Last modified: January 15, 2025

Parent and Student Handbook 2024 2025

Canyon Crest Elementary School follows all Provo City School District (PCSD) policies and procedures. You can find PCSD policies and procedures on the district website below.

• Provo City Schoool District Policies and Procedures

The Canyon Crest Elementary School Parent and Student Handbook is a dynamic working document that will be updated throughout the school year.

Students are routinely taught to speak with a trusted adult, such as a parent and a teacher, if they are targeted by bullying or witness bullying. 

A common phrase we use with students is “Stop, Walk, Talk,” which means

1. Tell the offender to stop the behavior
2. Walk away from the offender, and
3. Talk to an adult about what happened.

We follow our district’s policies.  To learn more about these policies, please select the links below.

• Policy No. 3320 Prohibition of Bullying, Harassment Hazing, and Retaliation
• Policy No. 3310 Safe Schools
• Policy No. 3214 Non-Discrimination and Sexual Harassment
• Policy No. 3235 Student Threat Assessment

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Discipline

Discipline interventions, or consequences for poor behavior outcomes, are implemented as an opportunity for students to learn acceptable behavior.  Each discipline situation is nuanced and treated with a high level of care.  There are many factors that are considered when implementing discipline interventions including, but not limited to:

• Is the offense a low-level offense (minor) or high-level offense (major)?*
• Is this the first occurrence or is there a pattern of this behavior?
• Does the student have a disability?
• Are there cultural differences to consider?
• What is the developmental age of the student (e.g., grade level)?

*An example of a low-level offense might be disrupting the flow of instruction in the classroom by calling out.  An example of a high-level offense might be making targeted and direct threats to harm another.  Our district has a Levels of Behavior Chart that schools use to guide our decision-making regarding low-level and high-level offenses.  A parent is more than welcome to review this chart with a school administrator by setting up an appointment.

For most discipline interventions, we try to use a progressive discipline approach, starting with minor interventions and increasing the intensity of the interventions overtime if the poor behavior outcomes persist.  To the extent possible, we try to have most discipline interventions occur within the classroom so as to not remove students from instruction.

When determining what discipline interventions to implement, there is often an investigation process to gather information if the reported behavior was not observed by an adult staff member.  After gathering information, the school administration will make a determination regarding discipline interventions.

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Academics

School Improvement Plan Goals

• SIP Goal – ELA – By May 2025, Canyon Crest students will increase proficiency by at least 3% according to the RISE ELA assessment.
• SIP Goal – Math – By May 2025, Canyon Crest students will increase proficiency by at least 5% according to the RISE Math assessment.
• SIP Goal – PBIS – By May 2025, at least 90% of students can describe at least one example of what ROAR behavior looks like in the classroom, hallway, bathroom, cafeteria, and playground.

Curriculum Overview

Canyon Crest uses the Utah State Board of Education approved state standards for K12 education to direct instruction.  The state standards can be found at the following links:

Grading

Standards reports are a quarterly method of grading student progress that focuses on student learning. Scores are based on a student’s demonstrated understanding of each Utah core standard. Standards reports will be shared with parents/guardians either at SEPs or sent home at the end of each quarter.

Teachers base each quarter’s scores only on standards indicated in the pacing guides for that term. Q1 Standards Report scores reflect student learning of Q1 standards, Q2 Standards Report scores reflect student learning of Q2 standards, and so forth.

For a student to earn a standard score of 4, he/she needs to have achieved mastery of ALL standards indicated on the pacing guide for that term. If a student has achieved mastery on some of the standards, then the teacher needs to decide if a 2 or 3 is the more appropriate score. A 3 would be given if the student was very close to mastery on all of the standards; a 2 would be given if a significant number of standards are not yet mastered. The standards report grading scale is as follows:

• 4 = Meets grade level standard
• 3 = Near grade level standard
• 2 = Below grade level standard
• 1 = Well below grade level standard
• NYT = Not yet taught

Homework

Homework is an opportunity for students to practice skills and knowledge to maintain and extend learning that occurred in school. Each teacher has their own approach to homework. If parents have questions, they should contact their child’s teacher.

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Intervention

Every child learns differently, and some may need extra support to reach their full potential. Our intervention program is built to address those specific needs, helping students who may need more time or different approaches to grasp certain math or reading skills.

At Canyon Crest, we follow the PCSD framework for Reading and Math Interventions.

Reading

Our intervention team consists of administration, school instructional coach, classroom teachers, MTSS Reading Teacher (K-3), and a team of specially trained interventionists who deliver instruction based on the results of these assessments.

Intervention groups are evaluated each week to determine effectiveness, and changes are made based on student performance outcomes on skills assessments as well as Acadience progress monitoring.

Each grade level focuses on this reading specialized instruction Monday-Thursday for 30 minutes.

Math

Our intervention team consists of administration, school instructional coach, classroom teachers, MTSS Math Teacher (4-6), and a team of specially trained interventionists who deliver instruction based on the results of these assessments.

Intervention groups are evaluated each week to determine effectiveness, and changes are made based on student performance outcomes on skills assessments.

Each grade level focuses on this specialized math instruction Monday-Thursday for 30 minutes.

Specialties

Specialty classes expose students to a variety of disciplines and learning opportunities. The specialty classes at Canyon Crest include the following:

• Visual Art
• Library
• Music
• Physical Education
• Band (6th Grade option only)
• Orchestra (6th Grade option only)

Students will attend specialty classes four days a week, Monday through Thursday. Specialty classes are 40 minutes in length. A description of the specialty courses is included below.

Visual Art and Music (including Band and Orchestra)

A well-rounded education includes the arts. The fine arts provide a place for students to explore new ideas, take appropriate risks, creatively problem solve, collaborate, develop aesthetic awareness, explore the world and other cultures, and to express oneself. The Utah Core standards are organized into strands, which represent significant areas of learning within content areas. The Fine Arts have four strands:

• Create – Conceptualize, generate, develop and organize artistic ideas. Refine through persistence, reflection, and evaluation.
• Perform/Present/Produce – Analyze, interpret, and select artistic work. Develop techniques and concepts to refine work and express meaning through presentation.
• Respond – Perceive, analyze, interpret, articulate, and evaluate work and process.
• Connect – Synthesize and relate knowledge with personal meaning relating to societal, cultural, and historical context.

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Library

The school library program is critical to the learning process and student academic success. The necessary skills for college and career-ready students include being literate in a wide range of digital, visual, textual, and technological formats. Students need to be able to access, evaluate, and process information strategically and methodically in order to make informed decisions and create products involving critical thinking skills. Library Specialty provides research- and inquiry-based instruction in order to develop the students’ ability to find and use information to support their academic learning and personal development. Effective library instruction has three strands:

• Reading Engagement – Reading engagement is a foundational skill for learning, personal growth, and enjoyment. The degree to which students can read and understand text in all formats and all contexts is a key indicator of success in school and in life. The goal is to actively promote reading and provide equitable access to literary and informational texts in a variety of subjects, genres, and formats. The standards facilitate the acquisition of tools, knowledge, and skills to allow every student to read for interpretation and the development of new understandings.
• Information and Research – Through engagement in the research process, students will apply critical thinking skills (e.g., analysis, evaluation, organization, synthesis) to draw conclusions and construct new understandings. Additionally, students will engage in research processes (e.g., inquiry-based, information problem solving). Such experiences will develop student self-confidence in solving problems in an environment where information resources and technologies are increasingly complex.
• Media Literacy – Media literacy is the competent application of literacy skills to media and technology messages. Its goal is to help students develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators, and active, digital citizens in today’s world. By learning the standards and objectives, students will acquire an understanding of the elements, construction, and potential impact of media messages while learning to make informed choices in the use of media. Through collaboration with classroom teachers, these standards can be integrated into curricular units throughout a wide range of subjects to ensure students are equipped with these essential 21st-century skills.

Physical Education

The goal of physical education is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. Research tells us that students who are physically active have higher self-confidence and more active synapses in the brain, experience a decrease in chronic illnesses, and are less likely to be absent from school. Such students are ready for career and college success. Time given to physical activity in school must not only be incorporated, but also be of the highest quality.

The Physical Education Core utilizes appropriate instructional practices to develop competence and confidence in a variety of lifetime activities and movement forms, including sports, dance, outdoor recreation, and physical fitness. The emphasis is on providing success and enjoyment for all students. Knowledge of the relationship between proper nutrition and a consistent fitness regimen is the common thread running through the core. Students develop life skills through cooperative and competitive activity participation and learn the value of a physically active life.

Dual Language Immersion

Utah’s Dual Language Immersion (DLI) program offers a rich bilingual experience for young learners when their minds are developmentally best able to acquire a second language.

Instruction is divided between two classrooms:

• One English (around 50% of the school day)
• One in the Second or Target Language – Spanish (around 50% of the school day)

The following are possible benefits of participating in DLI:

• Second Language Skills: DLI students may achieve proficiency in the second or target language.
• Improved Performance on Standardized Tests: DLI students may perform as well as or better than non-immersion students on standardized tests of English and math administered in English.
• Enhanced Cognitive Skills: DLI students may develop skills such as cognitive flexibility, attention control, memory, and problem solving.
• Increased Cultural Sensitivity: DLI students may be aware of and show positive attitudes towards other cultures and an appreciation of other people.
• Long Term Benefits: DLI students may be prepared for the global community and job markets where a second language is an asset.

The Utah DLI program objectives include:

• Maximize students’ second language proficiency
• Provide a rich academic environment in both first and second language
• Develop students’ ability to work successfully in multiple cultural settings
• Offer a rich, culturally diverse experience for the entire school community

The DLI program focuses on the following core instruction areas:

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Who can participate?

The immersion program seeks to enroll students of varying backgrounds and all ability levels. Applications are open to all students entering first grade. Parents are encouraged to make the best decision for their child. If parents have questions, they are more than welcome to reach out to the school principal, Dr. Sean Edwards, and assistant principal, Mrs. Christine Whatcott, for more information.

How can I enroll my child in the 1st grade DLI program?

Families with incoming 1st grade students should submit a Dual Language Immersion Application per the application window published by Provo City School District’s Student Services Department. Students who live outside the school boundaries will be prompted to fill out the Open Enrollment Application that is within the DLI application. If you have questions, call the Student Services Department at (801) 374-4838. Students with siblings currently in dual language immersion are still required to submit an application. Please note that there is limited space available and there have been years where we have had to close the application process due to seats being filled quickly.

How can I enroll my child in the 2nd-6th grade DLI program?

Parents of students in 2nd through 6th grade should contact the school principal, Dr. Sean Edwards, and assistant principal, Mrs. Christine Whatcott, to arrange a meeting to discuss the request to enroll a child in the DLI program after 1st grade. These situations are handled on a case-by-case basis pending availability within the program.

What are the parent responsibilities?

• Commit to long-term participation in the immersion program throughout elementary, middle, and high school (to the greatest extent possible).
• Commit to regular and punctual student school attendance.
• Develop an understanding of immersion education.
• Read in English for 20 minutes daily.
• Encourage the use of the target language (Spanish) outside of school.
• Provide community support and, when possible, volunteer.
• Enjoy the challenges; celebrate the results.

Canyon Crest implements an A/B Calendar for DLI students. On A Days, DLI students start the day in their assigned homeroom teacher’s class. On B Days, DLI students start the day in the other DLI teacher’s class. For example, if John has Mstra. Jorgensen for his assigned homeroom teacher, he will start in her class on A Days. On B Days, John will start the day in Mrs. Kinsey’s class (the other DLI teacher).

Starting in 3rd Grade, DLI students begin taking the ACTFL Assessment of Performance towards Proficiency in Languages (AAPPL) assessment to determine their Spanish language proficiency outcomes:

• 3rd Grade – Assessed in Speaking
• 4th Grade – Assessed in Reading, Listening, and Writing
• 5th Grade – Assessed in Speaking
• 6th Grade – Assessed in Reading, Listening, and Writing

If you have any questions about the AAPPL assessment, please contact your child’s DLI Spanish Teacher.

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Special Education

Special Education services are provided to students who have a disability as defined by the Individuals with Disabilities Education Act – 2004 (IDEA) and, per a team decision, require specially designed instruction and/or related services to access education.

Canyon Crest Elementary School follows and adheres to the Utah State Board of Education Special Education Rules and Regulations.

• Special Education Rules and Regulations.

Students are typically referred for an evaluation to determine eligibility for special education services by the students’ parents or an educator. These referrals or requests to determine eligibility for special education services must be submitted to the school principal. Once a referral or request is submitted, the process is generally as follows:

1. Request additional information, data, anecdotal notes, and input as needed from parents, teachers, etc.
2. The request is brought before our school’s Student Success Team (SST), which includes administrators, instructional coach, social worker, school psychologist, special education teachers, general education teachers (as needed), and a district family advocate. The SST reviews the request, including the data, to make a recommendation to the principal regarding whether or not to try different interventions or proceed with the referral for an evaluation to determine eligibility for special education services.
3. The principal contacts the parents to provide an update regarding the SST’s recommendation. If moving forward with the referral process, the principal will complete the referral form with parents and submit it to the special education teacher leader.
4. The special education teacher leader will generate a permission to test form after receiving the referral form. The permission to test form will be sent home with the student for parents to review and sign (if in agreement).
5. Once the permission to test form is signed and returned, the school has forty-five (45) school days to complete the evaluation process and hold a meeting with parents, general education teacher(s), administration, special education teacher, and related service providers (as needed) to review evaluation results and determine eligibility for a disability classification.
6. If the team decides from this meeting that the student qualifies for a classification under IDEA and requires specially designed instruction and/or related services, the team will work collaboratively to develop an individualized education program (IEP).

An IEP is a formal, legal document that supports a student with disabilities. It addresses the following, including, but not limited to:

• Student Demographic Information
• Procedural Safeguards
• Present Levels of Academic Achievement and Functional Performance
• Special Factors to Consider
• Measurable Annual Goals
• Service Times
• Accommodations
• Participation in State/District Assessments
• Participation in General Education Curriculum
• Extended School Year
• Team Signatures
• At the secondary level, IEPs also address Transition and Graduation

An important provision of IDEA is to ensure students with disabilities receive education in their least restrictive environment (LRE). It is our goal to provide students with the opportunity to learn in their LRE, which is decided collaboratively with the IEP team.

It is important to note that parents of students with disabilities and students with disabilities have procedural safeguards. 

• Procedural Safeguards.

The following are possible related services that students with IEPs may have access to as determined by the IEP team:

• Communication Services
• School Psych Services
• Occupational Therapy Services
• Physical Therapy Services
• Adapted Physical Education Services

Parents should contact the school principal if they have any questions about special education. Parents of students with existing IEPs can contact the school’s special education teacher leader or their child’s special education case manager with any questions.

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504 Services

Section 504 of the Rehabilitation Act provides direction to identify, evaluate, and provide appropriate educational services for students who have a disability that substantially limits a major life activity (such as learning), which impacts their ability to access education. “No qualified individual with disabilities shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”

Section 504 protects persons from discrimination based upon their disability status. A person is disabled within the definition of Section 504 if he or she:

• Has a mental or physical impairment which substantially limits one or more of such person’s major life activities;
• Has a record of such impairments; or
• Is regarded as having such impairment.

Multilingual Learner (ML) Services

Title III of the Elementary and Secondary Education Act provides financial assistance to local education agencies (LEAs) and schools to:

• Help ensure that English Learners/Multilingual Learners (ELs/MLs), including immigrant children and youth, attain English proficiency.
• Ensure all English learners, including immigrant children and youth, can meet the same challenging state academic standards that all children are expected to meet.
• Assist teachers, principals, and other educational leaders to develop and enhance their capacity to establish, implement, and sustain effective language instruction educational programs designed to assist in teaching English learners, including immigrant children and youth.
• Promote parental, family, and community participation in language instruction educational programs for parents, families, and communities of English learners, including immigrant children and youth.

Schools are expected to identify, assess, and provide appropriate services for ML students. One of the preliminary identification procedures includes the Home Language Survey (HLS). The HLS is included on the school registration form and is completed online by the parent/guardian when a student is registered. The HLS does not identify the student as an English learner. Rather, its purpose is to identify those students who may be potentially designated as English learners so that each student can be assessed in the domains of listening, speaking, reading, and writing.

When a parent or guardian responds to any of the following HLS questions listing a language other than English, the EL Supervisor at the school will work with the parent and Title III Department to determine if the student should be assessed to determine if they qualify for English language support services:

• What is the primary language used in the home, regardless of the language spoken by the student?
• What is the language most often spoken by the student?
• What is the language that the student first acquired?
• What language do you prefer for school-to-home information?
• Does your family come from a refugee background?

Purposes of the Home Language Survey:

• Identifies a student whose home language is not English.
• Identifies a student who may be tested on the skills of listening, speaking, reading, and writing in English because a language other than English is spoken in the home.

The English proficiency assessment determines if the student needs language support services along with the regular educational program. The student is entitled to these language support services as a civil right.

School Responsibilities:

• At registration, the questions on the Home Language Survey are required to be answered. The school registrar should ensure parents understand the questions.
• Students must be tested for services within the first 30 days of the school year or within two weeks of entry into the school, if after the first 30 days.

Once a school identifies a student for assessment and receives permission from the Title III Department at the district office, testing will be administered by a staff member at the school who has completed the necessary training and certifications for the appropriate assessments. This testing is called WIDA ACCESS testing. The ML Supervisor (assistant principal) is responsible for scoring test data. WIDA screener results will be shared with the teacher and parents if the student is identified as ML. The school will determine the appropriate level of ML services to support the student with language development in the areas of listening, speaking, reading, and writing.

• Pull-out ML intervention and instruction.
• ML instructional support strategies implemented by the classroom teacher during Tier 1 core instruction.

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Health and Safety

Health Services

Our school has a range of health services offered to students. Canyon Crest has a school nurse that is on-site once to twice per week and a health clerk that is on site Monday through Friday. The following information captures some of the health services students have access to:

• Physical Health Services: First aid services, health screenings (vision and hearing), immunization monitoring, and medication administration per student health care plans.
• Health Education: Teachers can request the school nurse and/or health clerk to teach students about the importance of healthy living.
• Develops Individual Health Care Plans: The school nurse and health clerk collaborate with parents, teachers, and administrators to develop health care plans.
• Community Partnerships: The school nurse and health clerk connect parents with community resources such as Utah County Department of Health and Wasatch Mental Health.
• Emergency Preparedness: The school nurse and health clerk support emergency preparedness, facilitate trainings and drills, and keep emergency supplies updated.

More information about health services can be found at the following link: Health Services.

Emergency Procedures

Provo City School District has adopted the I Love You Guys Foundation standard response protocols for emergency situations. Students and faculty/staff practice at least one protocol each month. The protocols include the following:

• Hold: Students and staff remain in their classrooms or stay out of access areas during situations like hallway altercations or medical emergencies.
• Secure: Used when there is a threat outside the school building, such as nearby violence or a dangerous animal.
• Lockdown: Used when there is a threat inside the school building, such as an intruder or active assailant.
• Evacuate: Used to move people for safety reasons, such as during gas leaks, fires, or bomb threats.
• Shelter: Used for specific protective actions during threats like tornadoes, earthquakes, or hazardous materials situations.

Additional information about the emergency procedures are below:

• The Standard Response Protocol.

Provo City School District has also published the following information about emergency procedures:

• Emergency Situations Procedures.

Please Note: Canyon Crest also has a Safety and Emergency Management Plan that outlines specific procedures and details. This information is released and shared on a need-to-know basis because it includes sensitive information such as reunification sites, individual student care plans, faculty/staff contact information, and other sensitive information.

Student Safety

To improve and enhance student safety, Canyon Crest has also implemented various safety measures, included, but not limited to:

• Visitor Management System and Secure Vestibule: All visitors, including parents, are required to check-in using the visitor management system located in the secure vestibule. Visitors must bring a valid ID (such as a driver’s license) in order to check-in. The secure vestibule doors remain locked and/or guarded during school hours.
• Exterior Doors Remain Locked: All exterior doors should be locked during school hours. Instruction has been provided to students and faculty/staff to never prop exterior doors open during school hours.
• Drop-Off and Pick-Up Procedures: We ask parents and guardians to drop-off and pick-up students from the far right (east-most) lane.
• Safety Trainings: Students receive safety trainings in their classrooms about internet safety, not opening school exterior doors for strangers, what to do if you see a stranger on campus, emergency procedures, and more.
• Gates: Gates leading to the back of the school remain locked during the school day.
• Interior Door Locks: Retrofitting doors so they can lock from the inside.

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Micromobility Vehicles

A micromobility vehicle is any small, low-speed, human- or electric-powered transportation device, including bicycles, scooters, electric-assist bicycles, electric scooters (e-scooters), and other small, lightweight, wheeled conveyances. A pedestrian conveyance is any human-powered device by which a pedestrian may move other than by walking (e.g., roller skates, roller blades, skateboard, non-motorized wheelchairs).

To ensure student safety, unless otherwise approved, students must not use micromobility vehicles or pedestrian conveyances on school grounds, including school sidewalks outside the school building.

The following safety regulations also apply (for those who have been approved to use a micromobility vehicle or pedestrian conveyance while on school campus grounds):

• All users must adhere to traffic laws and regulations while operating micromobility vehicles and pedestrian conveyances on a school campus.
• Pedestrians have the right of way on sidewalks at all times. Anyone riding a device on campus must yield to pedestrians.
• Protective gear, including helmets, must be worn at all times while riding.
• The speed limit for all micromobility vehicles and pedestrian conveyances on a school campus is 10 mph.
• Micromobility vehicles and pedestrian conveyances must be operated in a responsible manner, avoiding reckless or dangerous behavior and demonstrating awareness of surroundings.
• Bicyclists have the same rights as motor vehicles but also must yield to pedestrians.
• All users should remove headphones, AirPods, and earbuds and avoid cell phone distractions while riding on campus.

Parking and Storage

• Designated parking areas for micromobility vehicles and pedestrian conveyances may be provided on the school campus.
• Users must park and store their vehicles in the designated areas only. Parking in non-designated areas is strictly prohibited.

Prohibited Activities

• Riding micromobility vehicles and pedestrian conveyances indoors or in areas not designated for their use.
• Operating micromobility vehicles and pedestrian conveyances under the influence of alcohol or drugs.
• Allowing unauthorized individuals to use micromobility vehicles. Students may not drive golf carts on a school campus unless supervised by a campus employee.

Enforcement

• Report unsafe behavior on sidewalks and school campuses to the school administration.
• Violations of this policy may result in disciplinary action, including warnings, fines, confiscation of vehicles, or other measures deemed necessary by the school administration.
• Repeat violations may lead to more severe disciplinary action, including suspension or revocation of privileges to operate micromobility vehicles and pedestrian conveyances on the school campus.

For more information, please see Provo City School District Policy 7270.

• Use of Micromobility Vehicles and Pedestrian Conveyances on School Campuses

Homemade Foods

Parents are encouraged to provide healthy food options or non-food items to students for birthdays, celebrations, or parties. In accordance with Utah County Food Code (3-201.11 Compliance with Food Law), homemade or home-packaged foods may not be served or sold at school. All foods served or sold at school outside of the school meal programs must be commercially prepared and packaged (never made from home).

For more information, please see Provo City School District Policy 3401 Wellness.

• Policy 3401 Wellness

Communication

School Calendar

Canyon Crest keeps a live, updated school calendar that includes important dates, events, and more, including, but not limited to:

• Monday through Thursday Early Release Dates
• Student, Educator Parent (SEP) Conferences
• Parent Teacher Association (PTA) Meetings
• Extended Day Programming
• Special Events such as Field Day, Graduation, Culture Day, Día de los Niños, Holiday Performances and Activities, STEM Night, STEM Fair, Hearing and Vision Screenings, Picture Day, Reflections, School Fundraisers, and more
• Safety Drills
• Initiatives such as White Ribbon Week, Red Ribbon Week, Sub For Santa, Bike to School Week, and more

This information can be accessed through our school’s Google Calendar. We kindly ask that all parents stay informed by adding the Canyon Crest Google Calendar by going to the following link:

• Canyon Crest Google Calendar (select the “Subscribe to the Canyon Crest Calendar on Google” link)

The A/B calendar for students who participate in the Dual Language Immersion (DLI) program can be accessed at the following link:

• A/B Calendar (see A/B Calendar link on the right-hand side of the screen)

Additionally, Provo City School District calendars can be found at the following link:

• Provo City School District Calendars.

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School Website and Social Media

Canyon Crest strives to keep an updated school website and social media to share important information with stakeholders, including parents. We ask parents to check the school website at least weekly to stay routinely informed. If possible, we also recommend parents follow the school’s Instagram social media pages.

• School Website
• School Instagram
• Principal Instagram

Parents who do not want their child featured on the school website or in social media posts should contact the school’s administrative assistant for more information about how to opt-out of photos.

Extended Day Programming

Program Options

Canyon Crest’s Extended Day Programs provide activities that help children explore and discover new talents and areas of interest that they might not have the opportunity to experience otherwise. In the process, we hope the children will also develop a love for learning as well as valuable skills that will help them succeed throughout life, such as creativity, confidence, self-discipline, the ability to solve problems and work together as a team. The classes provide a safe environment for children to enjoy enrichment activities and to socialize with their peers. Programs are available Monday-Thursday for students in Grades 1 through 6.

Information about the classes offered can be found at the following link:

• Extended Day Program Classes.

The following gives you an idea of some extended day program classes that have been offered at Canyon Crest:

• Art
• Board Games
• Canyon Crest Singers
• Chess Club
• Choir
• Cyber Defenders
• Drama
• Kindness Club and HOPE Squad
• Pickleball – Grades 1-3
• Pickleball – Grades 4-6
• Ukulele

There are no fees for participation in extended day program classes. The school calendar keeps an updated schedule for the days extended day program classes are held

• School Calendar

Please contact the following individuals for more information:

• Kindness Club and HOPE Squad: Michael Blakey (social worker) – michaelbl@provo.edu
• Choir: Lauren Parker (music teacher) – laurenpa@provo.edu
• All Other Extended Day Program Classes: Angela Colton (extended day program coordinator) – angelac@provo.edu

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Participation Requirements

Health and Safety: Illness: A student may not attend the Before/After School Program with any of the following symptoms: Fever over 100°, Discolored Nasal Discharge, Sore Throat, Undiagnosed Rash, Severe Cold, Diarrhea, Inflamed or Watery Eyes, Vomiting, Contagious Illness. Parents and/or emergency contacts will be called to pick up your child if they come with, or develop, any of these symptoms during the day. Parents must come into the school and check out their student in the main office. The child may attend the program again when they are free of symptoms for a 24-hour period. All parents in the program will be notified in writing if their child has been exposed to a contagious illness. When our staff deems that emergency medical attention is necessary, they will call 911 then IMMEDIATELY contact the parent/guardian. After 911 has been called, it is up to the paramedics to decide on the appropriate action and medical care facility. The parent/guardian will be responsible for all medical costs. Provo School District will not be responsible for medical costs.

Technology Use Computer and Network services are provided to students who agree to act in a considerate and responsible manner and in accordance with the Provo School District Electronic Use Policy. Since the use of these services is a privilege and not a right, inappropriate use will result in the loss of these privileges and possibly disciplinary or legal action including criminal prosecution, suspension or expulsion. The Electronic Use Policy can be found at the following link: https://provo.edu/wp-content/uploads/2022/02/4202-Procedure-1-Electronic-Resources-Students-1.pdf

Attendance Consistent and regular attendance will enhance your child’s enjoyment and experience in the program. Please encourage your student to attend every class. Attendance will be taken for enrichment classes. Because of class size limitations, we want to make sure we can serve as many students as possible. If your student does not attend regularly you will be notified by the program instructor. If attendance doesn’t improve your student may be dismissed from the class so another student may fill their spot.

Pick-Up Policy For safety reasons, ONLY those authorized people listed by the parent/guardian on the Registration form will be allowed to pick up any student. If there is a change to these instructions they must be made PRIOR TO THE PICK-UP TIME. In the case of last minute changes, a phone call is acceptable. When a parent/guardian is picking-up a student before the end of an after school class, they must sign out the student at the main office before they can be released to go home. We will only release students according to the Transportation/Pick-up Policy. Students must be picked-up within ten minutes from the time the After School program ends. It is understood that conditions are sometimes beyond one’s control (inclement weather, traffic, etc.) If these conditions arise, it is imperative that parents notify the school and put their emergency pick up plan into effect. Consistent late pick-up (more than 3 times) may jeopardize a student’s continued participation in the program. If we have not been contacted, and parents or emergency contacts cannot be reached by phone, the student will be released to the local police department or social services. For security and safety purposes, program teachers and/or staff are not allowed to give any student a ride home.

Discipline All students are expected to follow these guidelines: All Canyon Crest school rules (ROAR), the Provo City School District Policies, including Safe School Policies, and Computer Use policies. Show respect for other students and teachers. Stay with your before/after school program group. Leave all personal belongings (e.g., phones, hand held video games and music players, etc.) in their backpacks. The school will not take responsibility for lost, damaged or stolen belongings.

Please discuss these guidelines with your students BEFORE they begin in the extended day program class(es). If a student does not abide by the guidelines, they will be given a warning. If they are asked a second time to abide by the rules, they will sit out from the activity for 5 minutes. If behavior has not improved and they are asked a third time to improve behavior, they will sit out for the rest of that day’s program and a parent/guardian will be contacted about their student’s behavior. If misbehavior continues, a conference between the Program Coordinator, class instructor, parent/guardian, and student will be held to discuss ways to improve behavior and actions of the student and to improve staff and student relations. Parents/guardians or students, who have questions or concerns about guidelines and procedures may speak with, or set an appointment with the Program Coordinator at 801-221-9873. Continued behavior problems or failure to follow the guidelines may result in removal from the program.

Parent/Guardian Involvement

Parent Teacher Association (PTA)

Canyon Crest’s Parent Teacher Association (PTA) is made up of dedicated Parents, Teachers, and Staff. As a school, we are incredibly grateful for the service to our students and community the PTA provides. All parents are welcome to join PTA meetings whether they are an official member of the PTA or not. PTA meetings can be identified by accessing the school’s calendar (School Calendar). Generally, PTA meetings are held once per month. Often, a Zoom link is provided via email from the school a few days prior to PTA meetings so those who cannot attend in person can participate virtually.

The following information comes directly from the school’s PTA:

Our mission is to make every child’s potential a reality by encouraging parent, teacher, and community involvement at Canyon Crest and to improve our school by funding and supporting programs that encourage learning and involvement.

The PTA fulfills many important needs at our school. As a PTA we:

• Organize volunteers for our school
• Improve communication
• Raise valuable funds for the school

The PTA is involved in many programs that benefit the health and well-being of the students at Canyon Crest from vision and hearing screenings, to digital safety, science, the arts, and beyond.

Although changes occur every school year, our goal remains the same – to encourage community among our students and families and to support our school with the necessary funding.

Help us make this the best year ever at Canyon Crest by joining PTA today!

• Join PTA

We would also love to have you volunteer to help in any way you can. 

• Volunteer at our school

Questions? Email canyoncrestpta@gmail.com.

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Volunteering

Canyon Crest is grateful for the volunteers that support many school activities, events, and more. In many cases, we would not be able to adequately support or supervise activities such as field trips, field days, and more without the service our volunteers provide. If you have volunteered or are planning to volunteer, we express our immense appreciation for your time and service.

A “volunteer” is a person, whether parent, guardian, or other community member, who donates time and services without pay or other compensation. The different types of volunteers include the following:

• Volunteer “A”: Individuals are given supervised access to students within sight of a District employee or in a public space.
• Volunteer “B”: Individuals may be given approved unsupervised access to students. Requires reference checks and a background check paid for by the school/location.
• Volunteer “C”: Paid volunteers who may be given approved unsupervised access to students. Requires reference checks and a background check paid for by the applicant.

The work of volunteers will supplement and in no way supplant or replace the work of the professional and/or support staff. Volunteers are not to be left alone with a student or students out of sight of an employee without having completed a background check.

To be an approved school volunteer, an individual must read and sign the Provo City School District Approved Volunteers List. A parent signature on the list allows the parent to serve as an official school volunteer throughout the school year identified on the list. Volunteers must sign the list each school year.

Volunteers must acknowledge and agree to the following conditions:

• Adherence to Provo City School District Policy No. 5630 – Volunteers.
• Volunteers are selected and approved at the discretion of the supervising employee.
• Volunteers must follow directives and instructions given by the supervising employee.
• Volunteering is a service, not a right, and may be revoked at any time.
• Confidentiality of student records and information must be maintained.
• Volunteers hold no authority over school or District programs and must adhere to policies and procedures.

For more information about volunteers, please see the following links:

• Policy 5630 – Volunteers
• Policy 5630 Procedure 1 – Volunteers
• Policy 5630 Form 1 – Approved Volunteer
• Policy 5630 Form 2 – Volunteer Agreement
• Policy 5630 Form 3 – Reference Check Form

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School Services

Child Nutrition

Child Nutrition is a critical component of our students’ overall school experience, including learning, holistic development, and health. All students at Canyon Crest have 25 minutes for their lunch block to provide them with the time needed to eat. If students need longer to complete their meal, they are welcome to stay in the cafeteria during their lunch recess time.

The Child Nutrition Department is run through Provo City School District. Its mission is to provide all students with a wide range of safe, nutritious, and freshly prepared meals, including delicious entrées and a variety of fresh fruits and vegetables daily. Child Nutrition strives to enhance student achievement by promoting nutrition, education, and physical activity, ensuring that each student can achieve their highest potential in lifelong learning, health, and well-being.

Useful Links:

• Apply for Free or Reduced Meals
• Pay for School Meals and Add Meal Funds
• School Meal Menus
• Child Nutrition Services

Transportation

Canyon Crest has three (3) buses that transport students to and from school. At school, bus drop-off and pick-up is in the front of the school building just off Canyon Road.

The Transportation Department, run through Provo City School District, aims to transport students safely, efficiently, and positively. It emphasizes kindness and mutual respect, recognizing its role in students’ social, emotional, and moral development.

Useful Links:

• Canyon Crest Boundary Map
• Find Your Bus Route
• Transportation Services

Social Work

Canyon Crest has one (1) full-time social worker providing services to students and families. School social workers support students’ emotional well-being, academic performance, and overall safety.

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Services Include:

• Crisis management, including assessing for safety
• Assessing students for support systems and emotional functioning
• Providing therapeutic services on a case-by-case basis
• Coordinating with parents and conducting home visits
• Advocating for student success and wellness
• Facilitating groups and clubs, such as Kindness Club, HOPE Squad, and Emotional Regulation
• Social Worker FAQ.

Library

The Canyon Crest School Library and Media Center provide a welcoming space where students can explore, create, and learn. The library offers a variety of books, digital resources, and multimedia materials to support literacy, research, and educational growth.

Students visit the library at least once per week during their scheduled Library Specialty time. Library instruction focuses on three strands:

• Reading Engagement: Promotes reading for learning and enjoyment while providing equitable access to diverse texts.
• Information and Research: Develops critical thinking skills through inquiry and research processes.
• Media Literacy: Teaches students to evaluate and create digital and media content responsibly.

Students are encouraged to read independently at home for at least 20 minutes daily and are expected to return borrowed books on time. Families may be responsible for replacing lost or damaged items.

Book fairs are held throughout the year, including community events like “Donuts and Grown-Ups.” Book fair dates can be found on the school’s calendar: School Calendar.

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Technology

At Canyon Crest, we believe technology is a powerful tool for learning, exploration, and creativity. An important 21st-century skill for students to develop is technology literacy and responsible technology stewardship.

Students are expected to use all technology devices, including school-provided equipment (such as Chromebooks), in a respectful, ethical, and appropriate manner. This includes:

• Following Provo City School District guidelines
• Accessing only age-appropriate content
• Protecting personal information
• Interacting kindly and respectfully in online and virtual spaces

Digital Citizenship and Technology Use: To support responsible technology use, we teach digital citizenship skills such as:

• Online Safety: Understanding how to protect personal information and avoid unsafe or inappropriate content.
• Respectful Communication: Practicing kindness and respect when interacting with others online.
• Ethical Use: Avoiding plagiarism, respecting copyrights, and only using technology for its intended purposes.

Our internet safety and technology stewardship program includes lessons taught by classroom teachers and an in-class or in-person assembly once per year. These resources are provided by the Net Positive organization. 

• Learn more about Net Positive

Provo City School District outlines acceptable and unacceptable network use for students. Acceptable uses include:

• Creation of files, projects, and other content in support of educational research
• Participation in educational blogs, wikis, and social networking groups
• Online publication of educational material with parental permission
• Accessing cloud resources, such as email and educational services

Unacceptable uses include:

• Downloading unauthorized applications, games, or files
• Using devices for personal gain or commercial solicitation
• Accessing inappropriate content
• Engaging in cyberbullying or other harmful behaviors
• Violating copyright laws
• Sharing passwords or granting unauthorized access
• Physically damaging devices or altering system configurations

Electronic Devices Policy: Provo City School District Policy 4200 outlines restrictions for personal devices, such as cell phones and smartwatches. Elementary students are not permitted to use devices during school hours. Violations may result in disciplinary action. For more details, see:

• Policy 4202 – Electronic Resources
• Policy 4202 Procedure 1 – Electronic Resources
• Policy 4200 – Electronic Device Restrictions

To enhance safety, Provo City School District uses Bark for Schools to monitor digital activity for potential risks.

• Learn more about Bark for Schools

Parents can also contact Provo City School District’s Technology Department for additional support and resources, such as the Blocksi platform to manage Chromebooks at home.

• Technology Support

Feedback and Concerns

In the spirit of continuous improvement, we appreciate the feedback and concerns that stakeholders, including parents, share with us. To share feedback or report concerns at Canyon Crest Elementary, we suggest the following approach:

1. Communicate with the individual to share direct feedback: Start by discussing the concern directly with the individual (e.g., your child’s teacher). Open and respectful communication is key to finding a solution together. It always helps when the individual can understand the perspective of parents and students.
2. Contact a member of the administrative team: If further support is needed after speaking with the individual, reach out to the school’s administrative team. They are available to assist in addressing your concerns and ensuring a positive outcome for your child’s learning experience.

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