Religious Expression Case Analysis and Rationale Template

Religious Expression Case Analysis and Rationale Template
Part 1: Case Analysis
1. Brief summary of the case:

A committee, which includes a middle school principal, are trying to add a religious
study course to their middle school curriculum. When presenting the case at a school
board meeting, there were community members who are against the addition of a
religious study course into the curriculum.
2. Identify the issues to be resolved:

The problem is where is the boundary between church and state in our public schools,
specifically in matters of curriculum.
3. Stakeholders involved in the issues:

Committee, Principal, School Board, Community members, Students at Laurel Palm
Middle School.
4. One or two existing laws or court rulings that relate to the issues:
Utah State Law- 53G-10-202. Maintaining constitutional freedom in the public schools.
(1) Any instructional activity, performance, or display which includes examination of or

presentations about religion, political or religious thought or expression, or the influence
thereof on music, art, literature, law, politics, history, or any other element of the curriculum,
including the comparative study of religions, which is designed to achieve secular
educational objectives included within the context of a course or activity and conducted in
accordance with applicable rules or policies of the state and LEA governing boards, may be
undertaken in the public schools.
(2) No aspect of cultural heritage, political theory, moral theory, or societal value shall be
included within or excluded from public school curricula for the primary reason that it
affirms, ignores, or denies religious belief, religious doctrine, a religious sect, or the
existence of a spiritual realm or supreme being.
(3) Public schools may not sponsor prayer or religious devotionals.
(4) School officials and employees may not use their positions to endorse, promote, or disparage
a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint.
© 2019. Grand Canyon University. All Rights Reserved. Page 1 of 5

5. District policies that relate to the issues:
Policy 7300- Code of Conduct for Employees and Volunteers - This includes communicating in
a civil manner and not promoting personal opinions, issues, or political positions as part of the
instructional process in a manner inconsistent with the law (Utah Code 53G-10-202).
6. Possible solutions to the issues:

a. Adopt the curriculum-once board approves
b. Do not adopt the curriculum-do not promote or present the religious studies
curriculum
c. Adopt the curriculum with specifications such as: (options listed below)
 Syllabus for courses/programs is shared as public knowledge or shared with concerned
stakeholders
 Research is shared about how religion is already taught in schools as “Religion may be
presented as part of a public educational program, with the goal of teaching students
about the role of religion in the historical, cultural, economic and social development of
the United Stated and other nations, and instilling understanding, tolerance and respect.
Religion must be discussed in a neutral, objective, balanced and factual manner.”
(Washington office of superintendent of public instruction, n.d.)
 Explanation that the curriculum's approach may not be devotional or doctrinal, nor have
the effect of promoting or inhibiting religion.
7. The solution you choose to resolve the issues:

 C. Present the curriculum-with above listed accommodations.
8. Action steps (2-5) for implementing your solution, including a timeline for each step:
i. My steps would be, hear both sides, provide data and research, provide
public with syllabus/course study for students, make the class elective and
not mandatory, and let the board vote if they want to implement it in my
school.
b. Provide data/research to board, along with curriculum syllabus (scope and
sequence) minimum 2 weeks for board to go over decision
c. Provide Q & A sessions for stakeholders who feel need more information about
the curriculum. Let them know their options. (2 evenings of meetings)
d. If accepted by the school board, provide trainings for staff prior to teaching
(Summer collaboration 2-5 days)
e. Implement program next school calendar year.

9. Potential moral and legal consequences of the solution:
a. Push back from the community
b. Loss of “reputation” in the community/school/district
c. Loss of students (parents not sending kids to your school-school choice)
Part 2: Rationale
Regardless of my own personal feelings for or against this situation, the law states that
schools can teach about religion but what you have to be careful with is the how it is taught. For
example Utah Law states, “employees may not use their positions to endorse, promote, or
disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or
viewpoint.” (Utah State Legislature, 2019) But it does state that there can be religious courses. I
also felt very strongly that the curriculum be optional, especially in a middle school where
students already are choosing what courses they want to take and how they are directing their
lives. With the concept that this curriculum not be mandatory, it also is supported by the First
Amendment; where students have the right to choose and express themselves and their desires.
Support the case analysis with a 500-750 word rationale explaining the solution you chose and
how that solution:
 Supports the school’s vision and mission and safeguards the values of democracy, equity,
and diversity.
 Promotes social justice and ensures that individual student needs inform all aspects of
schooling.
 Promotes collaboration, trust, learning, and high expectations.
Cite the case and any other source documents as appropriate.

Religion may be presented as part of a public educational program, with the goal of
teaching students about the role of religion in the historical, cultural, economic and
social development of the United Stated and other nations, and instilling
understanding, tolerance and respect. Religion must be discussed in a neutral,
objective, balanced and factual manner.
The curriculum's approach may not be devotional or doctrinal, nor have the effect of
promoting or inhibiting religion.
References
Cornell Law School. (n.d.). First Amendment. Retrieved March 14, 2022, from
https://www.law.cornell.edu/wex/first_amendment
National Policy Board for Educational Administration. (2015). Professional Standards for
Educational Leaders. https://www.npbea.org/wp-content/uploads/2017/06/Professional-
Standards-for-Educational-Leaders_2015.pdf
Utah State Legislature. (2019, May 14). Utah Code. Retrieved March 14, 2022, from
https://le.utah.gov/xcode/Title53G/Chapter10/53G-10-S202.html#:~:text=Public
%20schools%20may%20not%20sponsor%20prayer%20or%20religious
%20devotionals.&text=School%20officials%20and%20employees%20may,or
%20atheistic%20belief%20or%20viewpoint.
Washington Office of Superintendent of Public Instruction. (n.d.). Religion in Schools. Retrieved
March 14, 2021, from
https://www.k12.wa.us/policy-funding/equity-and-civil-rights/information-families-civil-
rights-washington-schools/religion-schools


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Religious Expression Case Analysis and Rationale Template

Part 1: Case Analysis

1. Brief summary of the case:

2. Identify the issues to be resolved:

3. Stakeholders involved in the issues:

(1) Any instructional activity, performance, or display which includes examination of or

© 2019. Grand Canyon University. All Rights Reserved. Page 1 of 5

6. Possible solutions to the issues:

7. The solution you choose to resolve the issues:

© 2019. Grand Canyon University. All Rights Reserved. Page 2 of 5

disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or

Cite the case and any other source documents as appropriate.

© 2019. Grand Canyon University. All Rights Reserved. Page 3 of 5

Educational Leaders. https://www.npbea.org/wp-content/uploads/2017/06/Professional-

Washington Office of Superintendent of Public Instruction. (n.d.). Religion in Schools. Retrieved

March 14, 2021, from

© 2019. Grand Canyon University. All Rights Reserved. Page 4 of 5

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