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Juab High School

Juab High School, nominated by Utah State Board of Education, is a high school in Nephi, Utah, that describes itself as a public district school serving learners from a primarily rural area.

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Location Nephi, Utah

Governance Public District School

Grades High

Students 872

Locale Rural

Vice Principal Krystle Bassett

Demographics

Percentage of students*

—

English Learners

30%

Free/Reduced Lunch

8%

Students with Disabilities

African American or Black —

American Indian/Alaska Native —

Asian —

Hawaiian or Pacific Islander —

Hispanic or Latino —

White 99%

2+ Races —

Why Juab High School was nominated

Juab School District is committed to providing flexible, personalized, and blended learning pathways to success for all students characterized by individual student mastery of standards. We have been working in this space for several years, and this year rolled out a standards-based report card for all students, K-12. We also use micro-credentialing as part of our professional learning for educators, offering a system that mirrors what we want our students to experience. We have made several systemic structural changes that support CBE in our district, from improving the master schedule in secondary schools to offering additional professional learning time for our teachers. We have partnered with many outside experts and have served nationally as a expert model of how a traditional school can evolve towards the personalize learning environment. Some of our partners are: EdElements, Digital Promise, Lexington Institute, Bloomboard, iNACOL, League of Innovative Schools, Mastery Connect, and Digital Promise.

Student experience design

Juab High School’s purpose and mission focus on the idea of student empowerment through guiding beliefs and commitments. Juab High School’s guiding commitments are aligned with Juab School District Vision and Mission. One of the key tenets of our school board’s mission and vision is a focus on the whole student. At JHS we have used Portrait of a Graduate and PCBL work to embrace the goal of whole child support. Our students define their own success through the opportunities that we provide at the school. We use a report card that allows us to report by the student, by the standard. There is a consistent throughline from the school mission, our actions and beliefs, and our classroom commitments.

Core Practices

Core Practices Length of Use

Adaptive Learning Software
5+ years

Assessments For Agency And Self-directed Learning
5+ years

All Courses Designed For Inclusion
5+ years

Individual Learning Paths
5+ years

All Practices

Student Advisories

AI For Teacher Productivity

AI-assisted Tutoring

Assessments For Career Readiness

Assessments For Deeper Learning

Assessments For Social-emotional Skills

Blended Learning

Co-leadership

Community And Workforce Partnerships

Family And Community Support Services

Competency/mastery-based Education

Early College High School

Extended Learning Time

Flexible Staffing & Alternative Teaching Roles

Grading Policies Focus On Mastery

Industry-recognized Credentials

Individual Learner Profiles

Mental Health Services

1:1 Mentoring

Multi-tiered System Of Support (MTSS) In Academics

Multi-age Classrooms

Peer To Peer Support

High Quality Instructional Materials

Reallocation Of Resources For Students Most In Need

Restorative Practices

SEL Curriculum

SEL Integration School-wide

Student-led Conferences

Students Access Their Own Data

Student-led Goal Setting

Self-paced Learning

Students Develop Projects

Trauma-informed Practices

Tutoring

Universal Design For Learning

key reasons for innovating

Improve school culture

Increase student agency

Respond to stakeholder demand or advocacy

Date Updated: 4/1/2025

*Canopy profile data is self-reported or sourced from NCES data, then verified by school leaders.