin at 7:00 p.m. unless changed by the Board and appropriately posted for the public.

Please note that ALL DATES, TIMES and LOCATIONS listed on this scheduled are TENTATIVE and are subject to change at any time.  Please check this schedule often to be informed of any changes.

Unless otherwise specified, all meetings in the schedule below will take place as the Canyons District Office located at 9361 S. 300 E. in Sandy, Utah.

District Leaders

Dr. Rick Robins


Dr. Rick L. Robins is the superintendent of Canyons School District. Dr. Robins, who was selected by the Canyons Board of Education after a national search, brings 24 years of experience as an educator to his role as the chief executive officer of Utah’s fifth-largest school district. Prior to joining Canyons, Dr. Robins, who earned an Ed.D. from the University of Las Vegas, for six years was Superintendent of the Juab School District, based in Nephi, Utah. While there, Dr. Robins, who also was the Juab High School Principal from 2009-2013, helped oversee efforts to improve the district’s graduation rate to 97 percent, a double-digit increase over a 10-year period. Other innovations he led in Juab included a partnership with Arizona State University for blended-learning opportunities; the launch of a districtwide competency-based personalized learning model driven by a 1:1 technology initiative and standards-based reporting system; and the construction of the STEM-focused West Campus Innovations Center, funded largely through private and corporate sponsorships. Dr. Robins began his career as a history teacher at Copper Hills High in the Jordan School District and has worked as an assistant principal and principal in the Alpine, Nebo and Juab school districts. He was the 2012 Utah High School Principal of the Year for the Utah Association of Secondary School Principals, and in 2014 earned the Lexington Institute Superintendent Fellowship Award presented to innovative superintendents across the country. Dr. Robins was starting quarterback for the football team at Southern Utah University Thunderbirds from 1991-1995, and in 2013 was inducted into SUU’s Athletic Hall of Fame. He has four children and one grandchild.

Leon Wilcox

Business Administrator and CFO

Leon Wilcox is a seasoned professional with 20 years of governmental accounting experience, with an emphasis on financial reporting, budgeting, and auditing. As Canyons District’ Director of Accounting from 2009-2013, Wilcox was intricately involved with the 2009 division of $1.5 billion in assets of the former Jordan School District, and was responsible for establishing Canyons’ original and subsequent budgets. Wilcox, a certified public accountant who earned bachelor’s and master’s degrees in accounting from Utah State University, also has worked nine years in the Granite School District and six years in the State Auditor’s Office.

Supervises:  Accounting and Budget Services, Facilities and Maintenance, Insurance, New Construction Budget, Nutrition Services, Purchasing, Payroll

Dr. Robert M. Dowdle

Assistant Superintendent for Curriculum and School Performance

Robert Dowdle has a Doctor of Education degree with an emphasis in Educational Leadership and Policy from the University of Utah, and more than 31 years of experience as a teacher and educational leader. He began his career at Mount Jordan Middle School, where he taught Earth Science, English and Social Studies. He later taught Advanced Placement Economics, U.S. History and World History at Bingham High School, and served as Principal of Jordan High School and Assistant Principal for Alta High School and Brighton High School. Dowdle has served in the District office for 11 years as Assistant Superintendent. This role has included various leadership responsibilities, including Chief of Staff and Chief Operating Officer. Dr. Dowdle currently serves as the Assistant Superintendent for Curriculum and School Performance.

Lucie Chamberlain

Alta View Elementary

If a movie about super teachers were ever made, Lucie Chamberlain would be a prime candidate for a leading role. Fortunately for her kindergarten students at Alta View Elementary, she already thrives in a supporting role for them. Parents thank her for being a “super teacher.” She is also described as an “amazing colleague.” Whether students need help in the classroom or from home while sick, Lucie goes above and beyond to help them learn, overcome fears, and feel important and cared for. Lucie is the reason a number of kids went from hating school to loving it, according to parents. The way she exudes patience, sweetness, positive energy, and love for her students with special needs melts is appreciated and admired. One parent noted: “Both my kids wish she could be their teacher forever.” Another added:  “She treats every student like their learning and their feelings are her priority.” Super teacher, indeed!

Specialty Schools

High Schools

Elementary Schools

Middle Schools

Americans with Disabilities Act (ADA) Statement

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