Welcome to Hayden Peak Elementary — Home of the Hawks!

Welcome to Hayden Peak Elementary! Since opening our doors in West Jordan in August 1999, Hayden Peak has been committed to creating a safe, welcoming, and engaging learning environment where every student feels valued, supported, and connected.

At Hayden Peak, we believe every child deserves the opportunity to learn, grow, and succeed. Our dedicated teachers and staff work together to provide high-quality instruction, meaningful learning experiences, and the support students need to reach their full potential. Our curriculum aligns with Utah state and Jordan School District standards, and our programs are designed to meet the diverse academic, social, and emotional needs of our students.

A Place to Learn, Grow, and Belong

We want Hayden Peak to be a place where students are excited to come to school each day. In addition to academic achievement, we focus on helping students build confidence, develop positive relationships, demonstrate good character, and discover their individual strengths.

Through our school-wide House System, students and staff have opportunities to build connections across grade levels and strengthen our sense of community. While each house has its own identity, we are united as one Hayden Peak family:

Four Houses. One Family. Together We Soar.

Our School Day

Hayden Peak follows a traditional elementary school calendar. Our first bell rings at 8:25 a.m., with instruction beginning promptly at 8:30 a.m. School dismisses at 3:05 p.m. Monday through Thursday and at 12:30 p.m. on Fridays.

Friday early dismissal provides our teachers with dedicated time to collaborate, analyze student learning, plan instruction, and participate in professional learning—all with the goal of providing the best possible learning experiences for our students.

Supporting the Whole Child

We know that students learn best when they feel safe, cared for, and ready to learn. Nutritious breakfast and lunch options are available each school day, with free and reduced-price meal assistance available to qualifying families.

We encourage our Hawks to come to school each day ready to learn, be actively engaged, treat others with kindness and respect, and take pride in being a member of our school community.

Families Are Our Partners

Strong schools are built through strong partnerships with families. We are grateful for our wonderful PTA, parent volunteers, and community members who generously give their time and talents to support our students and staff.

We encourage families to become involved, attend school activities, volunteer, and stay connected with their child's teacher. For the safety of our students and staff, all visitors and volunteers should check in at the front office when arriving at the school.

Together We Soar

It is a privilege to serve your children and your family. We are proud of the learning, relationships, traditions, and memories that make Hayden Peak such a special place.

Whether you are joining us for the first time or have been part of our community for many years, we are happy to have you as part of the Hayden Peak family.

Welcome to Hayden Peak Elementary—

where every Hawk has a place to belong, an opportunity to grow, and the support to soar!

School-wide Attendance Plan

1. Rationale: Why Attendance Matters

At Hayden Peak Elementary we believe that consistent school attendance is the foundation for academic success, social-emotional growth, and future readiness. Every day a student misses school is a lost opportunity for learning, collaboration, and community building.

Research shows that regular attendance directly correlates with higher reading proficiency, stronger math skills, and increased graduation rates. Conversely, poor attendance patterns established early in a student's academic career can create compounding learning gaps. We are committed to partnering with families to ensure every student is present, engaged, and supported every day in full compliance with Utah State Law.

2. Core Attendance Issues & Definitions

To effectively address attendance barriers, Hayden Peak Elementary recognizes and tracks specific types of absenteeism as defined by district policy and Utah State Law:

Chronic Absenteeism: Defined as missing 10% or more of the academic year for any reason. This includes excused absences, unexcused absences, suspensions, and time missed due to changing schools. Chronic absenteeism focuses on the total amount of lost instructional time.
Truancy: Defined by UCA § 53G-6-201(7)(a) as a condition in which a school-age child, without a valid excuse, is absent for at least half of the instructional day. A student may not be considered truant more than once during a single day.
Tardiness: Arriving to class after the designated start bell.
Valid Excuses: Under state law, a valid excuse includes:
- Illness (physical or mental, regardless of whether medical documentation is provided);
- Mental or behavioral health needs;
- Family death;
- Approved school activities or sanctioned youth events;
- Absences permitted under an IEP or Section 504 accommodation plan;
- Other valid excuses established by local board policy.
Note: Parent acknowledgment alone without an approved statutory reason does not constitute a valid excuse.

3. Shared Roles and Responsibilities

Maximizing student attendance is a collaborative effort requiring commitment from all stakeholders:

Students

Arrive at school and to class on time daily, prepared to learn.
Take initiative to check for and complete make-up work following an absence.
Adhere to school check-in and check-out procedures.

Parents / Legal Guardians

Ensure students arrive at school on time every day.
Notify the school office within five school days of the absence to excuse an absence, providing a valid reason (e.g., illness, family emergency).
Monitor student attendance and academic progress via Skyward.
Partner with school staff to resolve underlying barriers to regular attendance.

Classroom Teachers

Take accurate attendance within the first 10 minutes of the beginning of school.
Create a welcoming, engaging, and safe classroom environment that motivates attendance.
Welcome returning students warmly and provide clear pathways for them to complete make-up work.
Contact parents directly when a student develops an early pattern of absences or tardies

School Administrators

Oversee the implementation of the school-wide attendance plan.
Conduct regular reviews of student attendance data to identify students at risk of chronic absenteeism.
Review school-wide and individual student attendance data.
Ensure timely communication with parents regarding attendance concerns.
Collaborate with the multi-disciplinary team to deploy appropriate interventions and community resources.
Submit this attendance plan annually to the respective Administrator of Schools for review and approval.

4. Attendance Management Procedures

Situation	Procedure / Requirement
Illness & Medical	Parents must notify the main office on the day of the absence.
Check-In (Late Arrival)	Students arriving late must report to the front office to receive a check-in/tardy slip before heading to class.
Check-Out (Early Departure)	A parent/guardian or an authorized adult on the emergency card (with parent permission) must physically sign the student out at the front office. Students will not be released to walk home alone early.
School Activity Absences	Absences due to school-sponsored events are marked as "School Activity" and do not count against chronic absenteeism metrics.

Guidelines for Making Up Academic Work

Students are allowed time to make up assignments designated by the teacher..
For extended pre-arranged absences (e.g., family travel), parents must submit a pre-arranged absence form at least one week in advance and complete an Educational Leave Form.

5. Continuum of Interventions & Consequences

Hayden Peak Elementary utilizes a Multi-Tiered System of Supports (MTSS) for attendance, prioritizing positive reinforcement and early intervention, with disciplinary and legal actions reserved as a last resort.

Universal Supports (Tier 1)

Positive Behavior Interventions (PBIS): Implementation of school-wide incentives, rewards, and recognition for excellent or significantly improved attendance.
Clear Expectations: Annual communication of attendance guidelines to all families and annual policy training for all school staff.

Targeted Interventions (Tier 2)

When a student triggers early warning signs for truancy or chronic absenteeism, the school will implement supportive activities designed to build relationships and restore attendance:

Counseling & Mentoring: School counselor may meet with the student to identify and address emotional, social, or academic barriers to attendance.
Attendance Contracts: Collaborative meeting with the student, parent, and administration to create a written attendance support contract.
Schedule/Curriculum Adjustments: If necessary and appropriate for the student's developmental level, the school may modify the student’s academic schedule or curriculum to support the student's needs.
Parent-Proposed Alternatives: Active consideration of legal educational alternatives or accommodations proposed by the parent/guardian.
Resource Provisions: Connecting families with local mental health, transportation, or community support resources.

Intensive Interventions (Tier 3)

Notice of Compulsory Education Violation (Grades 1-6): In accordance with UCA § 53G-6-202, if a student in grades 1 through 6 accumulates five truancies during the school year, the school administrator may issue an official Notice of Compulsory Education Violation to the parent/guardian.
- This notice directs the parent to meet with school administration to discuss attendance barriers and cooperate with the school in securing regular attendance.
- It informs the parent that under state law, it is a Class B misdemeanor to intentionally or without good cause fail to meet with school authorities or fail to prevent further truancies.

AA432 – Student Attendance and Teacher Disclosure Statements