Getting Involved





Getting Involved

Table of Contents

Policy 200.06 – Teacher and Student Success Act (TSSA)



Board Policy

  1. The Board of Education highly values individual teachers and students and is fully committed to individual teacher and student success in each Canyons School District school.
  2. The Board of Education recognizes the value of local site-based school decision making within District’s framework to improve student achievement.
  3. The Board of Education recognizes that in accordance with state law, the Teacher and Student Success Act (TSSA), the Board of Education shall adopt a student success framework to provide guidelines and processes for a school to improve student performance and student academic achievement and that money may be received from the Utah State Board of Education (USBE) in accordance with the state law §53G-7-1303 for District and individual school allocation.
  4. The Board of Education recognizes its responsibility to annually review individual school teacher and student success plans in accordance with the Board’s adopted framework.
  5. The Board authorizes the Superintendent and District Administration to develop administrative regulations consistent with this policy, subject to review and approval by the Board, consistent with this policy. 




For purpose of this policy, the following definitions apply:  

  1. “LAND trust plan”:  means a school’s plan to use School LAND Trust Program money to implement a component of the school’s success plan.  
  2. “Principal”:  means the chief administrator at a school.  
  3. “School allocation”: means the amount of money allocated to a school or by the Board of Education as outlined in §53G-7-1304.
  4. “Statewide accountability system”: means the statewide school accountability system described in Title 53E, Chapter 5, Part 2, School Accountability System.
  5. “Teacher and student success plan” or “success plan”:  means a school performance and student achievement plan as outlined in §53G-7-1305.
    1. The plan is developed by a school principal in accordance with the Board of Education’s student success framework for the school.   The plan will integrate school specific goals and criteria for improving the school’s performance within the state accountability system, or if the school has a turnaround plan, in accordance with the school’s turn around plan.   The plan is submitted to the Board of Education for annual review.



Board of Education Student Success Framework

The Board of Education’s Development of a Student Success Framework

  1. In accordance with the Teacher Student Success Act (TSSA), the Board of Education may include in the student success framework any means reasonably designed to improve school performance or student academic achievement, including:
    1. school personnel stipends for taking on additional responsibility outside of a typical work assignment;
    2. professional learning;
    3. additional school employees, including counselors, social workers, mental healthworkers, tutors, media specialists, information technology specialists, or other specialists;
    4. technology;
    5. before-or after-school programs; summer school programs;
    6. community support programs or partnerships;
    7. early childhood education;
    8. class size reduction strategies;
    9. augmentation of existing programs;
    10. or other means.
  2. The Board of Education may not support the use of program money:
    1. to supplant funding for existing public education programs;
    2. for district administration costs; or
    3. for capital expenditures.
  3. The Board of Education Student Success Framework is outlined in Exhibit—1.
  4. The Board of Education may review and update the Framework annually.



Teacher and student success plan; Board approval

Teacher and student success plan development.

  1. The principal of the school shall develop the school’s teacher and student success plan in accordance with the Board of Education’s student success framework.   The plan will integrate school specific goals and criteria for improving the school’s performance within the state accountability system, or if a school has turnaround plan, in accordance with the school’s turnaround plan.
  2. A principal shall solicit input on developing a success plan from:
    1. the school community council;
    2. school level educators;
    3. parents of students at the school; and
    4. school level administrators.
  3. A principal may solicit input on developing a success plan from:
    1. students;
    2. support professionals; or
    3. other community stakeholders.
  4. The principal shall submit a proposed success plan to the Board of Education for approval.
    1. The proposed plan shall include a summary of yearly progress of the previous year’s plan.
  5. Principals who determine to hire staff as part of their student success plan are required to follow approved Canyon School District hiring policies and practices.

    Board approval of a teacher and student success plan.
  6. The Board of Education shall:
    1. annually review each success plan submitted for individuals schools;
      1. in a regularly scheduled Board meeting, and approve or disapprove each submitted success plan; and
      2. upon disapproval of a success plan:
        1. explain in writing the reason for disapproval,
        2. make recommendations for revision; and
        3. allow the principal who submitted the success plan to resubmit a revised plan for review and approval.
  7. The Board of Education shall assist schools in completing the approval process by June 30 of each year.
  8. In the event a school must amend a teacher and student success plan, a school will submit an electronic amendment through the District’s software management system under school plans. The amendment must be approved by the Board of Education in a regularly scheduled Board meeting.



School Receipt of School Allocation

  1. The Board of Education shall allocate a school allocation to a school with a teacher and student success plan that is approved.
  2. Subject to the Board Approved Framework, a school may use up to 5% of the school’s school allocation to fund school personnel retention at the principal’s discretion, not including uniform salary increases.
  3. A school may not use a school allocation for:
    1. capital expenditures;
    2. a purpose that is not supported by the Board’s student success framework.
  4. A school that receives a school allocation shall annually:
    1. submit to the Board a description of:
      1. the budgeted and actual expenditures of the school’s school allocation;
      2. how the expenditures relate to the school’s success plan; and
      3. how the school measures the success of the school’s participation in the program; and
    2. Post on the school’s website:
      1. the school’s approved success plan;
      2. a description of the school’s school allocation budgeted and actual expenditures and how the expenditures help the school’s success plan; and
      3. the school’s current level of performance, according to indicators as outlined in §53E-5-205 or §53E-5-206.



Document History

Revised – 10.19.2021.  Policy 200.6 – Teacher and Student Success Act – Exhibit – 1, Teacher and Student Success Act Framework was updated as follows:  

  • The School Approval Process was retitled to The School Plan Development and Approval Process as Teacher and Student Success Plans (TSSPs) are developed in accordance with state statute.
  • Principals must solicit SCC input from at least two meetings and provide applicable data
  • A school’s TSSP must include a contingency expenditure plan
  • The school’s Teacher and Student Success Plan (TSSP) should be referenced on the school’s website.

Revised – 11.12.2019.  Policy 200.6 – Teacher and Student Success Act was revised to add language to allow for individual schools to amend a teacher and student success plan and receive Board approval for the amendment to the plan.     

Adopted – 5.21.2019.  

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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