District’s DACA Statement

As we embarked upon this school year, we laid the foundation for a learning environment that is positive and inclusive for all students in light of national civil unrest. Some of our staff expressed concerns about the


 social climate and the desire to be effective in creating and maintaining a fair and equitable learning environment for all students, to provide learning opportunities for inclusion and for the celebration of diversity. We remain steadfast to our district focus – the year of Safe and Healthy.   

Yesterday (Sept. 5, 2017), the Department of Homeland Security (DHS) initiated the orderly phase out of the program known as Deferred Action for Childhood Arrivals (DACA). DHS will provide a limited, six-month window during which it will consider certain requests for DACA and for applications for work authorization, under specific parameters. The full memorandum from Acting DHS Secretary Elaine Duke.

We appreciate the empathy and caring our staff are showing in light of this situation and recognize that whether it is this issue or other issues that our nation faces, we must continue to provide an environment that is welcoming to ALL students. Park City School District reaffirms its commitment to provide a physically and emotionally safe environment for all of our students, regardless of race, religion, national origin/ethnicity, color, sex/gender (including sexual orientation and gender identity), pregnancy, age, disability, or any other basis prohibited by applicable law. We hold ourselves accountable to these standards as educators, and we expect our students and staff to adhere to these standards. We will lead by example as we celebrate all students in the district.

Additionally, it is important to review the guidelines that describe responsibilities beholden of a district employee, which are written into district policy and Utah State Code (linked below). Please review these carefully so that you ensure you are upholding these responsibilities as a public employee in Utah.


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