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Dysart Unified School District #89
PROCEDURES
With the adoption of the Strategic Plan on December 10, 2008, the Governing Board
established a model of governance, Policy Governance. This model of board governance
focuses Board work on policy decisions that direct the Superintendent who acts as chief
executive officer.
 Policies are principles adopted by the Board based on mission and vision which focuses
on desired end results for the organization.
The state and federal governments at times require governing boards to make detailed
rules, or the Governing Board may decide that such rules are necessary. In spite of
the detailed nature of such rules, once adopted by the Board they become policy.
 Procedures are the detailed directions developed by the Superintendent, Chief
Executive Officer, to implement policy. Procedures tell how, by whom, where, and
when things are to be done. Checklists, sample documents, forms, and other
informational items are included to assist in implementing policies and/or procedures.
Terminology
Whenever the term Superintendent appears it is to be interpreted as "Superintendent or a
person designated by the Superintendent."
Whenever the term principal appears in this manual it is to be interpreted as "principal or a
person designated by the principal."
Whenever the term District appears in this manual it is to be interpreted as the "Dysart
Unified School District No. 89."
Whenever the terms Board or Governing Board appear in this manual they are to be
interpreted as the "Governing Board of the Dysart Unified School District No. 89."
Whenever the term day appears in this manual it is to be interpreted as any day in which
the District or School Administrative Offices conduct business.
Whenever the term school day appears in this manual it is to be interpreted as any day in
which the students are present for instruction.
Whenever the term parent appears in this manual it is to be interpreted as parent or legal
guardian and the legal guardian is a person to whom custody of the child has been given by
order of a court.
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SECTION 1 - DISTRICT RESULTS AND
FOUNDATIONS
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Section 1.1 – School District Legal Status
PROCEDURES
PROCEDURES
(Legal Description)
DYSART UNIFIED SCHOOL DISTRICT NO. 89
SURPRISE, MARICOPA COUNTY, ARIZONA
Beginning at the Northwest corner of Section 6, Township 4 North, Range 2 West; and
running South twelve miles to the Northwest corner of Section 6, Township 2 North, Range
2 West; thence East seven and one-half miles to the Northeast corner of the Northwest
quarter of Section 5, Township 2 North, Range 1 West; thence one mile South; thence East
four and one-half miles to the southeast corner of Section 1, Township 2 North, Range 1 West;
thence North ten miles to the Northeast corner of Section 24, Township 4 North, Range 1
West; thence West one mile to the Northwest corner of said Section 24, Township 4 North,
Range 1 West; thence South three miles to the Southeast corner of Section 35, Township 4
North, Range 1 West; thence West one and one-half miles to the Northeasterly right-of-way
line of the A.T.S.F.R.R.; thence Northwesterly along said right-of-way line to the intersection
with the North line of Section 19, Township 4 North, Range 1 West; thence East two and
three-fourths miles to the Southeast corner of Section 16, Township 4 North, Range 1 West;
thence North three miles to the Northeast corner of Section 4, Township 4 North, Range 1
West; thence West nine miles to the place of beginning; and also Sun City West Commercial
Core as recorded in Book 216 of Maps, Page 33, in the office of the Maricopa County Recorder,
and that portion of the right-of-way of R. H. Johnson Boulevard between Bell Road and Sun
City West Commercial Core.
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Section 1.3 - Non-Discrimination / Equal Opportunity
PROCEDURES
Compliance
PROCEDURES
Officer
The Compliance Officer is the Executive Director of Human Resources. Any person who
feels unlawfully discriminated against or to have been the victim of unlawful discrimination
by an agent or employee of the District or who knows of such discrimination against another
person should file a complaint with the Compliance Officer. If the Compliance Officer is the
one alleged to have unlawfully discriminated, the complaint shall be filed with the President
of the Board. Complaints to either the Compliance Officer or Board President should be
filed at the following address: Dysart Unified School District No. 89, 15802 N. Parkview
Place, Surprise, AZ 85374 (623) 876-7000.
Complaint
Procedure
Complaints should be filed within sixty (60) calendar days of the incident. To request a
waiver of this timeline, contact the Compliance Officer. If possible, complaints should be
filed in writing on the District's complaint form. If this is not possible, contact the
Compliance Officer.
The District is committed to investigating each complaint and to taking appropriate action
on all confirmed violations of policy. The Compliance Officer shall investigate and document
complaints filed pursuant to this procedure within twenty (20) school days of receipt of the
complaint. Any person filing a complaint can present any relevant evidence or witnesses to
the Compliance Officer and the Compliance Officer will consider this evidence. In
investigating the complaint, the Compliance Officer will maintain confidentiality to the
extent reasonably possible. The District shall also investigate incidents of policy violation
that are raised by the Governing Board, even though no complaint has been made. If the
Compliance Officer or any individual assigned to participate in reviewing a complaint has a
conflict of interest, another individual shall be assigned.
The Compliance Officer will notify the complainant of the results of the investigation in
writing no later than thirty (30) school days after the complaint is filed with the Compliance
Officer.
If the person alleged to have violated policy is a teacher or an administrator, the due process
provisions of the District's Policy Section 7.46 shall apply, except that the supervising
administrator may be assigned to conduct the hearing. In cases of serious misconduct,
dismissal or suspension proceedings in accordance with A.R.S. 15-539 et seq. may be initiated.
The District also may recommend a suspension without pay, dismissal, or impose other
appropriate discipline.
If the person alleged to have violated policy is a support staff employee, the District may
follow due process and impose discipline under Policy Section 7.64 if the evidence so
warrants. The District also may recommend a suspension without pay, dismissal, or impose
other appropriate discipline.
If the person alleged to have violated policy is a student, the District may impose discipline
in accordance with Policy Section(s) 10.42, 10.44 and 10.45. Discipline may include up to in
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school suspension, an out of school suspension, or expulsion as per the relevant District
policies and procedures.
Appeal
Procedure
Either party may appeal the Compliance Officer's decision in writing to the Superintendent
or the Superintendent's designee, for a period of up to twenty (20) calendar days after the
decision is delivered to the parties. If an appeal in writing is not possible, please contact the
Superintendent or the Superintendent's designee to file an appeal. The Superintendent or
the Superintendent’s designee may meet with the complainant and the District
administration in his or her discretion and shall review the record of the items submitted to
the Compliance Officer. The Superintendent or the Superintendent’s designee shall issue a
written decision regarding the appeal no later than thirty (30) school days from the date of
the appeal. The Superintendent’s decision shall be final.
Any timeline mentioned herein can be extended by mutual, written agreement of the parties.
Reference:
1.3.F – Form to file a complaint
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Section 1.3.F – Non-Discrimination/Equal Opportunity
FORMS
FORMS
Form to File Complaint
(To be filed with the compliance officer at the following address:
Executive Director of Human Resources
Dysart Unified School District No. 89,
15802 N. Parkview Place, Surprise, AZ 85374
Please print:
Name ________________________________________ Date ___________________
Address
_______________________________________________________________
Telephone __________ Another phone where you can be reached
During the hours of
E-mail address
__________
____________________________________________________
_________________________________________________________
I wish to complain against:
Name of person, school (department), program, or activity ________________
________________________________________________________________________
________________________________________________________________________
Address
_______________________________________________________________
Specify your complaint by stating the problem as you see it. Describe the incident,
the participants, the background to the incident, and any attempts you have made to
solve the problem. Be sure to note relevant dates, times, and places.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Date of the action against which you are complaining
____________________
If there is anyone who could provide more information regarding this, please list
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name(s), address(es), and telephone number(s).
Name
Address
Telephone Number
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The projected solution
Indicate what you think can and should be done to solve the problem. Be as specific
as possible.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I certify that this information is correct to the best of my knowledge.
____________________________________
Signature of Complainant
The compliance officer shall give one (1) copy to the complainant and shall retain one (1) copy
for the file.
Reference:
Section 1.3 – Policy
Section 1.3.P - Procedure
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Section 1.4 - Sexual Harassment
PROCEDURES
Compliance
PROCEDURES
Officer
The Superintendent shall be the compliance officer. Any person who feels unlawfully
discriminated against or who has been the victim of unlawful discrimination by an agent or
employee of the District or who knows of such discrimination against another person should
file a complaint with the Superintendent. If the Superintendent is the one alleged to have
unlawfully discriminated, the complaint shall be filed with the President of the Board.
Complaint
Procedure
The District is committed to investigating each complaint and to taking appropriate action
on all confirmed violations of policy. The Superintendent shall investigate and document
complaints filed pursuant to this procedure as soon as reasonable. In investigating the
complaint, the Superintendent will maintain confidentiality to the extent reasonably
possible. The Superintendent shall also investigate incidents of policy violation that are
raised by the Governing Board, even though no complaint has been made.
If after the initial investigation the Superintendent has reason to believe that a violation of
policy has occurred, the Superintendent shall determine whether or not to hold an
administrative hearing and/or to recommend bringing the matter before the Board.
If the person alleged to have violated policy is a teacher or an administrator, the due process
provisions of the District's Policy Section 7.46 shall apply, except that the supervising
administrator may be assigned to conduct the hearing. In cases of serious misconduct,
dismissal or suspension proceedings in accordance with A.R.S. 15-539 et seq. may be initiated.
If the person alleged to have violated policy is a support staff employee, the Superintendent
may follow due process and impose discipline under Policy Section 7.64 if the evidence so
warrants. The Superintendent also may recommend a suspension without pay, recommend
dismissal, or impose other appropriate discipline.
If the person alleged to have violated policy is a student, the Superintendent may impose
discipline in accordance with Policy Section(s) 10.42, 10.44 and 10.45.
If the Superintendent's investigation reveals no reasonable cause to believe policy has been
violated, the Superintendent shall so inform the complaining party in writing.
Reference:
1.4.F – Form to file a complaint.
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Section 1.4.F – Sexual Harassment
FORMS
FORMS
SEXUAL
HARASSMENT
COMPLAINT FORM
(To be filed with the compliance officer at)
Office of the Superintendent
Dysart Education Center
15802 N Parkview Pl
Surprise, AZ 85374
Please print:
Name ________________________________________ Date ___________________
Address
_______________________________________________________________
Telephone __________ Another phone where you can be reached
During the hours of
E-mail address
__________
____________________________________________________
_________________________________________________________
I wish to complain against:
Name of person, school (department), program, or activity ________________
________________________________________________________________________
________________________________________________________________________
Address
_______________________________________________________________
Specify your complaint by stating the problem as you see it. Describe the incident,
the participants, the background to the incident, and any attempts you have made to
solve the problem. Be sure to note relevant dates, times, and places.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
Date of the action against which you are complaining
____________________
If there is anyone who could provide more information regarding this, please list
name(s), address(es), and telephone number(s).
Name
Address
Telephone Number
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The projected solution
Indicate what you think can and should be done to solve the problem. Be as specific
as possible.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I certify that this information is correct to the best of my knowledge.
____________________________________
Signature of Complainant
The compliance officer shall give one (1) copy to the complainant and shall retain
one (1) copy for the file.
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SECTION 2 - BOARD GOVERNANCE
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Section 2.9.F – Board Member Conflict of Interest Form
FORMS
FORMS
Report of Governing Board Member
Conflict of Interest
I, _____________________________________________________, do hereby indicate:
1. That I am presently an officer/employee of the Dysart Unified School District;
2. That I (or my relative[s]: _______________________________________________
________________________________________________________) have a substantial interest in
the contract, sale, purchase, or service to or decision by the Dysart Unified School District
No. 89 Governing Board as described below.
3. That I shall refrain from participating in any manner in my capacity as an
employee or officer of Dysart Unified School District in such contract, sale, purchase, service
to, or decision by the Governing Board unless specifically permitted to do so by law.
_____________________________________
Signature
__________________
Date
DESCRIPTION OF CONFLICT:
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Section 2.13.F - Request to Speak to the Governing Board at a
Scheduled Governing Board Meeting
FORMS
FORMS
REQUEST TO ADDRESS THE GOVERNING
BOARD
Please complete and present to the Board Secretary prior to the meeting.
Agenda Item No: __________________ Date: _________________ Time: __________________
Agenda Item Title: ___________________________________________________________________
Note: Before beginning your presentation, please state your name and organization for the
record. Your presentation will be limited to three minutes.
Name: _______________________________________ Phone No.: _________________________
Organization ________________________________________________________________________
Comment: __________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Section 2.17.P - Agenda Preparation and Dissemination
PROCEDURES
Governing
Board
PROCEDURES
Meeting
Agenda
The agenda shall list the specific matters to be discussed, considered or decided at the
meeting. The Governing Board may discuss, consider or make decisions only on matters
listed on the agenda.
Form 2.17.F shall be used by Governing Board Members to request agenda items.
Executive
Sessions
An executive session may be scheduled, as necessary, during either a regular or special
meeting.
When an executive session is to be held, the notice must state the specific provision of law
authorizing the executive session. The Board may vote to hold an executive session for the
purpose of obtaining legal advice from the Board’s attorney on any matter listed on the
agenda pursuant to A.R.S. 38-431.03(A)(3).
Emergency Meetings
An emergency meeting shall be subsequently followed by the posting of a public notice
within twenty-four (24) hours declaring that an emergency session has been held and
setting forth the information specified by A.R.S. 38-431.02. Chapter 7 of the Arizona
Agency handbook shall be consulted for guidance when an emergency action or
meeting is being considered.
Accommodations for the Disabled
Persons with a disability may request a reasonable accommodation, such as a sign
language interpreter, by contacting the Governing Board Secretary at 623-876-7002.
Requests should be made as early as possible to allow time to arrange the
accommodation.
Governing
Board
Meeting
Packets
Board meeting packets will be prepared and delivered to Board members on the Friday prior
to the regularly scheduled Board meeting.
The Board meeting agenda and agenda materials will be posted to the District website not
less than twenty-four (24) hours prior to a Board meeting. The agenda will also be available
at the Board meeting.
Printed copies of the Board packets will be available at the District office upon request
twenty-four (24) hours prior to a regularly scheduled Board meeting.
Reference:
Section 2.17.F – Request an agenda item.
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Section 2.17.F – Form for the Governing Board to Request an Agenda Item
FORMS
FORMS
BOARD MEMBER REQUEST FOR AGENDA ITEM
Board Member Requesting Item: _______________________________________
Agenda Item Requested: ______________________________________________
Type of Board Item:
_____ Information/Discussion
_____ Action/Consent
_____ Action/Discussion
Topics to be discussed/acted on:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
This item is a:
_____ Strategic Plan issue: Strategic Plan Goal Area Number
_____ Ends/Policy Related Item
_____ Other (Please specify the type of Board Business this item addresses:)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Reference:
Section 2.17 – Policy
Section 2.17.P - Procedure
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Board
Member
Reflection
Matrix
Individual
Member
Concern of
Board
as a Body
Yes
No
Is this topic a concern other members
have or could it be addressed with the
individual member?
Is this a Board concern (ends/ policy,
governance, strategic plan, etc.)?
Can this information be obtained
outside the Board Meeting (Update,
etc)?
Should this item be placed on a future
Board agenda?
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SECTION 4 – EXECUTIVE LIMITATIONS
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Section 4.1 – Emergency Superintendent Succession
PROCEDURES
PROCEDURES
In the event of sudden and unexpected loss of the Superintendent’s services, the
following line of succession will be utilized:
1. Assistant Superintendent of Support Services
2. Assistant Superintendent of Academic Services
3. Executive Director of Human Resources
4. Executive Director of Business Services
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Section 4.2 – Treatment of Stakeholders
PROCEDURES
PROCEDURES
All current district policies and procedures will be posted online on the district
website at www.dysart.org.
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Section 4.3 – Staff Treatment
PROCEDURES
PROCEDURES
The district will follow all policies and procedures related to the treatment of paid
and volunteer staff.
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Section 4.4 – Staff Compensation and Support Plans
PROCEDURES
PROCEDURES
The district will utilize all Section 8 – Meet and Confer policies and procedures to
assist in the development of compensation, salaries and benefits.
The Superintendent will bring recommendations to the Board related to salaries
and benefits as well as a plan to reward employees (i.e., 301 Plan).
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Section 4.5 – Staff Evaluation
PROCEDURES
PROCEDURES
The district will follow all policies and procedures related to the evaluation of all
employee groups.
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Section 4.6 – Budget / Financial Planning
PROCEDURES
PROCEDURES
Annual Budget
The Superintendent or designee is directed to formulate the annual budget,
considering at all times that resources must be utilized to produce the most positive
effect on the student’s opportunity to gain an education.
The Superintendent or designee shall be responsible for reviewing budgetary
requests, providing guidelines and limitations, and presenting the proposed budgets
and documentation necessary for Board study, review and action.
The Governing Board shall be informed if the proposed budget could require an
increase in the primary property tax levy of the District over the preceding year’s tax
levy.
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Section 4.7 – Financial Administration
PROCEDURES
PROCEDURES
Funding Sources Outside the School System
The Governing Board may receive, hold, and dispose of any gift, grant, or bequest of
property or equipment in accordance with state law and the intent of the
instrument conferring title.
The Governing Board may also accept gifts, grants or devises of money. The
disposition of unused funds from these sources shall be in accordance with law.
Vocational Activity Income
Through certain vocational activities, students may provide goods and services at a
charge to the public. These activities are designed for educational purposes not to
make a profit or to be competitive with business in the community.
The charges for work performed and goods sold through these activities will be kept
current with costs for the particular service or item offered for sale.
Authorized Signers for Contracts and Property Control
The Superintendent shall annually submit for Board approval a Resolution naming
authorized signers for written agreements, contracts, purchase orders and property
control.
Authorized Check Signers
At least two (2) authorized signatures for all checks written from the district bank
accounts are required. Positions approved as signers on the checks from district
bank accounts are limited to:
Executive Director of Business Services
Director of Finance
Administrative Assistant of Business Services
Payroll and Benefits Manager (only non-payroll accounts)
Financial systems generated (accounts payable and payroll) checks that are
processed against the Maricopa County bank account are required to have two (2)
signatures, the Executive Director of Business Services and the Governing Board
President. As the Official Student Activities Treasurer, the Executive Director of
Business Services is authorized to sign the Student Activity checks.
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Section 4.10 – Annual Report to the Public
PROCEDURES
PROCEDURES
An annual report will be published and made available to all community members
within the Dysart Unified School District boundaries. It will contain the
components as outlined in Policy Section 4.10.
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Section 4.12 – Textbook and Instructional Materials Selection
PROCEDURES
PROCEDURES
The District will follow all policies and procedures related to the adoption of
textbooks and instructional materials.
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Section 4.13 – District Calendar
PROCEDURES
PROCEDURES
The District will establish a committee of stakeholders to provide input on a
proposed district calendar that complies with the guidelines included in Policy
Section 4.13.
The District committee recommendation(s) will be presented to the Governing
Board for approval no later than May of the calendar year o implementation (to be
implemented July 1 of that calendar year). If possible multi-year calendars will be
proposed.
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Section 4.14 – Learning Environment / Discipline
PROCEDURES
PROCEDURES
On an annual basis, discipline guidelines will be reviewed by a stakeholder
committee. The recommendations of the committee will be presented to the
Governing Board for review and approval.
Aggregate discipline data will be provided annually through an update.
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SECTION 5 – SUPPORT SERVICES
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Section 5.1 - Environmental and Safety Program
PROCEDURES
PROCEDURES
Responsibilities of the maintenance supervisor:
Maintain an overall safety program in maintenance and operation of buildings and
grounds.
Provide specialized assistance as requested by school principal.
Responsibilities of the building principals:
Schedule regular inspections.
Post required state and federal safety regulations and maintain appropriate safety
records.
Arrange for the correction of defects reported to them by employees in the building by
requesting assistance from the maintenance department.
Cooperate in the correction of defects reported by the maintenance department or other
school administrators.
Responsibilities of the transportation supervisor:
Maintain standards for certification of school bus drivers.
Maintain standards for periodic inspection and maintenance of school buses.
Maintain standards for school bus operation.
Responsibilities of other employees:
Report promptly to the principal of the school or immediate supervisor any defects in
buildings, grounds, or equipment that might prove injurious to the safety, health, or
comfort of students, employees, or other persons.
Take reasonable precaution for the safe use of buildings, grounds, and equipment by
students.
Responsibilities of students:
Avoid the following behaviors:
Setting off a false fire alarm.
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Misusing the fire alarm system, fire extinguishers, or other fire protection and
safety equipment.
Setting a fire in the building or on the school grounds.
Report promptly to the principal of the school or other appropriate school employee any
defects in buildings, grounds, or equipment that might prove injurious to the safety,
health, or comfort of employees, students, or other persons.
Responsibilities of other individuals utilizing school buildings:
Refrain from abusing safety equipment, such as fire extinguishers, alarm systems, et
cetera.
Report promptly to the Superintendent or another school employee any defects in
buildings, grounds, or equipment that might prove injurious to the safety, health, or
comfort of students, employees, or other persons.
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Section 5.2 - Reporting of Hazards / Warning Systems
PROCEDURES
PROCEDURES
(Pesticide Application Notice)
The school administrator shall be the contact person for providing information regarding
pesticide application activities at the school, including but not limited to giving oral and
written notification, supervising the posting of notifications as required, and maintaining
records of pesticide-application notifications.
Oral
and
Written
Notice
All oral and written notification shall contain, at a minimum, the date, time, general areas
to be treated, and brand name of the pesticide to be applied. During the regular school
session, and not less than forty-eight (48) hours prior to pesticide application, notification
shall be provided in the manner indicated below.
Oral notification to all students and school employees shall be provided by means of:
School public address systems; or
Assembly communications; or
Staff meeting announcements; or
Any similar means reasonably calculated to provide sufficient notice in advance
of pesticide application.
Written notification to the parents or guardians of enrolled students shall be provided
by means of:
Weekly school lunch menus; or
Special communications; or
Newsletters; or
Any similar means reasonably calculated to provide sufficient notice in advance
of pesticide application.
Posting
of
Notice
No less than forty-eight (48) hours prior to pesticide application, signs measuring at least
eight and one half inches by eleven inches (8 1/2" x 11") shall be posted to identify pesticide
application areas. The signs shall display:
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The words "warning - pesticides."
The registration number issued by the United States Environmental Protection
Agency.
The date and time of the application.
A phone number for the school contact person and one (1) for the licensed pesticide
applicator.
The signs shall be placed at:
The main entrance to all buildings where pesticide is to be applied.
Playing fields where pesticide is to be applied.
The signs may be removed no less than forty-eight (48) hours after the pesticide is applied.
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Section 5.3 - Accident Reports
PROCEDURES
PROCEDURES
(Student Accidents)
Employees are to report to the office any accident involving a student who is at school.
For any student who is injured on school grounds, in a school building, or in connection with
a school-related or approved activity, an accident report form is to be completed by an
employee who is at the scene of the accident.
A student who is ill should be sent to the office, with an appropriate pass. If a student is
sent home (only with parent knowledge), the teacher will be notified. Students are
discharged to go home only from the office.
Any special health concern should be reported to the office.
A written report of an accident shall be made by the school principal to the Superintendent
not later than noon of the school day following the incident. The insurance carrier shall be
notified as appropriate.
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PROCEDURES
PROCEDURES
Student Accident Report
School_________________________________ Date of report __________________
Name__________________________________ Sex:  Male  Female Grade____
Age______ Home address _______________________________________________
Phone___________________________ Teacher ______________________________
E-mail address _________________________________________________________
Time of accident: Hour ___________  a.m.  p.m.
Date ________________
Place of accident:  School building  School grounds
 Interscholastic athletics
 To or from school
Witness name __________________ Address _____________________________
________________________
Description of Accident
How did the accident happen? What did the student state? (Use quotes.) Where
was the student? Describe first aid given.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________
Signature of person reporting
________________________
Was the parent or other individual notified?  No  Yes When?_____________
Name of individual notified ________________________
How?_______________
By whom? _____________________________________________________________
First aid treatment ______________________ By whom?_____________________
 Called 911; Sent to:  Home  Physician  Class ____________Hospital
How was student transported? ___________________________________________
 District office notified. Time __________
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______________________
Location  Athletic field
 Playground
 Classroom
 Corridor
of
 Cafeteria  Dressing room
 Gymnasium
 Home ec.
accident:  Bus
 Science lab
 Rest room  School grounds  Shop
 Showers  Stairs  Bus stop  Other:___________________
Follow-up
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Total number of days absent: _______
Nature of injury:
 Abrasion
 Amputation
 Animal bite
 Avulsed tooth
 Fracture
 Human bite
 Laceration
 Puncture
 Scratches
 Sprain
 Strain  Other:___________________________________________________
Part of body injured:
 Ankle
 Arm
 Back
 Clavicle

Elbow
 Eye
 Face  Finger
 Foot
 Hand
 Head
 Knee

Leg
 Nose  Scalp  Toe  Tooth  Wrist
 Other: ___________________
__________________________
Superintendent's signature
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Staff signature
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Section 5.4 - Emergencies
PROCEDURES
PROCEDURES
Each principal or other appropriate unit administrator will develop emergency plans for fire
or other threats. Such plans will be submitted by September of each year. These plans will
provide for:
Inside emergencies, such as a fire, actual or potential explosion, propane leak, or
collapsing structure.
Outside emergencies, such as a fallen electrical wire, plane crash on campus or nearby,
sniper, or earthquake.
The plans will specify the conditions under which evacuation of the building will occur (and
the procedures therefor). The plans will also designate specific emergency drills to be
conducted. A diagram of the school floor plan will be posted in each room showing
emergency exits to be used.
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PROCEDURES
PROCEDURES
Emergency Drills
Emergency drills will be scheduled and conducted each month during the school year. The
purpose of a drill is to train students, under staff direction, to move safely, quickly, and
quietly from any location within the building to an assigned evacuation area outside.
The following rules and procedures will be complied with in all schools:
Evacuation routes will be posted in each room. These routes will indicate the primary
and alternate exits and the evacuation area to which the student should proceed upon
leaving the building. During the first week of the school year, rules for emergency
evacuation will be discussed with each class using the room.
A distinct alarm signal will be used for emergency drills only; another signal will be
established by the principal for return to class.
No student or staff member is to remain in the building during emergency drills.
All persons should exit according to their posted evacuation routes and proceed to
assigned locations a safe distance away from the building.
It is each student's responsibility to move quickly, quietly, and in an orderly manner
through the assigned exit to the assigned evacuation area.
The teacher will be responsible for:
Seeing that windows and doors are closed with doors unlocked.
Assuring that electrical equipment and gas jets are turned off.
Maintaining order during the evacuation.
Taking the grade book and checking roll when the class is in the assigned
evacuation area. The name of any student not accounted for will be reported
immediately to the principal, who shall promptly notify the Superintendent.
A report stating the date and time that the drill was conducted, and the time required
to complete the evacuation will be made.
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PROCEDURES
PROCEDURES
First Aid
If a student is injured or becomes ill during the school day or while attending a schoolsponsored activity, it is the responsibility of any staff member present to render assistance
and to summon aid.
First aid procedures shall be based on the following fundamental concepts:
The school is responsible for the emergency handling of accidents and sudden illness
occurring at school or on school property. The school is not responsible for subsequent
treatment.
At the time of an emergency, the school has the responsibility for:
Caring for the student.
Notifying the student's parents or guardian, or, if these cannot be reached,
following directions given on the student's enrollment card.
In extreme cases, getting the student under professional care with or without
family permission.
In the absence of family transportation or ambulance service, an authorized District
employee may have to take the sick or injured student home, to the physician's office,
or to the hospital. A sick or injured student should be accompanied from the school
by an adult. If the destination is the student's home, the adult shall have ascertained
that a responsible person is at home to assume responsibility.
In case of any serious injury or illness, the parent or responsible person should always
be notified as soon as possible. Emergency care of the student has priority.
Medication administered by any school personnel shall be in compliance with Policy
Section 10.52 – Administering Medicines to Students
A written report of an accident shall be made by the school principal to the
Superintendent not later than noon of the school day following the incident.
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Section 5.5 - Weather-Related and Emergency Closings
PROCEDURES
Delayed
Opening
PROCEDURES
or
Closing
If the Superintendent decides to delay or close school, the district will use appropriate
communication avenues to share the information with stakeholders.
All staff members will report to their assigned schools to assist in the supervision of students
if it is safe to do so.
Early
Dismissal
If the Superintendent decides to dismiss school early, the procedure shown below will be
followed for early dismissal of students:
Students will be released from school only after the principal has ascertained that
appropriate notice has been given to parents or guardians. Staff members may be
released by the principal when they are no longer needed to supervise students.
The principal will remain at the school until all students have departed.
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Section 5.6 - Security
PROCEDURES
PROCEDURES
Access to school buildings and grounds will be established by the Superintendent in
accordance with the following:
Unlimited access – Superintendent, all Cabinet members, and maintenance
supervisor.
Limited access - building principals, assistant principals, teachers, custodians to their
assigned buildings, and extracurricular sponsors, and supervisors for their respective
areas or activities.
Possession of keys shall be in accordance with the following principles:
A log of key assignments shall be maintained by the office of the Superintendent or
other designated office.
Unassigned duplicate keys shall be maintained in a safe or a secured box.
Individuals assigned keys may not duplicate or loan them.
All keys must be surrendered when no longer needed or upon request by the
Superintendent.
The loss of a key must be reported to the Superintendent upon discovery of the loss,
and the employee may be required to pay for rekeying or replacing all affected locks.
Use of keys for unauthorized purposes will be cause for surrender of keys. Employees
will be subject to discipline and/or dismissal for unauthorized use of keys.
A set of master keys and/or duplicates of keys shall be kept in the custody of the
Maintenance and Facilities Department.
The employee will sign a receipt for keys assigned. The receipt will list the applicable
rules.
Any person who, for oneself or for another, misuses a key to any building or other area owned,
operated, or controlled by the District without authorization from the Governing
Board/Superintendent is guilty of a Class 3 misdemeanor. Misuse of such a key, in this
regard, includes:
Manufacturing or causing the manufacture of a District key.
Duplicating or causing the duplication of a District key.
Possessing a District key.
Using a District key.
Permitting the use of a District key by anyone other than a district employee.
Employees who are in violation of the above are subject to disciplinary action
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Section 5.7- -Vandalism
PROCEDURES
PROCEDURES
The principal will establish a system through which students and members of the school
community can report any instance of vandalism or suspected vandalism. Each employee of
the District shall report to the principal or other administrator every perceived incident of
vandalism and, if known, the names of those responsible.
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Section 5.11- -Maintenance and Control of Materials and
Equipment
PROCEDURES
Surplus
PROCEDURES
Equipment
Property that is surplus at any unit shall be transferred to the Business Services Department
for reassignment to other District locations where a need may exist for the equipment.
Transfer
of
Equipment
All transfer of property within a school or other District location must first have the approval
of the principal or department head. Transfers of equipment from one school to another
must be approved by the business manager, whether the transfer is temporary or permanent.
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Section 5.15 – Walkers and Riders
PROCEDURES
PROCEDURES
Designated School Crossings (Safe Walking Routes) on highways and streets must be
authorized by the jurisdiction having authority over the roads and streets where crosswalks
are to be established.
All necessary approvals will be obtained by the district and any requirements established by
the authority with jurisdiction for the streets and roadways will be fulfilled prior to the
implementation of a designated Safe Walking Route.
The District shall submit a written request to the appropriate local authority requesting
review and approval for all new school designated crosswalks. The authority will review
these applications against specific criteria they identify such as the Arizona Department of
Transportation Traffic Safety for School Area Guidelines.
Use of newly designated school crosswalks will only begin after all conditions included in the
approved jurisdictions have been met. These conditions may include stripping, lighting, and
the requirement for crossing guard(s) at the approved crosswalks.
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Section 5.16- -Bus Safety Program
PROCEDURES
PROCEDURES
A.A.C. R17-9-104 states, with respect to the authority of bus drivers, "Passengers shall
comply with all instructions given to them by a school bus driver. A passenger or nonpassenger who has boarded the school bus and refuses to comply with the school bus driver's
instructions may be surrendered into the custody of a person who is authorized by the school
to assume responsibility for the passenger or non-passenger."
Student behavior on a school bus should be the same as that in a well-ordered classroom with
the exception that students are free to talk, but with no screaming or shouting.
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PROCEDURES
PROCEDURES
Checklist
This checklist may be used by District officials as a guide for transportation documents or
transportation handbooks.
Arriving at pickup point:
Be on time. Leave home in good time so that you will arrive at the pickup point before
the school bus.
If you have to walk along the road to reach the bus stop, walk on the left side facing
oncoming traffic.
Walk on the shoulder of the road where possible, and not on the traveled portion.
If other students are waiting at the bus stop, get in line without pushing or crowding
and stay off the roadway.
Board the bus:
Line up in single file parallel to the roadway, with younger students in front, so they
can board first.
Wait until the bus comes to a complete stop before attempting to get on board.
Board the bus quickly but without crowding or pushing.
Never run on the bus, as the steps or floor may be slippery, especially in wintertime.
Place your foot squarely on the step, not on the edge, and use the handrail.
Be particularly careful if you are carrying books or parcels, as it is difficult to see the
steps and to hold the handrail.
Go directly to your seat and sit straight, well to the back of the seat, and face the front
of the bus.
Conduct on the bus:
The bus will not move until all passengers are seated.
Remain seated throughout the trip, and leave your seat only when the bus has reached
its destination and comes to a complete stop.
Keep your books and parcels on your lap or put them under the seat or on the luggage
rack.
Keep the aisle clear.
Do not talk to the driver except in case of emergency.
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Avoid doing anything that might disturb or interfere with the driver. Refrain from
loud or boisterous talking or yelling.
Never stick hands, arms, head, or feet out of the windows of the bus.
Do not open windows without the driver's permission.
Do not throw anything within the bus or out of a window; you might injure a pedestrian
or force a motorist to make a dangerous maneuver.
Do not touch the emergency door or exit controls or any of the bus safety equipment.
Do not discard refuse in the bus.
Eat at home or school, but not on the bus.
Obey promptly the directions and instructions of the school bus driver.
Prohibited items:
Tobacco is not allowed in a school bus.
Alcoholic beverages shall not be carried in a school bus.
Insects, reptiles, or other animals shall not be transported in a school bus. [A.A.C. R179-104]
No weapon, explosive device, harmful drug, or chemical shall be transported in a school
bus.
Exit from the bus:
Remain seated until the bus has reached its destination and comes to a complete stop.
Do not push or crowd when leaving the bus.
Crossing the highway:
If you must cross the road, walk to a point about ten (10) feet in front of bus but do not
cross until you can see that the driver has indicated that it is safe to do so.
As you cross the road, look continuously to the right and left. At an intersection, look
in all directions.
Cross at right angles. Never cross the highway diagonally.
Walk briskly across the road, but do not run.
Never cross the road behind the bus.
Accident or other emergency:
In case of an accident or emergency, older students should help the driver to maintain
order and assist younger students.
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Stay in the bus unless otherwise directed by the driver.
If you have to leave the bus, stay in a group and obey the driver's instructions.
Do not expose yourself or others to needless hazard.
Procedures followed upon student misbehavior on school bus:
When a student misbehaves on a bus for the first time, the driver will explain to the
offender the necessity for good behavior.
If, after talks and warning, the rider continues to violate the rules, the driver will
inform the student that the rule violation will be reported to the principal. This report
will include the use of a written form that lists the offense and the action taken by the
principal.
Upon receiving the complaint and discussing it with the driver, the principal will then
call the student to the office and warn the student that the parents must be notified
that the student will be put off the bus if misbehavior reoccurs.
If poor conduct continues, the driver will again report the incident to the principal.
After discussion it will be decided whether to take the bus-riding privilege away from
the student, and, if so, for how long.
When a student is not allowed transportation by school bus, the principal will inform
the parents of the penalty, the reason for it, and how long the penalty will last. In
such cases, the parents become responsible for seeing that their child gets to and from
school safely.
A student who is put off one (1) bus will be refused transportation by all drivers for the
specified period of time.
(This section on student misbehavior shall be made available to parents and students in copy
form.)
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PROCEDURES
PROCEDURES
Bus Disciplinary Referral
In accordance with Policy Section 5.16, students who do not follow the safety rules
will be disciplined in accordance with the student code of conduct in Policy Section
10.42 (Student Discipline).
Each student who is provided transportation services is expected to obey the rules as
established for the safety and welfare of all those who ride the buses. The school bus
is an extension of the school campus. Misconduct on the school bus will be treated
in the same manner as it is treated at the school.
Misconduct (to be completed
by the bus driver)
Student's name ____________________ Grade _______
School _________________
Date of incident _________ Time ______ Bus No. _____ Bus driver
______________
Unacceptable
Offenses*
Not obeying the driver nor following his/her directions.
Giving the driver a false name or otherwise lying to the driver.
Being disrespectful or discourteous to the driver or others on the bus.
Pushing or shoving when getting on or off the bus.
Boarding the bus or changing seats without the driver's permission.
Blocking the aisle with feet, school supplies, a musical instrument, etc.
Being so noisy as to be distracting to the driver.
Littering on the bus or at the bus stop.
Eating or drinking on the bus without the driver's permission.
Bringing an animal of any type, or anything else that is prohibited, e.g., glass objects,
skateboards, large radios, etc., onto the bus.
Other
Serious
Offenses*
Not riding the assigned bus, getting on or off at other than your designated stop without
written permission, or riding the bus when bus-riding privileges have been suspended.
Hanging arms, head, or feet out of the bus window.
Not remaining seated while the bus is in motion.
Other
Severe Offenses*
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Opening the emergency door of the bus.
Other
* The offenses listed are specific to the school bus. All of the unacceptable, serious,
and severe offenses listed in the student code of conduct apply to the bus in the
same manner as at the school. Any offense that may occur which is not listed here
or in the student code of conduct will have its severity and consequence decided by
the school administrator.
More detailed description of inappropriate behavior on the bus, if necessary:
Signature of bus driver __________________________________Date ______________
Consequences of unacceptable, serious, or severe offenses, as described in Policy
Section 10.42, will apply to the bus in the same manner as they do in the school or
other school setting.
Disciplinary Action (to be
completed by administrator):
Consequences according to administrative options:
Signature of administrator ________________________________Date ______________
All bus disciplinary referrals are to be signed by the parent/guardian and returned to
the school principal.
Signature of parent/guardian ______________________________Date ______________
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Section 5.18 - Drug and Alcohol Testing of Transportation
Employees
PROCEDURES
PROCEDURES
Circumstances Under Which Tests
for Drivers Are to Be Given
All information obtained in the course of testing of drivers shall be protected as confidential
medical information. Except as required by law or expressly authorized or required in 49
CFR 382.405, no information that is to be maintained pursuant to 49 CFR 382.401 shall be
released.
Random:
A minimum of fifty percent (50%) of drivers shall be tested annually for drugs and
twenty-five percent (25%) of drivers shall be tested annually for alcohol, subject to the
Federal Highway Administration's administrator raising or lowering the annual
percentage rate in accordance with regulations. [49 CFR 382.305] Random testing
selection shall be as follows:
Employees are to be placed in and remain in a pool for random selection.
A valid random selection procedure will be used.
Tests will be given at least once each quarter.
Dates of testing will not be announced.
Random drug and alcohol testing may be combined. For example, when testing at fifty
percent (50%) drug random rate and twenty-five percent (25%) alcohol random rate,
half of the randomly selected drivers chosen for testing could be tested for both drugs
and alcohol, while the rest could be tested only for drugs.
Postaccident:
Drivers are required to submit to drug and alcohol testing as soon as possible following
a "Department of Transportation (DOT) accident" that involves the loss of human life
or for which the driver receives a citation under state or local law for a moving traffic
violation arising from the accident. [49 CFR 382.303]
A DOT accident is defined as an occurrence involving a commercial motor vehicle
operating on a public road that results in:
A fatality; or
Bodily injury to a person who, as a result of the injury, immediately receives
medical treatment away from the scene of the accident; or
One (1) or more motor vehicles incurring disabling damage as a result of the
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accident, requiring the vehicle to be transported away from the scene by a tow
truck or other vehicle. [49 CFR 390.5]
If a driver is seriously injured and cannot submit to testing at the time of the accident,
the driver shall provide the necessary authorization for obtaining hospital reports and
other documents that may indicate whether there were any drugs or alcohol used by
the driver prior to the accident. [49 CFR 382.303]
A driver who is subject to postaccident testing shall remain readily available for such
testing or may be deemed by the District to have refused to submit to testing. Nothing
in this section shall be construed to require the delay of necessary medical treatment
or to prohibit the driver from leaving the scene of an accident for a period necessary to
obtain assistance in responding to the accident, or to obtain necessary medical care.
[49 CFR 382.303]
No driver required to take a postaccident alcohol test shall use alcohol for eight (8)
hours following the accident, or until the driver undergoes a postaccident alcohol test,
whichever occurs first. [49 CFR 382.303]
The following actions are to be taken in a postaccident testing situation:
Treat injuries.
Work with law enforcement officials.
Explain the need for testing.
Obtain the driver's permission for testing, if possible.
Work with the medical facility to obtain the necessary documents and test
information.
Collect specimens promptly.
Document events.
The results of a breath or blood test for the use of alcohol or a urine test for the use of drugs
conducted by federal, state, or local officials having independent authority for the test shall
be considered to meet the requirements for postaccident testing if the results are obtained by
the School District. [49 CFR 382.305]
Reasonable suspicion:
Reasonable suspicion is defined to mean that the District believes the behavior, speech,
body odor, or appearance of a driver while on duty are indicative of the use of alcohol
and/or controlled substances. The conduct must be witnessed by a supervisor or
District official trained in the detection of probable alcohol and drug use by observing
indicators in a person's appearance, behavior, speech, and performance, in accordance
with 49 CFR 382.603. If it is at all possible, the witness should not conduct the alcohol
test, in order to prevent the introduction of bias to the testing procedure.
Alcohol testing is authorized only if the observations are made during, just before
performing, or just after performing a safety-sensitive function. A written record shall
be made of the observations leading to an alcohol and/or controlled substance test.
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This record is to be signed by the supervisor who made the observations.
If a reasonable suspicion alcohol test is not administered within two (2) hours following
the observations, the witness shall prepare and maintain on file a record stating the
reasons the alcohol test was not administered promptly. In addition, if not
administered within eight (8) hours, all attempts to administer the test shall cease. A
record shall be prepared and maintained stating why the alcohol test was not
administered. [49 CFR 382.307]
Reasonable suspicion testing should include the following considerations:
Focus on safety.
Verify reasonable suspicion if possible.
Observe the employee's appearance, behavior, speech, and performance.
Inform the employee in private of any suspicion.
Inquire in private about any observations or suspicions.
Review the findings.
Upon concluding that reasonable suspicion exists, transport the employee to a
testing site.
Document events.
Return-to-duty testing:
A driver who has been prohibited from performing a safety-sensitive function after
engaging in conduct regarding alcohol misuse or controlled substance use prohibited
by U.S. Department of Transportation regulations, and before returning to duty, shall
undergo a return-to-duty test, which must indicate a concentration of less then 0.02 for
breath alcohol and/or a negative result for controlled substances. [49 CFR 382.309
and 382.605(C)]
When a driver has been determined to be in need of assistance in resolving problems
associated with alcohol misuse and/or controlled substance use, the driver will be
subject to unannounced follow-up alcohol and/or controlled substance testing. The
driver will be subject to a minimum of six (6) follow-up tests in the first twelve (12)
months. The follow-up testing period shall not exceed sixty (60) months. Follow-up
testing for alcohol shall be administered only when the driver is performing, just before
performing, or just after performing a safety-sensitive function. [49 CFR 382.311 and
382.605(C)]
Referral:
Each driver who engages in conduct prohibited by 49 CFR 382.201 et seq. shall be
evaluated by a substance abuse professional, who shall determine what assistance, if
any, the employee needs in resolving problems associated with alcohol misuse and
controlled substance use. [49 CFR 382.605]
Driver
Training
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A copy of materials explaining the requirements of the Omnibus Act and the District's policies
and procedures with respect to meeting such requirements will be distributed to each driver
prior to the start of alcohol and controlled substance testing and to each driver hired or
subsequently transferred into a driving position. The District shall provide written notice
to representatives of employee organizations of the availability of this information. [49 CFR
382.601]
These materials shall include detailed discussions of at least the following:
The identity of the person designated to answer employee questions about the
materials.
The categories of employees subject to this part of the regulation.
Sufficient information about safety-sensitive functions performed by such drivers to
make clear what part of the work day a driver must be in compliance with the rule.
Specific information concerning driver conduct that is prohibited by the rule.
The circumstances under which a driver will be tested for alcohol and/or controlled
substances by rule.
The procedures that will be used to test for the presence of alcohol and controlled
substances, to protect the driver and the integrity of the testing processes, to safeguard
the validity of the test results, and to ensure that the results are attributed to the
correct driver.
The requirement that the employee submit to alcohol and controlled substance tests
administered in accord with Omnibus Act regulations.
An explanation of what constitutes a refusal to submit to an alcohol or controlled
substance test and the attendant consequences.
The consequences for drivers found to have violated the rule, including requirements
for removal from duty.
Consequences for a driver having a concentration of 0.02 but less than 0.04 in a breath
alcohol test.
Information concerning the effects of alcohol and controlled substance use on an
individual's health, work, and personal life; signs and symptoms of an alcohol or
controlled substance problem (the driver or a co-worker); and available methods of
intervention, including confrontation and referral. [49 CFR 382.601]
Policies, procedures, and consequences based on the District's independent authority outside
of the Omnibus Act shall be presented and clearly and obviously described as being based on
independent authority [49 CFR 382.601]. All such references shall be placed in bold within
the document and shall contain applicable statutory citations.
Each driver must provide a signed receipt for the materials. [49 CFR 382.401(c)(5)(iii)].
Written notice of the availability of this information shall be provided to representatives of
employee organizations. [49 CFR 382.601(a)(2)]
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Supervisor
Training
Persons designated to determine whether reasonable suspicion exists to require a driver to
undergo reasonable-suspicion testing shall receive at least sixty (60) minutes of training on
alcohol misuse and at least an additional sixty (60) minutes of training on controlled
substance use. The training shall cover the physical, behavioral, speech, and performance
indicators of probable alcohol misuse and use of controlled substances. [49 CFR 382.603]
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PROCEDURES
PROCEDURES
Records Retention
The District shall maintain records of its alcohol misuse and prevention program in a secure
location with controlled access. The records are to be kept as indicated below.
How long is the employer required to
keep records? [49 CFR 382.401(c)(1)]
Five years:
Records of alcohol test results showing concentrations of 0.02 or more.
Records of driver-verified positive controlled substance tests.
Documentation of refusals to take required tests.
Calibration documentation.
Driver evaluation and referrals.
A copy of each annual calendar year summary.
Two years:
Records related to the alcohol and controlled substance collection process and
training.
One year:
Records of negative and canceled drug test results and alcohol test results with
concentrations of less than 0.02.
What types of records must be kept?
Records relating to the collection process,
as follows[49 CFR 302.401(c)(1)]:
Collection logbook, if used.
Documents relating to the random selection process.
Calibration documents for evidential breath testing devices.
Documentation of breath alcohol technician training.
Documents regarding decisions to administer reasonable-suspicion tests.
Documents regarding decisions of postaccident tests.
Documents verifying existence of a medical explanation of the inability of a
driver to provide an adequate breath or urine specimen for testing.
Consolidated annual calendar year summaries as required by 49 CFR 382.403.
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Records relating to driver's test results [49 CFR 382.401(c)(2)]:
Employer's copy of alcohol test forms, including the results of the test.
Employer's copy of drug test chain of custody and control form.
Documents sent by the medical review officer (MRO) to the employer, including
those required by 49 CFR 382.407(a).
Documents related to refusal by any driver to submit to a drug or alcohol test
required by the rules.
Documents presented by a driver to dispute the results of an alcohol or substance
abuse test required by the rules.
Records related to other violations.
Records related to evaluations:
Records pertaining to a determination by a substance abuse professional (SAP)
concerning a driver's need for assistance.
Records concerning a driver's compliance with recommendations of the SAP.
Records relating to education and training:
Materials on alcohol misuse and drug use awareness, including a copy of the
employer's policy on both.
Documentation of compliance with the requirements of 49 CFR 382.601,
including the driver's signed receipt for materials.
Documentation of training provided to supervisors for determining the need for
reasonable-suspicion testing for alcohol misuse or use of controlled substances.
Certification that any training that has been conducted complies with the
requirements for such training.
Records relating to drug testing:
Agreements with the collection site facilities, laboratories, medical review
officers, and consortia.
Names and positions of officials and their roles in the employer's alcohol and
controlled substance testing program.
Monthly laboratory statistical summaries of urinalysis required by 49 CFR
40.29(g)(6).
The employer's drug and alcohol testing policy and procedures.
How must these records be reported?
All records must be kept in prescribed form and be supplied to DOT when requested.
The District will be notified whether to submit the records. [49 CFR 382.403(b)]
What happens if records are not kept properly?
Penalties can be severe; for example, just an error in paperwork can mean a fine of up
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to five hundred dollars ($500) for each violation. Other violations can be penalized as
high as ten thousand dollars ($10,000) per occurrence and loss of federal funding. [49
U.S.C. 521(b)]
Where are records to be located?
All records required shall be maintained as required by 49 CFR 390.31 and shall be
made available for inspection at the employer's principal place of business within two
(2) business days after a request by an authorized representative of the Federal
Highway Administration. [49 CFR 382.401(d)]
What summary records are required?
The District must prepare by March 15th of each year, and maintain, an annual
calendar year summary of the results of all controlled substance and alcohol testing
performed during the previous calendar year.
Each summary that contains verified positive controlled substance test results and
alcohol screening tests with concentrations of .02 or greater or any other violations or
alcohol misuse must include the following elements:
The number of drivers subject to 49 CFR 382.
The number of drivers subject to testing under the alcohol misuse or drug use
rules of more than one DOT Agency - identified by each Agency
The number of urine specimens collected, by type of test (e.g., random,
reasonable suspicion, etc.).
The number of positives verified by an MRO for type of test and type of drug.
The number of negative drug tests verified by an MRO, by type of test.
The number of persons denied a positions as drivers following pre-employment
verified positive drug testing and/or alcohol testing with concentrations of 0.04
or greater.
The number of drivers with MRO-verified positive tests for multiple controlled
substances.
The number of drivers who refused to submit to alcohol or drug tests required by
49 CFR 382.
The number of supervisors who have received required alcohol training during
the reporting period.
The number of supervisors who have received required controlled substances
training during the reporting period.
The number of screening alcohol tests, by type of test.
The number of confirmation alcohol tests, by type of test.
The number of confirmation alcohol tests with concentrations of 0.02 or greater
but less than 0.04, by type of test.
The number of confirmation alcohol tests with concentrations of 0.04 or greater,
by type of test.
The number of drivers returned to duty, after complying with a SAP's
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recommendation in this reporting period, who had previously had verified
positive drug test results or engaged in prohibited alcohol misuse.
The number of drivers who were administered drug and alcohol tests at the same
time with both verified positive drug test results and alcohol test results with
concentrations greater than 0.04.
The number of drivers who were found to have violated any non-testing
prohibition of 49 CFR 382.403(b) and any action taken in response to the
violation.
Each employer with an annual calendar year summary that contains only negative
drug test results, alcohol screening test results of less than 0.02, and no other violations
may prepare and submit either a standard summary form with information as listed
above or an "EZ" report form. The abbreviated "EZ" form requires selected
information from the list above. [49 CFR 382.403]
Who may have access to the records?
The covered employee, to the employee's records, upon written request.
The employer.
The Secretary of Transportation, upon request.
Any DOT agency, upon request.
Any state or local official with regulatory authority over the employee, upon request.
Any person or employer, upon the employee's written request
National Transportation Safety Board may review post-accident test information upon
request and as a part of an accident investigation. [49 CFR 382.405]
Are the records relating to the drug and
alcohol testing program confidential?
Yes; therefore, they are not subject to disclosure under the Inspection of Public Records,
A.R.S. 39-121 et seq., with the possible exception of the Annual Calendar Year
Summary once released to the DOT. [49 CFR 382.405]
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Section 5.22 – Student Transportation in Private Vehicles
PROCEDURES
PROCEDURES
The use of a private vehicle for transporting students requires written permission from the
Superintendent and is allowed only in an emergency situation when no other means of
transportation is available.
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Section 5.23 - Business and Personnel Transportation Services
PROCEDURES
PROCEDURES
District Travel Policy
Motor
Pool
Assignment
All District-owned vehicles will be kept in the motor pool when not in use for official travel.
Assigned vehicles will be checked out of the motor pool just prior to official travel and
returned to the aforementioned location after the approved travel has been completed. Keys
to vehicles will be obtained from and returned to the transportation supervisor and/or
designee.
Night
Storage
District vehicles will remain in the motor pool every night unless approval has been granted,
in writing, for an overnight trip. Provisions may be made for early-departure trips by
arranging for vehicle keys on the preceding afternoon.
The assignment of vehicles for overnight use by employees who are on 24-hour call and whose
job responsibilities require the use of District vehicles is subject to approval by the
Superintendent. Such vehicles are to be used only for official school business. This
authorization includes travel to and from the employee's residence.
Use
Records
Adequate records will be maintained by the transportation supervisor or designee as
required. Late arrivals will be accommodated by providing the employee a gate key in order
to gain access to the motor pool.
Official
Travel
Attendance at meetings, conferences, or workshops by employees of the District can provide
improvement of the service that such employees are expected to perform.
Staff employees. An employee may be authorized by the Superintendent to represent the
school system at a local educational meeting or conference designed to improve the services
rendered by such employee. Out-of-state travel must be approved by the Governing Board.
Student trips. Student travel for educational purposes may be authorized in advance by
the Superintendent. For this purpose, parental permission must be obtained prior to the
time the trip is taken.
Method of travel.
Authorization will be restricted to the method that is the least
expensive and appropriate to achieve the objectives of the District.
Payment for official travel. Reimbursement will be made for registration fees, official
travel, necessary lodging, and meals. Reimbursement amounts shall not exceed the
maximum amounts established pursuant to A.R.S. 38-624(C). Completion of a travel claim
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form will be required as provided by the County School Office.
Monthly requests and reports. All requests for employee travel will be submitted, on
the proper form, to the Superintendent by the principal and/or supervisor at the earliest
possible date in the school year.
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Section 5.25 - Food Services
PROCEDURES
PROCEDURES
District and school administrators will work together to provide a safe, accessible and
compliant food service program and shall observe the following directives in operating the
food services programs.
Meals in schools.
Each school shall:
Provide meals at a reasonable price and accordingly shall use state allocated food
services funds to supplement federal funds as a means of keeping prices within reach
of paying students.
Encourage students to participate in each school's meal program while still allowing
meals to be brought from home.
Provide modified meals, upon a physician's written request, for students with food
allergies or other special food needs. (The allergies would be of a life threatening or
severe reaction nature.)
Menu.
Each school that includes grades kindergarten (K) through eight (8) shall:
Ensure that nutritious foods are available as an affordable option whenever food is sold
or served and that Foods of Minimal Nutritional Value (FMNV) as defined by United
States Department of Agriculture (USDA) and the Arizona Department of Education
(ADE) are prohibited. This includes all food and beverages sold and/or served to
students at school during the normal school day exclusive of school parties.
Each school in grades nine (9) through twelve (12) are:
Prohibited from the sale of FMNV in the dining, serving, and kitchens areas during
breakfast and lunch periods.
Each school, (kindergarten [K] through twelve [12]) shall inform families, upon request,
about the ingredients and nutritional value of the foods served.
Competitive foods.
Competitive foods mean any foods sold in competition with the
National School Breakfast and Lunch Program to students during the meal periods. The
principal may approve the sale of competitive foods if:
All income from the sale of such foods accrue to the benefit of:
The nonprofit school food service; or
The school or student organizations approved by the District.
They are sold in locations other than the dining, serving, and kitchen areas.
The school promotes an overall school environment that encourages students to make
healthy food choices.
The competitive foods meet the state nutrition standards.
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Pricing, posting, and expenses. The school meal program must be non-profit. Pricing
for student meals shall be established considering market share, creation and loss of revenue
and shall be reviewed and adjusted periodically as necessary. Revenue generation should
not take precedence over the nutritional needs of students. Prices for adult meals and
catering shall be reviewed periodically and shall reflect direct cost of operations. Revenues
received are to be used only for the operation or improvement of the program.
Schools shall ensure that:
The sale price of any food items sold including a reimbursable meal shall be posted in
the dining area.
School meal program facilities used by outside organizations or individuals must have
approval from the school principal or food service supervisor.
If outside organizations or individuals use the food service facilities, a qualified staff
member must be on duty.
All food items and/or consumable supplies purchased through the food service program
and all labor used for a special meal function must be reported. The sponsoring
agency must be billed for the food, labor and other costs of the special function. All
special meal functions must operate on a self-sustaining basis.
Each person who eats a school meal must pay the regular price for the meal with two
(2) exceptions:
Students who have an approved free or reduced-price income application on file
for the current school year.
Food service employees who are paid from school lunch funds.
No person is permitted to take food or garbage from the food service program for
personal use.
Training.
The school meal program director/supervisor will develop ongoing in-service
and staff development training opportunities for staff in the area of food safety, nutrition,
and customer service.
Eligibility.
Principals will ensure that families are aware of need-based programs for free
or reduced price meals and encourage eligible families to apply. The confidentiality of
students and families applying for or receiving free or reduced priced meals shall be
maintained.
Dining environment.
Principals shall ensure that students and staff have adequate
space to eat meals in pleasant surroundings and shall have adequate time to eat, relax, and
socialize. Safe drinking water and convenient access to facilities for hand washing and oral
hygiene shall be available.
Student workers.
Students shall be allowed to assist with meal preparation and service
if mutually agreeable between the parent, teacher, and food service staff. Student workers
must receive documented food safety and sanitation training.
Denial of meals as disciplinary action.
School personnel shall not withhold food
from students as punishment. Disciplinary action, which indirectly results in the loss of
meals, is allowable (such as suspension from school). Any student attending school, who is
not allowed to eat in the cafeteria for disciplinary reasons, shall have a reimbursable meal
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made available to them.
Feeding Senior Citizens.
The District may enter into an agreement to provide meals
for persons sixty (60) years of age or older and their spouses, or any group of such persons.
Student, Parent, Teacher and Community Involvement.
The District shall
promote activities to involve student and parents in the food/nutrition program. Activities
may include menu planning, enhancement of the eating environment, program promotion
and related student-community support activities. Schools are encouraged to use the school
meal program to teach students about good nutrition practices. School faculties and the
general community should be involved in activities to improve the overall acceptability of the
food service program. Each school should welcome and encourage parents to eat with
students.
Recordkeeping.
The District must keep complete and accurate records of the school meal
program to serve as a basis for claims for reimbursement and for audit and review purposes.
All records and tickets must be kept in accordance with the National School Lunch Program
and School Breakfast Program State Guidance Manual.
Safety inspections.
The District is required to obtain a minimum of two (2) food safety
inspections each school year.
Other food sales.
Food sales by student or adult entities or organizations shall be
permitted provided these sales ensure optimum student participation in the school meals
program and are in compliance with state and federal regulations.
When meals or snacks are offered to students in organized after-school education or
enrichment programs, they should be provided by the food services program.
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PROCEDURES
PROCEDURES
Code of Standards
The duties of any officer, employee, or agent of the District who has occasion to handle school
food or monies shall be performed in a manner consistent with good business practices. This
shall include prohibition of:
Solicitation or acceptance of gratuities, favors, or anything of monetary value from
contractors, potential contractors, or parties to sub-agreements.
Participation in awards or administration of contracts to firms in which the employee,
or any member of the employee's immediate family, has a financial or other interest.
If financial interest is not substantial, or the gift is unsolicited and of nominal intrinsic value,
the officer, employee, or agent of the District shall conform to the requirements of Policies
2.9 and 7.3.
Penalties or other disciplinary actions for infractions will be based on the seriousness of the
violations. Disciplinary actions may include, but are not limited to:
A written disciplinary report filed in the individual's personnel file.
Suspension of duties.
Termination of employment.
Prosecution by legal authorities.
Distribution
Instructions
These standards are incorporated into the general operation policy manual of the District
and are reviewed regularly by the Superintendent or the Governing Board. Copies of these
standards are to be distributed to all personnel who have occasion to handle school food,
monies, or supplies, together with their supervisors and program
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Section 5.26 - Free and Reduced Price Food Services
PROCEDURES
PROCEDURES
Free and reduced price meals will be provided to all students who are eligible. The District
shall have an approved free and reduced-price policy statement on file at the Arizona
Department of Education.
The supervisor of the school meal program is designated to determine which individual
children are eligible for free or reduced price meals and to ensure compliance with all policies,
rules and regulations of the United States Department of Agriculture and the Arizona
Department of Education.
In providing free and reduced-price meals, the District shall:
Provide for public announcements.
Near the beginning of the school year, an
announcement must be made to notify the public of the availability of the National School
Lunch Program (NSLP), the School Breakfast Program (SBP), the School Milk Program
(SMP), and the Food Commodity Program (FCP). The notice must include the eligibility
criteria for reduced price meals and/or milk. The public news release will be provided to the
local news media. The District shall submit a public/press release to local employment
offices and major employers contemplating layoffs in the attendance area of the school.
Copies of the public release shall be made available upon request to any interested party.
Send notices to households (Parent Letter). A letter or notice informing households
about the availability of the school meal program is to be distributed at the beginning of each
school year.
The letter must state the option of free and reduced price benefits. An application form must
be distributed to all households of children in attendance at the school who were not
determined eligible through Direct Certification match results or from the
migrant/homeless/runaway list. The application should not be distributed earlier than July
1, or no more than thirty (30) days prior to the beginning of the school year, whichever is
later. New students enrolling in school after the school year begins must be provided a
letter/notice and application form when they enroll.
Applications for free or reduced price meals programs shall be available to students at all
times during the regular school day.
Provide for Foreign Language Translations.
In schools where a significant
number or proportion of the population eligible to be served needs information in a language
other than English, the District must make reasonable efforts, considering the size and
concentration of such population, to send appropriate non-English language household
letters/notices and application forms to such households. Schools will provide households
with assistance in completing applications through the use of foreign language personnel.
Enforce Confidentiality/Disclosure of Eligibility. All procedures shall insure that
names of children eligible to receive free or reduced-price meals shall not be published,
posted, or announced in any manner. Information such as family size, income and social
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security numbers shall remain confidential and shall not be shared for any purpose. No
individual indicators of participation shall be maintained in the permanent record of any
pupil not otherwise allowed by law.
Disclosure may be made of aggregate information, such as the number of children eligible for
free or reduced price meals, to any program or individual. Aggregate information shall not
identify children.
Ensure Nondiscrimination Practice. There shall be no overt identification of any
eligible children by use of special tickets, special tokens, serving lines, separate entrances,
separate dining areas, or by any other means. When more than one (1) lunch, breakfast or
type of milk is offered, the children shall have the same choice of meals that is available to
those children who pay the full price. Children shall not work for their meal unless other
children are required to do so as part of their educational training.
No child shall be discriminated against because of race, color, national origin, religion, age,
sex or handicap.
Parents/guardians who appeal the challenge of decisions on applications and school officials’
challenges to the correctness of information contained in an application or of continued
eligibility of any students for free or reduced-price meals shall have a fair hearing. During
an appeal and hearing, the student will continue to receive free or reduced-price meals.
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Section 5.35 - Data / Records Retention
PROCEDURES
PROCEDURES
(Records Management Program)
Records shall be prepared and managed as outlined below.
Business
and
Financial
Records
Management of the following records is the responsibility of the business manager:
Annual District budget.
Audit reports.
Financial statements.
Capital levy plan.
Bids.
Contracts (except employment).
Deeds.
Leases/lease purchases.
Inventory (history records of general fixed assets).
Records identified in the Uniform System of Financial Records.
Other
District
Records
The current year's records will be kept in the District administration office. When practical
to do so, but no later than during the second immediate past year, all records will be grouped,
bundled together, and labeled, with the disposal date noted on the label. Retention periods
noted will refer to the number of years after the end of the fiscal year in which the records
were made or superseded, as specified in the latest Records Retention and Disposition for
Arizona School Districts.
All other records shall be managed so as to be in compliance with the requirements of the
Records Management Division of the Department of Library, Archives, and Public Records.
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SECTION 7 - PERSONNEL
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Section 7.1 - Equal Employment Opportunity
PROCEDURES
Compliance
PROCEDURES
Officer
The Superintendent shall be the compliance officer. Any person who feels unlawfully
discriminated against or to have been the victim of unlawful discrimination by an agent or
employee of the District or who knows of such discrimination against another person should
file a complaint with the Superintendent. If the Superintendent is the one alleged to have
unlawfully discriminated, the complaint shall be filed with the President of the Board.
Complaint
Procedure
The District is committed to investigating each complaint and to taking appropriate action
on all confirmed violations of policy. The Superintendent shall investigate and document
complaints filed pursuant to this procedure as soon as reasonable. In investigating the
complaint, the Superintendent will maintain confidentiality to the extent reasonably
possible. The Superintendent shall also investigate incidents of policy violation that are
raised by the Governing Board, even though no complaint has been made.
If after the initial investigation the Superintendent has reason to believe that a violation of
policy has occurred, the Superintendent shall determine whether or not to hold an
administrative hearing and/or to recommend bringing the matter before the Board.
If the person alleged to have violated policy is a teacher or an administrator, the due process
provisions of the District's Policy Section 7.46 shall apply, except that the supervising
administrator may be assigned to conduct the hearing. In cases of serious misconduct,
dismissal or suspension proceedings in accordance with A.R.S. 15-539 et seq. may be initiated.
If the person alleged to have violated policy is a support staff employee, the Superintendent
may follow due process and impose discipline under Policy Section 7.64 if the evidence so
warrants. The Superintendent also may recommend a suspension without pay, recommend
dismissal, or impose other appropriate discipline.
If the person alleged to have violated policy is a student, the Superintendent may impose
discipline in accordance with Policy Sections 10.42, 10.44, and 10.45.
If the Superintendent's investigation reveals no reasonable cause to believe policy has been
violated, the Superintendent shall so inform the complaining party in writing.
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PROCEDURES
PROCEDURES
Complaint Form
(To be filed with the compliance officer as provided in Section 7.1)
Please print:
Name ________________________________________ Date ___________________
Address
_______________________________________________________________
Telephone __________ Another phone where you can be reached
__________
During the hours of _____________________________________________________
E-mail address: ________________________________________________________
I wish to complain against:
Name of person, school (department), program, or activity __________________
________________________________________________________________________
________________________________________________________________________
Address:_______________________________________________________________
Specify your complaint by stating the problem as you see it. Describe the incident,
the participants, the background to the incident, and any attempts you have made to
solve the problem. Be sure to note relevant dates, times, and places.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Date of the action against which you are complaining:______________________
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If there is anyone who could provide more information regarding this, please list
name(s), address(es), and telephone number(s).
Name
Address
Telephone Number
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The projected solution
Indicate what you think can and should be done to solve the problem. Be as specific
as possible.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I certify that this information is correct to the best of my knowledge.
____________________________________
Signature of Complainant
The compliance officer, as designated in Section 7.1, shall give one (1) copy to the
complainant and shall retain one (1) copy for the file.
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Section 7.3 - Staff Conflict of Interest
PROCEDURES
PROCEDURES
Filing Form
I,
indicate:
_____________________________________________________,
do
hereby
1. That I am presently an officer/employee of the Dysart Unified School
District;
2. That I (or my relative[s]: _______________________________________
________________________________________________________) have a substantial
interest in the contract, sale, purchase, or service to or decision by the Dysart Unified
School District No. 89 Governing Board as described below.
3. That I shall refrain from participating in any manner in my capacity as an
employee or officer of Dysart Unified School District in such contract, sale, purchase,
service to, or decision by the Governing Board unless specifically permitted to do so
by law.
________________________
Date
____________________________________
Signature
Description of Conflict:
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Section 7.4 - Staff Conduct
PROCEDURES
PROCEDURES
No employee, while on or using school property, otherwise acting as an agent, or working in
an official capacity for the District shall engage in:
Physical or verbal abuse of, or threat of harm to, anyone.
Causing damage, or threat of damage, to property of the District or property of a
member of the community or a visitor to the school when the property is located on
premises controlled by the District.
Forceful or unauthorized entry to or occupation of District facilities, including
buildings and grounds.
Use, possession, distribution, or sale of alcohol or of drugs or other illegal substances.
Use of profane or abusive language, symbols, or conduct.
Failure to comply with lawful direction of District officials, security officers, or any
other law-enforcement officer, or failure to identify oneself to such officials or officers
when lawfully requested to do so.
The carrying or possession of a weapon on school grounds without authorization from
the appropriate school administrator.
A violation of District policies and procedures.
Any conduct violating federal, state, or applicable municipal law or regulation.
Any other conduct that may obstruct, disrupt, or interfere with teaching, research,
service, administrative, or disciplinary functions of the District, or any other activity
sponsored or approved by the Board.
The use of District resources, as defined by A.R.S. 15-511 and District Policy 7.15 Staff
Participation in Political Activities, to influence the outcome of an election.
In addition to the foregoing, all staff members are expected to:
Thoroughly acquaint themselves with the rules, procedures, and other information
applicable to them contained within the policies of the Board.
Conduct themselves in a manner consistent with effective and orderly education and
to protect the students and the District property.
Maintain order in a manner consistent with District policies and procedures.
Comply promptly with all orders of the Superintendent and the administrator who is
their immediate supervisor.
Dress and maintain a general appearance that reflects their position and does not
detract from the educational program of the school.
Comply with the requirement of A.R.S. 15-515 by immediately reporting to the
Superintendent or the administrator who is their immediate supervisor:
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A violation of A.R.S. 13-3102 [possession of a deadly weapon on school grounds].
A violation of A.R.S. 13-3111 [possession of a firearm by a minor without
authorization (in Maricopa and Pima Counties and where otherwise adopted by
local ordinance)].
A violation of A.R.S. 13-3411 [possession, use, or intent to sell marijuana, peyote,
or dangerous or narcotic drugs, or intent to sell prescription-only drugs in a drugfree school zone (i.e., school grounds and the area within three hundred [300]
feet and public property within one thousand [1,000] feet of school grounds, the
area at a school bus stop, and a school bus)].
Any administrator receiving a report of a violation of A.R.S. 13-3102, 13-3111, or 13-3411
shall immediately report such violation to a peace officer in compliance with A.R.S. 15-515.
Employees of the District who violate these rules are subject to disciplinary action.
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PROCEDURES
PROCEDURES
Notification Concerning Nonappealable Offenses
Notice is herein provided, in accordance with A.R.S. 15-550, that any employee of a public
school district or charter school in this state who is arrested for or charged with one (1) or
more of the offenses listed below as nonappealable offenses precluding that person from
receiving a fingerprint clearance card shall immediately report the arrest or charge to the
person's supervisor or the person shall be immediately dismissed from employment with the
public school district or charter school. A person dismissed from employment for failure to
report being arrested for or charged with a nonappealable offense has no right to appeal
under the provisions of A.R.S. 15-539, subsection G.
1. Sexual abuse of a vulnerable adult.
2. Incest.
3. First or second degree murder.
4. Sexual assault.
5. Sexual exploitation of a minor.
6. Sexual exploitation of a vulnerable adult.
7. Commercial sexual exploitation of a minor.
8. Commercial sexual exploitation of a vulnerable adult.
9. Child prostitution as prescribed in section 13-3212.
10. Child abuse.
11. Abuse of a vulnerable adult.
12. Sexual conduct with a minor.
13. Molestation of a child.
14. Molestation of a vulnerable adult.
15. A dangerous crime against children as defined in section 13-705.
16. Exploitation of minors involving drug offenses.
17. Taking a child for the purposes of prostitution as prescribed in
section 13-3206.
18. Neglect or abuse of a vulnerable adult.
19. Sex trafficking.
20. Sexual abuse.
21. Production, publication, sale, possession and presentation of obscene
items as prescribed in section 13-3502.
22. Furnishing harmful items to minors as prescribed in section 13-3506.
23. Furnishing harmful items to minors by internet activity as
prescribed in section 13-3506.01.
24. Obscene or indecent telephone communications to minors for
commercial purposes as prescribed in section 13-3512.
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25. Luring a minor for sexual exploitation.
26. Enticement of persons for purposes of prostitution.
27. Procurement by false pretenses of person for purposes of
prostitution.
28. Procuring or placing persons in a house of prostitution.
29. Receiving earnings of a prostitute.
30. Causing one's spouse to become a prostitute.
31. Detention of persons in a house of prostitution for debt.
32. Keeping or residing in a house of prostitution or employment
in prostitution.
33. Pandering.
34. Transporting persons for the purpose of prostitution, polygamy
and concubinage.
35. Portraying adult as a minor as prescribed in section 13-3555.
36. Admitting minors to public displays of sexual conduct as prescribed
in section 13-3558.
37. Unlawful sale or purchase of children.
38. Child bigamy.
Further, an employee who is convicted of one (1) or more of the above listed offenses shall
immediately:
Surrender any certificates issued by the department of education.
Notify the person's employer or potential employer of the conviction.
Notify the department of public safety of the conviction.
Surrender the person's fingerprint clearance card.
By my signature I acknowledge receipt of a copy of this notification concerning nonappealable
offenses.
___________________________________________
________________________
Employee signature
Date
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Section 7.7 - Drug Free Workplace
PROCEDURES
PROCEDURES
DRUG - FREE
WORKPLACE
In order to comply with federal funding requirements, the District shall:
Gather information relative to availability of local community drug and alcohol
counseling, rehabilitation, and reentry programs that are available to employees and
make such information available to employees.
Provide each employee a copy of standards of conduct and the statement of disciplinary
sanctions that apply to alcohol and drug violations. Use Policy Procedure Section 7.7
to notify employees that compliance with such standards is mandatory.
The District should perform a biennial review of the programs to:
Ensure that disciplinary sanctions for employees are consistently enforced.
Determine program effectiveness and implement change to the program if needed.
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PROCEDURES
PROCEDURES
Notice to Employees
YOU ARE HEREBY NOTIFIED that it is a violation of Policy Section 7.7 for any employee
to violate the law or District policy in the manufacture, distribution, dispensing, possession,
or use, on or in the workplace, of alcohol or any narcotic drug, hallucinogenic drug,
amphetamine, barbiturate, marijuana, or any other controlled substance, as defined in
schedules I through V of section 202 of the Controlled Substances Act (21 U.S.C. 812) and as
further defined by regulation at 21 C.F.R. 1308.11 through 1308.15.
Workplace includes any place where work is performed, including a school building or other
school premises; any school-owned vehicle or any other school-approved vehicle used to
transport students to and from school or school activities; and off school property during any
school-sponsored or school-approved activity, event, or function, such as a field trip or athletic
event, where students are under the jurisdiction of the District. In addition, the workplace
shall include all property owned, leased, or used by the District for any educational purpose.
YOU ARE FURTHER NOTIFIED that it is a condition of your employment that you will
comply with Policy Section 7.7, and will notify your supervisor of your conviction under any
criminal drug statute for a violation occurring in the workplace, not later than five (5) days
after such conviction.
Any employee who violates the terms of the District's drug-free workplace policy in any
manner is subject to discipline, which may include, but is not limited to, dismissal and/or
referral for prosecution.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I have been provided with two (2) copies of this Notice to Employees for my review and
signature. I understand that a signed copy will be placed in my personnel file.
__________________________________________
Signature
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Section 7.10 - Staff Personal Security and Safety
PROCEDURES
PROCEDURES
Threats
Any employee who is threatened with harm by an individual or a group while carrying out
assigned duties shall immediately notify the school principal or supervisor. The principal
or supervisor shall then immediately notify the Superintendent's office of the threat and
together they shall take immediate steps in cooperation with the employee to provide every
reasonable precaution for the employee's safety. Precautionary steps, including any
advisable legal action, shall be reported to the Superintendent's office at the earliest possible
time.
Eye
Protective
Devices
Every student, teacher, and visitor in public schools shall wear appropriate eye protective
ware while participating in or when observing vocational, technical, industrial arts, art, or
laboratory science activities involving exposure to:
Molten metals or other molten materials.
Cutting, shaping, and grinding of materials.
Heat treatment, tempering, or kiln firing of any metal or other materials.
Welding fabrication processes.
Explosive materials.
Caustic solutions.
Radiation materials.
The Board shall equip the schools with eye protective ware.
Schools may receive and expend federal, state, and local monies to provide eye protective
devices.
For purposes of this procedure, eye protective ware means devices meeting the standards of
the U.S.A. Standard Safety Code for head, eye, and respiratory protection, Z21-1959, and
subsequent revisions thereof, approved by the United States of America Standards Institute,
Inc.
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Section 7.11 - Employee Assistance
PROCEDURES
PROCEDURES
(Bloodborne Pathogen Requirements)
Exposure
Control
Plan
Employee(s) with occupational exposure to human blood, human blood components, products
made from human blood, or pathogenic microorganisms, including but not limited to
Hepatitis B virus or HIV, shall comply with this Exposure Control Plan designed to eliminate
or minimize employee exposure.
This Exposure Control Plan contains the following elements:
The exposure determination outlined below.
The schedule and method of implementation.
The procedure for the evaluation of circumstances surrounding exposure.
A copy of this Exposure Control Plan shall be accessible to employees.
This Exposure Control Plan shall be reviewed and updated at least annually and whenever
necessary to reflect new or modified tasks and procedures that affect occupational exposure,
and to reflect new or revised employee positions with occupational exposure.
This Exposure Control Plan shall be made available to the Assistant Secretary of Labor and
the Director of the Occupational Safety and Health Administration upon request for
examination and copying.
Exposure
Determination
The District has determined that employee positions may involve the following levels of
exposure to bloodborne pathogens as a collateral function to the primary job description:
High risk - Coaches, physical education instructors, custodians, certain special
education program personnel, playground duty personnel, health services personnel,
and security personnel.
Moderate risk - Regular instructional program personnel, other special education
program personnel, school level office personnel, maintenance personnel, food services
personnel, and special assignment personnel (e.g., counselors, librarians).
Low risk - District level office personnel.
Methods
of
Compliance
General. Universal precautions shall be observed by all District employees to prevent
contact with blood or other potentially infectious materials. Under circumstances in which
differentiation between body fluid types is difficult or impossible, all body fluids shall be
considered potentially infectious materials.
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Engineering and work practice controls:
Engineering and work practice controls shall be used to eliminate or minimize
employee exposure. If occupational exposure remains after institution of these
controls, personal protective equipment shall also be used.
Engineering controls shall be examined and maintained or replaced on a regular
schedule to ensure their effectiveness.
The District shall provide hand-washing facilities that are readily accessible to
employees.
When provision of hand-washing facilities is not feasible, the District shall provide
either an appropriate antiseptic hand cleanser in conjunction with clean cloth/paper
towels or antiseptic towelettes. When antiseptic hand cleansers or towelettes are
used, hands shall be washed with soap and running water as soon as feasible.
The District requires that employees wash their hands immediately or as soon as
feasible after removal of gloves or other personal protective equipment. Supervisory
personnel shall ensure compliance.
The District requires that employees wash hands and any other skin with soap and
water, or flush mucous membranes with water immediately or as soon as feasible
following contact of such body areas with blood or other potentially infectious
materials. Supervisory personnel shall ensure compliance.
Contaminated needles and other contaminated sharps shall not be bent, recapped, or
removed except as noted below. Shearing or breaking of contaminated needles is
prohibited.
Contaminated needles and other contaminated sharps shall not be recapped or
removed unless no other alternative is feasible or such action is required by a
specific medical procedure as determined by a competent medical professional
qualified to make such determination.
Such recapping or needle removal must be accomplished through the use of a
mechanical device or a one-handed technique.
Immediately or as soon as possible after use, contaminated reusable sharps shall be
placed in appropriate containers until properly reprocessed.
Eating, drinking, smoking, applying cosmetics or lip balm, and handling contact lenses
are prohibited in work areas where there is a reasonable likelihood of occupational
exposure.
Food and drink shall not be kept in refrigerators, freezers, shelves, or cabinets, or on
countertops or benchtops where blood or other potentially infectious materials are
present.
All procedures involving blood or other potentially infectious materials shall be
performed in such a manner as to minimize splashing, spraying, spattering, and
generation of droplets of these substances.
Mouth pipetting/suctioning of blood or other potentially infectious materials is
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prohibited.
Specimens of blood or other potentially infectious materials shall be placed in a
container that prevents leakage during collection, handling, processing, storage,
transport, or shipping.
The container for storage, transport, or shipping shall be labeled or color coded
according to law and closed prior to being stored, transported, or shipped. When
a facility utilizes "universal precautions" in the handling of all specimens, the
labeling/color coding of specimens is not necessary, provided containers are
recognizable as containing specimens. This exemption applies only while such
specimens/containers remain with the facility. Labeling or color coding is
required when such specimens/ containers leave the facility.
If outside contamination of the primary container occurs, the primary container
shall be placed within a second container that prevents leakage during handling,
processing, storage, transport, or shipping and is labeled or color coded according
to the requirements of this standard.
If the specimen could puncture the primary container, the primary container
shall be placed within a secondary container that is puncture resistant in
addition to the above characteristics.
Equipment that may become contaminated with blood or other potentially infectious
materials shall be examined prior to servicing or shipping and shall be decontaminated
as necessary, unless the decontamination of such equipment or portions of such
equipment is not feasible as determined by a supervisory employee assigned to make
such determination.
A readily observable label in accordance with law shall be attached to the
equipment stating which portions remain contaminated.
This information shall be conveyed to all affected employees, the servicing
representative, and/or the manufacturer, as appropriate, prior to handling,
servicing, or shipping so that appropriate precautions will be taken.
Personal protective equipment:
Provision. When occupational exposure occurs, the District shall provide, at no
cost to the employee, appropriate personal protective equipment such as, but not
limited to, gloves, gowns, laboratory coats, face shields or masks and eye protection,
and mouthpieces, resuscitation bags, pocket masks, or other ventilation devices.
Personal protective equipment will be considered "appropriate" only if it does not
permit blood or other potentially infectious materials to pass through to or reach the
employee's work clothes, street clothes, undergarments, skin, eyes, mouth, or other
mucous membranes under normal conditions of use and for the duration of time that
the protective equipment will be used.
Use. The District requires that all exposed employees use appropriate personal
protective equipment unless the District documents that a specific employee
temporarily and briefly declined to use personal protective equipment when, under
rare and extraordinary circumstances, it was such employee's professional judgment
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that in the specific instance its use would have prevented the delivery of health care or
public safety services or would have posed an increased hazard to the safety of the
worker or co-worker. When the employee makes this judgment, the circumstances
shall be reported by the employee and investigated and documented by the District in
order to determine whether changes can be instituted to prevent such occurrences in
the future.
Accessibility. Appropriate personal protective equipment in the appropriate sizes
must be readily accessible at the work site or issued to employees. Hypoallergenic
gloves, glove liners, powderless gloves, or other similar alternatives shall be readily
accessible to employees who are allergic to the gloves normally provided.
Cleaning, laundering, and disposal. The District shall clean, launder, and dispose of
personal protective equipment required in this standard, at no cost to the employee.
Repair and replacement. The District shall repair or replace personal protective
equipment as needed to maintain its effectiveness, at no cost to the employee.
Any garment(s) penetrated by blood or other potentially infectious materials shall be
removed immediately or as soon as feasible.
All personal protective equipment shall be removed prior to leaving the work area.
When personal protective equipment is removed it shall be placed in an appropriately
designated area or container for storage, washing, decontamination, or disposal.
Gloves. Gloves shall be worn when it can be reasonably anticipated that the employee
may have hand contact with blood, other potentially infectious materials, mucous
membranes, and nonintact skin; when performing vascular access procedures; and
when handling or touching contaminated items or surfaces.
Disposable (single-use) gloves, such as surgical or examination gloves, shall be
replaced as soon as practical when contaminated or as soon as feasible if they
are torn, punctured, or their ability to function as a barrier is compromised.
Disposable (single-use) gloves shall not be washed or decontaminated for reuse.
Utility gloves may be decontaminated for reuse if the integrity of the gloves is
not compromised. However, they must be discarded if they are cracked, peeling,
torn, punctured, or exhibit other signs of deterioration or when their ability to
function as a barrier is compromised.
Housekeeping:
General. The work site must be maintained in a clean and sanitary condition. The
District shall establish, attach hereto, and implement an appropriate written schedule
for cleaning and the method of decontamination based upon the location within the
facility, type of surface to be cleaned, type of soil present, and tasks or procedures being
performed in the area.
All school activity areas are cleaned daily.
In cleaning operations involving human blood, a cleaning solution consisting of ten to
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one (10:1) ratio of water and bleach will be used.
All equipment and environmental and working surfaces shall be cleaned and
decontaminated after contact with blood or other potentially infectious materials.
Contaminated work surfaces shall be decontaminated with an appropriate
disinfectant after completion of procedures, immediately or as soon as feasible
when surfaces are overtly contaminated or after any spill of blood or other
potentially infectious materials, and at the end of the work shift if the surface
may have become contaminated since the last cleaning.
Protective coverings - such as plastic wrap, aluminum foil, or imperviously
backed absorbent paper used to cover equipment and environmental surfaces shall be removed and replaced as soon as feasible when they become overtly
contaminated or at the end of the work shift if they may have become
contaminated during the shift.
All bins, pails, cans, and similar receptacles intended for reuse that have a
reasonable likelihood of becoming contaminated with blood or other potentially
infectious materials shall be inspected and decontaminated on a regularly
scheduled basis and cleaned and decontaminated immediately or as soon as
feasible upon visible contamination.
Broken glassware that may be contaminated shall not be picked up directly with
the hands. It shall be cleaned up using mechanical means such as a brush and
dust pan, tongs, or forceps.
Reusable sharps that are contaminated with blood or other potentially infectious
materials shall not be stored or processed in a manner that requires employees
to reach by hand into the containers where these sharps have been placed.
Regulated waste:
Contaminated sharps discarding and containment:
Contaminated sharps shall be discarded immediately or as soon as
feasible in containers that are:
Closable.
Puncture resistant.
Leakproof on sides and bottom.
Labeled or color coded.
During use, containers for contaminated sharps shall be:
Easily accessible to personnel and located as close as is feasible
to the immediate area where sharps are used or can be reasonably
anticipated to be found (e.g., laundries).
Maintained upright throughout use.
Replaced routinely and not be allowed to overfill.
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When moving containers of contaminated sharps from the area of use, the
containers shall be:
Closed immediately prior to removal or replacement to prevent
spillage or protrusion of contents during handling, storage,
transport, or shipping.
Placed in a secondary container if leakage is possible.
second container shall be:
The
Closable.
Constructed to contain all contents and prevent leakage
during handling, storage, transport, or shipping.
Labeled or color coded.
Reusable containers shall not be opened, emptied, or cleaned manually
or in any other manner that would expose employees to the risk of
percutaneous injury.
Other regulated waste containment:
Regulated waste shall be placed in containers that are:
Closable.
Constructed to contain all contents and prevent leakage of fluids
during handling, storage, transport, or shipping.
Labeled or color coded.
Closed prior to removal to prevent spillage or protrusion of
contents during handling, storage, transport, or shipping.
If outside contamination of the regulated waste container occurs, it shall
be placed in a second container. The second container shall be:
Closable.
Constructed to contain all contents and prevent leakage of fluids
during handling, storage, transport, or shipping.
Labeled or color coded.
Closed prior to removal to prevent spillage or protrusion of
contents during handling, storage, transport, or shipping.
Disposal of all regulated waste shall be in accordance with applicable regulations
of the United States, states, territories, and political subdivisions of states and
territories.
Laundry:
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Contaminated laundry shall be handled as little as possible, with a minimum of
agitation.
Contaminated laundry shall be bagged or containerized at the location
where it was used and shall not be sorted or rinsed in the location of use.
Contaminated laundry shall be placed and transported in bags or
containers labeled or color coded. When a facility utilizes universal
precautions in the handling of all soiled laundry, alternative labeling or
color coding is sufficient if it permits all employees to recognize the
containers as requiring compliance with universal precautions.
Whenever contaminated laundry is wet and presents a reasonable
likelihood of soak-through of or leakage from the bag or container, the
laundry shall be placed and transported in bags or containers that
prevent soaking-through and/or leakage of fluids to the exterior.
Employees who have contact with contaminated laundry must wear protective
gloves and other appropriate personal protective equipment.
When a facility ships contaminated laundry off-site to a second facility, which
does not utilize universal precautions in the handling of all laundry, the facility
generating the contaminated laundry must place such laundry in bags or
containers that are labeled or color-coded.
Hepatitis B Vaccination and
Evaluation and Follow-up
Postexposure
General:
The District shall make available the hepatitis B vaccine and vaccination
series to all employees who have occupational exposure, and postexposure
evaluation and follow-up to all employees who have had an exposure
incident.
The District requires that all medical evaluations and procedures, including the
hepatitis B vaccine, and vaccination series and postexposure evaluation and follow-up,
including prophylaxis, are:
Made available at no cost to the employee.
Made available to the employee at a reasonable time and place.
Performed by or under the supervision of a licensed physician or by or under the
supervision of another licensed health care professional.
Provided according to recommendations of the U.S. Public Health Service
current at the time these evaluations and procedures take place, except as
specified in this section on hepatitis B vaccination and postexposure evaluation
and follow-up.
The District requires that all laboratory tests be conducted by an accredited laboratory
at no cost to the employee.
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Hepatitis B vaccination:
Hepatitis B vaccination shall be made available after the employee has received the
training required and within ten (10) working days of initial assignment to all
employees who have occupational exposure unless the employee has previously
received the complete hepatitis B vaccination series, antibody testing has revealed that
the employee is immune, or the vaccine is contraindicated for medical reasons.
The District shall not make participation in a prescreening program a prerequisite for
receiving hepatitis B vaccination.
If the employee initially declines hepatitis B vaccination but at a later date while still
covered under the standard decides to accept the vaccination, the District shall make
available hepatitis B vaccination at that time.
The District requires all employees who decline to accept hepatitis B vaccination that
is offered to sign the following statement:
I understand that due to my occupational exposure to blood or other potentially
infectious materials I may be at risk of acquiring hepatitis B virus (HBV)
infection. I have been given the opportunity to be vaccinated with hepatitis B
vaccine, at no charge to myself. However, I decline hepatitis B vaccination at
this time. I understand that by declining this vaccine, I continue to be at risk
of acquiring hepatitis B, a serious disease. If in the future I continue to have
occupational exposure to blood or other potentially infectious materials and I
want to be vaccinated with hepatitis B vaccine, I can receive the vaccination
series at no charge to me.
If a routine booster dose(s) of hepatitis B vaccine is recommended by the U.S. Public
Health Service at a future date, such booster dose(s) shall be made available.
Postexposure evaluation and follow-up. Following a report of an exposure incident, the
District shall make immediately available to the exposed employee a confidential medical
evaluation and follow-up, including at least the following elements:
Documentation of the route(s) of exposure, and the circumstances under which the
exposure incident occurred.
Identification and documentation of the source individual, unless the District can
establish that identification is infeasible or prohibited by state or local law.
The source individual's blood shall be tested as soon as feasible, and after consent
is obtained, in order to determine HBV and HIV infectivity. If consent is not
obtained, the District shall establish that legally required consent cannot be
obtained. When the source individual's consent is not required by law, the
source individual's blood, if available, shall be tested and the result documented.
When the source individual is already known to be infected with HBV or HIV,
testing for the source individual's known HBV or HIV status need not be
repeated.
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Results of the source individual's testing shall be made available to the exposed
employee, and the employee shall be informed of applicable laws and regulations
concerning disclosure of the identity and infectious status of the source
individual.
Collection and testing of blood for HBV and HIV serological status:
The exposed employee's blood shall be collected as soon as feasible and tested
after consent is obtained.
If the employee consents to base-line blood collection, but does not give consent
at that time for HIV serologic testing, the sample shall be preserved for at least
ninety (90) days. If within ninety (90) days of the exposure incident the
employee elects to have the base-line sample tested, such testing shall be done
as soon as feasible.
Postexposure prophylaxis, when medically indicated, as recommended by the U.S.
Public Health Service.
Counseling.
Evaluation of reported illnesses.
Information provided to the health care professional:
The health care professional responsible for the employee's hepatitis B vaccination
shall be provided a copy of this document.
The health care professional evaluating an employee after an exposure incident shall
be provided the following information:
A copy of this document.
A description of the exposed employee's duties as they relate to the exposure
incident.
Documentation of the route(s) of exposure and circumstances under which
exposure occurred.
Results of the source individual's blood testing, if available.
All medical records relevant to the appropriate treatment of the employee,
including vaccination status, that are the District's responsibility to maintain.
Health care professional's written opinion. The District shall obtain and provide the
employee with a copy of the evaluating health care professional's written opinion within
fifteen (15) days of the completion of the evaluation.
The health care professional's written opinion for hepatitis B vaccination shall be
limited to whether hepatitis B vaccination is indicated for an employee and whether
the employee has received such vaccination.
The health care professional's written opinion for postexposure evaluation and followup shall be limited to the following information:
That the employee has been informed of the results of the evaluation.
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That the employee has been told about any medical conditions resulting from
exposure to blood or other potentially infectious materials that require further
evaluation or treatment.
All other findings or diagnoses shall remain confidential and shall not be included in
the written report.
Medical record keeping. Medical records required by this standard shall be maintained.
Communication
of
Hazards
to
Employees
Labels:
Warning labels shall be affixed to containers of regulated waste, refrigerators and
freezers containing blood or other potentially infectious material, and other containers
used to store, transport, or ship blood or other potentially infectious materials, except
as provided in law.
These labels shall contain the "biohazard" label.
These labels shall be fluorescent orange or orange-red or predominantly so, with
lettering or symbols in a contrasting color.
Labels are required to be affixed as close as feasible to the container by string, wire,
adhesive, or other method that prevents their loss or unintentional removal.
Red bags or red containers may be substituted for labels.
Containers of blood, blood components, or blood products that are labeled as to their
contents and have been released for transfusion or other clinical use are exempted from
the labeling requirements of this section on communication of hazards to employees.
Individual containers of blood or other potentially infectious materials that are placed
in a labeled container during storage, transport, shipment, or disposal are exempted
from the labeling requirements.
Labels required for contaminated equipment shall be in accordance with this section
and shall also state which portions of the equipment remain contaminated.
Regulated waste that has been decontaminated need not be labeled or color coded.
Information and training:
All employees with occupational exposure shall participate in a training program,
which must be provided at no cost to the employees and during working hours.
Training shall be provided as follows:
At the time of initial assignment to tasks where occupational exposure may take
place.
Within ninety (90) days after the effective date of the standard.
At least annually thereafter.
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For employees who have received training on bloodborne pathogens in the year
preceding the effective date of the standard, only training with respect to the provisions
of the standard that were not included need be provided.
Annual training for all employees shall be provided within one (1) year of their previous
training.
The District shall provide additional training when changes such as modification of
tasks or procedures or institution of new tasks or procedures affects the employee's
occupational exposure. The additional training may be limited to addressing the new
exposures created.
Material appropriate in content and vocabulary to educational level, literacy, and
language of employees shall be used.
The training program shall contain at a minimum the following elements:
An accessible copy of the regulatory text of this standard and an explanation of
its contents.
A general explanation of the epidemiology and symptoms of bloodborne diseases.
An explanation of the modes of transmission of bloodborne pathogens.
An explanation of the District's Exposure Control Plan and the means by which
the employee can obtain a copy of the written plan.
An explanation of the appropriate methods for recognizing tasks and other
activities that may involve exposure to blood and other potentially infectious
materials.
An explanation of the use and limitations of methods that will prevent or reduce
exposure, including appropriate engineering controls, work practices, and
personal protective equipment.
Information on the types, proper use, location, removal,
decontamination, and disposal of personal protective equipment.
handling,
An explanation of the basis for selection of personal protective equipment.
Information on the hepatitis B vaccine, including information on its efficacy,
safety, method of administration, the benefits of being vaccinated, and that the
vaccine and vaccination will be offered free of charge.
Information on the appropriate actions to take and persons to contact in an
emergency involving blood or other potentially infectious materials.
An explanation of the procedure to follow if an exposure incident occurs,
including the method of reporting the incident and the medical follow-up that
will be made available.
Information on the postexposure evaluation and follow-up that the District is
required to provide for the employee following an exposure incident.
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An explanation of the labels and/or color coding required.
An opportunity for interactive questions and answers with the person conducting
the training session.
The person conducting the training shall be knowledgeable in the subject matter
covered by the elements contained in the training program as it relates to the
workplace that the training will address.
Record
Keeping
Medical records:reca
The District shall establish and maintain an accurate record for each employee with
occupational exposure as defined herein.
This record shall include:
The name and Social Security number of the employee.
A copy of the employee's hepatitis B vaccination status, including the dates of all
hepatitis B vaccinations and any medical records relative to the employee's
ability to receive vaccination.
A copy of all results of examinations, medical testing, and follow-up procedures.
The District's copy of the health care professional's written opinion.
A copy of the information provided to the health care professional.
Confidentiality. The District shall ensure that employee medical records required by
law are:
Kept confidential.
Not disclosed or reported, without the employee's express written consent, to any
person within or outside the workplace, except as required by law.
The District shall maintain the records required by law for at least the duration of
employment plus thirty (30) years.
Training records:
Training records shall include the following information:
The dates of the training sessions.
The contents or a summary of the training sessions.
The names and qualifications of persons conducting the training.
The names and job titles of all persons attending the training sessions.
Training records shall be maintained for three (3) years from the date on which the
training occurred.
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Availability:
The District shall ensure that all records required to be maintained shall be made
available, upon request, to the Assistant Secretary of Labor and the Director of the
Occupational Safety and Health Administration for examination and copying.
Employee training records required by law shall be provided upon request for
examination and copying to employees, to employee representatives, to the Director of
the Occupational Safety and Health Administration, and to the Assistant Secretary of
Labor.
Employee medical records required by law shall be provided upon request, for
examination and copying, to the subject employee, to anyone having written consent of
the subject employee, to the Director of the Occupational Safety and Health
Administration, and to the Assistant Secretary of Labor.
Transfer of records:
The District shall comply with the legal requirements involving transfer of records.
If the District ceases to do business and there is no successor district to receive and
retain the records for the prescribed period, the District shall notify the Director of the
Occupational Safety and Health Administration, at least three (3) months prior to their
disposal, and transmit them to the Director of the Occupational Safety and Health
Administration, if required by the Director of the Occupational Safety and Health
Administration to do so, within that three (3) month period.
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Section 7.12 - Wellness Programs
PROCEDURES
PROCEDURES
Unless legally exempted, all staff members must show proof of immunity to measles and
rubella [see Policy Section 7.12 – Wellness Programs].
Measles
(Rubeola)
Acceptable proof of immunity to measles shall consist of:
A record of immunization against measles with a live virus vaccine given on or after
the first birthday; or
A statement, signed by a licensed physician or a state or local health officer, that
affirms serologic evidence of having had measles.
Anyone born prior to January 1, 1957 shall be considered to be immune to measles.
(Rubeola)
German
Measles
(Rubella)
Evidence of immunity to rubella shall consist of:
A record of immunization against rubella given on or after the first birthday; or
A statement, signed by a licensed physician or a state or local health officer, that
affirms serologic evidence of having had rubella.
General
Information
In the event of an outbreak of either disease, memory of immunization date is not acceptable;
medical documentation of immunity is required.
Staff members who are not in compliance shall be put on leave without pay until they are in
compliance.
In the event of an outbreak of measles or rubella, nonimmune staff members, including those
who utilize the exemption, must be excluded from school.
Implementing
Policy
The District shall generate a list of all employees to identify those who need proof of immunity
to measles.
The Superintendent shall distribute information about the District's policy on measles and
rubella.
The Superintendent shall collect proof of immunity from staff members and compile a list
denoting immunity or nonimmunity of staff members.
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Nonimmune staff members shall be referred for vaccine to a physician or the County Health
Department. Their records will be updated as they receive vaccine.
Maintaining
Policy
Throughout each school year, new staff members shall be required to show proof of immunity
before employment.
A list of nonimmune employees shall be maintained and updated throughout the year.
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Section 7.13 - Staff Health and Safety
PROCEDURES
PROCEDURES
(Communicable Diseases)
Handling
Body
Fluids
in
School
The following guidelines are meant to provide simple and effective precautions against
transmission of disease for all people potentially exposed to the blood or body fluids of any
person (student and/or school employee). No distinction is made between body fluids from
persons with a known disease or those from persons without symptoms or with an
undiagnosed disease.
The body fluids of all people should be considered to contain potentially infectious agents.
The term body fluids includes blood, semen, drainage from scrapes and cuts, feces, urine,
vomit, respiratory secretions (such as nasal discharge), and saliva.
Whenever possible, avoid direct skin contact with body fluids. Disposable gloves are
recommended when direct hand contact with body fluids is anticipated. If extensive
contact is made with body fluids, hands must be washed afterwards. Gloves used for
this purpose should be put in a plastic bag, secured, and disposed of daily.
If direct skin contact does occur, hands and other affected skin areas of all exposed
people shall be routinely washed with soap and water.
Proper handwashing requires the use of soap and water and vigorous washing under
a stream of running water for approximately ten (10) seconds.
Clothing and other nondisposable items that are soaked through with body fluids
should be rinsed and placed in plastic bags. If presoaking is required to remove stains,
rinse or soak the item in cold water prior to bagging. Clothing should be sent home
with the student for washing, with appropriate directions to parents and teachers (see
laundry instructions below). Always wear gloves when handling items that have come
in contact with body fluids.
Contaminated disposable items shall be handled with disposable gloves, put in a
plastic bag, secured, and disposed of daily.
Body fluid spills on hard surfaces (i.e., floors, countertops, books, etc.) shall be
disinfected with bleach (diluted to ten [10] parts water and one [1] part bleach).
Gloves shall always be worn during cleanup.
Cleaning equipment:
Nondisposable cleaning equipment (such as dust pans, brooms, and buckets)
shall be disinfected by thoroughly rinsing in diluted bleach (ten [10] parts water
and one [1] part bleach). Mops shall be soaked in the disinfectant after use and
then rinsed with hot water. The disinfectant solution shall be promptly
disposed of down a drain pipe.
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Disposable cleaning equipment (such as paper towels, the vacuum bag, or
sweepings) shall be placed in plastic bags, secured, and disposed of daily. No
special handling is required for vacuuming equipment. Gloves shall always be
used during cleanup.
Laundry instructions:
Clothing soaked with body fluids shall be washed separately from other items.
Presoaking may be required for heavily soiled clothing. Otherwise, wash and
dry as usual. If the material can be bleached, add one-half (1/2) cup of
household bleach to the wash cycle. If the material is not colorfast, add one-half
(1/2) cup of all-fabric bleach to the wash cycle.
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Section 7.14 - Workers’ Compensation
PROCEDURES
PROCEDURES
Any employee who has an accident, no matter how slight, while on duty shall notify the
supervisor immediately. Failure to follow this procedure could result in the loss of workers'
compensation benefits.
After being notified by an employee, the supervisor shall complete and submit the Report of
Industrial Injury to the District office.
The Superintendent, upon receiving the supervisor's report, shall, within ten (10) days after
notification, submit the Report of Industrial Injury to the insurance carrier.
Compensation
Claims
When a job-related injury/accident requires medical attention and absence from the
workplace, the following conditions shall apply:
The physician will be responsible for reporting the circumstances of the injury to the
District, the Industrial Commission, and the District's insurance carrier.
During the first seven (7) days of absence due to a job-related injury/accident, the
employee will be placed on sick leave, provided the employee has accumulated
sufficient sick leave.
If a job-related injury/accident results in more than seven (7) days' absence, the
insurance carrier will be responsible for handling the claim for lost pay. During such
period the employee may be directed to:
Endorse over to the District the payments received from the insurance carrier,
continue to receive a regular salary, and be charged sick leave. When the
amount of the insurance payment is determined and received by the District, the
employee's sick leave record will be adjusted for that fraction of the time paid by
the insurance carrier (e.g., the insurance carrier pays one-half [1/2] of the normal
salary of the employee, the sick leave will be adjusted on a pro rata basis); or
Draw compensation from the insurance carrier, provide the District with a
record of such payment, and receive payment for sick leave pay for the
uncompensated portion of missed time, up to the limit of accumulated sick leave.
In no event will an employee receive a combined salary and worker's compensation in
excess of the employee's regular salary.
An employee who has used all accumulated sick leave will be removed from the payroll
and will receive only such amounts as are paid by the District's insurance carrier.
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Section 7.16 - Personnel Records - Files - Confidential Files
PROCEDURES
PROCEDURES
1. IN GENERAL:
a. The District shall maintain a complete and current official personnel file for each
employee.
b. Teachers and other certificated staff in the District will be required to supply the
District office with current and complete transcripts of credit. It is the duty and
responsibility of each teacher to be certificated and to keep such certification and
highly qualified status current.
c. Derogatory Material: Material originating within the School District and which is
derogatory to a teacher's conduct, service, character or personality shall not be
placed in a an employee’s personnel file located in the human resources office
unless the employee has had an opportunity to read the material. The employee
shall acknowledge that he/she has read such material by affixing his/her signature
on the actual copy to be filed. The employee may prepare a written reply to such
information, and such reply, if any, will be appended to the information in the
file.
d. Additional material: All Employees shall have the right to place pertinent
material as defined in district policies in his/her file. This material shall be
submitted to the building principal or immediate supervisor and to the Human
Resources Department for placement in the employee’s file.
e. The employee will be allowed access to the personnel file within two (2) working
days of the request for access to the Superintendent. Exception: All reference and
information originating outside the District on the basis of confidentiality and
information obtained within the District in the process of recommending an
employee for employment shall not be available for review or inspection by the
employee.
2. PROCEDURES FOR SOCIAL SECURITY NUMBER CONFIDENTIALITY: A
person or entity shall not, unless specifically provided by law:
a. Intentionally communicate or make an individual's social security number
available to the general public.
b. Print an individual's social security number on any card required for the
individual to receive services.
c. Require the transmission of an individual's social security number over the
internet unless providing a secure connection or the social security number is
encrypted.
d. Require the use of an individual's social security number to access a web site
unless a password or unique personal identification number or other
authentication device is also required to access the site.
e. Print a number that the person or entity knows to be an individual's social security
number on any materials that are mailed to the individual unless required by law
to place these numbers on the material.
i. This does not preclude the transmission of documents of enrollment,
amendment, termination, or contracting for financial services nor does
it preclude transmitting documents confirming the accuracy of the
numbers previously submitted.
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ii.
No requirement is made to check third party submitted numbers and
unless the recipient of the number has actual knowledge that the
number is or includes the individual's social security number, the
person or entity may print the number on materials that are mailed to
the individual.
iii. No prohibition on mailing the individual any copy or reproduction of a
document that includes a social security number is made if the social
security number was included on the original document before January
1, 2005.
iv. The exception is that if a social security number has been used
inconsistent with the use described above after January 1, 2005, so long
as the usage is continuous, the person or entity may continue to use the
number subject to the conditions below:
a) If the use stops for any reason then the social security
number cannot be used and the use reverts to the conditions
bulleted above.
b) Each year the entity must provide the individual with an
annual written disclosure of the individual's right to stop the
use of the social security number as prohibited above.
c) If an individual requests in writing, the person or entity
must stop using the number in any manner conflicting with
the law. No fee or charge is allowed, and the entity shall not
deny services to the individual because of the request.
f. The law does not prohibit the collection, use or release of a social security
number required by the laws of this state or the United States or for internal
verification or administrative purposes.
g. Penalty: Unless otherwise provided by law, after January 1, 2005 documents or
records recorded and made available on the recording entity's web site shall not
contain more than five (5) numbers reasonably identifiable as part of a social
security number and shall not contain financial account numbers. A penalty of
five hundred dollars ($500) for each act of recording is possible.
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Section 7.17 - Professional Staff Complaints and Grievances
PROCEDURES
PROCEDURES
General Procedures
Since it is important that grievances be processed as rapidly as possible, the number of days
indicated at each level should be considered as maximum, time being made of the essence
herein, and every effort should be made to expedite the process in less than maximum times
set. The time limit specified may be extended by mutual agreement in writing between the
grievant and the appropriate level administrator.
In the event a grievance is filed on or after termination of the school year, which if left
unresolved until the beginning of the following school year, could result in irreparable harm
to a party in interest, the parties agree to make a good faith effort to reduce the time limits
set forth herein so that the grievance procedure may be completed before the end of the school
term or as soon thereafter as is practicable.
In the event a grievance is filed so that sufficient time as stipulated at any level of the
procedure cannot be provided before the last day of school, and should it be necessary to
pursue the grievance to higher levels of appeal, said grievance shall be resolved in the new
school term in September according to the terms of this policy, unless the parties mutually
agree to proceed to settlement without delay.
Upon selection and certification by the Dysart Education Association (DEA), the Board shall
recognize one (1) or more grievance representatives in each building and a central association
grievance committee. The Dysart Education Association shall provide notice of the
designation of grievance representatives no later than the first week of the school year to the
Executive Director of Human Resources and appropriate administrators.
If such
designation changes, the Dysart Education Association shall provide such notice of the newly
designated grievance representative within one (1) week of appointment. Such notice shall
include telephone numbers at which the designated representative may be reached and an
alternative grievance representative who may be contacted if the designated grievance
representative is unavailable or cannot be reached within one (1) working day.
Initiation
and
Processing
All grievances will be treated as priority items and will be resolved at the earliest
possible time.
Informal
Procedure
If a teacher feels that he/she has a grievance the teacher must first discuss it with the
principal, either individually or through the Dysart Education Association's grievance
representative, or accompanied by the grievance representative, in an effort to resolve the
problem informally. If the problem is not resolved through the discussion, the teacher or
association representatives shall indicate to the administrator that such discussion shall
constitute the informal level. If satisfaction is obtained after the informal discussion and if
the same grievance reoccurs after the ten (10) day limit, the grievance shall proceed to Level
One automatically. In the event that the informal grievance is to be resolved, the Executive
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Director of Human Resources shall be provided with notice of the subject matter of the
informal grievance and the proposed resolution prior to implementation of the resolution.
Formal
Procedure
Level One - School Principal:
If an aggrieved person is not satisfied with the outcome of the informal procedure, the
aggrieved person may file a written grievance within the five (5) working days
following the administrator's informal decision. The written grievance shall be
submitted to the principal or appropriate administrator. Information copies are to be
sent by the aggrieved party to the grievance representative of the Dysart Education
Association and to the Executive Director of Human Resources. If the same grievance
reoccurs, the grievance shall proceed to Level Two automatically.
The aggrieved person or the principal may request a conference prior to the rendering
of the decision. The teacher may (a) discuss the grievance personally, (b) request that
a Dysart Education Association grievance representative accompany him/her, or (c)
request that a Dysart Education Association grievance representative act on his/her
behalf. Any request that a Dysart Education Association grievance representative act
on the teacher's behalf without the teacher's presence must be made in writing and
presented to the principal at the time of the conference.
The principal or other appropriate administrator within five (5) working days after
receipt of the grievance or within five (5) working days after the personal conference
(whichever is later), shall render a written decision to the aggrieved person with a copy
to the grievance representative of the Dysart Education Association and the Executive
Director of Human Resources.
Level Two - Mediation:
If the aggrieved person is not satisfied with the decision at Formal Level One,
mediation may be requested within ten (10) working days after the Level One decision
is received. An administrator from a site other than the aggrieved person's site and
an association representative from the DEA shall meet with all parties to mediate a
solution.
Level Three - Superintendent of Schools:
If Level Two mediation is unsuccessful, an aggrieved person may, within five (5)
working days after the final Level Two mediation session, file his/her grievance with
the Superintendent.
The Superintendent shall schedule a meeting to take place within ten (10) working
days from the receipt of the written grievance from the aggrieved person with the
purpose of resolving the grievance. Persons entitled to take part in this meeting shall
be:
A maximum of three (3) administrators designated by the Superintendent, who
may include himself/herself as one (1) of the three (3).
A maximum of two (2) association representatives.
The principal or appropriate administrator who was involved at Level One.
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The aggrieved person.
These persons shall be given five (5) days notice in writing of the time and place of the
meeting.
The Superintendent shall within five (5) days after this meeting, render his/her
decision in writing to the aggrieved person, the principal, or appropriate administrator,
and the association.
Level Four - Hearing Officer:
Only those grievances that contest the imposition of disciplinary action may be
appealed to a hearing officer who shall make a recommended decision to the Governing
Board. This provision does not apply to disciplinary action consisting of a suspension
of more than ten (10) days or dismissal. An appeal of any disciplinary action
consisting of a suspension of more than ten (10) days or dismissal is governed by
Arizona statutes.
If an aggrieved person is not satisfied with the Superintendent's decision
concerning his/her grievance at Level Two, the aggrieved person may, within ten
(10) working days from the receipt of the Superintendent's decision, file his/her
grievance appeal with the Executive Director of Human Resources.
The Executive Director of Human Resources and the association shall meet to
select a hearing officer who shall hear the appeal.
The hearing officer shall conduct a hearing utilizing commonly accepted
procedural rules for administrative hearings and the hearing officer shall issue
a recommended decision to the Governing Board within thirty (30) days of the
hearing.
The Governing Board shall decide whether to accept or reject the recommended
decision of the hearing officer and the Governing Board shall determine the
appropriate level of discipline, if any, in the matter.
Initiation
of
Group
Grievances
Where teachers in more than one (1) school have a common grievance, the association, upon
their request may initiate a group grievance in their behalf. In such cases a written
grievance shall be filed with the Superintendent and information copies of the grievance shall
be sent simultaneously to the principals of the employees involved.
The procedure for the group grievance shall then follow the steps as described above at Level
Two and Three if necessary.
The
Association
as
a
Party
in
Interest
When an aggrieved teacher declines to pursue his/her remedies either informally or formally,
and when the association deems that the grievance is one that has great importance or
serious implications for members of the association as a group, the association may initiate
proceedings to pursue a settlement of the grievance for that teacher. However, the teacher
may be requested to attend the hearing as a resource to the proceedings. The association as
herein described shall have all the rights, privileges, and defenses as the party for whom it
is substituting would have had.
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General provisions:
Reprisals shall not be taken against any teacher, any party in interest, and association
representative or any other participant in the grievance procedure by reason of such
participation.
The filing or pendency of any grievance under the provisions of this procedure shall in
no way operate to impede, delay or interfere with the rights of the Board to take the
action complained of, subject, however, to the final decision on the grievance.
The association shall have the right to be present to state its views at all stages of the
grievance procedure. Any employee may choose to be represented by a person of
his/her choosing at any level of the grievance procedure.
Failure at any step in this procedure to communicate decisions in writing as called for
on a grievance within the specified time limits shall permit the grievance to proceed to
the next step. Failure at any step of this procedure to appeal a grievance to the next
step within the specified time limits shall be deemed to be acceptance of the decision
rendered at that step and there shall be no further right to appeal.
All documents, communications and records dealing with the processing of a grievance
will be filed separately from the personnel files of the participants.
If any member of the association's grievance committee is a party in interest to any
grievance, that member shall not serve as the association's grievance representative at
processing of such grievance.
The Board and the administration will cooperate with the association in its
investigation of any grievance, and further, will furnish the association with such
information as is requested, other than privileged information, for the processing of
any grievance within five (5) working days of the request provided such information is
available in the form requested.
Any grievance shall not be recognized by the Board or the association unless it shall
have been presented to the appropriate level within thirty (30) days of the time the
aggrieved person knew, or should have known, of the act or condition on which the
grievance is based, and if not so presented, the grievance shall be considered as waived.
A grievance may be withdrawn at any level without prejudice or record. It cannot be
reopened so long as the association and the aggrieved person have agreed to the
withdrawal.
All sessions held in connection with the processing of grievances, shall be in closed
sessions and no news releases shall be made concerning the process of the hearing.
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Section 7.18 - Support Staff Complaints and Grievances
PROCEDURES
PROCEDURES
Definitions
A grievance is a claim by a District employee alleging a violation or misinterpretation, as to
the employee, of any District policy or procedure that directly and specifically governs the
employee's terms and conditions of employment.
A grievant shall be any employee of the District filing a grievance.
Terms and conditions of employment means the hours of employment, the compensation
therefor, including fringe benefits, and the employer's personnel policies directly affecting
the employee. In the case of professional staff employees, the term does not include
educational policies of the District. A day is any day in which the schools of the District are
operating.
The immediate supervisor is the lowest-level administrator having line
supervisory authority over the grievant.
Informal
Level
Before filing a formal written grievance, the grievant must attempt to resolve it by one or
more informal conferences with the immediate supervisor. The first of these informal
conferences must be conducted within ten (10) days after the employee knew, or should have
known, of the act or omission giving rise to the grievance. A second or any subsequent
conference must occur within five (5) days after the initial informal conference, or any
subsequent conference.
Formal
Level
Level I. Within five (5) days after the last informal conference, the grievant must present
the grievance in writing to the immediate supervisor.
The grievance shall be a clear, concise statement of the circumstances giving rise to the
grievance, a citation of the specific article, section, and paragraph of the policy or procedure
that directly and specifically governs the employee's terms and conditions of employment
that are alleged to have been violated, the decision rendered at the informal conference, and
the specific remedy sought.
The immediate supervisor shall communicate a decision to the employee in writing within
five (5) days after receiving the grievance.
Within the above time limits either party may request a personal conference to attempt to
resolve the matter.
Level II. In the event the grievant is not satisfied with the decision at Level I, the decision
may be appealed to the Superintendent within five (5) days after receipt of the decision.
The appeal shall include a copy of the original grievance, the decision rendered, and a clear,
concise statement of the reasons for the appeal. The Superintendent shall communicate a
decision within five (5) days after receiving the appeal. Either the grievant or the
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Superintendent may request a personal conference within the above time limits.
Level III. If the grievant is not satisfied with the decision at Level II, the grievant may,
within five (5) days, submit an appeal in writing to the President of the Governing Board.
The Board will review the appeal and will issue a response within fifteen (15) days. The
Board response constitutes the final decision.
General
Provisions
Section 1. Failure at any step of this procedure to appeal a grievance to the next step within
the specified time limits shall be deemed an acceptance of the decision rendered at that step,
and there shall be no further right of appeal. Failure to file a grievance within ten (10) days
after the employee knows, or should have known, of the circumstances upon which the
grievance is based shall constitute a waiver of that grievance.
Section 2. The filing or pendency of any grievance under the provisions of this policy shall
in no way operate to impede, delay, or interfere with the jurisdiction of the Governing Board
or the Superintendent.
Section 3. No reprisals will be taken against an employee involved in initiating a grievance
or against anyone called upon to make a presentation at a grievance hearing.
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PROCEDURES
PROCEDURES
Level I - Grievance Form A
FORMAL
GRIEVANCE
PRESENTATION
To be completed by grievant within five (5) days
after the last informal conference but no later than
thirty (30) days after the employee knew or should
have known of the act or omission giving rise to the
grievance.
Grievant
School
______________________
_________________________
Assignment
Date of last informal presentation
Immediate
supervisor
________________
_______________________
___________________________________________________________
Policy or procedure or provision of the Memorandum of Understanding alleged
to have been violated _____________________________________________.
Date of alleged violation _______________________________________________.
Statement
Action
of
grievance:
requested:
____________________________________
Signature of Grievant
____________________________________
Date
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PROCEDURES
PROCEDURES
Level I - Grievance Form B
DECISION
OF
IMMEDIATE
SUPERVISOR
To be completed by immediate supervisor within
five (5) days after formal filing.
Grievant ______________________________________________________________
Date of formal grievance presentation ___________________________________
School
________________________________________________________________
Immediate supervisor
________________________________________________
Decision of immediate
and reasons therefor:
supervisor
Date of decision _____________
_______________________________________
(Signature of immediate supervisor)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Grievant's response [to be completed by the grievant within five (5) days after the
decision]:
I accept the above decision of the immediate supervisor.
I hereby refer the above decision to the Superintendent, with reasons detailing
nonacceptance at Level I and any relief sought (Level II).
Date of response________________
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(signature of grievant)
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PROCEDURES
PROCEDURES
Level II - Grievance Form C
REFERRAL
TO
SUPERINTENDENT
To be completed by grievant within five (5) days
of immediate supervisor's response.
Grievant
_____________________________________________________________
Date of formal presentation ___________________________________________
Detail reasons for
decisions and any
nonacceptance
relief sought:
of
grievance
The attached grievance is hereby referred to the Superintendent.
Date of referral _______________
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(Signature of grievant)
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PROCEDURES
PROCEDURES
Level II - Grievance Form D
DECISION
OF
SUPERINTENDENT
To be completed by the Superintendent
within five (5) days.
Grievant
_____________________________________________________________
Date of formal grievance presentation __________________________________
Date appeal received by Superintendent ________________________________
Date meeting held by Superintendent (optional) _________________________
Decision of Superintendent
and reasons therefor:
____________________________
Date of decision
_________________________________________
(Signature of Superintendent)
______________________________________________________________________
Grievant's response [to be completed by grievant within five (5) days after the
decision]:
I accept the above decision of the Superintendent.
I hereby appeal to the Governing Board for a review of this grievance (Level
III).
Date of response________________
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(Signature of grievant)
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PROCEDURES
PROCEDURES
Level III (Final Action) - Grievance Form E
REVIEW
Grievant
BY
GOVERNING
BOARD
_____________________________________________________________
Date of formal grievance receipt ________________________________________
The attached grievance is hereby appealed to the Governing Board for a review.
Detail reasons for nonacceptance of
decision at level II and any relief
grievance
sought:
Date appeal received by Governing Board ________________________________
RECOMMENDED DECISION OF THE HEARING OFFICER
[TO BE COMPLETED WITHIN FIFTEEN (15) DAYS OF REVIEW]:
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Section 7.25 – Staff Approved Leaves – Absences Without Approved Leave –
Process for Reporting Absences
PROCEDURES
PROCEDURES
1. OVERVIEW:
a. This procedure advises Staff on how to apply for approved leaves from duty
whether paid or unpaid as well as the process for reporting absences.
b. The DUSD Payroll and Benefits Department has been tasked by the
Superintendent with the responsibility for administering these programs.
c. The DUSD Payroll and Benefits Department has developed an online application
process with eligibility information for Approved Leaves of Absences. Your
questions may also be directed to the DUSD Payroll and Benefits department.
d. To ensure efficiencies of DUSD operations, staff are expected to inform their
supervisor of the need to apply for approved leaves with or without pay.
e. Failure to follow established application procedures could result in denial of
request or other consequences for being absent without approved leave.
2. PROCEDURES TO REQUEST AND OBTAIN APPROVAL FOR THE
FOLLOWING POLICIES CAN BE FOUND IN THE ACCOMPANYING
PROCEDURES THAT FOLLOW:
a. 7.26 – Professional Staff Paid Leave (Sick Leave)
b. 7.28 – Staff Approved Unpaid Leaves of Absence and Family Medical Leave –
(FMLA)
c. 7.29 - Staff Citizenship Leave
d. 7.30 – Professional/Support Staff Conferences, Visitations and Workshops
e. 7.32 – Professional/Support Staff Voluntary Transfer of Accrued Sick Leave
f. 7.33 – Professional/Support Staff Bereavement Leave
g. 7.34 – Professional/Support Staff Vacation and Holidays
3. PROCEDURES FOR REPORTING ABSENCES AND LEAVE:
a. Administrative Absence Coverage and Reporting – OVERVIEW: In order
to ensure school safety, continuous administrative supervision must be
maintained. When the Principal is necessarily absent from the school site during
school hours, arrangements must be made to provide certified administrative
coverage.
Procedures
i.
Administrators should submit a leave request in the Time Clock system.
ii.
For a planned absence, the administrator will arrange for either an
Assistant Principal already assigned to the campus, a Principal or an
Assistant Principal from another campus, or another administrative
designee to supervise the school.
iii.
For an unplanned absence, the administrator should report it via the online system, but also report it to the supervisor so that arrangements for
coverage can be made.
iv.
If possible provide detailed information for the person covering the campus,
including: cell phone number, school bell schedule, a list of helpful staff
members, potential conflicts/issues.
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b. Certificated Staff: Certificated staff requiring a substitute are required to
utilize the district’s Automated Substitute Placement and Absence Management
System. Each staff person required to utilize this system will be provided with
training and information on how to access and utilize this system. Training and
instruction will be coordinated by the Human Resources Department in
coordination with the Payroll and Benefits Department.
c. Time Clock For Others: For all other employee groups not mentioned above
including Classified Exempt, Hourly Support and certain Certified positions that
do not require a substitute, the time clock system shall be utilized as a mechanism
for requesting time off. All employees utilizing this online system shall be fully
trained on its use.
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Section 7.26 – Staff Paid Leave (Sick Leave – Discretionary Leave –
Reimbursement Plan & Incentive)
PROCEDURES
1.
PROCEDURES
OVERVIEW:
a. This procedure addresses only Staff Paid Leave awarded as “sick leave” or
“discretionary leave to an employee. Paid leave days may be found in employee
work calendar, contract, Memorandum of Understanding (MOU) or notice of
employment;
b. This procedure and its related policy is administered and implemented by the
Payroll and Benefits department and/or Superintendent Designee.
c. Payroll and Benefits shall ensure that unused paid leave rolls over from year to year
without limitation as sick leave.
d. Please see other DUSD policies and procedures for other available staff leaves.
2. APPROVAL REQUIREMENTS FOR PAID SICK LEAVE AND DISCRETIONARY
LEAVE.
a. Sick Leave: No more than three (3) sick leave days or equivalent hours may be used
consecutively without medical documentation. Medical documentation is required
beginning on the fourth consecutive day of absence.
b. Discretionary Leave: A required pre-approval form is to be completed three days in
advance of the discretionary leave unless it is determined to be due to emergency
situations
c. Limited Use Days for Discretionary Leave:
i.
ii.
No more than 10% of the staff or similar grouping of employees may take
personal leave at one time.
Use of Discretionary Paid Leave may be denied on the following days:
a)
The day before and after a holiday or break including but not limited
to Labor Day, Fall Break, Thanksgiving Break and Winter Break as well
as any other holidays or breaks in an employee’s work calendar.
b)
The day before a holiday or break: Veterans Day, Martin Luther King
Day, Presidents’ Day and Spring Break as well as any other days
identified in an employee’s work calendar.
c) Mandatory state testing days as identified by District Administration.
iii.
Exclusions and Consequences:
a) This does not apply to cases of employees who are out on:
i.
ii.
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Approved leave;
Supervisor-approved absence;
iii.
Unanticipated illness with medical provider documentation;
iv.
Emergencies or circumstances beyond the employee’s control
PROVIDED THAT, the employee is able to provide official
documentation supporting the absence or supervisor approval.
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Failure to provide this documentation will result in the
employee being docked pay for that time off.
b) Second occurrence of an absence on a Limited Use Day without
approval could result in a Letter of Reprimand.
c) In addition continued violation of this procedure and its related policy
including but not limited to willful violation; misuse;
misrepresentation may subject the employee to disciplinary action
commensurate with the nature of the violation and action under the
tenure laws of the State of Arizona as applicable.
iv.
Staff have a duty to report to the payroll and benefits department any paid
leave qualifying under the Family Medical and Leave Act.
3. EVALUATION FOR CONTINUED USE OF LEAVE OR RETURN TO WORK &
FITNESS FOR DUTY:
a. In the event there is a question about the ability of an employee to return to work,
the Superintendent or designee in conjunction with the Human Resources
department, may at its expense provide notification to the employee that an
examination by a physician or psychiatrist selected by the district will be required
before return to work is permitted. The examination is to be used to determine (1)
whether or not continued use of leave is appropriate or (2) whether return to duty is
appropriate.
4. CERTIFICATED STAFF/LICENSED PROFESSIONAL AWARD:
a. Certificated staff who have achieved continuing status within the meaning of Arizona
State law may use five (5) consecutive days of paid leave for any purpose once every
five (5) years.
5. REIMBURSEMENT PLAN FOR STAFF ACCUMULATED PAID LEAVE:
a. Plan Award: District policy outlines the cash awards for accumulated paid leave.
When an employee leaves the district for a qualifying reason (resignation, retirement
or death), the Superintendent or designee shall evaluate the employee’s length of
service and provide a payment in alignment with DUSD Policy 7.26.
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Section 7.28 - Staff Approved Unpaid Leaves of Absence and Family Medical
Leave (FMLA)
PROCEDURES
PROCEDURES
1. OVERVIEW – APPROVED UNPAID LEAVE
a. The Superintendent has the responsibility to create procedures to implement two
forms of approved unpaid leave per DUSD policy. They are:
i.
Approved unpaid leave for extenuating circumstances and
ii.
Approved unpaid leave for reasons related to the Family Medical Leave
Act (FMLA).
b. The Superintendent has designated the Payroll and Benefits Department
(hereinafter Department) with the responsibility for receiving and processing
requests for approved unpaid leaves of absence.
c. The Payroll and Benefits Department and the Human Resources Department
shall stay informed about federal and legal changes to FMLA. They shall consult
annually as to which department shall be responsible for, among other areas,
ensuring that any legally required notices to employees about their rights e.g.
FMLA are posted in appropriate employee work areas. Both departments should
have lines of communication to ensure compliance.
d. Below are the procedures for implementation of this leave for staff.
2. PROCEDURES TO OBTAIN AN APPROVED UNPAID LEAVE OF ABSENCE
FOR EXTENUATING CIRCUMSTANCES. (NON-FMLA)
a. The Department will maintain an online application and processing procedure to
include information advising employees about eligibility and the application
process for this form of leave.
b. The application and eligibility criteria for this leave is established and
requirements outlined by the Board in its related Policy. All information
provided to and obtained from employees should be consistent with this policy.
c. Once an application is received by the Department, if supporting documentation
is needed, the Department will seek to obtain that information from the applicant.
Documentation must be submitted to the Department by the employee before the
application will be reviewed.
d. A completed application is one that includes all supporting documentation. It will
be forwarded from the Department to the Executive Director of Human Resources
for review and recommendation to the Superintendent.
e. The Superintendent within his/her discretion shall determine whether an
application should be approved and/or forwarded to the Board for approval.
f. The Superintendent may approve leaves up to 12 weeks in length. Leaves beyond
12 weeks must be submitted to the Board for approval.
g. Extensions for an approved unpaid leave of absence must be submitted by the
employee and approved at least 30 days prior to the conclusion of the initial
approved leave with all required documentation.
h. The maximum amount of time a leave will be approved or extended is one (1) year.
3. PROCEDURES TO OBTAIN AN APPROVED UNPAID LEAVE OF ABSENCE
FOR FAMILY MEDICAL LEAVE (FMLA)
a. The Department will maintain an online application and FMLA application
processing procedure to include information for employees about eligibility, the
application process and approval process for FMLA leave. Please note at the
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b.
c.
d.
e.
f.
g.
h.
employer or employee’s option certain paid leave may be substituted for unpaid
leave.
Upon receipt of an application for FMLA leave, an employee shall be provided a
Notice of Employee Rights and Responsibilities Under the Family and Medical
Leave Act. These notices are required by the federal FMLA law the text of which
can be obtained online from the federal government.
The application and eligibility criteria for this leave is established and
requirements outlined by the Board in Policy 7.28 and the Family Medical Leave
Act. All information provided to and obtained from employees should be
consistent with the law and district policy.
Employee applications must be submitted 30 days in advance of the need to take
the leave when foreseeable and as soon as practicable thereafter.
Once an application is received by the Department, the employee should be
informed if they are eligible or not under FMLA.
i.
If eligible, notice must be provided that includes the information
outlined in 3.b above as well as specification of any additional information
that may be required as well as notice as to how to submit the information
and any deadlines.
ii.
If not eligible, the employee must be informed as to the reason for the
ineligibility.
A completed application is one that includes all supporting documentation.
Requests for Intermittent or Reduced Time Leave (IRT) will be approved when
medically necessary or for “qualifying exigencies”. Employees must make
reasonable efforts to schedule leave for planned medical treatment so as not to
unduly disrupt district operations.
Requests for FMLA leave meeting the FMLA criteria shall be approved.
i.
Up to 12 weeks in a 12 month period
ii.
Up to 26 weeks in a 12 month for Military Caregiver Leave.
iii.
Requests for extensions of unpaid approved leave beyond the number of
weeks allowed in section 4.d.i and 4.d.ii of this procedure may be made
under the NON-FMLA unpaid leave of absence for extenuating
circumstances program.
4. PROCEDURES FOR STAFF AT THE EXPIRATION OF AN ANY APPROVED
UNPAID LEAVE OF ABSENCE
a. Staff will be returned to work after an approved leave at the start of a new term
(semester) or at such time that instructional programs and/or efficiency of
operations will not be interrupted or disrupted.
b. Employees are required to provide a medical certificate from a health care
provider that the employee is able to resume work before return from unpaid
leave for a serious personal health condition.
c. The Human Resources department shall maintain a list of employees on approved
unpaid leaves. Within 30 days prior to the expiration of an employee’s leave, the
Human Resources department will determine where the employee will be
returned to work in consultation with appropriate district administrators. The
employee will then be notified, in writing by mail to their last known address, via
email and by phone as to where to report to work at the expiration of the leave.
d. The employee will be returned to the original, equivalent or comparable position
without loss of accrued earned leave, tenure and retirement or status on the
salary schedule, except that an employee will not be eligible for the yearly
increment and tenure unless he/she has completed at least one-half (1/2) or more
of the total days on duty per employee work calendar.
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i.
ii.
The District may deny restoration of position to any key employee (i.e.,
one who is among the highest-paid ten percent [10%] of all employees of
the district in accordance with Section 104(b) of the FMLA.)
If the employee does not acknowledge receipt of the returning assignment
within 10 days of notification, the employee will be deemed to have
abandoned their position with the district and all employment rights will
be terminated.
The Board shall be provided with appropriate
submissions to terminate the employee’s rights to employment with the
district.
5. HEALTH CARE CONTINUATION
a. FMLA: The employee’s health care coverage shall be continued for an employee
on an approved leave under the same terms and conditions of an actively working
employee.
i.
The Payroll and Benefits department will make arrangements with the
employee regarding collection of any employee benefit contributions they
would normally have deducted from their payroll were the employee not
on leave.
ii.
Note: If your FMLA leave is extended into a non-FMLA status, your
benefits through DUSD will terminate at the end of the month in which
your unpaid status begins. You will have the opportunity to continue
insurance by paying the full cost of the premiums through COBRA. For
more information and related forms, contact the Benefits and Payroll
Department.
iii.
If the employee does not return to work after approved FMLA leave
expires, the employee shall be required to repay any health care
premiums paid by the district unless the Superintendent or designee
determines that failure to return is due to circumstances beyond the
employee’s control.
b. NON-FMLA unpaid leave: At the conclusion of the month in which unpaid
leave status begins, DUSD benefits will terminate. Employees have the
opportunity to continue insurance by paying the full cost of the premiums through
COBRA. For more information and related forms, contact the Benefits and
Payroll Department. Benefits will be reinstated on the first day of the month
following their return to work date, EXCEPT if they return on the 1st and that
day is a work day, then benefits will be reinstated that day.
FMLA - YOUR RIGHTS NOTICE
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Section 7.29 - Staff Citizenship Leave
PROCEDURES
PROCEDURES
1. OVERVIEW – APPROVED UNPAID LEAVE
a. The Superintendent has the responsibility to create procedures to implement two
forms of approved unpaid leave per District Policy.
b. The Superintendent has designated the Payroll and Benefits Department
(Department) in coordination with the Human Resources Department (HR) with
the responsibility for remaining current with all laws related to these leave
policies.
c. The Payroll and Benefits Department and the Human Resources Department
shall stay informed about federal and legal changes to each of the leaves that are
the subject of this policy.
d. Both Departments consult annually as to which department shall be responsible
for, among other areas, ensuring that updated fact sheets are created to inform
employees of their rights and responsibilities as well as ensuring that any legally
required notices to employees about their rights are posted in appropriate
employee work areas. Both departments should have lines of communication to
ensure compliance.
i.
When it comes to the rights and reemployment under the Uniformed
Services Employment and Reemployment Rights Act, the district
should have available the Rights poster for this law that may be found
at : http://www.dol.gov/vets/programs/userra/USERRA_Private.pdf
2. PROCEDURES TO OBTAIN AN APPROVED CITIZENSHIP LEAVE
a. The Department will maintain an online application and processing procedure to
include information advising employees about eligibility and the application
process as well as supporting documentation for Citizenship Leave.
b. Employees shall promptly notify their supervisor regarding any situation where
they may be eligible for citizenship leave.
c. Employees who wish to apply for this leave must go to proper online site to fill out
the request for leave and provide the appropriate documentation.
i.
For Jury Duty required documentation is the summons for jury duty.
ii. For Legal Leave required documentation is the Subpoena.
iii. For Victim Leave required documentation is from the law enforcement
agency involved and should evidence that the employee is the victim of
juvenile or adult crime and may present information regarding legal
proceedings they have a right to attend as defined in A.R.S 8-420 or 134430.
1) Employees utilizing this leave may use accrued paid leave or
obtain an unpaid leave of absence.
iv.
For Paid military leave (Field Training): documentation should
include military orders that document that the employee will be
engaged in field training.
v.
For a Military Service leave of absence, the employee must provide
documentation of acceptance for military service.
1) An employee leaving for military leave may be entitled to retain
health coverage for up to 24 months including coverage for
dependents.
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d. After submission of the application for any of the above leaves, the Departments
shall review the application, determine eligibility and advise the employee in
writing as to whether it has been approved. If the application has not been
approved, the Department shall provide the employee with a written explanation.
i.
The Approved leave request notice should also contain information as
to the employee’s eligibility to use accrued and accumulated paid leave
as well as any rights to continued health care coverage as applicable.
3. PROCEDURES TO RETURN TO WORK AFTER AN APPROVED CITIZENSHIP
LEAVE
a. Employees on any form of citizenship leave shall have the responsibility to return
to work at the conclusion of their approved leave whether paid or unpaid.
b. Jury Duty: upon return to work employee has the responsibility to inform the
District as to whether they have received payment for jury duty.
i.
Employee must supply a copy of the check to the Payroll and Benefits
department. Failure to do so may result in loss of pay and possible
disciplinary action.
ii. The payroll and benefits department will deduct the amount of the
check for jury duty daily rate from pay. However, the portion of the
check for mileage or meals will be retained by the employee and not
deducted from pay.
c. Reemployment under USERRA (The Uniformed Services Employment
and Reemployment Rights Act.)
i.
This law give the employee rights to re-employment provided the
eligibility requirements outlined in district policy and USERRA are
met. This may include the right to be reinstated to health care plan
without penalty.
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Section 7.29 - Staff Citizenship Leave – Part 200 – USERRA Regulations
PROCEDURES
PROCEDURES
Part 200 - Regulations Under the Uniformed Services
Employment and Reemployment Rights Act of 1994
Appendix to Part 1002 - Your
Rights Under USERRA
The
and
Uniformed Services Employment
Reemployment Rights Act
In addition, an employer may not retaliate
against anyone assisting
in the enforcement of USERRA rights,
including testifying or making a statement in
connection with a proceeding under USERRA,
even if that person has no service connection.
USERRA protects the job rights of individuals Health Insurance Protection
who
voluntarily
or
involuntarily
leave
employment positions to undertake military  If you leave your job to perform military
service, you have the right to elect to
service or certain types of service in the National
continue your existing employer-based
Disaster Medical System.
USERRA also
health plan coverage for you and your
prohibits employers from discriminating against
dependents for up to 24 months while in the
past and present members
military.
of the uniformed services, and applicants to the
uniformed services.
 Even if you don't elect to continue coverage
during your military service, you have the
Reemployment Rights
right to be reinstated in your employer's
You have the right to be reemployed in your
health plan when you are reemployed,
civilian job if you leave that job to perform service
generally without any waiting periods or
in the uniformed service and:
exclusions (e.g., pre-existing condition
exclusions) except for service- connected
 you ensure that your employer receives
illnesses or injuries.
advance written or verbal notice of your
service;
Enforcement
 you have five years or less of cumulative
service in the uniformed services while with
that particular employer;
 you return to work or apply for reemployment
in a timely manner after conclusion of service;
and
 you have not been separated from service with
a disqualifying discharge or under other than
honorable conditions.
If you are eligible to be reemployed, you must be
restored to the job and benefits you would have
attained if you had not been absent due to
military service or, in some cases, a comparable
job.
Right to be Free from Discrimination
and Retaliation
If you:
 are a past or present member of the
DYSART
UNIFIED
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 The U.S. Department of Labor, Veterans
Employment and Training Service (VETS) is
authorized to investigate and resolve
complaints of USERRA violations.
 For assistance in filing a complaint, or for
any other information on USERRA, contact
VETS at 1-866-4-USA-DOL or visit its
website at http://www.dol.gov/vets. An
interactive online USERRA Advisor can be
viewed
at
http://www.dol.gov/elaws/
userra.htm.
 If you file a complaint with VETS and VETS
is unable to resolve it, you may request that
your case
be referred to the Department of Justice for
representation.
 You may also bypass the VETS process and
bring a civil action against an employer for
violations of USERRA.
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uniformed service;
 have applied for membership
uniformed service; or
in
the
 are obligated to serve in the uniformed
service;
then an employer may not deny you:
initial employment;
reemployment;
retention in employment;
The rights listed here may vary depending on
the circumstances. This notice was prepared by
VETS, and may be viewed on the internet at
this
address:
http://
www.dol.gov/vets/
programs/userra/ poster.htm.
Federal law
requires employers to notify employees of their
rights under USERRA, and employers may
meet this requirement by displaying this notice
where they customarily place notices for
employees.
U.S. Department of Labor, Veterans
Employment and Training Service
Washington, DC 20210
1-866-487-2365
promotion; or
any benefit of employment;
Because of this status.
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Section 7.30 – Staff Conferences, Visitations and Workshops
PROCEDURES
PROCEDURES
These procedures provide a criteria to evaluate staff requests for travel and identify steps in
the approval process. Based upon the request for travel submitted, District staff will
evaluate the request and make a recommendation for approval or non-approval. Note this
does not apply to required training per a grant or program implementation.
Traveler must submit the Travel Request Form to their direct supervisor to have their
request considered. Approval should be obtained at least forty (40) days prior to the
conference dates (or as soon as reasonably possible).
Approval will be evaluated against criteria in the best interest of the district and consistent
with District Policy.
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FORMS
FORMS
Section 7.30
STAFF CONFERENCES, VISITATIONS AND WORKSHOPS
TRAVELER’S REQUEST FORM
Name of Traveler
Position in District
Name of Event
Event Dates
Location of Event
Estimated Costs
Transportation
Housing
Meals
Registration
Substitute cost (if needed)
Total Cost of Travel
Is District or an employee of the District being honored at this event:
⃝ YES
⃝
NO
If Yes, please provide details:
Identify the Dysart Strategic Plan Goals/Objectives to which the event is aligned:
Is the content of this event available at other locations?
YES
⃝ NO
If yes, please indicate other locations and dates:
⃝
Have you (the requesting traveler) attended any other events during the past 12
months?
⃝ YES
⃝ NO
If yes, please describe the other events and dates:
Traveler Signature
Date:
Decision:
⃝
APPROVED
⃝ NOT APPROVED
Reviewed by Name:
Signature:
Date:
Cabinet Name:
Signature:
Governing Board Approval needed
Reason:
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:
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PROCEDURES
PROCEDURES
AREAS OF
CONSIDERATION
District Recognition
Conference
Recognition Level
Relevance to Strategic
Plan – Goal Objectives
Location
Professional
Development Offering
Total Cost Per Person
Travel Frequency of
Traveler
Funding Source
(Circle what applies then add your totals)
THREE (3) POINTS
TWO (2)
POINTS
District is being honored District is being
or presentation made on recognized.
behalf of the District.
International or
National
nationally recognized
education organization.
Sessions aligned to ¾ of Sessions aligned
the goals and objectives to ½ of the goals
as confirmed by
and objectives as
Cabinet.
confirmed by
Cabinet.
Local
State (Arizona)
ONE (1) POINT
Critical Training
Affiliate
Minimal alignment less
than ½ of the goals and
objectives as confirmed
by Cabinet.
Outside of Arizona
Only offered at this
location through this
conference.
Less than $500
0 - this school year
Offered in
limited locations.
Offered in multiple
locations.
$501 to $1000
1 - this school
year
$1001 to $1500
2 - this school year
Unrestricted Grant
Restricted Grant
M&O
Total Column Points
(HIGHEST POSSIBLE POINTS = 24)
Total Points
SCORING
20 to -24
DECISION
APPROVED: provided funds are available
APPROVED BY
Supervisory
Level
15 to 19
APPROVED: if within allocation available for
travel
FURTHER REVIEW NEEDED: cabinet to
review
NOT APPROVED
Supervisory Level
6 to 14
0 to 5
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Section 7.32 – Voluntary Transfer of Accrued Sick Leave – Medical Leave
Assistance Program – Sick Leave Bank
PROCEDURES
PROCEDURES
1. OVERVIEW
a. The Medical Leave Assistance Program also called Sick Leave Bank is a means by
which employees of the Dysart Unified School District #89 can help each other in
times of need.
b. It allows employees to join the Program by contributing one (1) earned leave day
annually to be eligible to participate in the Sick Leave Bank.
c. The day deposited must be from the current year's earned sick leave.
d. Enrollment is during benefits open enrollment for continuing employees and open
for thirty (30) calendar days following the first scheduled “work” day for new
employees.
e. The Sick Leave Bank is a "blind" bank. A "blind bank" is one in which donated sick
leave days are not allocated for a specific employee, but are donated to the bank to
be used by any eligible employee.
f.
Employees deposit into an account consistent with their job category. There are
three accounts as follow: classified (support), certified, and administrative.
g. If the Sick Leave Bank runs out of days, the Superintendent or designee may solicit
new contributions for the specific account needing replenishment.
h. For purposes of this program, a day equals the number of hours scheduled in the
normal working day of the donor. Days of leave (or for classified (support) employees
– hours of leave), not the actual wage of the donor employee, will be donated.
i.
All unused-banked sick leave time in each bank will continue forward to the next
school year.
2. ELIGIBILITY
a. Join the Program: Only full-time classified (support), certified or administrative
employees are eligible to enroll in and become members of the Sick Leave Bank.
b. Only members of the sick leave bank may apply for benefits.
c. Leave may be provided if the following conditions are met:
i.
ii.
iii.
The employee has a "non-work-related” serious illness or injury as defined by
the employee’s licensed health care practitioner/physician." OR
If requested for the care of a terminally ill immediate family member, or
serious medical condition as identified by FMLA and requires the employee
to be the primary caregiver for their immediate family member. An
immediate family member is to be defined as the employee’s spouse and
children as well as parents of the employee or spouse, AND
(3)The employee expects to be out of paid leave for at least 5 consecutive work
days or more. Sick leave bank will begin on the sixth (6) consecutive work
day.
d. Exclusions:
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i.
ii.
It cannot be used for non-complicated maternity leave as childbirth is
ordinarily not considered a serious illness.
No benefited employee shall be eligible for the Sick Leave Bank after he/she
has qualified for long-term-disability coverage or worker’s compensation.
e. Application for the program must be supported by health care provider medical
certification and must include nature of the illness, diagnosis and prognosis for
return to duty.
3.
i.
It must be submitted within ten (10) days following the applicant beginning
an “unpaid leave status”.
ii.
This means that there will not be an award to an applicant until he/she has
exhausted all earned/accrued leave and is expected to be in an unpaid leave
status with the District for five (5) consecutive work days. Sick bank leave
will begin on the sixth (6) consecutive unpaid work day.
NOTICE OF APPLICATION DECISION AND AWARD OF DAYS:
a. Notice to an applicant regarding the decision on their request for a Sick Leave Bank
award of days must be made in writing to the applicant and include information about
the review process and appeal rights.
b. Based on continuous membership in the bank, each approved applicant is limited to
an award of days no more than:
●
Tier I = 20 days based on 1-2 years of continuous membership or as
determined by prior use
●
Tier II = 40 days based on 3-4 years of continuous membership or as
determined by prior use
●
Tier III = 60 days based on 5+ years of continuous membership or as
determined by prior use
c. Employee award status will reset at Tier I if the full amount of days the employee is
eligible to receive are exhausted prior to June 30, in the academic year for which it
was awarded.
4.
APPLICATION REVIEW PROCESS AND APPEALS
a. The daily operation of the bank is overseen by the Superintendent or designee for
the routine determination and award of benefits.
b. Periodic summaries of applications and award of benefits will be provided to
members of the Review Board and the Governing Board but shall not contain
employee names or any information identifying the employee as using the Sick
Leave Bank.
c. Appeal Process:
i.
Appeals may be made to a Review Board established by the Superintendent
or designee.
ii.
The Review Board consists of employees representing the three employee
groups: classified, certified and administrative.
iii.
The Review Board shall convene a meeting within fifteen (15) days after
receipt of the appeal and the employee may be present.
iv.
A written decision will be provided to the employee within five (5) working
days after the review meeting.
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v.
5.
The Review Board decision is final.
LIMITATIONS
a. Employees will not earn or accrue additional sick leave during the use of banked
sick leave.
b. The Medical Assistant Program - Sick Leave Bank and procedures in no way
interfere with, limit, or reduce the rights of employees under the federal Family
Medical and Leave Act, 29 U.S.C. 2601-2654.
c. No continuing rights are established by this policy. In compliance with established
procedure, the Governing Board reserves the right to modify, change, or delete any
policy in accord with its own guidelines.

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Section 7.33 – Staff Bereavement Leave
PROCEDURES
1.
PROCEDURES
OVERVIEW
a. The Benefits department is designated with the responsibility for creating a process
for requesting bereavement leave as well processing requests for bereavement leave.
b. The employee is responsible for notifying their Office Manager or Director
immediately when they learn of the need for bereavement leave. Their Office
Manager or Director should advise them of the proper form to utilize to request the
leave and where it may be found online.
c. Temporary employees and substitutes are not entitled to Bereavement Leave.
d. Employees approved for Bereavement Leave shall receive up to an additional five
(days) or equivalency in hours of paid leave in addition to any other forms of
accumulated paid leave.
2. APPROVAL PROCESS
a. The Bereavement Leave request form must be submitted to the employee’s Office
Manager or Director. Both the employee and supervisor must sign the form
attesting that the request appears to meet the eligibility requirements for the leave.
b. Upon request for bereavement leave, it shall be immediately and tentatively
approved pending submission of documentation required below.
c. On or before the end of the pay period following the absence, the employee shall
provide documentation of the following:
i.
ii.
The name and date of the deceased.
Relationship of the deceased to the employee. The following relationships
are approved:
i. Parent/Step-parent
ii. Spouse
iii. Child/Step-child
iv. Mother/Father-in-law
v. Sibling/Step-sibling
vi. Brother/Sister-in-law
vii. Daughter/Son-in-law
viii. Grandparent
ix. Spouse’s Grandparent
x. Grandchild
xi. Significant other with whom employee resides
d. Failure to provide the documentation required within the time frame required may
subject the employee to conversion to an unpaid leave status and, depending upon
the circumstances, could subject the employee to disciplinary action.
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e. Bereavement leave extensions may be approved upon request using a similar
process to the process for the first request for bereavement leave time mentioned
above. The human resources department and the benefits department will
coordinate review of these requests.
i.
ii.
DYSART
Employees applying for the extension shall be notified of approval or
disapproval. If the leave is not approved the notice will include the reason
as well as any other leave options, if any, that may be available to the
employee.
Employees approved for bereavement leave extension shall have the time
deducted from any accrued paid leave, if available. In the absence of any
accrued leave, the employee shall be approved for an unpaid leave of absence.
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Section 7.34 – Staff Vacations and Holidays
PROCEDURES
PROCEDURES

1. HOLIDAYS:
a. Annually the Superintendent shall recommend to the Governing Board a list
of holidays as well as the employees who will be entitled to time off for the
holiday with or without pay. This information shall be provided to the
Governing Board for their consideration and review via the employee work
calendars.
b. Once approved, the Superintendent or designee shall notify employees of
their holiday status via their work calendar, contract and/ or notice of
employment.
c. Temporary employees and substitutes are not eligible for holiday pay.
2. PAID VACATION:
a. Annually staff supervisors and managers shall provide notice to their
employees who are eligible for vacation of the procedures to be utilized for
requesting and obtaining approval for vacation. The notice shall include
information regarding:
i. The maximum accumulation of vacations days or hours.
ii. The number of days in advance vacation dates must be requested in
order to be eligible for approval.
iii. The method that will be used to resolve a conflict if more than one
person requests the same vacation period and multiple people off at
the same time will adversely impact the operations of that
department or group of employees with similar responsibilities. For
example, it might be first requested, first approved. If requests are
submitted simultaneously then it might be the person with the most
seniority.
iv. Any days during the calendar year that vacation time will not be
approved.
3. AWARD OF PAID VACATION TIME
a. Vacation time earned for the work calendar year, shall be awarded to the
employee on dates established by the employee work calendar, contract or
notice of employment. This information shall be provided in the employee
payroll pay stub.
b. Some employee groups may receive an award with all vacation time at the
beginning of their work calendar.
c. Some employee groups may receive an award of half their vacation time at
the beginning of their work calendar and the remainder mid-January.
d. Prorated Vacation time if employment is ended prior to completion
of the work calendar year. If an employee has been awarded vacation days
and decides to leave employment prior to the completion of their work
calendar year, their paid vacation time shall be prorated. This means if
vacation time was used that would not have been earned, it may be deducted
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from the final check. In no event, shall an employee be paid for vacation that
would not have been earned under a prorated calculation.
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Section 7.35 - Professional Staff Hiring
PROCEDURES
PROCEDURES
Definition
A background investigation is defined as any communication with an applicant's (or
employee's) former employer that concerns the education, training, experience,
qualifications, and job performance of the individual and that is used for the purpose of
evaluation for employment. Background investigation does not include the results of any
state or federal criminal history records check.
Background
Investigation
Requirements
Only persons designated by the Superintendent shall perform background investigations.
Prior to contacting former employers or other persons, the background investigator shall:
Ascertain that the standard employment application for the type of position has been
completed in full.
Obtain from the individual a consent to background investigation and release as
determined by the District.
Make certain that the individual has identified at least one person, who shall be the
applicant's immediate supervisor (unless that person in not available), from each past
employer who can verify basic job information and discuss the individual's work
performance and reason for leaving.
Examine the application for a complete work history, accounting for any gaps in
employment.
One person, who shall be the applicant's immediate supervisor (unless that person in not
available), should be contacted at each past employer if possible (any exceptions should be
documented). Upon making contact, the contacts or the former employer or employer's
agent should be provided the following information:
The name and identifying information of the District.
The name of the District representative making the inquiry and how the representative
can be contacted.
The name of the former employee and period of employment as indicated by the
individual whose background is being investigated.
The position for which the individual has applied, with descriptive information as to
the duties, if requested or necessary to understanding of the inquiry.
The background investigator shall:
Ask the questions, and complete the background check form(s) as provided by the
District.
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Make impression notes as necessary based upon the questions and responses, and
determine if there may be cause to contact others or make further inquiries based upon
the responses.
Provide the information to the Superintendent.
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PROCEDURES
PROCEDURES
Consent to Conduct Background Investigation and Release
I, ______________________________________ [applicant's name], have applied for
employment with the Dysart Unified School District to work as a
______________________________ [job title]. I understand that in order for the School
District to determine my eligibility, qualifications, and suitability for employment,
the School District will conduct a background investigation to determine if I am to be
considered for an offer of employment. This investigation may include asking my
current employer, any former employer, and any educational institution I have
attended about my education, training, experience, qualifications, job performance,
professional conduct, and evaluations, as well as confirming my dates of employment
or enrollment, position(s) held, reason(s) for leaving employment, whether I could be
rehired, reasons for not rehiring (if applicable), and similar information.
I hereby give my consent for any employer or educational institution to release any
information requested in connection with this background investigation.
According to the Family Educational Rights and Privacy Act, I understand that I
have a right to see most education records that are maintained by any educational
institution.
In light of the preceding paragraph, I waive ________/do not waive ________ (initial
only one [1]) my right to see any written reference or other information provided to
the School District by any educational institution.
According to Arizona Revised Statutes Section 23-1361, any employer that provides
a written communication to the School District regarding my current or past
employment must send me a copy at my last known address. I acknowledge that
some employers are unwilling to provide factual written references concerning a
current or past employee unless they may do so confidentially, without revealing the
references to the employee, and that the School District will not further consider my
application if it cannot complete its background investigation.
In light of the preceding paragraph, I waive ________/do not waive ________ (initial
only one [1]) my right to receive a copy of any written communication furnished to
the School District by any employer.
Whether or not I have waived my right to see or to receive copies of written references
furnished to the School District by employers or educational institutions, I release,
hold harmless, and agree not to sue or file any claim of any kind against any current
or former employer or educational institution, and any officer or employee of either,
that in good faith furnishes written or oral references requested by this School
District to complete its background investigation.
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A photocopy, electronic signature or facsimile ("fax") copy of this form that
demonstrates my signature shall be as valid as an original.
DATED this _________________ day of _____________________________, 20___.
________________________________
Witness
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Applicant
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PROCEDURES
PROCEDURES
Reference Check for
Professional Staff Positions
Name of Applicant ______________________________ Position ______________
Name of Reference ________________________ Telephone (_____)____________
Position/Title _____________________________ City/State __________________
Employer ________________________________
Address:_______________________________________________________________
E-mail Address:________________________________________________________
Professional relationship to candidate:____________________________________
Time period of professional relationship to candidate:_______________________
Rate the candidate in the following areas on a scale of 5 = Outstanding, 4 = Exceeds
expectations, 3 = Satisfactory, 2 = Below expectations, 1 = Unsatisfactory.
How would you rank the candidate's skill in planning and assessment of
student learning? Rating ___________ Comments __________________________
________________________________________________________________________
How would you assess the candidate's communication skills with peers,
parents, and students? Rating ___________ Comments ____________________
________________________________________________________________________
Rank the candidate in the area of classroom management and knowledge of
human growth and development? Rating ___________ Comments __________
________________________________________________________________________
Of all the teachers in your building, how would you rank this candidate?
Top 25% _______ Top 50% _______ Lower 50% _______ Lowest 25% ______
How would you rank the candidate with regard to his/her skill in facilitating
learning and delivery of instruction? Rating ___________ Comments _______
________________________________________________________________________
Do you have any concerns with respect to this candidate? No ______ Yes ______
If "yes", please explain __________________________________________________
________________________________________________________________________
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Are you aware of any disciplinary action against this teacher? No____ Yes____
If so, please describe the disciplinary action and grounds upon which it is based:
________________________________________________________________________
________________________________________________________________________
Has the teacher ever been asked to resign? No _____ Yes _____ If so, please
describe the circumstances involved: _______________________________
________________________________________________________________________
Why
did
the
teacher
leave
his/her
employment
with
you?
________________________________________________________________________
Was this decision by the teacher entirely voluntary: No ____ Yes ____ If not,
please explain the circumstances: ________________________________________
________________________________________________________________________
Would you rehire the applicant as a teacher? No ____ Yes ____ If not, please
explain ________________________________________________________________
________________________________________________________________________
Reference check conducted by ___________________________________________
Date __________________________________________________________________
A.R.S. 15-512(E) states "Before employment with the school district, the district shall
make documented good faith efforts to contact previous employers of a person to
obtain information and recommendations which may be relevant to a person's fitness
for employment. A previous employer who provides information pursuant to this
subsection is immune from civil liability unless the information provided is false and
is acted on to the harm of the employee by the school district and the previous
employer knows the information is false or acts with reckless disregard of the
information's truth or falsity".
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PROCEDURES
PROCEDURES
Affirmation Of A Retired Employee
Upon Return To Employment
To satisfy the requirements of A.R.S. 38-766.01, and to retain my eligibility to receive
retirement benefits from the Arizona State Retirement System (ASRS) following my return
to employment following a qualified retirement, by my signature below I affirm my
awareness and acceptance of the following provisions:
I have attained a normal retirement age as defined by the ASRS.
I am returning to greater than half (1/2) time employment not sooner than twelve (12)
months following my termination of full time employment for the purpose of
retirement.
If I return to work as a certificated teacher, my employment is not subject to the
requirements prescribed in A.R.S. 15-538, 15-538.01, and 15-539 through 15-543.
I understand that:
pursuant to A.R.S. 38-766.01 my election to return to work is irrevocable for the
remainder of the employment for which I have made this election, and
I must make this acknowledgement in writing and file it with my employer
within thirty (30) days of returning to work.
__________________________________________
Signature
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PROCEDURES
PROCEDURES
Procedures and Practices for Employment Authorization
Anti-Discrimination Notice. It is illegal to discriminate against any individual (other than
an alien not authorized to work in the U.S.) in hiring, discharging, or recruiting or referring
for a fee because of that individual's national origin or citizenship status. It is illegal to
discriminate against work eligible individuals.
Employers cannot specify which
document(s) they will accept from an employee. The refusal to hire an individual because of
a future expiration date may also constitute illegal discrimination.
Employment
Procedure
Authorization
Effective January 1, 2008, Arizona schools must use the federal governments Basic Pilot
Program to verify the employment authorization of all newly hired employees.
The Department of Homeland Security's (DHS) U.S. Citizenship and Immigration Services
Bureau (USCIS) and the Social Security Administration (SSA) are jointly conducting EVerify, formerly known as the Basic Pilot. E-Verify involves verification checks of the SSA
and DHS databases, using an automated system to verify the employment authorization of
all newly hired employees.
There are four (4) types of access to E-Verify: As an employer, as a designated agent for
employers, as a multi-location corporate administrator, or through a web service.
Users can access the web-based access methods using any Internet-capable Windows based
personal computer and a web browser of Internet Explorer 5.5 or Netscape 4.7 or higher (with
the exception of Netscape 7.0).
To participate, an employer must register online and accept the electronic Memorandum of
Understanding (MOU) that sets forth the responsibilities of the SSA, USCIS and the
employer.
The following e-mail address should take you to the start site for E-Verify:
https://www.vis-dhs.com/employerregistration/StartPage.aspx?JS=YES
If you need assistance in completing the registration process or need additional information
relating to E-Verify, please call the Office of Verification toll free at 1-888-464-4218.
I-9
Form
Completion
The Immigration Reform and Control Act of 1986 (IRCA) requires that all new employees,
both regular and casual, establish their eligibility for employment in the United States.
This federal law applies to U.S. citizens as well as to foreign nationals. An Employment
Eligibility Verification (Form I-9) must be completed within three (3) business days of the
employee's hire date. Employees who do not provide the necessary documentation within
three (3) business days must be discharged.
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Section 7.36
Requirements
- Professional Staff Certification and Credentialing
PROCEDURES
PROCEDURES
_______________________________
Name
__________________________________
Position
I, ___________________________________, being duly sworn, do hereby certify that I have
never been convicted of or admitted in open court or pursuant to a plea agreement
committing, and am not now awaiting trial for committing, any of the following criminal
offenses in the state of Arizona or similar offenses in any other jurisdiction:
Sexual abuse of a minor
Felony offenses involving the possession or
use of marijuana, dangerous drugs or
narcotic drugs
Misdemeanor offenses involving the
Possession or use of marijuana or
dangerous drugs
Burglary in the first degree
Burglary in the second or third degree
Aggravated or armed robbery
Robbery
A dangerous crime against children as
defined in A.R.S. 13-604.01
Incest
First- or second-degree murder
Kidnapping
Arson
Sexual assault
Sexual exploitation of a minor
Felony offenses involving contributing to the delinquency of a minor
Commercial sexual exploitation of a
minor
Felony offenses involving sale,
distribution, or transportation of,
offer to sell, transport, or distribute,
or conspiracy to sell, transport, or
distribute marijuana or dangerous
or narcotic drugs
Child abuse
Sexual conduct with a minor
Molestation of a child
Manslaughter
Assault or Aggravated assault
Exploitation of minors involving drug
offenses
_____________________________________
Employee signature
_________________________________
Date signed
Subscribed, sworn to, and acknowledged before me by ___________________________
______________________________, this _______ day of _______________, 20____,
in _____________________________ County, Arizona.
My Commission Expires
________________________________________
Notary Public
_________________________
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Section 7.37 - Professional/Support Staff Hiring – Oath of Office
PROCEDURES
PROCEDURES
In addition to any other form of oath or affirmation specifically provided by law for an officer
or employee, before entering upon the duties of office or employment, any officer or employee
shall take and subscribe to the following oath or affirmation:
State of Arizona, County of _____________________________________________, I,
_____________________________________ [type or print name], do solemnly swear (or affirm)
that I will support the Constitution of the United States and the Constitution and laws of the
State of Arizona; that I will bear true faith and allegiance to the same, and defend them
against all enemies, foreign and domestic, and that I will faithfully and impartially discharge
the duties of the office of ________________________________________________ [name of office]
according to the best of my ability, so help me God (or so I do affirm).
__________________________________
(Signature of officer or employee)
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Section 7.39 - Professional Staff Development
PROCEDURES
PROCEDURES
Professional Growth Implementation
The District authorizes the establishment of the Certificated Professional Growth
Committee. One of the functions of the committee is to review and approve or disapprove
professional growth requests of certificated and non-administrative employees.
Professional Growth Committee
The committee shall have members, as follows:
One (1) building administrator
Seven (7) teachers, to include elementary and secondary teachers to be appointed by
the Dysart Education Association
The professional growth committee collaborates at least once per year to review and
recommend procedures governing professional growth and requests from teachers for
professional growth credit and salary advancement.
Staff Development Courses
Professional growth credit shall be awarded for staff development training classes and
workshops that are recommended by the Superintendent. Any credit thus established shall
be controlled by standards comparable to the credits earned by formal college/university
study.
Professional staff development training and/or workshops designed for professional growth
credit shall be assigned point values. Upon completion of assignments, one (1) point shall
be awarded for each hour of attendance; fifteen (15) points shall be considered the equivalent
of one (1) semester hour of college/university credit. The District instructor(s) shall certify
the number of points earned by each member in attendance. Points are awarded in whole
numbers.
Professional growth credit may be awarded to certificated staff members who serve as noncompensated instructors for workshops, staff development training, or community education
classes that are recommended by the District administration. Consistent with standards for
awarding credit to participants in such activities (as previously described), the following
point system shall apply to instructors: two (2) points shall be awarded for each hour of
instruction, fifteen (15) points shall be considered the equivalent of one (1) semester hour of
college/university credit. The District administrator responsible for the scheduling of said
workshops, staff development training, or community education courses shall certify the
number of points earned by the instructor.
Degree program. Salary schedule credit shall be granted for graduate hours earned and
accepted at an accredited college or university on an advanced degree that is pertinent to the
college of education and/or relevant to the teacher's position. Credits shall be awarded for
Pass in Pass/Fail classes or any class earning a “C” or above. Internship credit shall be
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awarded for credit upon the completion of a degree which requires an internship program.
Certification/endorsement/professional development courses. Courses/credits earned
that are not part of a degree program must be in an area that will be of value in improving
skills, improving the instructional program, and related to the professional staff member's
position. The decision whether to give credit will be based on factors related to the District's
needs. Activities outside the District, such as conventions, conference, workshops, and the
like, may be eligible for professional growth credit as determined by the committee.
Courses/credits that are designated as recertification hours will not be accepted.
Limitations and exceptions. The following limits and exceptions shall apply:
Credits must be obtained from an accredited college or university.
Only courses that begin after completion of all requirements for a bachelor's degree
shall be allowed for salary credit beyond a bachelor's degree.
Credit approval shall not be given for courses required for certification specified by the
District for initial employment. If a professional staff member changes to an
assignment that requires additional training, such credit hours are acceptable beyond
the original salary placement.
Credit for professional training and/or course work not provided to the Human
Resources Department at the time of hire for employment shall not be claimed or
granted at a future date.
Credit shall not be allowed for repetitious courses.
An undergraduate course may be considered for professional growth credit if it is
accompanied by a written justification/explanation from the principal or director.
Undergraduate credits seldom are appropriate for professional growth credit. Only
those undergraduate hours taken while employed by the District may be approved for
salary credit upon review of the committee.
An employee attending class during the hours of employment or being compensated by
the District for attendance or extracurricular activity for which a stipend is received
shall not use the credits earned for salary increment.
Salary Advancement
Professional staff may advance no more than the base salary increase for professional growth
as established on the certified salary schedule approved annually by the Governing Board.
Base salary increases will not exceed the maximum salary of the grade/degree.
Procedures for Applying Professional Growth Credit
Applicable forms to submit for professional growth are found on the District website. The
information below outlines the timeline and applicable forms for certificated staff to apply:
1. Submit the Letter of Intent to the Human Resources Department by March 1st of the
preceding school year.
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2. Submit the completed Professional Growth Committee Request Form by October 1st.
All supporting documents must be included with the form, which may include: 1)
official transcripts, 2) out-of-District workshop/conference certificates, and/or 3)
District iLearn transcripts.
3. Upon recommendation by the committee and approval of the District Governing
Board, an award or denial letter will be issued to each certificated staff member.
Requests submitted after the deadline will not be considered until the next deadline.
Failure to comply with any of the above procedures will result in non-approval. A
certificated staff member who disagrees with the committee’s decision may appeal to the
Superintendent or the Superintendent’s designee within fifteen (15) calendar days after the
decision is delivered to the certificated employee.
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Section 7.41 - Professional Staff Assignments and Transfers
PROCEDURES
PROCEDURES
The Superintendent will implement the following procedures for internal transfers of
teaching staff interested in transferring positions for the start of the next school year:
Timeline/Procedure
Round One:
Step 1
Staffing allocations are provided to building administrators.
Step 2
Building administrators identify vacancies and unassigned staff. Building
administrators will make every effort to place all current staff. Placements must
meet certificate and highly qualified requirements.
Step 3
Administration places into the vacancies all unassigned staff and any employees
returning from a leave of absence. Human resources (HR) notifies unassigned
staff and employees returning from a leave of absence of their placement for the
next school year.
Step 4
Tuesday AM - Open Positions are posted and notices to employees are sent by email with a link to the Open Position List. Procedures and dates for Round One
and Round Two will be included in the e-mail notification. In this notice they
will be told they must make themselves available for a potential Thursday, Friday
or Saturday interview. The teacher must be available for the interview when
scheduled or lose the opportunity to interview. Internal Transfer Application for
Teachers will be available on the HR website (a link will be provided).
Step 5
Wednesday Noon - Teacher must send an e-mail to the building administrator at
the school where the teacher would like interview.
Step 6
Wednesday End of Work Day - Building administrator will notify teacher of
interview for Thursday, Friday or Saturday.
Step 7
Interview - Teacher must bring to the interview the completed Internal Transfer
Application for Teachers and documentation supporting appropriate certification
and highly qualified status for the position for which they are interviewing. If
the teacher is currently on a Performance Improvement Agreement (PIA) please
see "Other Procedure Components" for additional information.
Step 8
Notification of Selection - Prior to making a decision, the building administrator
must contact the teacher's current building administrator and obtain a reference
check. The building administrator notifies the successful candidate(s) that s/he
is going to be recommended for transfer.
Step 9
Acceptance of Transfer - By Monday 10:00 AM - The teacher must provide the
building administrator with a response.
Step 10:
By Monday Noon - Once accepted by the teacher, the building administrator must
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submit the recommendation for transfer, reference check documentation,
Internal Transfer Application for Teachers, and certificate and highly qualified
documentation to human resources for processing. Human resources will verify
the eligibility of the teacher and notify the building administrator when the
verification is completed. If teacher does not meet the eligibility requirements
the building administrator may submit a new recommendation. This second
recommendation must be made by close of business on Monday. The building
administrator could opt to put the opening into Round Two if they do not have a
second recommendation.
Round Two:
Step 11:
The Tuesday morning following Round One interviews, all open positions are
posted and notice to employees is sent out by e-mail with a link to the Open
Positions List. The next steps are the same as Step 5 through 10 above.
Round Three:
All open positions are posted a week later on Tuesday morning with notice to employees sent
out by e-mail with a link to the Open Position List. These positions will be available to inDistrict and out-of-District candidates.
From this point forward, all open positions will be updated on a daily basis. Staff members
will have to check daily to see if there are positions for which they are interested in applying.
Internal Voluntary
Procedure Ends
Transfer
The Voluntary Transfer Procedure ends ten (10) days after contracts are due or May 15
whichever date is later. This means that teachers will not be able to transfer from their
assigned position after this date unless mutually agreeable to the teacher involved and the
principals as approved by the Superintendent.
Other Procedure Components:
All staff that apply for an opening and send e-mail notification requesting an interview
will be interviewed.
A request to transfer will not be granted if the teacher has been under a plan of
improvement (PIA) for classroom deficiencies during the current year unless the
teacher's current supervisor agrees and the principal desiring to grant the transfer
request agrees to continue the PIA until the areas requirement improvement have been
completed.
The Internal Transfer Application for Teachers will ask the following:
During the current school year have you been on a PIA?
If yes, are you still on a PIA?
If you have been or if you are still on a PIA, will your current building
administrator release you to transfer to another school? If you answer yes, then
you must print the Administrator Release Form and have your administrator
sign the form indicating his/her willingness to have you transfer. You must
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bring this signed document to your interview and provide it to the interviewing
administrator. Remember that if you are still on a PIA the administrator who
accepts your request for transfer must agree to continue the PIA until the areas
requiring improvement have been completed.
The interview process is intended to identify the best candidate for the position while
supporting Governing Board goals and allowing teachers to pursue professional
options.
There shall be interview teams that include an administrator, one to two (1-2) grade
level members or department chair or representative. Optional team members could
include Dysart Education Association (DEA) representatives or instructional/reading
coaches.
Notification to selected and non-selected staff requesting an internal transfer:
Human resources shall notify selected staff members that their transfer has
been approved for the following school year.
Building administrators shall inform interviewed staff members requesting a
transfer that they were not selected. First attempt should be made by phone.
E-mail should be sent if phone contact could not be made. After phone contact,
e-mail notification should be done for verification. Individuals should be
provided with a response on or before Monday noon after the individual has been
interviewed and the selection has been made.
Feedback from administration should be given upon request.
There is not an appeal process.
Assistance may be available to individuals who request help with transfers from
the Assistant Superintendent for Human Resources when an individual's
transfer request has not been granted and where the individual has made five
(5) requests in two (2) years without success and the individual is a continuing
teacher. The recommendation of the Assistant Superintendent for Human
Resources will be brought to the Superintendent and the Superintendent's
decision is final.
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Section 7.43 - Evaluation of Professional Staff Members
PROCEDURES
PROCEDURES
(Procedures for Appeal of Evaluation)
When an evaluation is used as the criterion for establishing a teacher's compensation, the
teacher will be so informed at the conference where the evaluation is discussed.
A teacher whose evaluation is used as a criterion for establishing compensation and who
disagrees with the evaluation may make a written appeal no later than ten (10) days after
the conference where the disputed evaluation is discussed.
The appeal to the Superintendent shall be limited to the sole issue of how the evaluation
procedure used is at variance from the Board-adopted procedure.
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Section 7.46 - Discipline, Suspension and Dismissal of Professional Staff
Members
PROCEDURES
PROCEDURES
Upon a written statement of charges presented by the Superintendent and/or adopted by the
Board that cause exists to dismiss or suspend a teacher for more than ten (10) days without
pay, due process, written charges, and a hearing, if requested, shall be provided in accord
with A.R.S. 15-539 et seq. and relevant regulations.
If charges have been adopted by the Governing Board stating cause, a teacher may be placed
on administrative leave by the Board, per A.R.S. 15-540.
When the Superintendent presents a statement of charges wherein the alleged cause
for dismissal constitutes immoral conduct, the Governing Board may adopt a
resolution authorizing filing of a complaint with the State Board of Education.
Pending disciplinary action by the State Board of Education on a Governing Board
complaint alleging immoral conduct, a teacher may be reassigned by the
administrator or placed on administrative leave by the Board, per A.R.S. 15-540.
When the Superintendent reasonably suspects or receives a reasonable allegation
that an act of immoral or unprofessional conduct that would constitute grounds for
dismissal or criminal charges by a professional person has occurred, a report shall be
made to the Department of Education by the Superintendent, per A.R.S. 15-514.
The Governing Board shall keep confidential the name of a student involved in a
hearing for dismissal, discipline, or action on a teacher’s certificate, with exceptions
as noted in A.R.S. 15.551.
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Section 7.53 - Support Paid Leave
PROCEDURES
PROCEDURES
Sick Leave and Discretionary Leave
Paid Leave - Hourly - Nonexempt Support Staff
Definition
Within this provision, hourly-nonexempt support staff refers to those employees who are eligible
for overtime pursuant to the Fair Labor Standards Act.
Paid Leave - Sick Leave
Sick Leave for hourly, nonexempt support staff is a designated amount of compensated and
accrued leave that is to be granted to a staff member who, through personal or family illness, injury,
quarantine, or health care provider appointments that cannot be scheduled outside the work day or
work calendar, is unable to perform the duties assigned. Family shall include the employee's
spouse, son or daughter, or parent (includes spouse's parents).
Such allowance shall accumulate without limit.
Employees shall provide notice to the employee relations office of any paid leave qualifying under
the Family Medical and Leave Act.
More than three (3) sick leave days may not be used consecutively without medical documentation.
Paid Leave - Discretionary Leave
Discretionary leave for hourly, nonexempt support staff is a designated amount of compensated
and accrued leave that is to be granted to a staff member and may be used for any purpose.
A maximum of two (2) discretionary leave days shall be awarded each year.
Discretionary paid leave may be used for any purpose within the following parameters:

A three (3) day advance notice to employee's administration in planning for the absence.

Discretionary leave days may not be used during nonuse days as specified in the first
paragraph under "Nonuse Days for Hourly Support Staff."

Unused discretionary leave days roll over to the next school year as paid sick leave.
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Paid Leave Accrual
Full time hourly, nonexempt support staff employees are eligible for leave and shall accrue leave
on a pay period basis.
Full time employees are defined as those employees who work a minimum of thirty (30) hours per
week in their primary assignment.
Accrual shall be at the rate of one (1) day per month of employment according to their employment
calendar earned on a pay period basis. The first two (2) days earned in the employment calendar
shall be designated as discretionary leave.
Nonuse Days for Hourly Support Staff
Use of paid or unpaid discretionary or sick leave is not permitted on the day immediately preceding
or following a holiday or student break.
This does not apply to cases of employees out on an approved leave. In cases of unanticipated
illness, emergency, or circumstances beyond the employee's control, the employee will need to
provide official documentation supporting the absence. If such documentation is not provided,
the absence will be docked. If a dock occurs there will not be a deduction from the employee's
paid leave accrual. In cases where an employee is eligible for vacation leave, the employee may
use vacation leave for the absence on a non-use day, provided they have obtained prior written
approval from their supervisor.
For good cause, the administrator may approve paid leave on non-use days for hourly support staff,
provided the absence does not negatively impact the operations of the building.
Unpaid Leave Requests
When a staff member exhausts all days of paid leave, an unpaid leave of absence must be
requested, pursuant to District policy.
Upon request, after using the leave allowance for the current year, the staff member shall inform
the Superintendent of the following:

Purpose for which leave is being taken.

Expected date of return from leave.

Where the staff member may be contacted during the leave.
Misuse of Paid Leave
The District may, at District expense, require the employee to submit to medical or psychiatric
examination by a physician or psychiatrist selected by the District to determine 1) whether or not
the continued use of leave is appropriate or 2) whether return to duty is appropriate.
Any employee who can be shown to have willfully violated or misused the District's leave policy
or misrepresented any statement or condition will be subject to discipline, which may include
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reprimand, suspension, and/or dismissal.
Reimbursement Plan for Accumulated Leave
District employees will be reimbursed for a maximum of one hundred seventy-five (175) days of
accumulated paid leave upon retirement, resignation, or death while in the District's employ. The
reimbursement benefits will be provided to employees at the conclusion of the employee's last year
of employment as follows, provided the employees' services have been provided in a satisfactory,
ethical, and professional manner:

Upon retirement, resignation, or death, an employee (or an employee's estate) with ten (10)
through nineteen (19) years of continuous service in Dysart Unified School District shall
be reimbursed for accumulated paid leave at eighty-five percent (85%) of the substitute
rate for their position, daily rate not to exceed eighty-five percent (85%) of the lowest guest
teacher daily rate.

Upon retirement, resignation, or death, an employee (or an employee's estate) with twenty
(20) years of continuous service in Dysart Unified School District shall be reimbursed
accumulated paid leave at one hundred percent (100%) of the substitute rate for their
position, daily rate not to exceed one hundred percent (100%) of the lowest guest teacher
daily rate.
An employee with one hundred (100) or more days of accumulated earned leave must submit a
written request for such reimbursement at least one (1) year in advance, and no later than March 1
of the year prior to the year of retirement or resignation. This provision may be waived,
depending upon the District's financial status. The employee may request that payment be made
in the current or subsequent fiscal year; however, the District may, at its discretion, determine in
which fiscal year the payment shall be made.
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Section 7.54 – Support Staff Hiring
PROCEDURES
PROCEDURES
Definition
A background investigation is defined as any communication with an applicant's (or
employee's) former employer that concerns the education, training, experience,
qualifications, and job performance of the individual and that is used for the purpose of
evaluation for employment. Background investigation does not include the results of any
state or federal criminal history records check.
Background
Investigation
Requirements
Only persons designated by the Superintendent shall perform background investigations.
Prior to contacting former employers or other persons, the background investigator shall:
Ascertain that the standard employment application for the type of position has been
completed in full.
Obtain from the individual a consent to background investigation and release as
determined by the District.
Make certain that the individual has identified at least one person, who shall be the
applicant's immediate supervisor (unless that person in not available), from each past
employer who can verify basic job information and discuss the individual's work
performance and reason for leaving.
Examine the application for a complete work history, accounting for any gaps in
employment.
One person, who shall be the applicant's immediate supervisor (unless that person in not
available), should be contacted at each past employer if possible (any exceptions should be
documented). Upon making contact, the contacts or the former employer or employer's
agent should be provided the following information:
The name and identifying information of the District.
The name of the District representative making the inquiry and how the representative
can be contacted.
The name of the former employee and period of employment as indicated by the
individual whose background is being investigated.
The position for which the individual has applied, with descriptive information as to
the duties, if requested or necessary to understanding of the inquiry.
The background investigator shall:
Ask the questions, and complete the background check form(s) as provided by the
District.
Make impression notes as necessary based upon the questions and responses, and
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determine if there may be cause to contact others or make further inquiries based upon
the responses.
Provide the information to the Superintendent.
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Section 7.54 - Support Staff Hiring
PROCEDURES
PROCEDURES
(Procedures and Practices for Employment Authorization
and Employment Eligibility Verification)
Anti-Discrimination Notice. It is illegal to discriminate against any individual (other than
an alien not authorized to work in the U.S.) in hiring, discharging, or recruiting or referring
for a fee because of that individual's national origin or citizenship status. It is illegal to
discriminate against work eligible individuals.
Employers cannot specify which
document(s) they will accept from an employee. The refusal to hire an individual because of
a future expiration date may also constitute illegal discrimination.
Employment
Procedure
Authorization
Effective January 1, 2008, Arizona schools must use the federal governments Basic Pilot
Program to verify the employment authorization of all newly hired employees.
The Department of Homeland Security's (DHS) U.S. Citizenship and Immigration Services
Bureau (USCIS) and the Social Security Administration (SSA) are jointly conducting EVerify, formerly known as the Basic Pilot. E-Verify involves verification checks of the SSA
and DHS databases, using an automated system to verify the employment authorization of
all newly hired employees.
There are four (4) types of access to E-Verify: As an employer, as a designated agent for
employers, as a multi-location corporate administrator, or through a web service.
Users can access the web-based access methods using any Internet-capable Windows based
personal computer and a web browser of Internet Explorer 5.5 or Netscape 4.7 or higher (with
the exception of Netscape 7.0).
To participate, an employer must register online and accept the electronic Memorandum of
Understanding (MOU) that sets forth the responsibilities of the SSA, USCIS and the
employer.
The following e-mail address should take you to the start site for E-Verify:
https://www.vis-dhs.com/employerregistration/StartPage.aspx?JS=YES
If you need assistance in completing the registration process or need additional information
relating to E-Verify, please call the Office of Verification toll free at 1-888-464-4218.
I-9
Form
Completion
The Immigration Reform and Control Act of 1986 (IRCA) requires that all new employees,
both regular and casual, establish their eligibility for employment in the United States.
This federal law applies to U.S. citizens as well as to foreign nationals. An Employment
Eligibility Verification (Form I-9) must be completed within three (3) business days of the
employee's hire date. Employees who do not provide the necessary documentation within
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three (3) business days must be discharged.
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Section 7.55 - Support Staff Qualifications and Requirements
PROCEDURES
PROCEDURES
_______________________________
_________________________________
Name
Position
I, ___________________________________, being duly sworn, do hereby certify that I have
never been convicted of or admitted in open court or pursuant to a plea agreement
committing, and am not now awaiting trial for committing, any of the following criminal
offenses in the state of Arizona or similar offenses in any other jurisdiction:
Sexual abuse of a minor
Incest
First- or second-degree murder
Kidnapping
Arson
Sexual assault
Sexual exploitation of a minor
Felony offenses involving the possession or
use of marijuana, dangerous drugs or
narcotic drugs
Misdemeanor offenses involving the
Possession or use of marijuana or
dangerous drugs
Burglary in the first degree
Burglary in the second or third degree
Aggravated or armed robbery
Felony offenses involving contributing to Robbery
the delinquency of a minor
A dangerous crime against children as
defined in A.R.S. 13-604.01
Commercial sexual exploitation of a
minor
Felony offenses involving sale,
distribution, or transportation of,
offer to sell, transport, or distribute,
or conspiracy to sell, transport, or
distribute marijuana or dangerous
or narcotic drugs
Child abuse
Sexual conduct with a minor
Molestation of a child
Manslaughter
Assault or Aggravated assault
Exploitation of minors involving drug
offenses
_____________________________________ ___________________________________
Employee signature
Date signed
Subscribed, sworn to, and acknowledged before me by
______________________________, this ______ day of _____________, 20___,
in _____________________________ County, Arizona.
My Commission Expires:____________________
_________________________
Notary Public
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Section 7.59 - Support Staff Workload
PROCEDURES
PROCEDURES
Fair Labor Standards Act:
Overtime Compensation
Nonexempt employees who work more than forty (40) hours per week shall be paid at the
rate of one and one-half (1 1/2) hours for each hour of overtime work. Before any employee
works overtime, the hours must be recommended by the immediate supervisor and approved
by the Superintendent.
An employee's schedule within any seven-day period may be adjusted to permit extra hours
on any given day and fewer hours on a subsequent day to keep the weekly total at forty (40)
hours or less.
In emergency situations compensatory time off, at the rate of one and one-half (1 1/2) hours
for each hour worked, may be granted in lieu of pay if prior approval is given by the assistant
superintendent.
Rest
Breaks
Employees on duty eight (8) hours per day are entitled to one (1) fifteen (15) minute rest
break in the morning and one (1) fifteen (15) minute rest break in the afternoon. The
scheduling of such breaks is the supervisor's responsibility. While every effort will be made
to schedule breaks at midmorning and midafternoon, the best interests of the District will
prevail. The break begins when the employee leaves the station or place of work, and ends
when the employee returns.
Employees on duty less than eight (8) hours per day are entitled to one fifteen (15) minute
rest break for each three and one-half (3 1/2) hour work period.
Rest breaks may not be accumulated.
Lunch
Break
A maximum of thirty (30) minutes for lunch is authorized. Any exceptions to this rule must
be approved by the supervisor.
Lunch breaks may not be accumulated.
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Section 7.60 - Support Staff Career Development
PROCEDURES
PROCEDURES
Professional Growth Incentive Plan – Support Staff (See DUSD Policy 7.60)
Professional Growth Eligibility for Professional Growth Incentive
1. Professional Growth Eligibility for Professional Growth Incentive
a. The Professional Growth Incentive Plan utilizes an earned point system. The
employee may earn points by a number of different means. Points are earned
through preapproved college credit hours or a combination of clock hours
earned through pre-approved workshops, seminars, training and or in-service.
To be eligible:
i.
Employee must be a current DUSD employee. Employees rehired by
the District are not entitled to previously earned points or
professional growth supplemental pay.
ii. All activities must be approved and the experience must reflect:
a) increased knowledge, understanding and skills in the
employee’s regular assignment or
b) Results in career growth within the district.
iii. Course work must not have been taken prior to employment.
iv.
Course work must be taken from an accredited institution.
v.
Employees who are required as a condition of employment or
placement in a position to obtain a certificate or college credit hours
will not be able to use the certificate and/or college credit hours in
the Professional Growth Incentive Plan.
vi.
Points will be awarded only for workshops attended outside of the
work day. If an employee is paid their hourly rate of pay to take
the course, no points/hours will be awarded.
vii.
Only one (1) Professional Growth Increase will be approved per
fiscal year in accordance with the Professional Growth Incentive
Plan schedule.
2. Manner of Awarding Points: Points are awarded in the following manner:
a. University, college, or junior college – one (1) point per semester unit.
b. Trade or professional school - one (1) point per semester unit.
c. One (1) point will be awarded for each fifteen (15) hours of workshop
attendance.
d. One (1) point will be awarded for each fifteen (15) hours of workshop, seminar,
training and/or in-service hour attended as verified through certificate of
completion or district iLearn transcript. Example: Workshop hours may be
accumulated; as follows: Workshop I (six [6] hours), Workshop II (six [6] hours),
and Workshop III (six [6] hours) would equal eighteen (18) hours, or one (1)
growth incentive point plus three (3) hours toward the next growth incentive
point.
e. Professional growth points will not be awarded without evidence of completion
3. Procedures for Submitting for Professional Growth Points
a. Request for Approval
i.
A Request for Approval of Professional Growth Points Form must be
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completed by the employee, approved and signed by the supervisor, and
submitted to the Human Resources Department prior to taking any
college credit, workshop, seminar, training and/or in-service.
ii. Failure to submit this form prior to taking such professional growth
may result in denial of point credit.
iii. Appeal of request that is denied by a supervisor. If the
supervisor does not approve the request, the employee may appeal the
decision in writing to the Executive Director of Human Resources
within ten (10) calendar days of notification of denial. The Executive
Director of Human Resources will respond in writing to the employee
with a decision and such will be considered final.
iv.
All original requests shall be filed in the employee's professional growth
incentive folder in the Human Resources Department. A copy of each
request shall be returned to the employee.
b. Submitting Proof of Completion
i.
At the conclusion of the approved college course or workshop, seminar,
training and/or in-service, course it is the employee’s responsibility to
submit evidence of successful completion to the Human Resources
Department.
ii. Evidence of completion of college transcripts are to include the official
college transcript with course title, date of course and grade
iii. Evidence of completion of workshop, seminar, training and/or in-service
may be an iLearn transcript or certificate to include employee name,
training provider, course title and date and hours of training completed.
iv.
Confirmation of employee’s accumulation of professional growth points
will be sent to the employee each time evidence of completion is
submitted to the Human Resources Department.
c. Professional Growth Timelines: Each fiscal year in order to be awarded
professional growth supplemental pay, employees must complete the following
steps:
i.
By March 1st of the preceding fiscal year in which the employee expects
to have completed fifteen (15) points, submit the Letter of Intent to the
Human Resources Department.
ii. By October 1st of the fiscal year to be awarded, submit official
transcripts and/or evidence of completion of professional growth hours
to the Human Resources Department.
iii. Notification to Employees. An award or denial letter will be issued
to each support staff employee who submitted a Letter of Intent.
4. Professional Growth Incentive Plan Schedule: Per DUSD policy, this schedule has
been established by the Superintendent and approved by the Governing Board. It is
attached as – Procedure 7.60 – Attachment 1 - Support Staff Career Development
Schedule.
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Section 7.60 – ATTACHMENT 1 – Professional Growth Incentive Plan
Schedule
PROCEDURES
PROCEDURES
PROFESSIONAL GROWTH INCENTIVE PLAN SCHEDULE
ATTACHMENT 1:
Points Earned
First fifteen (15) points
Second fifteen (15) points
Third fifteen (15) points
Fourth fifteen (15) points
Fifth fifteen (15) points
Sixth fifteen (15) points
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15
30
45
60
75
90
Incremental
Increase
$.020
$.020
$.020
$.020
$.020
$.025
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Total
Increase
$.020
$.040
$.060
$.080
$1.00
$1.25
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SECTION 8 - MEET AND CONFER
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Section 8.0 - Meet and Confer Goals
PROCEDURES
Scope
of
Meet
PROCEDURES
and
Confer
The subjects of meet and confer shall be salaries and salary-related fringe benefits.
Staff
Meet-and-Confer
Organizations
Professional staff.
If more than one (1) employee organization exists, and the
organizations reach an agreement on the composition of a committee to represent the
community of interest, the Superintendent may meet with such committee for that purpose.
Upon written request by at least twenty percent (20%) of the community of interest of the
professional staff, the Superintendent may arrange for a referendum to determine whether
or not one organization shall represent the community of interest of the professional staff in
meet-and-confer sessions with the District. Any such vote will be by secret ballot open to all
members of the professional staff who are within the community of interest. The
organization receiving a favorable vote of a majority (fifty percent plus one [50% +1]) of the
employees to be represented will be recognized as the organization that shall represent the
group in meet and confer. The result of any such referendum will be in force for a period of
not less than two (2) years (unless the Governing Board determines it to be in the best interest
of the District to terminate it earlier), after which, upon written request as noted above,
another referendum may be held.
Petitions for a referendum will be received by the Superintendent only during the period of
October 1-15 of any school year in which they are eligible for presentation.
Support staff. If more than one (1) employee organization exists, and the organizations
reach an agreement on the composition of a committee to represent the community of
interest, the Superintendent may recognize such committee for that purpose.
Upon written request by at least twenty percent (20%) of the community of interest of the
support staff, the Superintendent may arrange for a referendum to determine whether or not
one organization shall represent the community of interest of the support staff in meet-andconfer sessions with the District. Any such vote will be by secret ballot open to all members
of the support staff who are within the community of interest. The organization receiving a
favorable vote of a majority (fifty percent plus one [50% +1]) of the employees to be
represented will be recognized as the organization that shall represent the group in meet and
confer. The result of any such referendum will be in force for a period of not less than two
(2) years (unless the Governing Board determines it to be in the best interest of the District
to terminate it earlier), after which, upon written request as noted above, another
referendum may be held.
Petitions for a referendum will be received by the Superintendent only during the period of
October 1-15 of any school year in which they are eligible for presentation.
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Privileges of Staff Meet-andConfer Organizations
Each employee of the District shall have the right to organize, join, and support employee
organizations.
Employee organizations may have the use of a portion of an existing bulletin board in each
employee lounge for posting information relating to official organization business. If no
bulletin board exists in such locations, the District shall not be required to provide any.
Material endorsing or opposing a candidate for public office may not be posted. The area of
the bulletin board to be used shall be designated by the principal/supervisor. Copies of all
material posted shall be given to the school principal prior to posting.
Employee organizations may use school facilities after the school day, subject to the
provisions of the District rental policy applied to all private organizations or as approved by
the Superintendent.
Nothing contained herein shall deny or restrict any employee's rights under Arizona laws,
federal laws, or constitutional guarantees.
Meet-and-Confer
Sessions
The first meeting of the school year will be at a time agreed upon by the
Superintendent and the representatives of the employee organization.
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SECTION 9 - INSTRUCTION
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Section 9.3 – School Day
PROCEDURES
PROCEDURES
Release of Students
Schools must exercise a high order of responsibility for the care of students while in school.
The removal of a student during the school day may be authorized in accordance with the
following procedures:
Students must always be signed out through the school office prior to leaving campus. For
elementary students, the parent/guardian or other emergency card-approved person must
appear in the office to sign the student out and must provide an appropriate photo ID. A
student shall be released to the student’s parent or legal guardian.
It is the responsibility of the student’s parent or legal guardian to make sure accurate and
up-to-date information regarding custodial issues is on file with the student’s school. The
school will enforce authentic and current court orders. If a staff member has concerns about
the safety or well-being of a student, including such concerns regarding the release of a
student to a parent, the staff member should immediately contact the appropriate local
authorities. A parenting plan is an agreement between parents and the court system which
sets forth the authority and responsibility of each parent with respect to the child. If one
parent believes the actions of the other parent violate a parenting plan, the proper recourse
is through the court system. The school will not interpret or resolve disputes arising out of
a parenting plan.
Prior written authorization from the parent or guardian is required before releasing a
student into someone else's custody unless an emergency situation justifies a waiver.
Under no circumstance should an elementary school student be released to walk home during
the regular school day. High school students must check out through the office prior to
leaving campus and have verbal approval from the parent/guardian that is confirmed
through the office. The Attendance Clerk or other office staff member shall validate the
request as deemed appropriate.
If a student is ill, the following procedure should be followed:
 The parent/guardian/emergency contact person shall immediately be contacted;
 If no contact can be made, the nurse or health assistant shall supervise the student
until adult contact can be made.
 At no time should a sick student be taken or sent to an empty home.
 At the end of the regular school day if no contact with a parent/guardian/emergency
contact person has been made, the building administrator will be notified to render a
decision regarding the student. Police and/or child protective services may be
contacted.
 All attempts to reach the parent/guardian/emergency contact person should be
documented.
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If a law enforcement officer requests to remove a student:
When a law enforcement officer intends to take custody of a student, the school
administration will provide the officer access to the student by escorting the student to the
office or by accompanying the officer to where the student is located. School administration
should work with law enforcement officers to protect the student’s privacy and minimize
the disruption caused by the arrest of the student.
A law enforcement officer is not required to have a warrant in order for the school to release
the student into law enforcement custody. In the event a student is taken into custody, the
law enforcement officer will sign a statement accepting responsibility for the student by
filling out the appropriate form Removal of Student by Legal Authorities and the school and/or
law enforcement officer will immediately notify the parent or guardian. If parental contact
would jeopardize the safety or protection of the child, the notification may be postponed.
Any other agencies must have a written administrative or court order directing the District
to give custody of a student to that authorized agency. Proper identification is required before
the student shall be released.
Emergency School Closings
In case of an emergency, the Superintendent may find it necessary to close one or more
schools. This could happen at any time during the day for one of the following reasons:
1. Severe or dangerous weather
2. Utility outage or malfunction
3. Any generally unsafe condition
The decision to close all schools, some schools, and/or support facilities will be determined
with the extent and the coverage of the District from the inclement weather. This decision
may affect staff differently. Some staff may still be expected to report to their work location
or alternate location depending on circumstances. In all cases the final decision regarding
whether to report to work is the responsibility of the individual staff member. The employee
’s personal safety is the primary consideration. If a particular building remains open, then
staff should attempt to report for work if it is safe for the individual to do so. If the facility
is declared CLOSED for the safety of all, no staff should report to work unless notified of
alternative locations or their services are required to assist the District in the orderly and
safe response to the situation. Each department will identify staff needed to assist in the
situation.
The authority to cancel school due to inclement weather lies with the superintendent or the
superintendent’s designee. Upon the decision to cancel school, the following will occur:
 The Superintendent will notify, via phone and email, all cabinet members of the
decision to cancel school due to inclement weather.
 The Superintendent will notify the Board that school has been cancelled due to
inclement weather.
Cabinet Member Responsibilities
Upon the decision to cancel school, the following will occur:
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 All cabinet members will contact their department directors to initiate department
phone chains to notify staff that the District has closed due to inclement weather.
Superintendent
 Contact all cabinet members.
 Contact the Board to notify them of the school closure.
Assistant Superintendent for Education Services
 Contact directors to notify of District closure and initiate the department phone chains
to notify staff.
 Contact all school principals through a phone call/text and email to notify of District
closure and initiate the school phone chains to notify staff.
Assistant Superintendent for Support Services
 Coordinate with IT department to activate the District auto-dialer system to notify all
parents of the school closure.
 Notify all staff members of the school closure through District email.
 Coordinate with IT department and public relations to place announcement of school
closure on the District and school websites as well as distribution of a press release
and disclosure on all District social media sites.
 Contact news channels to notify them of the school closure.
 Contact directors to notify of District closure and initiate the department phone chains
to notify staff.
Executive Director for Business Services
 Coordinate with transportation department to assure any students that are in transit
or have been transported are returned to a designated location.
 Coordinate with maintenance department regarding any building needs due to
weather.
 Coordinate with Nutrition Services department regarding any meal preparations,
emergency food supplies, etc, due to weather.
 Contact directors to notify of District closure and initiate the department phone chains
to notify staff.
Executive Director for Human Resources
 Contact directors to notify of District closure and initiate the department phone chains
to notify staff.
Weather permitting, all cabinet members should assemble at the District office or another
identified location to assist in the coordination of the school closure until all aspects of the
process have been completed. If the weather does not permit cabinet members to assemble
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at the District, coordination shall be completed via phone, text and/or email.
During inclement weather days or other states of emergency, all employees are asked to
monitor emails and assure accessibility by phone or text.
Early dismissals will occur only after careful consideration is given to the impact on the
community and the safety and welfare of students. Decisions to cancel or shorten the regular
school day and after-school activities are made by the Superintendent in consultation with
other staff. The over-riding concern in making the decision to close schools is the safety of
students, staff and others in the community. The fundamental decision is whether students
and staff will be safer with school in session or with school closed for the day.
Many school activities outside the regular school day are also affected by delaying or
canceling the opening of school. The list below summarizes the schedule of other activities if
there is a schedule change in the regular school day.
If schools are closed all day, the following activities are also canceled:
 All daytime and after-school Community Education activities (including School-age
Care [Dens Club];
 Elementary school after-school and evening activities, and
 Middle school after-school and evening activities.
 Decisions about whether to hold evening high school and evening Community
Education activities are made by mid-afternoon and communicated on the District
website and information line.
If the opening of school is delayed, all school buses, except mid-day kindergarten and Early
Childhood Education buses, operate on a normal but delayed schedule and the following
activities are canceled:
 Morning and afternoon half-day kindergarten classes;
 Morning and afternoon early childhood education classes;
If severe weather develops or is predicted during the school day, schedules may change in
one or more of the following ways:
 Afternoon kindergarten, after-school Community Education activities, and Dens Club
may be cancelled;
 School may be dismissed early, and/or
 High school activity bus routes may be canceled.
Early dismissal will only take place in the event of an emergency. In certain emergency
situations students may be immediately evacuated and may not be able to go back into the
school to get keys or other belongings from their lockers.
Closing NOT Weather-Related
Conditions such as loss of heat or electrical power, or interruption of water supply, may cause
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an individual school building to close on an emergency basis. If the need to close a school
building is known prior to the start of the school day, the following procedures will be
followed:
 Alternative school site will be identified by the superintendent and communicated to
parents/guardians via the Parent Alert outbound text, email and calling
service. Information will also be posted on the District website. Communication will
include the name of the alternative school, address, and phone number. Staff will be
notified via school emergency plan calling trees.
 Buses will be rerouted to transport students to the alternative school site. Buses will
also be available to transport students who may arrive at their home
school. Designated staff will be on site at the home school to supervise and oversee
transport of students to the alternative school site. Designated staff will also be
available at the alternative school site to assist students and their teachers in
transitioning from bus or parent drop off to alternative classrooms.
Procedures for emergency evacuation once school is in session will be implemented as follows:
All students will be bused to identified evacuation sites as listed in school emergency
plans. Evacuation information will be communicated to parents/guardians via the Parent
Alert outbound text, email and calling service. Information will also be posted on the District
website. Evacuation information will include the following:
 Date, time and reason for evacuation.
 Name, address and phone number of alternative school site.
 Information regarding parent pick up and student release prior to end of school day.
 Dismissal procedures and arrangements for after school Dens Club.
o
Unless the evacuating campus is unsafe, students will return at the end of the
school day for dismissal. Normal after school bus routes will pick up as usual
and students will follow regular daily dismissal routines.
o
Arrangements for Dens Club to be held at an alternative site will be
communicated to parents by Community Education staff.
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Section 9.6 - Curriculum Guides and Course Outlines
PROCEDURES
PROCEDURES
The curriculum of the District will be reviewed on a regular basis. The District will adopt a
submit/review model to address ongoing needs.
Curriculum Review and Evaluation
The curriculum review will be coordinated by the Curriculum Department and will include
the following five phases. Each phase will take place as part of a five year cycle so that all
curriculum is cycled through these phases every five years:
Phase I: Review and Evaluate the Current Curriculum
1. Review and evaluation completed by the Curriculum Development Team comprised
of District, school and teacher leadership including state mandates, Arizona
Standards and New Century Learner Skills related to curriculum.
2. Compare the goals, content and skills of the current curriculum to the Arizona
Standards and New Century Learner Skills. Identify changes needed to improve the
alignment of the Dysart curriculum, as prescribed in iPLAN with adopted state
standards, Arizona Standards, and New Century Learner Skills mandates.
3. Conduct a needs assessment and gap analysis based on the evaluation of student
academic performance on state and District assessments.
4. Identify recommendations for improvements in the curriculum, instruction and
assessments to increase the rigor and content expectations and identify those areas
requiring updated resources.
5. Identify cross-curricular connections to the New Century Learner Skills and Arizona
Standards.
Phase II: Write the Revised Curriculum, Develop Assessments
A curriculum guide is written and contains the following items as found on iPLAN and
iASSESS:
1. Curriculum (What students should know, be able to do, and understand.) including
but not limited to:
a. Arizona Standards, New Century Learner Skills mandates
b. Aligned Content and skill objectives, with big ideas and essential questions
c. Sequencing
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d. Task analysis of the skills and content
e. Pacing guide
f.
Alignment of District-adopted resources
g. Academic vocabulary
2. Benchmarks, performance assessments and exemplars with scoring rubrics for
measurement of student growth by grade level and content areas. This includes but
is not limited to:
a. Assessment materials
b. Assessment processes and procedures
3. Cross-curricular connections which require students to demonstrate the New Century
Learner Skills and Arizona Standards expectations.
Phase III. Review and select materials
1. Follow the procedures outlined in the Instructional Materials Adoption and
Committee Selection Process and Curriculum Development Teams. This includes
both core and supplemental materials for adoption.
2. Implement Board Adoption Procedures
Phase IV. Implementation, refinement, special projects
1. Provide orientation and on-going professional development for the implementation of
curriculum and materials.
2. Update curricular planning documents and resources available on iPLAN,
3. Field test assessments, pilot programs or special projects as necessary before full
implementation.
4. Revise and modify projects and pilots based upon data from field tests to ensure a
continual improvement process that meets student needs.
Phase V. Evaluation
1. Review data on the student performance, program data, and observational data to
determine areas of District concerns with implementation of standards and equity of
academic programs across the District.
2. Examine new guidelines from Arizona Department of Education.
3. Based upon the collected data, the Curriculum Development Team determines the
extent and nature of revisions to be made and returns to Phase I of Curriculum Review
and Development Cycle.
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Curriculum Committees (Cadres) for Comprehensive Curriculum Development /
Design
The following cadres are committees of parents, teachers, and community members that have
integral roles in the successful implementation of the Comprehensive Curriculum
Development/Revision Process. The cadres allow for participants from all stakeholder groups
to have input into the curriculum development/revision process.
Curriculum Advisory Committee (CAC)
This District-level Curriculum Advisory Committee will be composed of appointed
community stakeholders and District leadership. The CAC will act in an advisory capacity to
the District. They will meet at least once annually and be asked to:

Foster communication by meeting with individuals and community groups
concerned about curriculum.

Confer with the Curriculum Development Team to convey community beliefs and
opinions about curricular issues.
The CAC will not have direct involvement in the curriculum development or evaluation
processes.
Director of Curriculum, Instruction and Assessment
The Director of Curriculum, Instruction and Assessment will provide the leadership to
coordinate the curriculum process. The curriculum director will provide the in-depth
knowledge of the District’s curriculum needs, expertise in curriculum planning, knowledge
of research-based curriculum practices, and credibility with colleagues. The director will
collaborate with the Educational Services Department who will provide the appropriate
expertise in specialized areas in the curriculum development process; i.e., Primary Literacy,
Instructional Technology, 21st Century Specialists and Professional Development
Coordinator. The director will develop and coordinate the curriculum evaluation and monitor
the pace of the Curriculum Development Team as the curriculum is being developed.
The Assistant Superintendent for Education will oversee and monitor all aspects of the
curriculum process.
The Curriculum Development Team
The District-level Curriculum Development Team members will be selected based upon their
expertise and experience in the process and content for specific curriculum projects. The team
will include principals/assistant principals, teachers, and District level personnel. Criteria
on which members would be selected include:

Knowledge of the Arizona Standards.

Knowledge of the District’s curriculum process and standards-based curriculum.

Understanding that a standards-based curriculum is vital to the academic
success of District students.
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
Understanding of the importance of the alignment of standards to assessment.

Successfully implemented standards-based instruction in their classroom and;
Proven leadership skills and shown collaboration skills in team settings.
The curriculum director is responsible for pacing, monitoring and providing leadership to the
Curriculum Development Team in the development of all curriculum projects.
Leadership Cadres – Campus Level
The leadership cadres are campus level teams composed of such members as PLC leads and
department chairs that will assist principals/assistant principals in establishing their
campus plans. In the curriculum process, the cadres will work with campus administrators
in collecting input from the faculty at various stages of the curriculum development.
Curriculum Guides
Written curriculum guides will be revised or developed for each curricular area reviewed.
Guides will be developed by the staff members and teachers who are to use them. If
participation of the entire staff is not feasible, representatives of the staff and/or departments
concerned shall be appointed to committees for study, creation, and revision of any particular
guide. Curriculum guides will identify program outcomes, course sequences, critical content
and skills, and student performance standards. The guides may include additional support
for effective implementation by teachers and administrators. The guides will be aligned with
District adopted instructional materials and student assessment practices. Curriculum
guides will be available online (iPAL) for review by parents, community members and other
interested parties. Building administrators are responsible for ensuring the effective review
of District-adopted curriculum by all instructional staff. Curriculum guides are to serve as
a framework from which a teacher will develop units of study, individual lesson plans, and
approaches to instruction that will serve the students' particular needs at a particular time.
The guides shall be available to parents on the District website for use in registration and
orientation. The guides shall be used to map the logical sequence of instruction. Building
administrators, department heads, or other supervisors shall see that optimum use is made
of available curriculum guides. Building administrators will be responsible for the
dissemination and use of the guides. Teachers will utilize and adhere to the guides.
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Section 9.7 - Basic Instructional Program
PROCEDURES
PROCEDURES
Reading
For students in kindergarten (K) and grades one (1) through three (3), the District shall:
select and administer screening, ongoing diagnostic and classroom based instructional
reading assessments, including motivational assessments, as defined by the State
Board of Education,
conduct a curriculum evaluation,
adopt a scientifically based reading curriculum including the essentials of reading
instruction,
provide ongoing teacher training based on scientifically based reading research,
devote reasonable amounts of time to explicit instruction and independent reading,
provide intensive reading instruction as defined by the State Board of Education to
each student who does not meet or exceed the Arizona Instrument to Measure
Standards (AIMS) test, and
review its reading program and take corrective action as specified by the State Board
of Education whenever more than twenty percent (20%) of the third grade students do
not meet the AIMS standards.
Skin Cancer Prevention
For students in the grades kindergarten (K) through eight (8) a comprehensive skin cancer
prevention program shall be provided if the United States environmental protection agency
furnishes free of charge to schools a comprehensive program on the prevention of skin cancer.
Instruction shall be in an age appropriate manner and include the following components:
Basic facts about skin cancer;
The negative impact of human exposure to ultraviolet radiation obtained through
sunburns and tanning;
Strategies and behaviors to reduce the risk of contracting skin cancer.
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Section 9.8 - English Instruction
PROCEDURES
PROCEDURES
The following procedures are instituted for purposes of implementing a transitional English
language learner program.
Program Description
Each school shall use an English Language Learner (ELL) program developed from a state
task force approved model. All ELL students are to be provided with appropriate daily
English language development and instruction. The District will also provide ELL student’s
core academic instruction where the English language drives the instruction.
Student Identification
A home language survey form and enrollment form will be completed at the time of
enrollment of new or transfer students. The form will explain how students are assessed for
English language proficiency. If the primary home language (the language most often spoken
in the home or the first acquired language) is a language other than English the student shall
be considered to have a Primary or Home Language Other Than English (PHLOTE). All
PHLOTE children shall be administered English language assessments upon initial entry
and at the end of the year (after February 1).
New and continuing ELLs may be assessed at midpoint of the academic year, but no student
may be assessed more than three (3) times per year. The midyear assessment (not a wholesale
assessment of all students) will provide those who warrant assessment an opportunity to
enter a mainstream classroom as soon as possible. The tests will be administered at the times
indicated by trained personnel except when federal grants require different time lines or
when an Individualized Education Program (IEP) team for a qualified special education child
finds the procedure inappropriate.
Students are considered ELL if their performance level results in a composite score of “PreEmergent”, “Emergent”, “Basic”, or “Intermediate”. These students are placed in the
Structured English Immersion (SEI) program. Once they obtain a score of proficient as a total
combined score, proficient in the Reading domain, and proficient in the Writing domain will
be identified as Proficient they are then exited from the SEI program.
Program Placement
Students who receive a composite score of Pre-emergent/Emergent, Basic, and Intermediate
receive 4 hours of English Language Development (ELD) instruction which is divided into
the following specific areas with specific time allocations:




Oral Conversation/Vocabulary - 60 minutes
Reading – 60 minutes
Grammar – 60 minutes
Vocabulary – 60 minutes
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Parent/Guardian Notification
Parents/guardians will be notified, in writing, of their child’s initial eligibility and notified
annually of their child’s continuing eligibility for program placement. At a minimum, the
parent/guardian notification will contain:

How the child’s eligibility was determined and the child’s current level of English
proficiency;

a description of the District’s program and how it will meet the child’s educational
needs;

the specific exit requirements for the program; and,

information on the parent’s right to refuse services.
Communication with parents/guardians should be provided, when feasible, in the parents’
primary language.
Student Progress and Reassessment for Reclassification
At least annually, parents shall receive a notice of student proficiency level and program
placement. ELLs not progressing as evidenced by failure to improve scores on the Arizona
state standards tests or the nationally standardized test of A.R.S. 15-741 may be provided
compensatory instruction to assist them in achieving those standards. A written
individualized compensatory plan that documents the scope and type of instructional services
provided to an ELL shall be kept in the student's file. Reassessment of classification may
take place following assessment testing but shall be considered at least once a year. If
appropriate, parents shall receive a reclassification notice with a copy of the notice to be
placed in the student’s file. When a student is reclassified as a Fluent English Proficient
(FEP) student, the school shall monitor the student for two (2) years after the reclassification
to determine if the student is performing satisfactorily. The two (2) year monitoring form
shall be maintained in the student's file.
Other Program Requirements
ELL students are required to participate in all state mandated testing.
Record Keeping and Documentation
The District will maintain records of eligible students and comply with state reporting
requirements. Original documents will be kept in the student’s cumulative folder and copies
will be kept in the program folder, if applicable. These documents include the enrollment
form, home language survey, parent notification letters, parental waiver (if applicable),
language proficiency test assessment data, and a reclassification letter.
See ADE website - English Language Learners, Monitoring Information and Documents,
Identification, Assessment, Federal and State Compliance document for more specific
information http://www.azed.gov/english-language-learners or contact Federal Projects
and Community Outreach Department.
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Section 9.10 - Family Life Education
PROCEDURES
PROCEDURES
Instruction in Sex Education
Instruction in sex education is offered by the District in conformity with the requirements of
Arizona law, including Governing Board approval and certification of compliance as specified
by the Department of Education.
Procedures on instruction in sex education that conform to Arizona law include as follows:
1. Sex education lessons may only be taken by the student at the written request of the
individual student’s parent or guardian.
2. Alternative elective lessons(s) from the State adopted optional subjects must be
provided for students who do not enroll in the elective sex education lessons.
3. Elective sex education lessons shall not exceed the equivalent of one (1) class period
per day for one-quarter (1/4th) of the school year.
4. Lessons shall be taught to boys and girls separately.
5. Lessons shall be ungraded, require no homework, and any evaluation administered
for the purpose of self-analysis shall not be retained or recorded by the school or the
teacher in any form.
6. Lessons shall not include tests, psychological inventories, surveys, or examinations
containing any questions about the student’s or his parents’ personal beliefs or
practices in sex, family life, morality, values or religion.
7. All sex education materials and instruction shall be age appropriate, recognize the
needs of exceptional students, meet the needs of the District, recognize local
community standards and sensitivities, shall not include the teaching of abnormal,
deviate, or unusual sexual acts and practices, and shall include the following:

Emphasis upon the power of the individual to control his/her own personal
behavior. Pupils shall be encouraged to base their actions on reasoning, selfdiscipline, sense of responsibility, self-control, and ethical considerations such
as respect for self and others;

Instruction on how to say no to unwanted sexual advances and to resist
negative peer pressure. Pupils shall be taught that it is wrong to take
advantage of, or to exploit another person;

Stress that pupils should abstain from sexual intercourse until they are
mature adults;

Emphasize that abstinence from sexual intercourse is the only method for
avoiding pregnancy that is 100 percent effective;

Stress that sexually transmitted diseases have severe consequences and
constitute a serious and widespread public health problem;
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
Include a discussion of the possible emotional and psychological consequences
of preadolescent and adolescent sexual intercourse and the consequences of
preadolescent and adolescent pregnancy; and

Promote honor and respect for monogamous heterosexual marriage.

Advise pupils of Arizona Law pertaining to the financial responsibilities of
parenting and legal liabilities related to sexual intercourse with a minor. (per
A.A.C. R7-2-303)
Procedures on instruction on acquired immune deficiency syndrome and human
immunodeficiency virus that conform to Arizona law include as follows:
Instruction is:

appropriate to the grade level in which it is offered

medically accurate

promotes abstinence

discourages drug abuse

dispels myths regarding transmission of the human immunodeficiency virus
Nothing is included in the course of study instruction that:

promotes a homosexual life-style

portrays homosexuality as a positive alternative life-style

suggests that some methods of sex are safe methods of homosexual sex
All alternative lessons are in alignment with Arizona Health Educational Standards. These
lessons are to be developed using the board adopted science/health instructional materials.
At the request of a parent, a pupil shall be excused from instruction on the acquired immune
deficiency syndrome and the human immunodeficiency virus.
School-based Procedures
A mandatory parent meeting will be held prior to teaching Human Growth and Development
lessons in each individual school. This meeting enables parents to review the adopted
materials. The parent meeting will be held a minimum of two weeks prior to the start of the
lessons and during the evening for parental convenience. The meeting will usually require
one to two hours of time. A district approved standard parent-meeting invitation will be sent
by each school approximately one week prior to the parent meeting. All principals, course
instructors and nurses must be in attendance.
The Human Growth and Development lessons shall be maintained for viewing at each
individual school.
During the meeting the principal will introduce instructors. Adopted instructional materials
will be presented. Parents will be informed that lessons are voluntary and that if they choose
to allow their children to participate, they must sign and return the permission letter prior
to the first lesson. Parents will be told that those students not taking the lessons will be
enrolled in a State approved alternative program. Parents will be provided with the dates
of the lessons, information about the state regulations, and an explanation of the alternative
program. Instructors will describe how students’ questions will be handled.
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After parent night, the approved permission letter to participate in sex education or to opt
out of instruction on the acquired immune deficiency syndrome and the human
immunodeficiency virus will be distributed to the students to take home. The permission
letter should not be given out at the parent meeting.
All lessons are delivered in a manner that will provide the student with accurate information
from competent adults in a classroom situation. Human Growth & Development instruction
is to take place in a classroom atmosphere and both instructors are to be present during each
lesson. Instruction is governed by Dysart Unified School District No. 89 and Arizona State
requirements.
Instructors are required to:

Have the background and knowledge of the subject and content of the adopted
materials.

Be comfortable and at ease with the subject material.

All lessons are to be taught by two teachers working as a team. One of the
teachers may be the school nurse.
Students’ questions regarding the lesson material will be addressed in two ways: (a) open
classroom discussion and (b) anonymous question box.

Questions will be answered based on the factual material.

Questions that cannot be answered from the content of the materials must be
referred to parents or guardians.
If questions arise that indicate possible abuse, instructors are referred to the
District’s policies regarding mandatory reporting.

Certification of Compliance
The District shall certify, under the notarized signatures of both the Governing Board
President and the Superintendent, compliance with A.A.C. R7-2-303. Acknowledgement of
receipt of the compliance certification from the State Board of Education is required as a
prerequisite to the initiation of instruction. Certification of compliance shall be in a format
and with such particulars as shall be specified by the Department of Education.
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Section 9.11 - Special Instructional Programs
PROCEDURES
PROCEDURES
SPECIAL
INSTRUCTIONAL
PROGRAMS
(Identification and Placement
of Exceptional Students)
This detailed procedure is issued to:
Accomplish the requirements of the Governing Board set out in Policy Section 9.11
Special Instructional Programs.
Assure District compliance with the requirements of applicable federal and state laws
and the lawful regulations of the State Board of Education.
Aid District personnel in fulfilling their duties relating to the topic by presenting the
procedural information in a format that aligns with the Arizona Department of
Education/Exceptional Student Services (ADE/ESS) compliance checklists.
Citations from the following sources are annotated to the material to assist in conducting
research and for clarification:
Arizona Revised Statutes (A.R.S.)
Arizona Administrative Code (A.A.C.) Title 7, Chapter 2, State Board of Education
Rules
Regulations of the Family Educational Rights and Privacy Act as published in Part 99
of Title 34 of the Code of Federal Regulations (C.F.R.)
Regulations to the Individuals with Disabilities Education Act (IDEA) as published in
Title 34 of the C.F.R., Part 300.
Whenever the term "District" is used in this procedure, it is to be interpreted contextually to
mean the School District, the respective local school site, a representative of the District or a
representative of the local school site, as is applicable to the circumstance.
Applicability
To accommodate the necessity to present procedural information in a format that aligns with
the Arizona Department of Education/Exceptional Student Services (ADE/ESS) compliance
checklists, this generic procedure contains procedural requirements for covered individuals
of all ages. However, any statement in this procedure that addresses a provision that is not
applicable to the grade levels and age ranges included in the student membership of the
District is to be considered for the purposes of compliance to be not applicable.
Child
Find
The District will identify, locate, and evaluate all children with disabilities within its
geographic boundaries who are in need of special education and related services including,
but not limited to, children who are:
Homeless;
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Highly mobile, including migrant children;
Wards of the state; and,
Attending private schools or who are homeschooled.
In its identification process the District will include children who are suspected of being a
child with a disability and in need of special education, even though a student is:
Advancing from grade to grade
Highly mobile, including a migrant student. [34 C.F.R. 300.111]
The District will inform the general public and parents within its boundaries of the
responsibility for special education services for students aged three (3) through twenty-one
(21) years, and how those services may be accessed including information regarding early
intervention services for children aged birth through two (2) years. Services for an eligible
student with a disability shall extend through conclusion of the instructional year during
which the student attains the age of twenty-two (22). [A.A.C. R7-2-401.C]
The District will require all school-based staff members to review the written procedures
related to child identification and referral on an annual basis, and maintain documentation
of the staff review. [A.A.C. R7-2-401.D]
Identification screening for possible disabilities shall be completed within forty-five (45)
calendar days after:
Entry of each preschool or kindergarten student and any student enrolling without
appropriate records or screening, evaluation, and progress in school; or
Parent notification of developmental or educational concerns.
Screening procedures shall include vision and hearing status and consideration of the
following areas:
Cognitive or academic;
Communication;
Motor;
Social or behavioral; and
Adaptive development.
For a student transferring into a school, the District shall review enrollment data and
educational performance in the prior school. If there is a history of special education for a
student not currently eligible for special education or poor progress, the name of the student
shall be submitted to the administrator for consideration of the need for a referral for a full
and individual evaluation or other services. [A.A.C. R7-2-401.D]
If a concern about a student is identified through screening procedures or review of records,
the parents of the student shall be notified of the concern within ten (10) school days and
informed of the District's procedures to follow-up on the student's needs. [A.A.C. R7-2401.D]
The District shall maintain documentation of the identification procedures utilized, the dates
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of entry into school, notification by parents of a concern and the dates of screening. The
dates shall be maintained in the student's permanent records. [A.A.C. R7-2-401.D]
If the screening indicates a possible disability, the name of the student shall be submitted to
the administrator for consideration of the need for a referral for a full and individual
evaluation or other services. A parent or a student may request an evaluation of the
student. [A.A.C. R7-2-401.D]
If, after consultation with the parent, the District determines that a full and individual
evaluation is not warranted, the District shall provide prior written notice and procedural
safeguards notice to the parent in a timely manner. [A.A.C. R7-2-401.D]
Evaluation and Eligibility
A student, whether or not enrolled in any school, may be referred by parents, district staff or
other persons knowledgeable about the student for a special education evaluation. Each
school principal will designate a person responsible for ensuring that district staff
understands the referral process. Referrals are required to be in writing unless the person
referring is unable to write. A person who makes a referral orally should be asked to either
make the referral in writing or to go to the main office of the school for assistance in making
the referral.
When a referral is made, the district must act within 60 days to determine whether or not
the student is eligible for special education services. The 60 day time frame begins on the
date the school receives a written parental request for an evaluation, or, if initiated by the
school, the date the school receives informed consent. All certificated employees will
document referrals immediately upon a referral being made to or by them. All other staff
receiving a referral from another person will notify the school administration.
The District, when proposing to conduct an initial evaluation to determine if a child qualifies
as a child with a disability, and after reviewing existing data with the parents and providing
prior written notice, will obtain informed consent from the parent of the child before collecting
any additional data.

Parental consent for initial evaluation will not be construed as consent for initial
provision of special education and related services.

The District will make reasonable efforts to obtain the informed consent from the
parent for an initial evaluation. [34 C.F.R. 300.300]
For initial evaluations only, if the child is a ward of the state, is not residing with the child's
parent, the District is not required to obtain consent from the parent if:

Despite reasonable efforts to do so, the District cannot discover the whereabouts of
the parents of the child;

The rights of the parents of the child have been terminated by the court;

The rights of the parent to make educational decisions have been subrogated by a
judge and consent for an initial evaluation has been given by an individual appointed
by the judge to represent the child. [34 C.F.R. 300.536]
The District may, but is not required to seek informed consent through due process
procedures if the parent of a child who is enrolled or seeking to enroll in the District refuses
consent for an initial evaluation. [34 C.F.R. 300.300]
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The District will obtain informed consent from the parent of the child before the initial
provision of special education and related services to the child, and will make reasonable
efforts to obtain that consent. [34 C.F.R. 300.300]
If a parent refuses consent for the initial provision of special education and related services,
the District will not seek consent through due process hearing procedures. The District:

Will not be considered to be in violation to provide a Free Appropriate Public
Education (FAPE);

Is not required to convene an IEP team meeting or develop an IEP for the child. [34
C.F.R. 300.300]
If, at any time subsequent to the initial provision of special education and related services,
the parent of a child revokes consent in writing for the continued provision of special
education and related services, the District:

May not continue to provide special education and related services to the child, but
shall provide prior written notice before ceasing the provision of special education and
related services;

May not use the mediation procedures or the due process procedures in order to obtain
agreement or a ruling that the services may be provided to the child;

Will not be considered in violation of the requirement to make FAPE available to the
child because of the failure to provide the child with further special education and
related services; and

Is not required to convene an IEP Team meeting or develop an IEP for the child for
further provision of special education and related services.
The District will obtain informed consent prior to conducting any reevaluation of a child with
a disability.

If the parent refuses consent, the District may utilize due process hearing procedures
to seek consent, but does not violate its obligation if it declines to pursue the
evaluation or reevaluation.

The informed parental consent for reevaluation need not be obtained if the District
can demonstrate that:
o
it made reasonable efforts to obtain such consent and has documented those
attempts;
o
the child's parent has failed to respond. [34 C.F.R. 300.300]
Parental consent is not required before:

Reviewing existing data as part of an evaluation or reevaluation; or

Administering a test or other evaluation that is administered to all children unless
consent is required of parents of all children prior to administration. [34 C.F.R.
300.300]
The District will not use a parent's refusal to consent to one service or activity under this
section to deny the parent or child any other service, benefit, or activity of the District, except
as required by this part. [34 C.F.R. 300.300]
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If a parent of a child who is home-schooled or placed in a private school by the parents at
their own expense does not provide consent for the initial evaluation or the reevaluation, or
the parent fails to respond to a request to provide consent, the District will not utilize due
process hearing procedures to seek consent. [34 C.F.R. 300.300]
Consistent with consent requirements of §300.300, either a parent of a child or the District
may initiate a request for an initial evaluation to determine if a child is a child with a
disability. [34 C.F.R. 300.301]
The initial evaluation will:


Be completed within sixty (60) days of receiving parental consent for the evaluation,
unless:
o
the parents and the District agree that it is in the best interest of the child to
extend the timeline to complete the evaluation for an additional thirty (30)
days; or;
o
the child enrolls in the District following the child's departure from a previous
district after the parent has provided consent and before the determination of
eligibility by the child's previous district. In that event, the District ensures
prompt completion of the evaluation.
o
the parent of a child with a disability repeatedly fails or refuses to produce the
child for the evaluation.
Consist of procedures to determine if the child is a child with a disability and to
determine the educational needs of the child. [34 C.F.R. 300.301]
The District will conduct a reevaluation of a child with a disability if:

The District determines that the educational or related service needs, including
improved academic achievement and functional performance, of the child warrant a
reevaluation; or

If the child's parents or teacher requests a reevaluation; except

The District will not conduct a reevaluation more than once a year unless the parent
and District agree otherwise. [34 C.F.R. 300.303]
The District will conduct a reevaluation at least once every three (3) years, unless the parent
and the District agree that a reevaluation is unnecessary. [34 C.F.R. 300.303]
The District will provide prior written notice to the parents of a child who has, or who is
suspected of having, a disability, that describes the evaluation procedures that the District
proposes to conduct. [34 C.F.R. 300.304]
In conducting an evaluation or reevaluation, the District will:

Use a variety of assessment tools and strategies to gather relevant functional,
developmental, and academic information about the child, including information
provided by the parent in order to determine;
o
whether the child is a child with a disability; and
o
if the child is a child with a disability, information related to enabling the child
to be involved in and progress in the general education curriculum (or for a
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preschool child, to participate in appropriate activities).

Not use any single measure or assessment as the sole criterion for determining
whether a child is a child with a disability and for determining an appropriate
educational program for the child; and

Use technically sound instruments that may assess the relative contribution of
cognitive and behavioral factors, in addition to physical or developmental factors. [34
C.F.R. 300.304]
The District ensures that evaluation materials and strategies:

Are selected and administered so as not to be discriminatory on a racial or cultural
basis;

Are administered in the child's native language or other mode of communication and
in the form most likely to yield accurate information on what the child knows and can
do academically, developmentally, and functionally, unless it is clearly not feasible to
do so;

Are used for the purposes for which the assessment(s) or measure(s) are valid and
reliable;

Are administered by trained and knowledgeable personnel;

Are administered in accordance with the instructions provided by the assessment
publisher;

Are selected and administered so as to ensure that if administered to a child with
impaired sensory, manual, or speaking skills, the assessment results accurately
reflect the child's aptitude or achievement level or whatever other factors the test
purports to measure rather than reflecting the child's impairments (unless those skills
are the factors being measured).

Assess the child in all areas related to the suspected disability, including, if
appropriate, health, vision, hearing, social and emotional status, general intelligence,
academic performance, adaptive behavior, communicative status, and motor abilities;
and

Are sufficiently comprehensive to identify all of the child's special education and
related services needs, whether or not those needs are commonly associated with the
child's disability.

Provide relevant information that directly assists in determining the educational
needs of the child. [34 C.F.R. 300.304]
Evaluations of children who transfer to or from another District in the same school year are
coordinated with the prior and subsequent schools, in order to expedite the completion of a
full evaluation. [34 C.F.R. 300.304]
As part of an initial evaluation (if appropriate), and as part of any reevaluation, the IEP team
and other qualified professionals, as appropriate, will:

Review existing evaluation data on the child including:
o
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

o
current classroom-based, local and state-wide assessments, and classroombased observations;
o
observations by teachers, and related services providers.
On the basis of that review, and input from the child's parents, identify what
additional data, if any, are needed to determine whether:
o
the child is or continues to be a child with a disability, and, if so, the
educational needs of the child;
o
the present levels of academic achievement and related developmental needs
of the child;
o
whether the child needs special education and related services to enable the
child to meet measurable annual IEP goals and to participate, as appropriate,
in the general education curriculum.
The IEP team may conduct the review without a meeting. [34 C.F.R. 300.305]
If additional data are needed, the District will administer the assessments required to obtain
the additional data. [34 C.F.R. 300.305]
If additional data are not needed to determine whether the child continues to be a child with
a disability, and to determine the child's educational needs, the District will notify the
parents of:

The determination and the reasons for the determination; and

The right of the parents to request an assessment to determine whether the child
continues to be a child with a disability and to determine the child's educational
needs. [34 C.F.R. 300.305]
The District will evaluate a child before determining that the child is no longer a child with
a disability except when the termination is due to graduation with a regular high school
diploma or at the conclusion of the instructional year during which the child attained the age
of twenty-two (22).

When the child's eligibility terminates because of graduation or at the conclusion of
the instructional year during which the child attained the age of twenty-two (22), the
District will provide a summary of the child's academic achievement and functional
performance that includes recommendations on how to assist the child in meeting the
child's post-secondary goals. [34 C.F.R. 300.305]
Upon completion of the evaluation process, the District ensures that:


A group of qualified professionals and the parent of the child determine:
o
if the child is a child with a disability under the Individuals with Disabilities
Education Act and the Arizona State Statutes; and
o
if so, the educational needs of the child.
The parents are provided, at no cost, a copy of the evaluation report and eligibility
determination. [34 C.F.R. 300.306]
A child will not be determined to be a child with a disability if the primary factor for the
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determination is:

Lack of appropriate instruction in reading, including the essential components of
reading instruction (as defined in 1208(3) of the Elementary and Secondary Education
Act [ESEA]);

Lack of appropriate instruction in math; or

Limited English proficiency. [34 C.F.R. 300.306]
The eligibility determination, including education needs, will be based on all of the
information sources used in the evaluation process, and if deemed eligible and in need of
special education and related services, an IEP will be developed in accordance with §300.320
through 300.324. [34 C.F.R. 300.306]
A.A.C. R7-2-104 defines specific learning disability as a determination of whether the child
exhibits a pattern of strengths and weaknesses in performance, achievement, or both,
relative to age, state-approved grade-level standards, or intellectual development that meets
the public education agency criteria through one of the following methods:
i. A discrepancy between achievement and ability;
ii. The child's response to scientific, research-based interventions; or
iii. Other alternative research-based procedures.
The determination of whether a child suspected of having a specific learning disability is a
child with a disability will be made by the child's parents and a team of qualified professionals
which will include:

The child's regular education teacher; or

If the child does not have a regular education teacher, then a regular education
teacher qualified to teach children of that age;

For a child of less than school age, an individual qualified by the state to teach children
of his/her age;

At least one (1) person qualified to conduct individual diagnostic evaluations of
children, such as a school psychologist, speech-language pathologist, or remedial
reading teacher. [34 C.F.R. 300.308]
A child may be determined to have a specific learning disability if:

The child does not achieve adequately for the child's age or to meet state–approved
grade level standards in one (1) or more of the following areas, when provided with
learning experiences and instruction appropriate for the child's age or meet state–
approved grade level standards:
o
oral expression
o
listening comprehension
o
written expression
o
basic reading skill
o
reading fluency skills
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o
reading comprehension
o
mathematics calculation
o
mathematics problem solving

The child does not make sufficient progress to meet age or state–approved grade level
standards in one (1) or more of the areas as listed immediately above when using a
process based on the child's response to scientific, research-based intervention; or

The child exhibits a pattern of strengths and weaknesses in performance,
achievement, or both, relative to age, state–approved grade level standards, or
intellectual development, that is determined by the group to be relevant to the
identification of a specific learning disability, through one (1) of the following methods:
o
a discrepancy between achievement and ability;
o
the child's response to scientific, research-based interventions, or
o
other
alternative
research-based
assessments. [34 C.F.R. 300.309]
procedures,
using
appropriate
The findings of this section are not primarily the result of:

A visual, hearing or motor disability;

Mental retardation;

Emotional disturbance;

Cultural factors;

Environmental or economic disadvantage; or

Limited English proficiency. [34 C.F.R. 300.309]
The group ensures that the underachievement is not due to a lack of appropriate instruction
in reading or math and consider:

Data that demonstrate that prior to, or as part of, the referral process, the child was
provided appropriate instruction in regular education settings, delivered by qualified
personnel; and

Data-based documentation of repeated assessments of achievement at reasonable
intervals, reflecting formal assessment of student progress during instruction, which
was provided to the child's parents. [34 C.F.R. 300.309]
The District will promptly request parent consent to evaluate if, prior to referral, the child
has not made adequate progress after an appropriate period of time when provided
instruction described in the two (2) immediately preceding bullets. [34 C.F.R. 300.309]
The District ensures that the child is observed in his/her learning environment, including the
regular classroom setting, to document the child's academic performance and behavior in the
areas of difficulty. [34 C.F.R. 300.310]
In the case of a child less than school age or out of school, a group member will observe the
child in an environment appropriate for a child that age. [34 C.F.R. 300.310]
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For a child suspected of having a specific learning disability, the eligibility determination will
contain a statement of:

Whether the child has a specific learning disability;

The basis for making the determination, including an assurance the determination
was made in accordance with the Individuals with Disabilities Education Act;

The relevant behavior, if any, noted during the observation and the relationship of
that behavior to the child's academic functioning;

The educationally relevant medical findings, if any;

Whether the child does not achieve adequately for his/her age or to meet stateapproved grade level standards consistent with whether the child has a specific
learning disability; and does not make sufficient progress to meet age or stateapproved grade level standards consistent with the basis of a determination in
accordance with IDEA; or

The child exhibits a pattern of strengths and weaknesses in performance,
achievement, or both, relative to age, state-approved grade level standards or
intellectual development consistent with the observation of relevant behavior.

The determination of the group concerning the effects of a visual, hearing, or motor
disability; mental retardation; emotional disturbance; cultural factors; environmental
or economic disadvantage; or limited English proficiency of the child's achievement
level. [34 C.F.R. 300.311]
If the child participated in a process that assessed the child's response to scientific, researchbased intervention:

The instructional strategies used and the student-centered data collected; and

The documentation that the child's parents were notified about the state's policies
regarding the amount and nature of student performance that would be collected and
the general education services that would be provided;

Strategies for increasing the rate of learning; and

The parent's right to request an evaluation. [34 C.F.R. 300.311]
Each group member will certify in writing whether the report reflects the member's
conclusion. If it does not, the group member will submit a separate statement presenting
the member's conclusions. [34 C.F.R. 300.311]
Graduation
The District ensures that the Governing Board shall prescribe graduation criteria for
students with disabilities from its high schools, which shall include accomplishment of the
academic standards in at least reading, writing, mathematics, science and social studies, as
determined by District assessment. [A.R.S. 15-701(B) and A.A.C. R7-2-301(D)(1)]
The District ensures that the Governing Board shall develop a course of study and graduation
and promotion requirements for all students placed in special education programs in
accordance with R7-2-401 et seq. [A.R.S. 15-701(B) and A.A.C. R7-2-301(D)(1)]
The District will not be obligated to provide FAPE to students with disabilities who have
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graduated from high school with a regular high school diploma. [34 C.F.R. 300.102]
The exception does not apply to children who have graduated from high school but have not
been awarded a regular high school diploma. [34 C.F.R. 300.102]
Graduation from high school with a regular high school diploma constitutes a change of
placement requiring prior written notice in accordance with §300.503. [34 C.F.R. 300.102]
An evaluation is not required before the termination of a child's eligibility due to graduation
from secondary school with a regular diploma or due to conclusion of the instructional year
during which the student attains the age of twenty-two (22). [34 C.F.R. 300.305]
For a child no longer eligible due to graduation or exceeding the age of eligibility, the District
will provide the child with a summary of the child's academic achievement and functional
performance, which shall include recommendations on how to assist the child in meeting the
child's post-secondary goals. [34 C.F.R. 300.305]
Pupils with disabilities as defined in A.R.S. 15-761 or children who receive special education
as defined in 15-763, shall not be required to achieve passing scores on state competency
tests in order to graduate from high school unless the pupil is learning at a level appropriate
for the pupil's grade level in a specific academic area and unless a passing score on a
competency test is specifically required in a specific academic area by the pupil's IEP as
mutually agreed on by the pupil's parents (or eighteen [18] year old student) and IEP
team. [A.R.S. 15-701.01(3)]
Confidentiality
The District will permit parents to inspect and review any education records relating to their
children that are collected, maintained or used by the District under Individuals with
Disabilities Education Act (IDEA). The District will comply with a request without
unnecessary delay and in no case more than forty-five (45) days after the request has been
made, and before:

Any individualized education program (IEP) meeting;

Any hearing involving a due process complaint or disciplinary hearing;

Any resolution session. [34 C.F.R. 300.613]
The right to inspect and review education records includes:

The right to a response from the District to reasonable requests for explanations and
interpretations of the records;

The right to request that the District provide copies of the records if failure to provide
those copies would effectively prevent the parent from exercising the right to inspect
and review the records; and

The right to have a representative of the parent inspect and review the records. [34
C.F.R. 300.613]
The District may presume that the parent has authority to inspect and review records
relating to his or her child unless the District has been advised to the contrary by legal
proceeding involving guardianship, separation and divorce. [34 C.F.R. 300.613]
The District will keep a record of parties obtaining access to education records collected,
maintained or used under IDEA (except access by parents and authorized employees of the
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District), including:

The name of the party;

The date access was given; and

The purpose for which the party is authorized to use the records. [C.F.R 300.614]
If any education record includes information on more than one (1) child, the parents of those
children have the right to inspect and review only the information relating to their
child. [C.F.R 300.615]
The District will provide parents, on request, a list of the types and locations of education
records collected, maintained or used by the District. [C.F.R 300.616]
The District may charge a fee for copies of records that are made for parents if the fee does
not effectively prevent the parents from exercising their right to inspect and review
records. [C.F.R 300.617]
The District will not charge a fee to search for or to retrieve information. [C.F.R 300.615]
A parent who believes that information in the education records collected, maintained or used
by the District is inaccurate or misleading or violates the privacy or other rights of the child,
may request the District to amend the information. [C.F.R 300.618]
The District will decide whether to amend the information in accordance with the request in
a reasonable period of time of receipt of the request. [C.F.R 300.618]
If the District refuses to amend the information in accordance with the request, it will inform
the parent of the refusal and advise the parent of the right to a hearing under C.F.R
300.619. [C.F.R 300.618]
The District will, on request, provide an opportunity for a hearing to challenge information
in education records to ensure that it is not inaccurate, misleading, or otherwise in violation
of the privacy or other rights of the child. [C.F.R 300.618]
If, as a result of a hearing, the District decides to amend information determined inaccurate,
misleading, or otherwise in violation of the privacy or other rights of the child, it will do so
accordingly and so inform the parent in writing. [C.F.R 300.618]
If, as a result of a hearing, the District decides that the information is not inaccurate,
misleading, or otherwise in violation of the privacy or other rights of the child, the District
will inform the parent of the parent's right to place in the maintained records a statement
commenting on the information or setting forth any reasons for disagreeing with the
District's decision. [C.F.R 300.618]
Parental consent will be obtained before personally identifiable information is disclosed to
parties other than participating agencies, unless the information is contained in education
records and the disclosure is authorized without parent consent under Family Educational
Rights and Privacy Act (FERPA). [C.F.R 300.622]
Parental consent will be obtained before personally identifiable information is released to
officials of participating agencies providing or paying for transition services in accordance
with §300.321. [C.F.R 300.622]
If a child is enrolled, or is going to enroll in a private school that is not located in the
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boundaries of the district of the parent's residence, parental consent will be obtained before
any personally identifiable information about the child is released between officials in the
district where the private school is located and officials in the district of the parent's
residence. [C.F.R 300.622]
The District will protect the confidentiality of personally identifiable information at
collection, storage, disclosure, and destruction stages. [C.F.R 300.623]
One (1) official at the District will assume responsibility for ensuring the confidentiality of
any personally identifiable information.
All persons collecting or using personally identifiable information will receive training or
instruction regarding the State's policies and procedures under 300.123 and FERPA (34
C.F.R. part 99). [C.F.R 300.623]
The District will maintain, for public inspection, a current listing of the names and positions
of its employees who may have access to personally identifiable information. [C.F.R 300.623]
The District will inform parents when personally identifiable information collected,
maintained, or used for IDEA purposes is no longer needed to provide educational services to
the child. [C.F.R 300.624]
The information will be destroyed at the request of the parents. However, a permanent
record of a student's name, address, and phone number, his or her grades, attendance record,
classes attended, grade level completed, and year completed may be maintained without time
limitation. [C.F.R 300.624]
The rights of the parents regarding educational records are transferred to the student at age
eighteen (18) under FERPA unless the student has been declared legally incompetent, or the
student has executed a delegation of rights to make educational decisions pursuant to A.R.S.
15-773. [C.F.R 300.625]
If the rights of the parents regarding educational records are transferred to the student at
age eighteen (18) under the IDEA, the District will provide any notice required under the
procedural safeguards provisions. [C.F.R 300.625]
Free Appropriate Public Education
The determination that a child is eligible for special education and related services will be
made on an individual basis by a properly constituted District team. [34 C.F.R. 300.306 and,
if applicable, 300.308] Services to eligible special education students, age three to 21, will
be provided without charge to the student. This does not include incidental fees that are
normally charged to all students. Special education services will include preschool,
elementary, and secondary education and are provided in conformance with the student’s
Individual Education Program (IEP).
The district provides a continuum of services for students, regardless of the funding
source. Where the district is unable to provide all or part of the special education or
necessary related services, it will make arrangements through contracts with other public or
non-public sources, inter-district agreements or interagency coordination.
For preschool children (age three [3] to five [5]):

The District will:
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o
Make FAPE available no later than the child's third birthday;
o
Ensure that an IEP or an Individualized Family Service Plan (IFSP) is in effect
for each child by that date;
o
Ensure that a child's IEP team determines the date when services under the
IEP or IFSP will begin if a child's third birthday occurs during the summer.
For school-aged children (age five [5] through twenty-one [21]):

The District will make FAPE available to any child who needs special education and
related services, even though the child has not failed or been retained in a course or
grade, and is advancing from grade to grade. Services for an eligible student with a
disability shall extend through conclusion of the instructional year during which the
student attains the age of twenty-two (22).
The District will establish policy and procedures with regard to allowable pupil-teacher ratios
and pupil-staff ratios within the District or county for provision of special education
services. [A.R.S. 15-764]
The special education programs and services provided shall be conducted only in a school
facility which houses regular education classes or in other facilities approved by the division
of special education. [A.R.S. 15-764]
The District ensures that assistive technology devices or services or both will be available to
a child with a disability, if required, as a part of:

special education;

related services;

supplementary aids and service. [34 C.F.R. 300.105]
On a case-by-case basis, the District ensures the use of school-purchased assistive technology
devices in a child's home or other setting if the child's IEP team determines that the child
needs access to those devices in order to receive FAPE. [34 C.F.R. 300.105]
The District will make extended school year services available as necessary to provide FAPE
to children with disabilities.

Extended school year (ESY) services will be provided only if a child's IEP team
determines, in accordance with §§300.320-300.324, that the services are necessary for
the provision of FAPE.

Services will not be:
o
limited to a particular category of disability; or,
o
unilaterally limited to the type, amount, or duration of services. [34 C.F.R.
300.106]
The ESY services that are provided to a child with a disability will:

Be provided beyond the normal school year of the District;

Be provided in accordance with the child's IEP;

Be provided at no cost to the parents of the child; and
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
Meet the standards of the state. [34 C.F.R. 300.106]
The District will afford children with disabilities an equal opportunity for participation in
nonacademic and extracurricular services and activities including, as determined
appropriate and necessary by the child's IEP team, the provision of supplementary aids and
services. [34 C.F.R. 300.107]
Nonacademic and extracurricular services and activities may include counseling services,
athletics, transportation, health services, recreational activities, special interest groups or
clubs sponsored by the District, referrals to agencies that provide assistance to individuals
with disabilities, and employment of students, including both employment by the District
and assistance in making outside employment available. [34 C.F.R. 300.107]
The District will make regular physical education services available to children with
disabilities to the same extent that the District provides those services to children without
disabilities, unless:

The child is enrolled full time in a separate facility; or

The child needs specially designed physical education as prescribed in the child's
IEP. [34 C.F.R. 300.108]
If a child is enrolled in a separate facility, the District ensures that the child receives
appropriate physical education services. [34 C.F.R. 300.108]
If special physical education is prescribed in a child's IEP, the District will provide for those
services, either directly or through other public or private programs. [34 C.F.R. 300.108]
The District ensures that children with disabilities have available to them the variety of
education programs and services that are available to nondisabled children, including art,
music, industrial arts, consumer and homemaking education, and vocational education. [34
C.F.R. 300.110]
When serving children wearing hearing aids or surgically implanted medical devices, the
District ensures that:

The hearing aids worn in school by children with hearing impairments are functioning
properly; and

The external components of surgically implanted medical devices (e.g., cochlear
implants) are functioning properly, except that the District will not be responsible for
any post-surgical maintenance, programming or replacement of any component,
external or internal, of the medical device. [34 C.F.R. 300.113]
The District may use the Medicaid or other public benefits or insurance programs in which a
child participates to provide or pay for services required under IDEA, as permitted under the
public benefits or insurance program, except that the District:

Will not require parents to sign up for or enroll in public benefits or insurance
programs to receive FAPE;

Will not require parents to incur out-of-pocket expenses such as payment of a
deductible or co-pay for services required by IDEA, but may pay the cost that parents
otherwise would be required to pay;

Will not use a child's public benefit if that use would:
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o
decrease lifetime benefits;
o
result in the family paying for non-school services that would otherwise be paid
for by public benefits;
o
increase premiums or lead to discontinuation of benefits; or
o
risk loss of eligibility. [34 C.F.R. 300.154]
The District will notify parents that their refusal to allow access to their public benefits does
not relieve the District of its responsibility to provide all required IDEA services. [34 C.F.R.
300.154]
The District will obtain parent consent consistent with §300.09 each time that access to public
benefits are sought. [34 C.F.R. 300.154]
The student’s service coordinator is responsible for providing to parents the required notices
and requests for consent under this section.
Individualized Education Program (IEP)
The IEP is a written statement developed for special education students in accordance with
federal and state regulations.
An IEP must be in effect before initiation of special education services. The IEP must be
developed within 30 calendar days after the student’s initial determination of
eligibility. IEPs must be updated annually. The IEP can be revised more frequently if
needed to adjust the program and services.
The District will maintain a copy of the current IEP which is accessible to all staff members
responsible for providing education, other services or implementation of the IEP. All staff
members will be informed of their responsibilities for its implementation. This includes not
only teachers and other service providers, but also bus drivers, playground and lunchroom
supervisors, nursing staff and others who may be responsible for the proper
implementation. The building administrator or designee is responsible for ensuring that
staff members are knowledgeable about their responsibilities.
Parents are members of the IEP team and will have the opportunity to fully participate. The
District will make sure that the parents understand the proceedings, including arranging for
an interpreter for parents who are deaf or whose native language is other than English. The
District will also ensure that meeting locations are accessible. The exceptional services
department is responsible for coordinating interpreters and making arrangements for the
meeting location.
The contents of each individualized education program (IEP) will include a statement of:

The child's present levels of academic achievement and functional performance,
including:
o
how the child's disability affects the child's involvement and progress in the
general curriculum; or
o
for preschool children, as appropriate, how the disability affects the child's
participation in appropriate activities;
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
Measurable annual goals, including academic and functional goals designed to:
o
meet the child's needs that result from the child's disability to enable the child
to be involved in and make progress in the general education curriculum; and
o
meet each of the child's other educational needs that result from the child's
disability;
o
for children with disabilities who take alternate assessments (AIMS A) aligned
to alternate achievement standards, a description of benchmarks or short-term
objectives;

How the child's progress toward meeting the IEP goals will be measured and when
periodic reports on the child's progress toward the goals will be provided;

The special education and related services to be provided to the child, the
supplementary aids and services to be provided to the child or on behalf of the child,
the program modifications or supports for school personnel that will be provided to
enable the child:
o
to advance appropriately toward attaining the annual goals;
o
to be involved in and progress in the general education curriculum and to
participate in extracurricular and other nonacademic activities with other
children with disabilities and nondisabled children.

The extent, if any, to which the child will not participate with nondisabled children in
the regular class and in extracurricular and other nonacademic activities;

Any individual accommodations that are needed to measure the academic
achievement and functional performance of the child on state and District-wide
assessments;

If the IEP team determines that the child must take an alternate assessment instead
of a particular regular state or District-wide assessment of student achievement, a
statement of why:

o
the child cannot participate in the regular assessment; and
o
the particular alternate assessment selected is appropriate for the child;
The projected date for the beginning of the services and modifications and the
anticipated frequency, location, and duration of those services and modifications. [34
C.F.R. 300.320]
Beginning not later than the first IEP to be in effect when the child turns sixteen (16), or
younger if determined appropriate by the IEP team, and updated annually, the IEP will also
include a statement of:

appropriate measurable post-secondary goals based upon age appropriate transition
assessments related to training, education, employment, and, where appropriate
independent living skills;

transition services (including courses of study) needed to assist the child in reaching
those goals. [34 C.F.R. 300.320]
Beginning not later than one (1) year before a student reaches the age of eighteen (18), the
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IEP will include a statement that the parents and the student have been informed of the
rights under Part B, if any, that will transfer to the student on reaching the age of eighteen
(18). [34 C.F.R. 300.320]
The IEP team for each child with a disability will include:

The parents of the child;

Not less than one (1) regular education teacher of the child (if the child is, or may be,
participating in the regular education environment);

Not less than one (1) special education teacher of the child, or where appropriate, not
less than one special education provider of the child;

A representative of the District who:
o
is qualified to provide, or supervise the provision of, specially designed
instruction to meet the unique needs of children with disabilities;
o
is knowledgeable about the general education curriculum; and
o
is knowledgeable about the availability of resources of the District;
o
may be a District team member described in the IEP team described above,
with the exception of the parents, if the above criteria are met.

An individual who can interpret the instructional implications of evaluation results,
who may be a member of the team described in the IEP team described above, with
the exception of the parents.

At the discretion of the parent or the District, other individuals who have knowledge
or special expertise regarding the child, including related services personnel as
appropriate; and

Whenever appropriate, the child with a disability.

A child of any age if the purpose of the meeting is to consider post-secondary goals and
transition services needed to assist the child in reaching the IEP goals.

If the student does not attend the IEP meeting, the District will take other steps to
ensure that the student's preferences and interests are considered.

To the extent appropriate and with consent of the parents or the adult child;
o
the District will invite a representative of any participating agency that is
likely to be responsible for providing or paying for transition services.
o
for a child who is transitioning from the Arizona Early Intervention Program
(AzEIP), representatives from AzEIP will be invited to the initial IEP if the
parent requests. [34 C.F.R. 300.321]
A member of the District IEP team described above, and including a person who can interpret
the results, is not required to attend the IEP meeting if the parent and the school agree in
writing prior to the meeting that attendance is not necessary because the member's area of
curriculum or related services is not being modified or discussed in the meeting. [34 C.F.R.
300.321]
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A member of the District IEP team described above, and including a person who can interpret
the results, may be excused from attending the IEP meeting in whole or part when the
meeting involves a modification to or discussion of the member's area of the curriculum or
related services if the parent, in writing and the District consent to the excusal, and the
member submits, in writing to the IEP team, input into the development of the IEP prior to
the meeting. [34 C.F.R. 300.321]
In the case of a child previously served by AzEIP, an invitation to the initial IEP team
meeting will, at the request of the parent, be sent to the AzEIP service coordinator to assist
with the smooth transition of services. [34 C.F.R. 300.321]
The District will take steps to ensure parent(s) of a child with a disability are present at each
IEP meeting or are afforded the opportunity to participate by:

Notifying parents of the meeting early enough to ensure that they will have an
opportunity to attend; and

Scheduling the meeting at a mutually agreed on time and place. [34 C.F.R. 300.322]
The meeting notice will:

Indicate the purpose, time, and location of the meeting and who will be in attendance;
and

Inform the parents of the provisions relating to the participation of other individuals
who have knowledge or special expertise about the child and of representatives of the
AzEIP if the meeting is for an initial IEP of a child transitioning from AzEIP. [34
C.F.R. 300.322]
Beginning not later than the first IEP to be in effect when the child turns sixteen (16), the
notice will also:

Indicate that a purpose of the meeting will be the consideration of post-secondary
goals and transition services;

Indicate that the District will invite the student

Identify any other agency that will be invited to send a representative. [34 C.F.R.
300.322]
If neither parent can attend, the District will use other methods to ensure parent
participation, including individual or conference telephone calls. [34 C.F.R. 300.322]
A meeting may be conducted without a parent in attendance if the District is unable to
convince the parents that they should attend. In this case, the District will maintain a record
of its attempts to arrange a mutually agreed on time and place, such as:

Detailed records of telephone calls made or attempted and the results of those calls;

Copies of correspondence sent to the parents and any responses received; and

Detailed records of visits made to the parent's home or place of employment and the
results of those visits. [34 C.F.R. 300.322]
The District will take whatever action is necessary to help the parent understand the
proceedings at the IEP meeting, including arranging for an interpreter for parents with
deafness or whose native language is other than English. [34 C.F.R. 300.322]
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The District will give the parent a copy of the child's IEP at no cost to the parent. [34 C.F.R.
300.322]
For a child aged two (2) years nine (9) months to five (5) years previously served by AzEIP,
the IEP team will consider the contents of the child's Individualized Family Service Plan
(IFSP). An IFSP may serve as the IEP of the child if:

The District has provided the parents with a detailed explanation of the differences
between an IEP and an IFSP;

The parent and the District agree in writing to the use of an IFSP;

The IFSP contains an educational component that promotes school readiness and
includes pre-literacy, language and numeric skills; and

The IFSP is developed in accordance with IEP procedures. [34 C.F.R. 300.323]
The District ensures that each child's IEP is accessible to each regular education teacher,
special education teacher, related service provider and any other service provider who is
responsible for implementing the IEP.

Each teacher and related service provider will be informed of his or her specific
responsibilities in implementing the IEP; and

The specific accommodations, modifications, and supports that will be provided for the
child in accordance with the IEP. [34 C.F.R. 300.323]
For a child with an IEP who transfers into the District from another school system in Arizona,
the District, in consultation with the parents, will provide a free appropriate public education
(including services comparable to the services described in the existing IEP) until the
District:

Reviews and adopts the child's IEP from the previous District, or

Develops, adopts, and implements a new IEP. [34 C.F.R. 300.323]
For a child with an IEP who transfers into the District from another state, the District, in
consultation with the parents, will provide a free appropriate public education (including
services comparable to the services described in the existing IEP) until the District:

Conducts an evaluation for eligibility for special education in Arizona, or determines
that such an evaluation is unnecessary; and

Develops, adopts, and implements a new IEP, if appropriate. [34 C.F.R. 300.323]
To facilitate the transition of a child enrolling from another school system, either from within
or from outside of Arizona, the District will take reasonable steps to promptly obtain the
child's education records, including all records pertaining to special education, from the
previous school system in which the child was enrolled. [34 C.F.R. 300.323]
When a records request is received from another District, from either within or outside of
Arizona, the District will promptly respond to the request. [34 C.F.R. 300.323]
In developing each child's IEP, the IEP team will consider:

The strengths of the child and the concerns of the parents for enhancing the education
of their child;
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
The results of the initial or most recent evaluation of the child; and

The academic, developmental, and functional needs of the child. [34 C.F.R. 300.324]
In consideration of special factors, the IEP team will:

In the case of a child whose behavior impedes his or her learning or that of others,
consider the use of positive behavioral interventions and supports, and other
strategies to address that behavior;

In the case of a child with limited English proficiency, consider the language needs of
the child as those needs relate to the child's IEP;

In the case of a child who is blind or visually impaired, provide for instruction in
Braille and the use of Braille unless the IEP team determines, after an evaluation of
the child's reading and writing skills, needs, and appropriate reading and writing
media (including an evaluation of the child's future needs for instruction in Braille or
the use of Braille) that instruction in Braille or the use of Braille is not appropriate
for the child;

Consider the communication needs of the child, and in the case of a child who is deaf
or hard of hearing, consider the child's language and communication needs,
opportunities for direct communication with peers and professional personnel in the
child's language and communication mode, academic level and full range of needs,
including opportunities for direct instruction in the child's language and
communication mode;

Consider whether the child requires assistive technology devices and services. [34
C.F.R. 300.324]
The regular education teacher of a child with a disability, as a member of the IEP team, will,
to the extent appropriate, participate in the development, review, and revision of the child's
IEP, including the determination of:

Appropriate positive behavioral interventions and strategies for the child; and

Supplementary aids and services, program modifications, and/or supports for school
personnel that will be provided for the child, consistent with §300.320(a)(4). [34
C.F.R. 300.324]
In making changes to the IEP after the annual IEP meeting, the parent and the District may
agree to amend the IEP without a meeting for the purpose of making those changes and,
instead, develop a written document to amend or modify the child's current IEP. The District
will:

Inform all members of the child's IEP team of those changes, and

Upon request, provide the parents with the revised copy of the IEP. [34 C.F.R.
300.324]

To the extent possible, the District will encourage the consolidation of evaluation,
reevaluation and IEP meetings for a child. [34 C.F.R. 300.324]
The District ensures that the IEP team reviews the child's IEP periodically, but not less than
annually, to determine if goals are being achieved, and revise the IEP, when appropriate, to
address:
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
any lack of expected progress toward the annual goals and in the general education
curriculum, if appropriate;

the results of any reevaluation;

information about the child provided to, or by the parents;

the child's anticipated needs, or other matters. [34 C.F.R. 300.324]
If a participating agency other than the District fails to provide the transition services in an
IEP, the District will reconvene the IEP team to identify alternative strategies to meet the
child's transition outcomes. [34 C.F.R. 300.324]
Before the District places a child with a disability in a private school or facility, the District
will initiate and conduct a meeting to develop an IEP for the child and ensure that a
representative of the private school or facility attends the meeting in person or by conference
call. [34 C.F.R. 300.325]
Subsequent IEP reviews may be initiated and conducted by the private school at the
discretion of the District. However, the District ensures that:

The parents and District representative are involved in any decisions about the child's
IEP; and

Agree to any proposed changes in the IEP before those changes are implemented. [34
C.F.R. 300.325]
The District remains responsible to ensure FAPE to a child placed by the District in a private
school or facility. [34 C.F.R. 300.325]
The District ensures that the parents of a child with a disability are members of any group
that makes decisions on the educational placement of their child. [34 C.F.R. 300.327]
Placement and Least Restrictive Environment
No student may receive special education and related services without being determined
eligible for services, and thus the evaluation process and IEP development precedes the
determination of the special education placement.
The District ensures that special classes, separate schooling, or other removal of children
with disabilities from the regular educational environment occurs only if the nature or
severity of the disability is such that education in regular classes with the use of
supplementary aids and services cannot be achieved satisfactorily. [34 C.F.R 300.114]
The District will make available a continuum of alternative placements to meet the needs of
children with disabilities for special education and related services. [34 C.F.R 300.115]
The continuum of alternative placements will include:

Instruction in regular classes, special classes, special schools, home instruction, and
instruction in hospital and institutions;

Supplementary services, such as a resource room or itinerant instruction, to be
provided in conjunction with regular class placement.
The placement decision for each child will be:
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
Made by a group that includes the parents and other persons knowledgeable about
the child, the meaning of the evaluation data, and the placement options;

In conformity with the least restrictive environment (LRE) provisions of the IDEA
regulations;

Determined at least annually;

Based on the child's IEP; and,

As close as possible to the child's home. [34 C.F.R 300.115]
Unless the IEP of a child requires some other arrangement, the child will be educated in the
school that he or she would attend if not disabled. [34 C.F.R 300.115]
In selecting the LRE, consideration will be given to any potential harmful effect on the child
or on the quality of services that she/he needs. [34 C.F.R 300.115]
A child with a disability will not be removed from age-appropriate regular classrooms solely
because of needed modifications in the general education curriculum. [34 C.F.R
300.115] Special classes, separate schools or removal of students with disabilities from the
general education environment will only occur when the nature or severity of the disability
is such that education in the general education classroom with use of supplementary aids
and services cannot be achieved.
In providing or arranging for the provision of nonacademic and extracurricular services and
activities, including meals, recess periods, and other nonacademic activities, the District
ensures that each child with a disability participates with nondisabled children in the
extracurricular services and activities to the maximum extent appropriate to the needs of
that child. [34 C.F.R 300.117]
The District ensures that the supplementary aides and services determined by the IEP team
to be appropriate and necessary are provided to allow the child to participate in nonacademic
settings. [34 C.F.R 300.115]
The District will establish, maintain, and implement procedural safeguards that meet the
requirements of §300.500 through 300.536 of the IDEA Regulations.
Discipline
On a case-by-case basis and in consideration of any unique circumstances, school personnel
may remove a child with a disability who violates a student code of conduct from his or her
current placement to an appropriate interim alternative educational setting, another setting,
or suspension, for not more than ten (10) consecutive school days (to the extent those
alternatives are applied to children without disabilities), and for additional removals of not
more than ten (10) consecutive school days in that same school year for separate incidents of
misconduct, as long as those removals do not constitute a change of placement under
§300.536. [34 C.F.R. 300.530]
After a child with a disability has been removed from his or her current placement for ten
(10) school days in the same school year, during any subsequent days of removal the District
will provide services to the extent required to:

Enable the child to continue to participate in the general education curriculum,
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although in another setting, and to progress toward meeting his/her IEP goals; and

Receive, as appropriate, a functional behavioral assessment, behavioral intervention
services and modifications that are designed to address the behavior violation so that
it does not recur. [34 C.F.R. 300.530]
The District is only required to provide services during periods of removal to a child with a
disability who has been removed from his or her current placement for the (10) days or less
in that school year, if it provides services to non-disabled children similarly removed. [34
C.F.R. 300.530]
After a child with a disability has been removed from his or her current placement for ten
(10) school days, and the current removal is for not more than ten (10) consecutive school
days and not a change of placement, school personnel, in consultation with at least one of the
child's teachers, determine the extent to which services are needed, so as to enable the child
to continue to participate in the general education curriculum and to progress toward
meeting the individualized education program (IEP) goals. [34 C.F.R. 300.530]
If the removal is a change in placement, the child's IEP team determines the appropriate
services. [34 C.F.R. 300.530]
Within ten (10) school days of any decision to change the placement of a child with a disability
because of a violation of a code of student conduct, the District, parent, and relevant members
of the IEP team will review all relevant information in the student's file, the IEP, teacher
observations, and any relevant information to determine:

If the conduct was caused by, or had a direct and substantial relationship to, the
child's disability; or

If the conduct in question was the direct result of the District's failure to implement
the IEP. [34 C.F.R. 300.530]
The conduct will be determined to be a manifestation of the disability if either of the abovenamed conditions occurred, and, if the IEP was not implemented, the District will take
immediate steps to remedy that deficiency. [34 C.F.R. 300.530]
If the District, parent, and relevant members of the IEP team determine that the conduct
was a manifestation of the child's disability, the child will be returned to the placement from
which the child was removed, unless the parent and District agree to a change of
placement. The IEP team will either:

Conduct a functional behavioral assessment, unless already done, and implement a
behavioral intervention plan; or

If a behavioral intervention plan has already been developed, review the plan and
modify it, as necessary, to address the behavior. [34 C.F.R. 300.530]
School personnel may remove a student to an interim alternative educational setting for not
more than forty-five (45) school days without regard to manifestation of disability if the child:

Carries a weapon to or possesses a weapon at school, on school premises, to or at a
school function under the jurisdiction of the state or the District;

Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled
substance, while at school, on school premises, or at a school function under the
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jurisdiction of the state or the District; or

Has inflicted serious bodily injury upon another person while at school, on school
premises, or at a school function under the jurisdiction of the state or the District. [34
C.F.R. 300.530]
The District will notify parents and provide notice of procedural safeguards on the day the
District determines the student has violated the code of conduct, and the violation constitutes
a change in placement (i.e., interim alternative education setting). [34 C.F.R. 300.530]
The child's IEP team determines the interim alternative educational setting for services. [34
C.F.R. 300.531]
The parent of a child with a disability who disagrees with any decision regarding placement
under §§300.530 and 300.531 or the manifestation determination may appeal the decision by
requesting an expedited due process hearing in conformance with §§300.310 through 300.314
and A.A.C. R7-2-405.I. [34 C.F.R. 300.532]
When the District believes that maintaining the current placement of the child is
substantially likely to cause injury to the child or others the District may appeal the decision
by requesting an expedited due process hearing in conformance with §§300.310 through
300.314 and A.A.C. R7-2-405.I. [34 C.F.R. 300.532]
The student will remain in the interim alternative educational setting pending the decision
of the hearing officer or expiration of the interim setting, whichever comes first, unless the
parent and District agree otherwise. [34 C.F.R. 300.532]
A non-eligible student who engaged in a behavior that violated a code of student conduct may
assert protections if the District had knowledge that the child was a child with a disability
before the behavior that precipitated the disciplinary action occurred. The District will be
deemed to have such knowledge if:

The parent of the child expressed concern in writing to supervisory or administrative
personnel of the District, or a teacher of the child, that the child is in need of special
education and related services;

The parent of the child requested an evaluation of the child pursuant to §§300.300
through 300.311; or

The teacher of the child, or other personnel of the District, expressed specific concerns
about a pattern of behavior demonstrated by the child directly to the director of special
education or to other supervisory personnel of the District. [34 C.F.R. 300.534]
The District will not be deemed to have knowledge if the parent of the child:

Has not allowed an IDEA evaluation of the child;

Has refused special education services for the child; or

The child has been evaluated and determined to not be a child with a disability under
IDEA. [34 C.F.R. 300.534]
When the District does not have knowledge that a child is a child with a disability prior to
taking disciplinary measures against the child, the child may be disciplined as other children
without disabilities who engage in comparable behaviors.
If an evaluation is requested during the time in which a child is subjected to disciplinary
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measures, the evaluation will be conducted in an expedited manner.

Until the evaluation is completed, the child remains in the educational placement
determined by the District, which can include suspension or expulsion without
educational services.

If the child is determined to be a child with a disability, the District will provide
special education and related services in accordance with this part, including the
requirements of §§300.530 through 300.536. [34 C.F.R. 300.534]
The District may report a crime committed by a child with a disability to appropriate
authorities to enable them to exercise their responsibilities. 34 C.F.R. 300.535]
When reporting a crime committed by a child with a disability the District ensures that copies
of the special education and disciplinary records of the child are transmitted for consideration
by the appropriate authorities to whom the District reports the crime, but only to the extent
permitted by FERPA. [34 C.F.R. 300.535]
A change of placement occurs if:

The removal is for more than ten (10) consecutive school days; or

The child has been subjected to a series of removals that constitute a pattern:
o
because the series of removals total more than ten (10) school days in a school
year;
o
because the child's behavior is substantially similar to the behavior in previous
incidents that resulted in a series of removals; and
o
because of such additional factors as the length of each removal, the total
amount of time the child has been removed, and the proximity of the removals
to one another. [34 C.F.R. 300.536]
The District will determine on a case-by-case basis whether a pattern of removals constitutes
a change of placement, and such determinations are subject to review through due process
and judicial proceedings. [34 C.F.R. 300.536]
Procedural
Safeguards
The District ensures that the parents of a child with a disability shall be given an
opportunity to inspect and review all education records with respect to the
identification, evaluation, educational placement, and the provision of FAPE to the
child. [34 C.F.R. 300.501]
The District ensures that the parents of a child with a disability shall:
be given an opportunity to participate in meetings with respect to the
identification, evaluation, educational placement and the provision of FAPE to
the child.
be provided notice consistent with §300.322 to ensure they have opportunity to
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participate in meetings.
be members of any group that makes decisions on the educational placement of their
child. [34 C.F.R. 300.501]
If neither parent can participate in a meeting in which a decision is to be made relating to
the educational placement of their child, the District must use other methods to ensure their
participation, including individual or conference telephone calls, or video conferencing. [34
C.F.R. 300.501]
A placement decision may be made by a group without the involvement of the parent, if the
District is unable to obtain the parent's participation and has maintained a record of its
attempts to ensure their involvement. [34 C.F.R. 300.501]
The parents of a child with a disability have the right to obtain an independent educational
evaluation of their child. The District must provide to parents, upon request for an
independent educational evaluation:
Information about where an independent educational evaluation may be obtained; and
The District criteria applicable for independent educational evaluations. District
criteria for the independent educational evaluation must be the same as the criteria
the District uses when it conducts an evaluation, to the extent consistent with the
parent's right to an evaluation. [34 C.F.R. 300.502]
A parent has the right to an independent educational evaluation at public expense if the
parent disagrees with an evaluation obtained by the District. If a parent requests an
independent educational evaluation at public expense, the District must, without
unnecessary delay, either:
File for a due process hearing to show that its evaluation is appropriate; or
Ensure that an independent educational evaluation is provided at public expense,
unless the District demonstrates in a hearing that the evaluation obtained by the
parent did not meet District criteria. [34 C.F.R. 300.502]
If a due process hearing decision is that the District's evaluation is appropriate, the parent
still has the right to an independent educational evaluation, but not at public expense. [34
C.F.R. 300.502]
If a parent requests an independent educational evaluation, the District may ask for the
parent's reasons for the objections, but may not require the parent to provide an explanation
and may not unreasonably delay either providing the independent educational evaluation at
public expense or filing a request for due process to defend its evaluation. [34 C.F.R.
300.502]
A parent is entitled to only one (1) independent educational evaluation at public expense each
time the District conducts an evaluation with which the parent disagrees. [34 C.F.R.
300.502]
The results of any independent educational evaluation which is obtained by or provided to
the District:
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must be considered by the District, if it meets District criteria, in any decision with
respect to the provision of FAPE to the child; and
may be presented by any party as evidence in a due process hearing.
300.502]
[34 C.F.R.
If a hearing officer requests an independent educational evaluation as part of a due process
hearing, the cost of the evaluation must be at public expense.
Written notice must be given to the parents of a child with a disability a reasonable time
before the District:
Proposes to initiate or change the identification, evaluation or educational placement
of the child or the provision of FAPE to the child; or
Refuses to initiate or change the identification, evaluation or educational placement of
the child or the provision of FAPE to the child. [34 C.F.R. 300.503]
The notice must include:
A description of the action proposed or refused by the District;
An explanation of why the District proposes or refuses to take the action;
A description of each evaluation procedure, assessment, record or report the District
used as a basis for the proposed or refused action;
A statement that the parents of a child with a disability have protection under the
procedural safeguards of this part and, if this notice is not an initial referral for
evaluation, the means by which a copy of a description of the procedural safeguards
can be obtained;
Sources for parents to contact to obtain assistance in understanding the provisions of
this part;
A description of other options that the IEP team considered and the reasons why those
options were rejected;
A description of other factors that are relevant to the District's proposal or refusal.
[34 C.F.R. 300.503]
The notice must be written in language understandable to the general public, provided in the
native language or other mode of communication used by the parent. [34 C.F.R. 300.503]
If the native language or other mode of communication used by the parent is not a written
language, the District ensures:
the notice is translated orally or by other means to the parent in his or her native
language or other mode of communication;
That the parent understands the content of the notice;
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That there is written evidence of these requirements. [34 C.F.R. 300.503]
A copy of the procedural safeguards available to the parent of a child with a disability must
be given to the parents only one (1) time a school year, except that a copy also must be given
to the parents:
Upon initial referral or parent request for evaluation;
Upon receipt of a first complaint to the state or first request for a due process hearing
in a school year;
When a disciplinary change of placement /removal has been initiated;
Upon request by a parent. [34 C.F.R. 300.504]
The procedural safeguards notice must include a full explanation of all the procedural
safeguards available under §300.148, §§300.151 through 300.153, §300.300, §§300.502
through 300.503, §§300.505 through 300.515, §300.520, §§300.530 through 536, and
§§300.610 through 300.625 relating to:
Independent educational evaluations;
Prior written notice;
Parental consent;
Access to education records;
Opportunity to present and resolve complaints through the due process hearing and
state complaint procedures, including;
The time period in which to file a complaint;
The opportunity for the District to resolve the complaint;
The difference between due process hearing and state complaint procedures,
jurisdictions, issues that may be raised, timelines, and relevant procedures.
The availability of mediation;
The child's placement during the due process hearing;
Procedures for students subject to placement in an interim alternative educational
setting
Requirements for unilateral placements by parents of children in private schools at
public expense;
Due process hearings including requirements for disclosure of evaluation results and
recommendations;
Civil actions, including timelines;
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Attorney fees. [34 C.F.R. 300.504]
This notice must meet the same requirements for understandable language as for the written
prior notice described in §300.503. [34 C.F.R. 300.504]
The parent of a child with a disability may elect to receive required notices by an electronic
mail communication if the District makes that option available. [34 C.F.R. 300.505]
The District will establish procedures to allow parties to disputes, including those matters
arising prior to a request for a due process hearing, to resolve disputes through mediation.
Procedures will ensure that the mediation process:
Is voluntary on the part of the parties;
Is not used to deny or delay a parent's right to a due process hearing or any other right
under the IDEA;
Is conducted by a qualified and impartial mediator who is trained in effective
mediation techniques. [34 C.F.R. 300.506]
The District may establish procedures to offer to parents and schools that choose not to use
mediation an opportunity to meet, at a time and location convenient to the parties, with a
disinterested party:
Who is under contract with an appropriate alternative dispute resolution entity, or a
parent training and information center, or community parent resource center;
Who would explain the benefits of, and encourage the mediation process to the parents.
[34 C.F.R. 300.506]
A parent or District may file a request for a due process hearing relating to the identification,
evaluation or educational placement of a child with a disability. [34 C.F.R. 300.507]
The request for a due process hearing must allege a violation that occurred not more than
two (2) years before the date the parent or District knew or should have known about the
alleged violation. [34 C.F.R. 300.507]
The District must inform the parent of any free or low cost legal and other relevant services
available in the area upon parent request. [34 C.F.R. 300.507]
The District will have procedures that require either party, or the attorney representing a
party, to provide to the other party a confidential due process complaint. [34 C.F.R. 300.508]
The party filing the notice for a hearing must forward a copy of the request to the state. [34
C.F.R. 300.508]
The due process hearing complaint must include the following in order for the complaint to
be heard:
The name of the child;
The residential address of the child;
The school of attendance;
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A description of the nature of the problem of the child relating to the proposed or
refused initiation or change, including facts relating to the problem; and
A proposed resolution of the problem to the extent known and available to the party at
the time. [34 C.F.R. 300.508]
The due process complaint will be deemed sufficient unless the party receiving the complaint
notifies the hearing officer and the other party in writing, within fifteen (15) days of receipt
of the complaint, that it believes the complaint does not meet the content requirements. [34
C.F.R. 300.508]
Within five (5) days of receipt of notice, the hearing officer must determine whether the
complaint meets the requirements and notify the parties, in writing, of that determination.
[34 C.F.R. 300.508]
A party may amend its due process complaint only if:
The other party consents in writing and is given an opportunity to resolve the
complaint through the resolution process; or
The hearing officer grants permission, but in no case later than five (5) days before the
due process hearing begins. [34 C.F.R. 300.508]
If a party files an amended complaint, the relevant timelines begin again.
300.508]
[34 C.F.R.
If the District has not sent a prior written notice to the parent regarding the subject matter
contained in the due process complaint, it must do so within ten (10) days of receiving the
complaint. [34 C.F.R. 300.508]
Within ten (10) days of receiving the complaint, the receiving party will send to the other
party a response that specifically addresses the issues raised in the due process complaint.
[34 C.F.R. 300.508]
Within fifteen (15) days of receiving the notice of the parent's due process complaint, and
prior to the initiation of a due process hearing, the District must convene a meeting with the
parent and the relevant members of the IEP team who have specific knowledge of the facts
identified in the complaint that:
Includes a representative of the District who has District decision-making authority;
May not include an attorney of the District unless the parent is accompanied by an
attorney. [34 C.F.R. 300.510]
The purpose of the meeting is for the parent of the child to discuss the due process complaint,
and the factual basis of the complaint, so the District has the opportunity to resolve the
dispute. [34 C.F.R. 300.510]
The resolution meeting need not be held if:
The parent and District agree in writing to waive the meeting; or
The parent and District agree to use the mediation process. [34 C.F.R. 300.510]
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The parent and the District determine the relevant IEP team members to attend the meeting.
[34 C.F.R. 300.510]
If the District has not resolved the complaint to the satisfaction of the parent within thirty
(30) days of the receipt of the complaint, the due process hearing may occur. The timeline
for issuing a final decision begins at the end of this thirty (30) day period. [34 C.F.R.
300.510]
The failure of the parent to participate in the resolution meeting that has not been mutually
agreed to be waived, will delay the timelines for the resolution process and due process
hearing until the meeting is held. [34 C.F.R. 300.510]
If the District is unable to obtain the participation of the parent after reasonable efforts have
been made and documented, the District may, at the conclusion of the thirty (30) day period,
request the hearing officer dismiss the parent's due process complaint. [34 C.F.R. 300.510]
If the District fails to hold the resolution meeting within fifteen (15) days of receiving the
complaint or fails to participate in the meeting, the parent may request that the hearing
officer begin the hearing timeline. [34 C.F.R. 300.510]
The forty-five (45) day timeline for the due process hearing starts the day after:
Both parties agree in writing to waive the resolution meeting; or
After either the mediation or resolution meeting starts but before the end of the thirty
(30) day resolution period, the parties agree in writing that no agreement is possible;
or
If both parties agree in writing to continue the mediation at the end of the thirty (30)
day resolution period, but later, one (1) party withdraws from the mediation process.
[34 C.F.R. 300.510]
If a resolution is reached at the meeting, the parties must execute a legally binding
agreement that is:
Signed by both the parent and District representative who has authority to legally bind
the District; and
Enforceable in any state court of competent jurisdiction or in a district court of the
United States. [34 C.F.R. 300.510]
Either party may void the agreement within three (3) business days of the agreement's
execution. [34 C.F.R. 300.510]
The child involved in the due process hearing complaint must remain in his or her current
educational placement:
Unless a discipline appeal has been filed as provided in §300.533;
During the pendency of any administrative or judicial proceeding regarding a due
process complaint notice requesting a due process hearing under §300.507; or
Unless the District and parents of the child agree otherwise. [34 C.F.R. 300.518]
If the complaint involves an application for initial admission to public school, the child, with
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the consent if the parents, must be placed in the public school until the completion of all the
proceedings. [34 C.F.R. 300.518]
If the complaint involves an application for initial services for a child who has turned three
(3) and transitioning from Part C to Part B, the District is not required to provide the Part C
services the child had been receiving. If the child is found eligible for special education and
related services under Part B, and the parent consents to the initial provision of services
under §300.300(b), then the District must provide those services that are not in dispute. [34
C.F.R. 300.518]
If the hearing officer agrees with the child's parents that a change of placement is
appropriate, that placement must be treated as an agreement between the state and parent
for the purposes of (1)(c) of this section. [34 C.F.R. 300.518]
The District ensures that the rights of a child are protected by assigning an individual to act
as a surrogate for the parents when:
No parent can be identified;
After reasonable efforts are made, no parent can be located;
The child is a ward of the state (with no foster parent);
The child is an unaccompanied homeless youth as defined by the McKinney-Vento
Homeless Assistance Act. [34 C.F.R. 300.519]
The District will have a method for determining when a surrogate parent is needed and for
making surrogate parent assignments. [34 C.F.R. 300.519]
The District ensures that a person selected as a surrogate parent:
Is not an employee of the state, the District, or any other agency that is involved in the
education or care of the child;
Has no personal or professional interest that conflicts with the interest of the child the
surrogate parent represents; and
Has knowledge and skills that ensure adequate representation of the child. [34 C.F.R.
300.519]
In the case of an unaccompanied homeless youth, appropriate staff of emergency shelters,
transitional shelters, independent living programs, and street outreach programs may be
appointed as temporary surrogate parents until a surrogate parent can be appointed that
meets all the requirements of this section. [34 C.F.R. 300.519]
When a child with a disability reaches age eighteen (18), unless that child has been
determined to be incompetent:
The District will provide any notice required by the IDEA regulations to both the child
and the parents; and
All rights accorded to parents under Part B of the Act transfer to the child. [34 C.F.R.
300.520]
When the rights are transferred, the District will provide notice to the child and parent of
the transfer of rights. [34 C.F.R. 300.520]
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NOTICE
NOTICE
Procedural Safeguards Notice
A sample of the procedural safeguards notice is available from the Arizona Department of
Education. It is titled "SPECIAL EDUCATION RIGHTS OF PARENTS AND CHILDREN
UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA AMENDED
1997)". If the District chooses to modify these sample procedures it is suggested that a
comparison to the citations in the information below be reviewed.
The Federal Regulations at 34 C.F.R. 300.504 on Procedural safeguards notice read as
follows:
"Sec. 300.504 Procedural safeguards notice.
(a) General. A copy of the procedural safeguards available to the parents of a
child with a disability must be given to the parents, at a minimum-(1) Upon initial referral for evaluation;
(2) Upon each notification of an IEP meeting;
(3) Upon reevaluation of the child; and
(4) Upon receipt of a request for due process under Sec. 300.507.
(b) Contents. The procedural safeguards notice must include a full explanation
of all of the procedural safeguards available under Secs. 300.403, 300.500-300.529,
and 300.560-300.577, and the State complaint procedures available under Secs.
300.660-300.662 relating to-(1) Independent educational evaluation;
(2) Prior written notice;
(3) Parental consent;
(4) Access to educational records;
(5) Opportunity to present complaints to initiate due process hearings;
(6) The child's placement during pendency of due process proceedings;
(7) Procedures for students who are subject to placement in an interim alternative
educational setting;
(8) Requirements for unilateral placement by parents of children in private
schools at public expense;
(9) Mediation;
(10) Due process hearings, including requirements for disclosure of evaluation
results and recommendations;
(11) State-level appeals (if applicable in that State);
(12) Civil actions;
(13) Attorneys' fees; and
(14) The State complaint procedures under Secs. 300.660-300.662, including a
description of how to file a complaint and the timelines under those procedures.
(c) Notice in understandable language. The notice required under paragraph (a)
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of this section must meet the requirements of Sec. 300.503(c).”
The following is a summary of sources for procedures that may be found in law, procedure
and district policy other than the A.D.E. sample:
An opportunity for parent of a child with a disability to examine all records § 34 C.F.R.
300.501, Policy Section 10.63 (Student Records).
Procedures to protect the rights of the child whenever the parents of the child are not
known § 34 CFR 300.501 and A.R.S. 15-763.01.
Prior written notice to the parents is to be provided upon specific instances § 34 C.F.R.
300.503.
Procedures designed to ensure the prior written notice is in the native language of the
parents, unless it clearly is not feasible to do so. If the district is unable after making
an effort, to provide the notice in the native language of the parent, then the A.D.E.
should be contacted for assistance. See § 34 C.F.R. 300.503.
Procedures for mediation shall be provided. Contact the A.D.E. for a list of mediators.
See § 34 C.F.R. 300.507 et seq. and A.A.C. R7-2-401.
An explanation of the State complaint procedure shall be provided § 34 C.F.R. 300.660
et seq. and A.A.C. R7-2-405.
Due process procedures are to be included § 34 C.F.R. 300.507 and A.A.C. R7-2-405.
Procedures that require the parent of a child with a disability, or the attorney
representing the child, to provide notice within certain guidelines (it shall remain
confidential) § 34 C.F.R. 300.507.
Discipline procedures should be explained § 34 C.F.R. 300.507, and Policy 10.42
(Student Suspension).
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Section 9.12 - Special Instructional Programs and
Accommodations for Disabled Students – Section 504
PROCEDURES
PROCEDURES
(Section 504 of the Rehabilitation Act of 1973)
Each qualified student within the District who is eligible to receive regular or special
education or related aids or services, regardless of the nature or severity of the condition
necessitating such programs or services, shall receive free appropriate education in the
District.
Identification and referral procedures:
 Any student who needs or is believed to need special education or related services not
available through existing programs in order to receive a free appropriate public
education may be referred by a parent, teacher, or other professional school employee
for identification and evaluation of the student's individual education needs.
 The identification and evaluation will be completed by persons knowledgeable about
the student, the student's school history, the student's individual needs, the meaning
of evaluation data, and the placement options. The Superintendent will monitor the
identification and evaluation to ensure that qualified personnel participate.
 The District will consider the referral and, based upon a review of the student's existing
records, including academic, social, and behavioral records, make a decision as to
whether an evaluation under this procedure is appropriate. If a request for evaluation
is denied, the District will inform the parents or guardian of this decision and of their
procedural rights.
Evaluation. Evaluation of the student and formulation of a plan of services will be carried
out by the District according to the following procedures:
 The District will evaluate the nature of the student's disability and the impact of the
disability upon the student's education. This evaluation will include consideration of
any behaviors that interfere with regular participation of a student who otherwise
meets the criteria (such as age) for participation in the educational program and/or
activities.
 No final determination of whether the student will or will not be identified as a student
with a disability within the meaning of Section 504 will be made by the District without
first inviting the parent or guardian of the student to participate in a meeting
concerning such determination.
 A final decision will be made by the District in writing, and the parents or guardian of
the student shall be notified of the Section 504 procedural safeguards available to
them, including the right to an impartial hearing and review.
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Plan for services:
 For a student who has been identified as having a disability within the meaning of
Section 504 and in need of special education or related aids and services, the District
shall be responsible for determining what special services are needed.
 In making such determination, the District shall consider all available relevant
information, drawing upon a variety of sources, including, but not limited to,
comprehensive assessments conducted by the District's professional staff.
 The parents or guardian shall be invited to participate in District meetings where
services for the student will be determined, and shall be given an opportunity to
examine all relevant records.

The District will develop a written plan describing the disability and the special
education or related services needed. The plan will specify how the regular or
special education and related aids and services will be provided, and by whom.

The District may also determine that no special education or related services are
appropriate. If so, the record of the District proceedings will reflect the
identification of the student as a person with a disability and will state the basis
for the decision that no special services are presently needed.

A student with a disability shall be placed in the regular educational environment
of the District, with the use of the supplementary aids and services, unless the
District demonstrates that such placement cannot be achieved satisfactorily. The
student with a disability shall be educated with those who are not disabled to the
maximum extent appropriate to the individual needs of the student.
 The District shall notify the parents or guardian in writing of its final decision
concerning the services to be provided.

If a plan for providing related services is developed, all school personnel who work
with the student shall be informed of the plan.
Review of the student's progress. The District will monitor the progress of the student
with a disability and the effectiveness of the student's education plan annually to determine
whether special education or related services are appropriate and necessary, and that the
student's needs are being met as adequately as the needs of a nondisabled student. Prior to
any subsequent significant change in placement, a comprehensive reevaluation of the
student's needs will be conducted.
When interpreting evaluation data and making placement decisions for students with
disabilities, the District will draw upon information from a variety of sources, will ensure
that the receipt of information for such sources is documented and carefully considered, and
will require that educational placement decisions are made by a group of persons with
knowledge of the student, the meaning of the evaluation data, and the educational placement
options.
 The parents or guardian shall be notified in writing of all District decisions concerning
the identification, evaluation, or educational placement of students made under this
policy.
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 The parents or guardian shall be notified that they may examine relevant records.
 The parents or guardian shall have the right to file a complaint or a request for a
hearing to assert a violation of a right or privilege secured by Section 504 of the
Rehabilitation Act and Title II of the Civil Rights Act. Should the parents or guardian
choose to do so, the District shall not intimidate, threaten, coerce, or discriminate
against the individual for the purpose of interfering with any right or privilege secured
by Section 504 or Title II. The District will not retaliate against an individual who
has made a complaint, testified, assisted or participated in any manner in an
investigation, proceeding or hearing under Section 504 or Title II.
 As to such decisions by the District, the parents or guardian shall have the right to an
impartial hearing ("Section 504 due process hearing"), with opportunity for
participation by the parents or guardian and their counsel. In the notification of any
District decision concerning identification, evaluation, or placement, the parents or
guardian will be advised that:

A request for a Section 504 due process hearing should be made within thirty-five
(35) days of notice of right to file (but not less than thirty [30] days).

The request shall be made to:
Name:
Address:
Phone:
Superintendent
Dysart Unified School District No. 89
15802 N Parkview Pl
Surprise, AZ 85374
(623) 876-7000

The hearing will be held in accord with procedure Policy Section 9.12. The decision
may be appealed only to a federal court of competent jurisdiction.

Attorneys' fees are available only as authorized by law.
If a state due process hearing has been or will be held under the IDEA concerning issues
relevant to the Section 504 proceeding, a hearing officer qualified as to IDEA and Section 504
proceedings may preside in a joint hearing. The issues for either IDEA or Section 504
determination shall be clearly defined at the outset, and determinations by the hearing officer
will be separate and distinct.
If both the parents or guardian and the District agree that the student is not eligible for
special education under the IDEA, neither party is required to exhaust administrative
proceedings under the IDEA prior to the holding of a Section 504 due process hearing.
The hearing officer shall render a decision. The parents or guardian shall be notified in
writing of the decision. Either party may seek review of the decision of the Section 504
hearing officer by a federal court of competent jurisdiction.
The parties shall abide by the decision of the Section 504 hearing officer unless the decision
is appealed to a federal court of competent jurisdiction and the decision is stayed by the court.
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Section 504 Due-Process Hearing Procedures
An impartial due process hearing will be utilized to resolve differences involving the
education of a Section 504 qualified student with a disability when such differences cannot
be resolved by means of a less formal procedure. In this instance, due process is defined as
an opportunity to present objections and reasons for the objections to the decision and/or
procedures of the committee regarding application of Section 504. A Section 504 due process
hearing may be called at the request of the District or a parent, guardian, or surrogate of an
affected student. The proceedings will be presided over and decided by an impartial hearing
officer. Impartial hearing officer means a person selected to preside at a due process hearing
to assure that proper procedures are followed and to assure the protection of the rights of
both parties.
In all related hearing matters the following definitions shall apply:
 Days means calendar days.
 Placement plan means the program by which the decision concerning the educational
placement of the student is decided.
 Parents means parents, guardian, or surrogate parent.
Parents or the District may initiate a due process hearing on a matter related to (1) eligibility
and related procedures, (2) procedural safeguards, or (3) provision of a free and appropriate
public education to the student.
Requests for a due process hearing must be submitted in writing to the Superintendent.
Hearing notifications to the parents shall be given at least twenty (20) days prior to the date
set for the hearing. The notice shall contain:
 A statement of time, place, and nature of the hearing.
 A statement of the legal authority and jurisdiction under which the hearing is being
held.
 A reference to the particular section of the statutes and rules involved.
 A statement of the availability of relevant records for examination.
 A short and plain statement of the matters asserted.
 A statement of the right to be represented by counsel.
All written correspondence shall be provided in English and/or interpreted in the primary
language.
Hearing Procedures
The hearing officer shall preside at the hearing and shall conduct the proceedings in an
impartial manner to the end that all parties involved have an opportunity to:
 Present their evidence.
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 Produce outside expert testimony and be represented by legal counsel and by
individuals with knowledge or training with respect to problems of students with
disabilities.
Parents involved in the hearing will be given the right to:
 Have the student present at the hearing.
 Open the hearing to the public.
In cases where there are language differences, an interpreter shall be provided.
 The hearing officer shall review all relevant facts concerning the education placement.
 The hearing officer shall determine, subject to appeal by judicial review, whether the
District has met all procedural aspects of the education accommodation plan.
 The hearing officer shall render a decision, subject to judicial review, which is binding
on all parties, except that in all cases any action taken must comply with current
Arizona Revised Statutes and federal court decisions.
 The hearing officer shall ascertain that:

The procedures utilized in determining the student's needs have been appropriate
in nature and degree.

The student's rights have been fully observed.

The provision of aids, services, or programs to the student may afford a free and
appropriate education.
 If the parents' primary language is other than English, then the hearing officer shall
appoint an interpreter.
Decision of the Hearing Officer
A copy of the hearing officer's decision shall be delivered to the District and the parent,
guardian, or surrogate within ten (10) days following completion of the hearing, which in no
event shall be later than forty-five (45) days after receipt of the request for a hearing.
 Notification will include a statement that either party may appeal the decision.
The decision of the hearing officer is binding on all parties concerned; it is subject only to
judicial review.
Record of Hearing
A written or electronic verbatim recording of the Section 504 due process hearing shall be on
file at the District office and will be available for review upon request to the parents and/or
any of the involved parties. Parents may have a copy of the proceedings, in English and in
the primary language of the home.
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PROCEDURES
PROCEDURES
Section 504 of the Rehabilitation Act of 1973
Policy Memorandum
TO:
Staff
FROM:
RE:
Responsibilities of the District to Students with Disabilities under
Section 504 of the Rehabilitation Act of 1973.
This memorandum is to clarify certain responsibilities of the District under Section
504 of the Rehabilitation Act of 1973.
Section 504 prohibits discrimination against persons with disabilities, including both
students and staff members, by school districts receiving federal financial assistance.
Included in the U.S. Department of Education regulations for Section 504 is the
requirement that students with disabilities be provided with free appropriate public
education (FAPE). The regulations pertaining to FAPE are defined in the Federal
Code of Regulations (Title 34 - Education, Chapter 1, Part 104, Subpart D). These
regulations require identification, evaluation, the provision of appropriate services,
and procedural safeguards.
With respect to most students with disabilities, many aspects of the Section 504
regulations concerning FAPE parallel the requirements of the Individuals with
Disabilities Education Act (IDEA) (formerly the Education of the Handicapped Act)
and Arizona law. In those areas, by fulfilling our responsibilities under the IDEA
and state law we are also meeting the standards of the Section 504 regulations.
However, in some other respects the requirements of the laws are different. There
are some students who are not eligible for IDEA services but who nevertheless are
eligible under Section 504, and to whom the District may therefore have
responsibilities.
The IDEA defines as eligible only students who have certain specified types of
impairments and who, because of one (1) of those conditions, need special education.
Section 504, on the other hand, protects all students with disabilities, defined as those
having any physical or mental impairment that substantially limits one (1) or more
major life activities (including learning). Section 504 covers all students who meet
this definition, even if they do not fall within the IDEA-enumerated categories and
even if they do not need to be in a special education program.
An example of a student who is protected by Section 504 but who may not be covered
by the IDEA is one who has juvenile arthritis but who has no mental impairments.
Such a student has a health impairment but may not be covered by the IDEA if the
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student does not need placement in a special education program. However, the
student is disabled for purposes of Section 504. A similar example might be a
student with acquired immune deficiency syndrome (AIDS).
Students with
attention deficit/hyperactivity (ADD/H) or emotional disorders are another example.
Such students may not meet the criteria for IDEA categories such as learning
disabled or severely emotionally disturbed. However, if their disorders or conditions
substantially limit their ability to function at school, they are disabled within the
meaning of Section 504.
If the District has reason to believe that, because of a disability as defined under
Section 504, a student needs either special education and related services or related
services in the regular setting in order to participate in the school program, the
District must evaluate the student; if the student is determined to be disabled under
Section 504, the District must develop and implement a plan for the delivery of any
needed services. Again, these steps must be taken even though the student is not
covered by IDEA special education provisions and procedures.
What is required for the Section 504 evaluation and placement process is determined
by the type of disability believed to be present, and the type of services the student
may need. The evaluation must be sufficient to accurately and completely assess the
nature and extent of the disability, and the recommended services. Evaluations
more limited than a full special education evaluation may be adequate in some
circumstances. For example, in the case of the student with juvenile arthritis, the
evaluation might consist of the school health person meeting with the parent and
reviewing the student's current medical records. In the cases of ADD/H students,
current psycho-educational evaluations may be used if such evaluations assessed the
ADD/H issue. In other cases, additional testing may be necessary.
The determination of what services are needed must be made by a group of persons
knowledgeable about the student. The group should review the nature of the
disability, how it affects the student's education, whether special services are needed,
and if so what those services are. The decisions about Section 504 eligibility and
services must be documented in the student's file and reviewed periodically.
For the juvenile arthritic student, Section 504 services might be the provision of a
typing course and use of a typewriter/word processor to improve writing speed or to
provide a less painful means of writing. For the AIDS student, Section 504 services
might be the administration and monitoring of medication, or a class schedule
modified to address the student's stamina. For an ADD/H student, services might
include modifications in the regular classroom, special assistance from an aide, a
behavior plan, counseling, and/or the monitoring of medication.
It should also be noted that, under Section 504, the parents or guardian must be
provided with notice of actions affecting the identification, evaluation, or placement
of the student and are entitled to an impartial hearing if they disagree with District
decisions in these areas. For disabilities covered only by Section 504 and not the
IDEA, a Section 504 hearing will have to be made available that is separate from the
IDEA hearing process. The District is exploring different frameworks for the
adoption of procedures for conducting Section 504 hearings in the District, should the
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need arise.
In summary, it is important to keep in mind that some students who have physical
or mental conditions that limit their ability to participate in the education program
are entitled to rights under Section 504 even though they may not fall into IDEA
categories and may not be covered by that law.
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Section 9.13 – Gifted and Talented Education
PROCEDURES
PROCEDURES
The following procedures are instituted for purposes of implementing a Scope and Sequence
for gifted education.
A Scope and Sequence, as defined by state law, is approved by the Board and ADE for the
identification process of and curriculum modifications for gifted students to ensure they
receive gifted education commensurate with their academic abilities and
potentials. Changes are incorporated every year as a result of new learning, experience, and
feedback from teachers, students and parents.
The District’s Scope and Sequence for gifted students is intended to supplement core
academic instruction as an integrated, differentiated learning experience during the regular
school day.
Scope and Sequence Application
The District will submit the Scope and Sequence for gifted education to ADE for approval on
or before July 1 if any changes were made during the previous fiscal year. The Board shall
submit the Scope and Sequence to ADE for approval on or before July 1 every five years if no
changes were made during the previous five years.
Scope and Sequence Requirements
Development of the Scope and Sequence is a long-term, collaborative process between
program administrators and stakeholders throughout the District. Document design will
be governed by the requirements set forth in state statute. These include the following:

Explanation of how gifted education for gifted students differs from regular education
in such areas as:
 Content, including broad based interdisciplinary curriculum;

Process, including higher level thinking skills;

Product, including variety and complexity; and

Learning environment, including flexibility.
o
Scope and Sequence criteria which address the elements of:

Program design;

Identification;

Curriculum;

Instruction;

Social development;

Emotional development;
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


Professional development of administrators, teachers, school psychologists and
counselors;

Parent involvement;

Community involvement;

Program assessment; and

Budgeting.
References relating to curriculum, differentiated instruction, and supplemental
services for gifted students:

Expanded academic course offerings may include, for example, one or more of
the following: acceleration, enrichment, flexible pacing, interdisciplinary
curriculum and seminars;

Differentiated instruction, which emphasizes the development of higher order
thinking, may include critical thinking, creative thinking and problem-solving
skills;

Supplemental services, which may be offered to meet the individual needs of
each gifted student, may include, for example, guidance and counseling,
mentorship, independent study, correspondence courses and concurrent
enrollment.
Component parts:
 Statement of purpose;

General population description;

Identification process and placement criteria including provisions for special
populations; goals and objectives;

Curriculum, differentiated instruction and supplemental services;

Description of program model;

Time allocations for services;

Procedures and criteria for evaluation of student and program outcomes.
Communication of the Scope and Sequence
Information regarding the program Scope and Sequence for gifted education will be available
on the District website and provided to parents by school administration. Site
administrators will ensure that parents and staff are fully aware of opportunities in gifted
education for qualified students. They will provide District referral forms for parents or
teachers seeking an evaluation. Parental permission is required for an evaluation.
Testing is conducted three times per year and one additional date for kindergarten students.
Transfer student records should be forwarded to Exceptional Student Services at the District
Office.
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Section 9.14 - Programs for Pregnant/Parenting Students
PROCEDURES
PROCEDURES
The District affirms the right of a pregnant student to continue her participation in the public
school program. As soon as the pregnancy is medically confirmed, the student shall consult
with a member of the counseling staff or the principal for the purpose of planning her
educational program. The student may be eligible for the following educational plans or may
suggest alternatives:

She may remain in her present school program, with modifications as necessary, until
the birth of her baby is imminent or until her physician states that continued
participation would be detrimental to her health.

If eligible for homebound or chronic illness status, in accord with A.R.S. 15-901, she
may receive homebound instruction until her physician states that she is physically
able to return to school.
When a student or student’s parents/guardians disclose a pregnancy, the student and parents
are referred to the school nurse. The school nurse assists the family in completing a chronic
health form. Once the chronic illness paperwork is returned to the nurse or health office, the
form is submitted to the counselor or Principal. If the chronic illness information indicates
the student requires special medical accommodations, the nurse or health assistant would
share that information with the student's teacher(s).


The chronic health form provides for at-home instruction for students who are capable
of profiting from academic instruction but who are unable to attend school due to
health conditions, and who have obtained a certification by a medical doctor as being
unable to attend regular classes for intermittent periods of time totaling three months
during a school year.

The Medical Certification Report form must be completed by a licensed medical
doctor, doctor of osteopathic medicine or pediatrician and returned to the
school health office.

Following receipt of the form, a meeting will be scheduled by the school
counselor or administrator to write the Chronic Illness Instructional
Plan. Participants in the planning meeting will include student,
parents/guardians, school nurse or health assistant, counselor/social worker,
school administrator and at least one general education teacher. A chronic
illness plan is effective for one calendar year and enables the teachers and
student to work out a manageable means for completing school work.

In order for chronic illness status to override the excessive absence rule, the
parent must report absences according to regular attendance reporting
procedures.
Students generally do not miss enough school with a pregnancy to qualify for
homebound services; however, homebound includes a student who is unable to attend
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school for a period of less than three months due to a pregnancy if a competent medical
doctor, after an examination, certifies the student is unable to attend regular classes
due to risk to the pregnancy or to the student’s health.

Homebound services are requested by parents/guardians and require
submission of a Medical Certification Homebound form. The form is
submitted to the school nurse and forwarded to the Department of Exceptional
Student Services (ESS).

ESS assigns a homebound instructor who schedules a meeting between the
school and family. Participants in the planning meeting will include student,
parents/guardians, school nurse, counselor/social worker, school administrator
and at least one general education teacher.

Homebound services consist of a required four hours of instruction per
week. The homebound instructor collaborates with the student’s teachers to
plan instruction and with the family to schedule services.

Students are not considered absent from school when receiving homebound
instruction unless they are unavailable for instruction.
Efforts will be made to see the educational program of the student is disrupted as little as
possible; that she receives information on available health and counseling services, as well
as instruction; and she is encouraged to return to school after delivery.
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Section 9.15 - Compensatory Education
PROCEDURES
PROCEDURES
The District invites parents to review the Local Educational Agency (LEA) Continuous
Improvement Plan (CIP). The LEA CIP is based on the District Strategic Plan. The plan
is reviewed by parents, school administration, and District administration to ensure
alignment to ADE requirements and the District Strategic Plan.
District Family Engagement Procedures
 The District will put into operation programs, activities and procedures for the
involvement of families in all of its Title I schools. Those programs, activities and
procedures will be planned and operated with meaningful consultation with families
of participating children.
 The District will work with its schools to ensure that the required school-level family
engagement plans meet the requirements include a school-family compact consistent
with Title I requirements.
 The District will incorporate the District wide family engagement plan into its LEA
Continuous Improvement Plan and will be posted on the District website for families
of students receiving services, or enrolled in programs, under Title I.
 In carrying out family engagement, to the extent practicable, the District and its
schools will provide full opportunities for the participation of families with limited
English proficiency, families with disabilities, and families of migratory children,
including providing information and required school reports in an understandable and
uniform format and, including alternative formats upon request, and, to the extent
practicable, in a language families understand.
 The District expects that its Title I schools will carry out programs, activities and
procedures in accordance with this definition:
Family engagement means the participation of families in regular, two-way, and
meaningful communication involving student academic learning and other school
activities, including ensuring:

that families play an integral role in assisting their child’s learning

that families are encouraged to be actively involved in their child’s education
at school

that families are full partners in their child’s education and are included, as
appropriate, in decision-making and on advisory committees to assist in the
education of their child
The District will support schools by:
 Involving families in the joint development of its District wide family engagement plan.
 Involving families in the process of school review and improvement.

Providing the following necessary coordination, technical assistance, and other
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support to assist Title I schools in planning and implementing effective family
engagement activities to improve student academic achievement and school
performance.

Involving families in conducting an annual evaluation of the content and effectiveness
of this family engagement plan in improving the quality of its Title I programs. The
evaluation will include identifying barriers to greater participation by families in
family engagement activities (with particular attention to families who are
economically disadvantaged, are disabled, have limited English proficiency, have
limited literacy, or are of any racial or ethnic minority background). The District will
use the findings of the evaluation about its family engagement policy and activities to
design strategies for more effective family engagement, and to revise, if necessary
(and with the involvement of families) its family engagement plan.

Building the schools’ and families’ capacity for strong family engagement in order to
ensure effective involvement of families and to support a partnership among the
school involved, families, and the community to improve student academic
achievement.

Ensuring information related to the school and family programs, meetings, and other
activities, is sent to the family of participating children in an understandable and
uniform format, including alternative formats upon request, and, to the extent
practicable, in a language the families can understand.
The schools will:

Provide assistance to families of children served by the District or school, as
appropriate, in understanding topics such as the following:

The State’s academic content standards.

The State’s student academic achievement standards.

The State and
assessments.

The requirements of Title I.

How to monitor their child’s progress.

How to work with educators.
local
academic
assessments
including
alternate

Provide materials and training to help families work with their children to improve
their children’s academic achievement, such as literacy training, and using
technology, as appropriate, to foster family engagement.

Educate its teachers, pupil services personnel, principals and other staff, in how to
reach out to, communicate with, and work with families as equal partners, in the value
and utility of contributions of families, and in how to implement and coordinate family
programs and build ties between families and schools.
School Family Engagement Procedures
Schools will involve families in the education of their child(ren).
School Family Engagement Plan
A school's written plan should describe specifically enough for families and school system
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personnel to readily understand how each participating Title I, Part A school will do the
following:

Explain their school’s participation in Title I (whether they are school-wide or
targeted)

Explain the Title I requirements (school-wide or targeted, whichever is applicable)

Explain what participation in Title I programming means, including:

A description and explanation of the school’s curriculum.

Information on the forms of academic assessment used to measure student
progress.

Information on the proficiency levels students are expected to meet.

Explain the District family engagement plan, school family engagement plan,
and school-family compact.

Explain the right of families to become involved in the school’s programs and
ways to do so.

Explain that families have the right to request opportunities for regular
meetings for
o
Families to formulate suggestions and to participate, as appropriate, in
decisions about the education of their children.
o
The school must respond to any such suggestions as soon as practicably
possible.
Each year, Title I programs are required to host a meeting for families to explain what
the Title I program is and how families can become involved in the Title I program. At
this meeting, the aforementioned areas must be addressed.
In order to keep families informed, schools must invite all families of children
participating in Title I, Part A programs and encourage them to attend. In a school-wide
program, this means ALL families should be invited; in a targeted assistance program,
just those families with children participating in Title I should be invited. Schools must
also offer a flexible number of additional family engagement meetings, such as in the
morning or evening so that as many families as possible are able to attend.
Schools must be able to document this meeting with minutes, agendas, sign-in sheets, etc.
Schools may want to do more than the law requires for this meeting, especially if you
often have problems with attendance.
Below are things to keep in mind regarding the Annual Family Meeting:

This can be an introduction to the Title I program, a workshop, a welcome night,
etc.; the format is up to you. Preferably, this meeting occurs at the beginning or in
the fall of the school year.

This meeting, whatever form it takes, must be documented with minutes.

Is there two-way communication at this meeting, or is it the teacher/administrator
giving information to families about the program?

Do you involve families in the agenda? Do you try to get ideas from them on what
this meeting should involve?
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Training Opportunities
The Title I program should provide families with opportunities to become partners with
the school in promoting the education of the child at school and at home. This should
include information about specific methods families can use at home to complement their
child’s education.
The Annual Review
Each year, schools must hold a meeting to review their entire Title I program. This
meeting typically takes place in the spring of the school year. Therefore, if there are
programmatic changes to be made, they can be implemented the subsequent school year.
Questions to be considered include: “What worked well this year?” and “What changes
would we like to make for next year?”
School Family Compact
A school family compact will be shared with families each year. This compact is to be
used as a way to foster two-way communication and to assist the school and family to
work together to educate children.
School-Parent Compact
SAMPLE TEMPLATE*
NOTE: Each school receiving funds under Title I, Part A of the Elementary and
Secondary Education Act (ESEA) must develop a written school-parent compact jointly
with parents for all children participating in Title I, Part A activities, services, and
programs. That compact is part of the school’s written parental involvement policy
developed by the school and parents under section 1118(b) of the ESEA. The compact
must outline how parents, the entire school staff, and students will share the
responsibility for improved student academic achievement and the means by which the
school and parents will build and develop a partnership to help children achieve the
State’s high standards.
Schools and parents may use the sample template below as a framework for the
information to be included in their school-parent compact. Schools and parents are not
required to follow this sample template or framework, but if they include all of the bolded
items listed under “Required School-Parent Compact Provisions” below, they will have
incorporated all of the information required by section 1118(d) to be in the school-parent
compact. Schools and parents, in consultation with students, are encouraged to include
other relevant and agreed upon activities and actions as well that will support effective
parental involvement and strengthen student academic achievement.
SCHOOL-PARENT COMPACT
The _________name of school____________, and the parents of the students participating
in activities, services, and programs funded by Title I, Part A of the Elementary and
Secondary Education Act (ESEA) (participating children), agree that this compact
outlines how the parents, the entire school staff, and the students will share the
responsibility for improved student academic achievement and the means by which the
school and parents will build and develop a partnership that will help children achieve
the State’s high standards.
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This school-parent compact is in effect during school year ______________________.
REQUIRED SCHOOL-PARENT COMPACT PROVISIONS
(Provisions bolded in this section are required to be in the Title I, Part A school-parent
compact.)
School Responsibilities
The ____________name of school_________________________ will:
1. Provide high-quality curriculum and instruction in a supportive and
effective learning environment that enables the participating children to
meet the State’s student academic achievement standards as follows:
[Describe how the school will provide high-quality curriculum and instruction, and do so
in a supportive and effective learning environment.]
2. Hold parent-teacher conferences (at least annually in elementary schools)
during which this compact will be discussed as it relates to the individual
child’s achievement. Specifically, those conferences will be held:
[Describe when the parent-teacher conferences will be held.]
3. Provide
parents
with
frequent
reports
on
their
progress. Specifically, the school will provide reports as follows:
children’s
[Describe when and how the school will provide reports to parents.]
4. Provide parents reasonable access to staff. Specifically, staff will be available
for consultation with parents as follows:
[Describe when, where, and how staff will be available for consultation with parents.]
5. Provide parents opportunities to volunteer and participate in their child’s
class, and to observe classroom activities, as follows:
[Describe when and how parents may volunteer, participate, and observe classroom
activities.]
Parent Responsibilities
We, as parents, will support our children’s learning in the following ways:
[Describe the ways in which parents will support their children’s learning, such as:

Monitoring attendance.

Making sure that homework is completed.

Monitoring amount of television their children watch.

Volunteering in my child’s classroom.

Participating, as appropriate, in decisions relating to my children’s education.

Promoting positive use of my child’s extracurricular time.

Staying informed about my child’s education and communicating with the school
by promptly reading all notices from the school or the District either received by
my child or by mail and responding, as appropriate.
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
Serving, to the extent possible, on policy advisory groups, such as being the Title
I, Part A parent representative on the school’s School Improvement Team, the
Title I Policy Advisory Committee, the District-wide Policy Advisory Council, the
State’s Committee of Practitioners, the School Support Team or other school
advisory or policy groups.
OPTIONAL ADDITIONAL PROVISIONS
Student Responsibilities (revise as appropriate to grade level)
We, as students, will share the responsibility to improve our academic achievement and
achieve the State’s high standards. Specifically, we will:
[Describe the ways in which students will support their academic achievement, such as:

Do my homework every day and ask for help when I need to.

Read at least 30 minutes every day outside of school time.

Give to my parents or the adult who is responsible for my welfare all notices and
information received by me from my school every day.]
Additional Required School Responsibilities (requirements that schools must follow, but
optional as to being included in the school-parent compact)
The_________________________ Name of School _____________________________will:
1. Involve parents in the planning, review, and improvement of the school’s parental
involvement policy, in an organized, ongoing, and timely way.
2. Involve parents in the joint development of any school-wide program plan, in an
organized, ongoing, and timely way.
3. Hold an annual meeting to inform parents of the school’s participation in Title I, Part
A programs, and to explain the Title I, Part A requirements, and the right of parents
to be involved in Title I, Part A programs. The school will convene the meeting at a
convenient time to parents, and will offer a flexible number of additional parental
involvement meetings, such as in the morning or evening, so that as many parents as
possible are able to attend. The school will invite to this meeting all parents of
children participating in Title I, Part A programs (participating students), and will
encourage them to attend.
4. Provide information to parents of participating students in an understandable and
uniform format, including alternative formats upon the request of parents with
disabilities, and, to the extent practicable, in a language that parents can understand.
5. Provide to parents of participating children information in a timely manner about
Title I, Part A programs that includes a description and explanation of the school’s
curriculum, the forms of academic assessment used to measure children’s progress,
and the proficiency levels students are expected to meet.
6. On the request of parents, provide opportunities for regular meetings for parents to
formulate suggestions, and to participate, as appropriate, in decisions about the
education of their children. The school will respond to any such suggestions as soon
as practicably possible.
7. Provide to each parent an individual student report about the performance of their
child on the State assessment in at least math, language arts and reading.
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8. Provide each parent timely notice when their child has been assigned or has been
taught for four (4) or more consecutive weeks by a teacher who is not highly qualified
within the meaning of the term in section 200.56 of the Title I Final Regulations (67
Fed. Reg. 71710, December 2, 2002).
Optional School Responsibilities
To help build and develop a partnership with parents to help their children achieve the
State’s high academic standards, the ___________Name of School ________________ will:
1. Recommend to the Local Educational Agency (LEA), the names of parents of
participating children of Title I, Part A programs who are interested in serving on the
State’s Committee of Practitioners and School Support Teams.
2. Notify parents of the school’s participation in Early Reading First, Reading First and
Even Start Family Literacy Programs operating within the school, the District and
the provide contact information.
3. Work with the LEA in addressing problems, if any, in implementing parental
involvement activities in section 1118 of Title I, Part A.
4. Work with the LEA to ensure that a copy of the SEA’s written complaint procedures
for resolving any issue of violation(s) of a Federal statute or regulation of Title I, Part
A programs is provided to parents of students and to appropriate private school
officials or representatives.
Signatures:
_______________________________
School
_______________
Date
_______________________________
Parent(s)
_______________
Date
_______________________________
Student
_______________
Date
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Section 9.16 - Bilingual Instruction/Native Language Instruction
PROCEDURES
PROCEDURES
The following procedures are established for purposes of honoring parental exception waivers
and assuring compliance with all statutory requirements for teaching students who are nonnative English speakers. According to state statute, children who are English language
learners are to be educated through sheltered English immersion during a temporary
transition period not normally intended to exceed one year. Schools are permitted but not
required to place in the same classroom English learners of different ages but whose degree
of English proficiency is similar. Schools are encouraged to mix together in the same
classroom English learners from different native-language groups but with the same degree
of English fluency. Once English learners have acquired a good working knowledge of English
and are able to do regular school work in English, they will no longer be classified as English
learners and will be transferred to English language mainstream classrooms. Foreign
language classes for children who already know English will be completely unaffected, as will
special educational programs for physically- or mentally-impaired students.
The requirements for a transition period may be waived with the prior written informed
consent, to be provided annually, of the child's parents or legal guardian. Such informed
consent requires that parents or legal guardian personally visit the school to apply for the
waiver and that there be provided a full description of the educational materials to be used
in the different educational program choices and all the educational opportunities available
to the child. If a parental waiver has been granted, the child will be transferred to classes
teaching English and other subjects through bilingual education techniques or other
generally recognized educational methodologies permitted by law. Individual schools in
which 20 students or more of a given grade level receive a waiver will offer such a class; in
all other cases, students will be permitted to transfer to a public school in which such a class
is offered.
Parental exception waivers may be granted for the following:

The child already possesses good English language skills, as measured by oral
evaluation or standardized tests of English vocabulary comprehension, reading, and
writing, in which the child scores approximately at or above the state average for his
grade level or at or above the 5th grade average, whichever is lower; or

Older children: the child is age 10 years or older, and it is the informed belief of the
school principal and educational staff that an alternate course of educational study
would be better suited to the child's overall educational progress and rapid acquisition
of basic English language skills; or

Children with special individual needs: the child already has been placed for a period
of not less than thirty calendar days during that school year in an English language
classroom and it is subsequently the informed belief of the school principal and
educational staff that the child has such special and individual physical or
psychological needs, above and beyond the child's lack of English proficiency, that an
alternate course of educational study would be better suited to the child's overall
educational development and rapid acquisition of English. A written description of no
less than 250 words documenting these special individual needs for the specific child
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must be provided and permanently added to the child's official school records, and the
waiver application must contain the original authorizing signatures of both the school
principal and the local superintendent of schools. Teachers and local Districts may
reject waiver requests without explanation or legal consequence, the existence of such
special individual needs shall not compel issuance of a waiver, and the parents shall
be fully informed of their right to refuse to agree to a waiver.
(Limited English Proficient Students Required Notice)
Those eligible entities using funds provided under Chapter 70 - STRENGTHENING AND
IMPROVEMENT OF ELEMENTARY AND SECONDARY SCHOOLS - Subchapter III Language Instruction for Limited English Proficient and Immigrant Students shall provide
the following notice.
As required by 20 U.S.C 7012(a): The school or district must inform a parent of a
limited English proficient child identified for participation, or participating in, such a
program of the reasons for their child being identified, their child’s level of English
proficiency, instructional method, how their child's program will meet their child's
needs, how the program will help the child to learn English, exit requirements or
expected rate of transition, and information regarding parental rights.
As required by 20 U.S.C 7012(b): Each school or district using funds provided under
this part to provide a language instruction educational program that has failed to make
progress on the annual measurable achievement objectives described in section 3122
for any fiscal year for which part A is in effect, shall separately inform the parents of
a child identified for participation in such a program, or participating in such program,
of such failure not later than thirty (30) days after such failure occurs.
As required by 20 U.S.C 7012(e): Each school or district shall implement an effective
means of outreach to parents of limited English proficient students to inform the
parents regarding how they can be involved in their children's education, and be active
participants in assisting their children to attain English proficiency, achieve at high
levels in core academic subjects, and meet challenging state academic achievement
standards and state academic content standards expected of all students. In addition,
the outreach shall include holding, and sending notice of opportunities for, regular
meetings for formulating and responding to parent recommendations.
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PROCEDURES
PROCEDURES
Request for Parental Exception Waiver
See ADE website under Office of English Language Acquisition Services
http://www.azed.gov/english-language-learners/files/2012/07/parentalwaiver.pdf
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Section 9.19 - Class Size
PROCEDURES
PROCEDURES
Class Size Goals
The Superintendent shall make reasonable efforts to equalize class sizes within grade.
Goals regarding class size are formulated each year during the District budget setting process
and are established in collaboration with teachers, staff members and site administrators.
The goals for student/teacher and student/staff ratios shall be specified in the Memorandum
of Understanding with the Dysart Education Association.
High School Class Size Goals
The high school may be staffed according to annually established student-to-teacher ratios.
.
K-8 Class Size Goals
The K-8 school may be staffed according to annually established student-to-teacher ratios.
When a grade level enrollment at an individual school exceeds the District goal for class size
by four (4) students for ten (10) consecutive days, the Superintendent will recommend to the
Governing Board that an additional teacher will be employed for that grade level as soon as
possible provided classroom space is available, qualified applicants are available and the
District budget allows for such additions to staff. During the second semester, additions will
be considered on a case by case basis. If the number of students exceeds the goal for a class
or program, acceptable alternatives may include, but are not limited to:

Addition of a long-term sub

Addition of an instructional assistant

Adding a teacher

Other adjustments acceptable to the Superintendent and Governing Board
Special Education Class Size Goals
It is the intent of the District to maintain a special education student/teacher and
student/staff ratio that will allow the staff to work effectively and efficiently toward the
individualized education program (IEP) objectives of each student with a disability and to
work with classroom teachers to prevent learning problems whenever possible.
Note: When enrollment in Special Education Programs by categories exceeds the district
goals, additional personnel may be required based on individual IEPs. If the number of
students exceeds the goal for a class or program, acceptable alternatives may include, but are
not limited to:
Increasing an instructional assistant's hours.
Addition of an instructional assistant.
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Reassigning students to a different teacher/program.
Adding a teacher.
Other adjustments acceptable to the Superintendent and Governing Board.
The administrator for special education shall make student assignments within the resources
available, based upon the goals listed above.
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Section 9.21 - Instructional Resources and Materials
PROCEDURES
PROCEDURES
Availability of and Access to Instructional
Materials by Parents or Guardians
Parents or guardians of students enrolled in the District shall have access to instructional
materials currently in use, or being considered for use, in the District. Procedures for access
are as follows:
Requests will be submitted be in writing and must specify the materials that the
parents or guardians want to review.
Requests shall be submitted to the office of the Assistant Superintendent of
Educational Services.
At least one (1) copy of such instructional materials shall be available for parent or
guardian review.
Printed textbooks, supplementary books, and other printed subject matter may be
checked out for removal from District premises for up to forty-eight (48) hours. All
other materials, including films, may be reviewed only on District premises.
School personnel involved in handling requests to review materials will notify the
parents or guardians as to when and where such materials may be picked up or
reviewed.
Materials will be available on a first-come, first-served basis.
Objections
to
Learning
Materials
and
Activities
A student whose parent or guardian objects to any learning material or activity may be
withdrawn from the activity or from the class or program in which the material is used,
providing:
The objection is in writing and is specific in its description of the activity or learning
material to which the parent or guardian objects.
The objection includes a statement that the parent or guardian understands that the
educational information and concepts covered in the activity or material may not be
covered in any other manner or form and that the parent or guardian understands that
the student may not be able to make up the material or activity in any other way.
Although the student may be unable to make up for the missed activity or material, no
penalty will accrue to the student in grades or credit, with the exception that, if the
objection removes a student from a substantial portion of a class, promotion and credit
decisions will be based on applicable District policies.
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All such objections shall be directed to the principal of the school in which the student
is enrolled, who shall forward a copy of the written objection to the Superintendent,
indicating that the student has been removed from the activity or stating the reason
for non-removal.
Upon receiving a principal's recommendation for removal or non-removal, the
Superintendent will review the situation and make a decision regarding the matter
and communicate that decision to the parent or guardian and the principal.
Within ten (10) days after receiving notification of such decision from the
Superintendent, the parent or guardian may request an appeal to the Board.
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PROCEDURES
PROCEDURES
Movies/Videos
Each school staff member is responsible to teach the approved curriculum and protect the
safety of each student. Video media can be a valuable instructional method when such
movies and videos extend and/or reinforce the concepts being taught and have been planned
for in advance. The public performance of copyrighted videos is allowable for limited
classroom use only. Procedures governing the use of movies/videos in the classroom are as
follows:

Refer to copyright laws to ensure necessary licenses are obtained before showing
videos.

Movies and videos without ratings or with ratings other than for general audiences of
all ages are not to be shown in classrooms or at any District facility (this includes
buses and motels where students are present) except when all of the following
conditions are met:

The movie or video has been previewed by the teacher or other professional staff
member.

The movie or video has been determined to not contain material that is
objectionable or inappropriate for the age group to which it is intended to be
shown.

The site administrator has approved the use of the movie or video prior to its
showing.

The teacher or other professional staff member has provided advance notification
to each student's parent(s), or other responsible adult, of the title of the movie or
video and the date on which it will be shown.

At no time should a movie with a rating of “R” be shown.

Any student whose parent or guardian has provided notice of their disapproval will
not be permitted to view the movie or video.
Because learning objectives can generally be met by viewing short clips of a video, a full
length movie/video should rarely be viewed. Movie/video clips should be selected from
approved curriculum supplemental resources. Prior administrator approval to show a
movie/video is required. Every movie/video must be previewed by the teacher prior to its
showing. Parents have the right to request that their child not view any movie or video,
regardless of its rating or the purpose for which it is to be shown.
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PROCEDURES
PROCEDURES
Administrative Approval to Show Movie/Video
It is the policy of the District that there is educational value in utilizing movies and videos
in classrooms only when such movies and videos extend and/or reinforce the concepts being
taught and have been planned for in advance.
Because learning objectives can generally be met by viewing short clips of a video, a full
length movie/video should rarely be viewed. Movie/video clips should be selected from
approved curriculum supplemental resources. Prior administrator approval to show a
movie/video is required. Every movie/video must be previewed by the teacher prior to its
showing. The following rating rules apply:
G
PG
PG-13
R
Appropriate for all grade levels
May not be shown to students in grades Preschool through fifth (5th) grade
May not be shown to students in grades Preschool through seventh (7th)
grade
May not be shown
Teacher Requesting Movie/Video: __________________________________________
Title of Movie/Video: _______________________________
Rating: ____________
Date of movie/video will be shown: _________________________________________
Explanation of how the movie/video is aligned to the curriculum standards:
_________________________________________________________________________________
_________________________________________________________________________________
_____
Alternate arrangements have been prepared for any student whose parent chooses
to deny permission to view the movie/video.
Administrator Approval:
_____ Yes
_____ No
_____ Yes, with changes:
_________________________________________________________________________________
Administrator Signature _________________________________
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PROCEDURES
PROCEDURES
Parent Permission to View Video
Dear Parent,
Your permission is requested for your son/daughter to view a video in class. It is the policy
of the District that there is educational value in utilizing movies and videos in classrooms
only when such movies and videos extend and/or reinforce the concepts being taught and
have been planned for in advance.
G
PG
PG-13
R
Appropriate for all grade levels
May not be shown to students in grades Preschool through fifth (5th) grade
May not be shown to students in grades Preschool through seventh (7th)
grade
May not be shown
Teacher Requesting Video: ________________________________________________
Title of Video: __________________________________
Rating: _______________
Date of Viewing: __________________
Explanation of how the video is aligned to the curriculum standards:
___________________________________________________________________________________
___________________________________________________________________________________
It is the policy of Dysart Unified School District that:
The video has been previewed by the teacher.
The video has been determined not to contain any objectionable material and is
appropriate for the age group to which it is to be shown.
The video is in accordance with Policy Section 9.26 and Procedures Section 9.26.
Advance notification, including video title, rating and date to be shown will be provided
to the parent of each student.
Alternate arrangements will be prepared for any student whose parent chooses to deny
permission to view the video.
Parent Permission: ____ Yes
____ No
Would you like additional information from the teacher? ____ Yes ____ No
Parent Signature _____________________________________
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Section 9.22 - Textbook/Supplementary Materials Selection and
Adoption
PROCEDURES
PROCEDURES
A five (5) year revolving cycle will be utilized to examine instructional materials,
technological devices, software and other instructional materials and replace
materials in all subject areas. The advice of staff, parents, and students will be
sought and utilized in the process of selecting instructional materials and
supplemental instructional materials.
An Instructional Materials Adoption
Committee will be formed to establish and monitor such procedures as may be
necessary for the selection, adoption, and discard of instructional materials owned
and used by the District. All meetings of the committee will be open to the public.
Committee Selection and Membership
The members of the Instructional Materials Adoption Committee may consist of assistant
Superintendent, curriculum director, teachers, parents and students. The method of selection
is as follows:

The Assistant Superintendent for Education and the Director of Curriculum,
Instruction and Assessment shall automatically serve on a committee and select a
person to serve as the chairperson.

Principals and assistant principals will be selected by the Assistant Superintendent.

Staff and Site Council members will be recommended to serve. Program
representatives will be selected cooperatively by the principal, the program
director/coordinator and representative teachers.

Parents and students will be selected through either their request to serve or through
the recommendations of the principals or staff.

The committee will ultimately include District representatives, representatives from
schools (grade level or subject area will be specified), grade appropriate principals and
parents and/or students.
Role of Committee Members
The responsibilities of the committee members are as follows:

Attend meetings as scheduled.

Communicate all information regarding the adoption proceedings with other staff
members.

Assist with screening instructional materials and ancillary materials to determine the
final programs for recommendation to the Governing Board.

Provide evaluation forms to interested stakeholders and return the forms to the
committee chairperson.
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The Instructional Material Adoption Committees will be guided by the following Criteria for
Selection:

Resources will be recommended that are aligned to the Arizona Standards and New
Century Learner Skills.

Resources shall be recommended to support and enrich the school curriculum and to
meet the personal needs of the students.

Resources that are recommended shall be appropriate for the subject area and for the
age, emotional development, ability level, learning styles and social development of
students for whom the materials are selected.

Resources that are recommended shall provide a background of information that will
motivate students to examine their own attitudes and behavior, to comprehend their
duties, responsibilities, rights, and privileges as participating citizens in our society,
and to make intelligent judgments in their daily lives.

Resources that are recommended shall provide information on differing sides of issues
so that users may develop the practice of critical analysis.

Resources shall be recommended for the atypical student as well as for the average
student.

Resources shall be recommended for its strengths rather than rejected for its
weaknesses, and shall be judged as a whole.

Recommendations shall support and be consistent with general education goals of the
District and goals and objectives of specific courses
Evaluation of Materials
Completed evaluation rubrics by the committee members on the materials being considered
for adoption will be submitted to the Assistant Superintendent for Education. Along with the
Director of Curriculum, Instruction and Assessment and the committee chairperson, the
evaluation rubrics will be reviewed and the results will be compiled and presented to the
Instructional Material Adoption Committee.
Communication with Publishers
All publishers whose names appear on the current Arizona Representative’s Association
Directory will be notified by letter and asked to submit sample copies of programs and
materials for evaluation. Publishers will receive written notice of the Governing Board’s
decision regarding its final selection. All communication from the publisher will be directed
through the Director of Curriculum, Instruction and Assessment.
Before the final selection is determined, a written agreement regarding the instructional
material company’s specific services will be obtained. Additionally, an agreement will be
written stipulating the free materials and the use of copyrighted materials that are included
in the adoption.
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Procedure for Instructional Material Adoption Meetings
At the initial meeting, the committee will review the District’s academic goals, the adoption
process, and the evaluation rubric that will drive the selection process of the instructional
material.
All materials that have been received from the publishers will be reviewed by the committee
and evaluated. The instructional materials must be displayed for the public for 60 days. The
committee members will select the final three programs for further examination. When these
programs have been identified, the publishers will be notified by letter and given the
opportunity to make a presentation at a regularly scheduled meeting if needed.
The instructional materials adoption process will be contingent on available funds.
The Instructional Material Adoption Process Timeline
Step 1


Identification of committee members.
Letter sent to publishers.
Step 2

Review of program goals, adoption procedures and evaluation instrument.

Examination of materials by the Selection Committee. The committee recommends
the programs to be thoroughly evaluated for selection.

Notify publishers concerning presentations of the remaining programs under
consideration for adoption.

Meeting will consist of a 45-minute presentation by each publisher which includes
time for questions and answers. The remainder of the meeting will be spent
reviewing and evaluating the programs presented.

Programs under consideration will be displayed for 60 days at the schools. The
public will be informed the materials may be reviewed.
Step 3

Discussion and initial decision for recommendation.

Complete the development of recommendations.

Presentation of recommendation to the Governing Board.

Publishers notified and instructional materials purchased from publisher through
the District’s purchase order process.
Procedures for Disposal of Surplus or Outdated Learning Materials
Instructional materials may be removed from collections when it has been determined by the
Instructional Materials Adoption Committees the materials no longer meet District standards
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for curriculum, Board-approved goals, or are no longer serviceable. Removal of materials shall
be based on curriculum changes, goals for selection, and the availability of suitable
replacement materials.
The District is required by law to maximize use of all assets and, when it has no further use
for them, maximize returns on their sale. The District is not allowed to give surplus property
away. The Fixed Assets Department is the only department which is authorized to dispose of
surplus property. Books get picked up by a vendor upon completion of the following steps:

Required information is entered on the Surplus Form

School/Unit, Department, Name, Building, Room, Date, Tag or Serial Number, Total,
Description and Reason for Disposal.

Signatures are required from authorized personnel (Principal or Department Head) to
release surplus from a campus.

A completed Surplus Form is submitted to the Fixed Assets Department.

Items are gathered into one area. Large amounts of items need to be palletized and
shrink wrapped.
Once a Surplus Form is approved, the school will be authorized to arrange pickup of the items
by the vendor.
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Section 9.23 - Library Materials Selection and Adoption
PROCEDURES
PROCEDURES
The following standards shall be used in the selection of library books and materials:
Materials that widen the boundaries of the students' thinking, that enrich their lives
and help them fulfill their recreational and emotional needs.
Materials that have imaginative appeal and a style that is interesting and free from
monotony.
Materials that stimulate the imagination, provide for mental growth, develop a taste
for good writing, and draw attention to the beautiful and artistic.
Books that provide pleasurable reading for the reader's sake.
Books that are illustrated in a manner that complements the text, have quality art,
and are suitable for the intended readers.
Materials that adequately cover a wide range of reading ability.
Responsibility for Selection of Materials
Responsibility for the selection of instructional materials is delegated to the professionally
trained personnel employed by the school system.
Selection of materials involves many staff members, such as principals, teachers, supervisors,
and library media specialists.
The responsibility for coordinating the selection of
instructional materials and making the recommendation for purchase rests with the
professionally trained personnel.
Criteria for Selection of Instructional Materials
Needs of the individual school should be based on knowledge of the curriculum and of the
existing collection of materials.
Materials for purchase are considered on the basis of:
Overall purpose.
Timeliness or performance.
Importance of the subject matter.
Quality of the writing/production.
Readability and popular appeal.
Authoritativeness.
Reputation of the publisher/producer.
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Reputation and significance of the author/artist/composer/producer, etc.
Format and price.
Requests from faculty members and students are given high priority by librarians/media
specialists, with final selection by the administration.
Procedures
for
Selection
In selecting materials for purchase, the librarian/media specialist evaluates the existing
collection and consults reputable, unbiased, professionally prepared selection aides and
specialists from all departments and/or all grade levels, as applicable. In specific areas the
librarian/media specialist follows these procedures:
Gift materials are judged by basic selection standards and are accepted or rejected by
these standards.
Multiple items of high-usage media are purchased as needed.
Out-of-date of no-longer-useful materials are withdrawn from the collection.
Materials acquired by subscription are examined carefully and purchased only to fill a
definite need.
Removal
of
Materials
Review of school library collections and proper culling of collections can keep collections
aligned to standards, accurate in information and can give the library a reputation for
reliability. Responsibility for the culling and removal of library materials is delegated to the
professionally trained personnel employed by the school system. The individuals who conduct
the culling of the collection are those who have a thorough understanding of the school's
curriculum and of existing collections. Other qualities needed are an adequate background
in literature, knowledge about the characteristics of a good book, an understanding of the
interests, needs, and abilities of the age group served, and a background of information about
the community and other resources available. The responsibility for coordinating the culling
of instructional materials and making the recommendation for removal rests with the
professionally trained personnel.
Criteria for removal of library materials:

Needs of the individual school should be based on knowledge of the curriculum and of
the existing collection of materials.

Materials for removal are considered on the basis of:
o
Worn out physically
o
Yellowed and brittle with age
o
No longer aligned to District curriculum or support the goals of the District
o
Containing factually inaccurate information
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o
Seldom circulated
o
Outdated
o
Replaced by newer or better materials
Books that support the curriculum but are worn out are not discarded until the title can be
replaced with current or better material. A complete culling should occur every three (3) or
four (4) years.
The District is required by law to maximize use of all assets and, when it has no further use
for them, maximize returns on the sale of the materials. The District is not allowed to give
surplus property away. The Fixed Assets Department is the only department which is
authorized to dispose of surplus property. Books get picked up by a vendor upon completion
of the following steps:

Required information is entered on Surplus Form: School/Unit, Department, Name,
Building, Room, Date, Tag or Serial Number, Total, Description and Reason for
Disposal.

Signatures are required from authorized personnel (Principal or Department Head)
to release surplus from a campus.

A completed Surplus Form is submitted to the Fixed Assets Department.

Items are gathered into one area. Large amounts of items need to be palletized and
shrink wrapped.

Once a Surplus Form is approved, the school will be authorized to arrange pickup of
the items by the vendor.
When the suitability of library materials is questioned, the following procedure(s) shall be
followed: During the review, materials in question may remain in use. Parents/guardians
who have lodged a complaint shall be granted the option of having their children excused
from using the challenged materials.
Level 1 – Administrator/Complainant Meeting
The administrator shall solicit background information about the questioned
materials from the teacher and/or library media specialist.
The administrator shall meet with the complainant and shall endeavor to resolve the
problem. If the administrator and the complainant reach agreement the material is
appropriate and shall remain in use, no other action is necessary.
If the matter remains unresolved and no agreement can be reached, or if the school
administrator agrees with the complainant the material may be inappropriate and
may need to be removed, the complainant shall complete the Citizen's Request for
Reconsideration of Library Material and the matter moves to Level 2.
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Level 2 – Library Advisory Committee
Upon receipt of the completed form, the principal shall forward the review to the
Director of Curriculum and request a review of the challenged material by the
District’s library advisory committee within fifteen (15) working days and notify the
Assistant Superintendent for Education Services that such review is being
conducted. This committee shall consist of a District administrator, a representative
of District library personnel, and representatives of a classroom teacher and a
parent. One (1) or more students may also be included, at the discretion of the
administrator.

The committee shall take the following steps:

Read, view, or listen to the material in its entirety.

Check general acceptance of the material by reading reviews and
consulting recommended lists.

Determine the extent to which the material supports the District’s learning
goals.

Judge the material for its strength and value as a whole, and not in part.

Present a written recommendation of the committee to the Assistant
Superintendent of Education Services.
The Assistant Superintendent shall review the committee’s recommendation and
render a written decision. The complainant may appeal this decision to the
Superintendent.
Level 3 – Superintendent Review
The Superintendent shall review the appeal and the decision of the Assistant
Superintendent, along with all relevant background material. The Superintendent
shall make the final decision and inform the Governing Board of the decision that has
been rendered.
Challenged materials will be retained or withdrawn from the collection of the library, at the
decision of the Superintendent. During the period of review, the challenged material will
remain in the collection.
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Section 9.23 - Library Materials Selection and Adoption
PROCEDURES
PROCEDURES
Citizen's Request for Reconsideration
of Library Material
Author______________ Hardcover____ Paperback_____ Other media _____________
Title__________________________________________
Copyright date
__________
Publisher (if known) ____________________________________________________
Request initiated by_____________________________
Address
Telephone
______________
__________________________________________________________________
Complainant's E-mail address
______________________________________________
Complainant
represents: himself or herself
(name organization):
_____________________________________
(identify other group):
____________________________________
Please use the reverse side for additional space or comments
To what in the material do you object? (Please be specific; cite pages.)
What do you feel might be the result of the use of this material?
For what age group would you recommend this material?
What do you feel is good about this material?
Did you review the entire material?______
What parts?
Are you aware of the judgment of this material by literary critics?
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What do you believe is the theme of this material?
Are you aware of the instructional purpose in using this work?
What would you like the District to do about this material?
Do not assign or recommend it to my child (children).
Do not assign it to students.
Withdraw it from all patrons of the library.
In its place, what material of equal literary quality would you recommend that would convey
as valuable a picture and perspective?
_________________________________________________
Signature of complainant
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Section 9.24 – Special Interest Materials Selection and Adoption
PROCEDURES
PROCEDURES
Instructional materials including supplementary materials are approved through the
curriculum adoption process outlined in Policy and Procedure 9.22.
No discussions or communications may occur with vendors during an adoption year.
If a vendor tries to engage in discussions with a District employee, the employee
should direct the vendor to the District Education Services Department.
Non-school materials that are passed out in class and sent home with students are
those that originate from the Dysart Unified School District or are directly related to
the District such as Community Education programs, Parent Organization Groups or
Dysart Education Foundation.

All non-District materials require approval from the Public Relations Office. A
list of approved materials, which is updated regularly, can be found online.
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Section 9.26 - Use of Technology Resources in Instruction
PROCEDURES
PROCEDURES
(Safety and use of Electronic
Information Services)
Internet access and E-Mail are available to students and teachers in Dysart Unified School
District. The Internet offers vast, diverse, and unique resources to both students and
teachers. The goal in providing this service is to promote educational excellence in schools by
facilitating resource sharing, innovation, communication and educating minors about
appropriate online behavior, including interacting with other individuals on social
networking websites and in chat rooms, cyber bullying awareness, and response. While the
intent is to make Internet access available to further educational goals and objectives,
students may find ways to access other materials as well. The benefits to students from access
to the Internet, in the form of information resources and opportunities for collaboration,
exceed any disadvantages; parents and guardians of minors are responsible for setting and
conveying the standards their children should follow when using media and information
sources.
Filtering, monitoring, and access controls shall be established to:
Limit access by minors to inappropriate matter on the Internet and World Wide Web.
Monitor the safety and security of minors when using electronic mail, chat rooms, and
other forms of direct electronic communications.
Monitor for unauthorized access, including so-called "hacking", and other unlawful
activities by minors online.
Restrict access by minors to materials harmful to minors.
Parents may request that their children refrain from using the Internet for educational
purposes. Alternative activities and/or resources for their children will be provided.
Content
Filtering
A content filtering program or similar technology shall by in use on the EIS. The technology
shall at a minimum limit access to obscene, profane, sexually oriented, harmful, or illegal
materials. The District may also limit access to materials that do not support the
educational goals of the District. Should a District adult employee have a legitimate need
to obtain information from an access-limited site, the Superintendent may authorize, on a
limited basis, access for the necessary purpose specified by the employee's request to be
granted access.
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Monitoring
As a means of providing safety and security in direct electronic communications and to
prevent abuses to the appropriate use of electronic equipment, all computer access to the
Internet through the District EIS shall be monitored periodically or randomly through in-use
monitoring or review of usage logs.
Access
Control
Individual access to the EIS shall be by authorization only. Designated personnel may
provide authorization to students and staff who have completed and returned a user
agreement. The Superintendent may give authorization to other persons to use the EIS.
Prior to using the District’s electronic information services, all users must sign an Electronic
Information Systems (EIS) use agreement. The EIS Use Agreement is included in the
Student Handbook and distributed at the beginning of each school year. Parents of students
must also sign the agreement
Acceptable
Use
Each user of the EIS shall:
Use the EIS to support personal educational objectives consistent with the educational
goals and objectives of Dysart Unified School District (DUSD).
Agree not to submit, publish, display, or retrieve any defamatory, inaccurate, abusive,
obscene, profane, sexually oriented, threatening, racially offensive, or illegal material.
Immediately inform their supervisor if inappropriate information is mistakenly
accessed.
Abide by all copyright and trademark laws and regulations.
Not reveal home addresses, personal phone numbers or personally identifiable data
unless authorized to do so by designated school authorities.
Understand that electronic mail or direct electronic communication is not private and
may be read and monitored by school employed persons.
Not use the EIS in any way that would disrupt the use of the EIS by others.
Not use the EIS for commercial or financial gain, political lobbying, or fraud.
Follow the District's code of conduct.
Not attempt to harm, modify, add, or destroy software or hardware nor interfere with
system security.
Understand that inappropriate use may result in cancellation of permission to use the
EIS and appropriate disciplinary action up to and including expulsion for students.
Publish information/student work only on DUSD servers or District approved web
hosting vendors. Users placing information on the Internet using the District's EIS
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are publishing information on behalf of the District.
Be responsible for the appropriate storage and backup of their data.

Only download plug-ins for the purpose of enhancing the visual appeal of educational
websites (i.e. Shockwave, RealPlayer, Quicktime, Flash, etc.).
Use of EIS for information collection purposes (online surveys, email, etc.) must follow
existing District policies and have appropriate administrative approval.
In addition, acceptable use for District employees is extended to include requirements to:
Maintain supervision of students using the EIS.
Agree to directly log on and supervise the account activity when allowing others to use
District accounts.
Take responsibility for assigned personal and District accounts, including password
protection.
Take all responsible precautions, including password maintenance and file and
directory protection measures, to prevent the use of personal and District accounts and
files by unauthorized persons.
Unacceptable
Uses:

share their Dysart network credentials with any other individual.

use their own computing devices to access the Internet via personal Wi-Fi accounts or
by any manner other than connecting through the secure wireless connection provided
by the school system.
connect or install any computer hardware, hardware components or software, which is
their own personal property to and/or in the District's EIS without the prior approval
of the District Information Technology Department.
post information that could cause damage or pose a danger of disruption to the
operations of the EIS or the District.
access the network for any non-educational purposes.
gain or attempt to gain unauthorized access to the files of others, or vandalize the data
or files of another user.
download and use games, files, documents, music, or software for non-educational
purposes. (i.e. Shockwave games/animations, audio and other visual files.)
possess any data, which may be considered a violation of these procedures, in paper,
magnetic (disk), or any other form.
display name or photo to personally identify an individual without receiving written
permission.
reveal full name, address, phone number, or personal email without permission from
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an adult.
plagiarize works that are found on the Internet or any other electronic resource.
harass, insult, attack others or use obscene language in written communications.
post anonymous messages.
use free web based email, messaging, video conferencing, or chat services without
written permission from DUSD Information Technology.
Resource
Limitations:
Activities that are deemed by the network supervisor to cause unreasonable demand
on network capacity or disruption of system operation are prohibited.
Users shall subscribe only to high quality discussion groups or mailing lists that are
relevant to their education or career development.
Users shall not use the District's EIS for commercial purposes or financial gain. This
includes the creation, development and offering of goods or services for sale, and the
unauthorized purchase of goods or services. All District approved purchases will be
made following District approved procedures.
The District's portable information systems and educational technology resources such
as notebook computers, peripherals, and/or companion devices, will be at the school
sites during school hours.
Personal Responsibility: Users will report any misuse of the EIS to the administration or
system administrator. Fees and expenses incurred by use of services and products without
District authorization will be at the personal expense of the user. Users are ultimately
responsible for any activity that occurs on the computer or electronic device when logged on
to District computers or electronic devices under their log-in.
Network Etiquette: Users are expected to abide by the generally acceptable rules of network
etiquette. This includes use of appropriate language, no abusive messages, and respect for
privacy. Users will not use the EIS in any way that would disrupt the use of the systems by
others. Users will observe considerations such as brevity, use of correct spelling and ease of
understanding, use of short and descriptive titles for articles. Users will post only to known
groups or persons.
Staff Responsibilities: Staff members who supervise students, control electronic equipment,
or otherwise have occasion to observe student use of said equipment shall make reasonable
efforts to monitor the use of this equipment to assure use or activity conforms to electronic
resources guidelines and is consistent with the mission and goals of the District. Staff should
make reasonable efforts to become familiar with electronic resources and its use so effective
monitoring, instruction, and assistance may be provided. Staff should report any misuse to
their supervisor.
District Responsibilities: Dysart Unified School District specifically denies any
responsibility for the accuracy of information. While Dysart Unified School District will make
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an effort to ensure access to proper materials, the user has the ultimate responsibility for
how the EIS is used and bears the risk of reliance on the information obtained. Messages
relating to or in support of illegal activities will be reported to the appropriate
authorities. The District reserves the rights to monitor, inspect, copy, review and store
without prior notice any and all usage of:

the network

user files and disk space utilization

user applications and bandwidth utilization

user document files, folders, and electronic communications

email

internet access

any and all information transmitted or received in connection with network and/or
email use operated by or through District resources
Information files will be the property of the District, and no user will have any expectation
of privacy regarding such materials. The District reserves the right to disclose any electronic
message to law enforcement officials or third parties as deemed appropriate. Archives of
email are maintained for the purpose of public disclosure requests and disaster
recovery. Barring power outage or intermittent technical issues, backups are made of staff
and student files on District servers for recovery of accidental loss of deleted files. Recovery
is not guaranteed.
Filtering software is used to make it more difficult for objectionable material to be received
or accessed through District resources. However, filters are not infallible. The ability to
access a site does not mean otherwise objectionable material falls within the District’s
acceptable use requirements. Every user must take responsibility for use of the network and
Internet and avoid objectionable sites or materials. Any inadvertent visit to an objectionable
site must be reported to the user’s supervisor immediately.
Personal Devices
The District reserves the right to enforce any reasonable security measures deemed
necessary to mitigate data leakage and protect students. This includes remotely deleting
the contents of mobile devices connected to the District email system when deemed necessary,
e.g., when a password is incorrectly entered more than 10 times. The deletion may include
District and personal contacts, pictures, etc. It also includes enforcing the use of a
password/pin to access the mobile device and restricting the use of applications that may be
a security risk.
Using a personal device or computer for school District business can result in a requirement
that the device be submitted for examination or search if a public records request is received
concerning information related to governmental conduct or the performance of any
governmental function that may be stored on a personal device.
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Violations of Acceptable Use:
The failure of a staff member, student, or any other person to comply with these guidelines
while using the District’s electronic resources may result in restricted access up to and
including a complete denial of access and/or disciplinary action. Any reasonable belief user
activity has violated these guidelines should be reported to the school, program, or
department administrator responsible for supervision of the use in question.
Each user will be required to sign an EIS user agreement. A user who violates the provisions
of the agreement will be denied access to the information services and may be subject to
disciplinary action. Accounts may be closed and files may be deleted at any time. The
District is not responsible for any service interruptions, changes, or consequences.
Details of the user agreement shall be discussed with each potential user of the electronic
information services. When the signed agreement is returned to the school and/or District
office, the user may be permitted use of EIS resources through District equipment.
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PROCEDURES
PROCEDURES
User Agreement
Details of the user agreement shall be discussed with each potential user of the electronic
information services. When the signed agreement is returned to the school and/or District
office, the user may be permitted use of electronic information services (EIS) resources.
Terms
and
Conditions
Acceptable use. Each user must:
Use the EIS to support personal educational objectives consistent with the educational
goals and objectives of Dysart Unified School District (DUSD).
Agree not to submit, publish, display, or retrieve any defamatory, inaccurate, abusive,
obscene, profane, sexually oriented, threatening, racially offensive, or illegal material.
Immediately inform their supervisor if inappropriate information is mistakenly
accessed.
Abide by all copyright and trademark laws and regulations.
Not reveal home addresses, personal phone numbers or personally identifiable data
unless authorized to do so by designated school authorities.
Understand that electronic mail or direct electronic communication is not private and
may be read and monitored by school-employed persons.
Not use the EIS in any way that would disrupt the use of the EIS by others.
Not use the EIS for commercial or financial gain, political lobbying, or fraud.
Follow the District's code of conduct.
Not attempt to harm, modify, add, or destroy software or hardware nor interfere with
system security.
Understand that inappropriate use may result in cancellation of permission to use the
EIS and appropriate disciplinary action up to and including expulsion for students.
Publish information/student work only on DUSD servers or District approved web
hosting vendors. Users placing information on the Internet using the District's EIS
are publishing information on behalf of the District.
Be responsible for the appropriate storage and backup of their data.
Only download plug-ins for the purpose of enhancing the visual appeal of educational
websites (i.e., Shockwave, RealPlayer, Quicktime, Flash, etc.).
Use of EIS for information collection purposes (online surveys, email, etc.) must follow
existing District policies and have appropriate administrative approval.
In addition, acceptable use for District employees is extended to include requirements to:
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Maintain supervision of students using the EIS.
Agree to directly log on and supervise the account activity when allowing others to use
District accounts.
Take responsibility for assigned personal and District accounts, including password
protection.
Take all responsible precautions, including password maintenance and file and
directory protection measures, to prevent the use of personal and District accounts and
files by unauthorized persons.
Unacceptable
Uses:
Users may not connect or install any computer hardware, hardware components or
software, which is their own personal property to and/or in the District's EIS without
the prior approval of the District Information Technology Department.
Users shall not post information that could cause damage or pose a danger of disruption
to the operations of the EIS or the District.
Users shall not access the network for any non-educational purposes.
Users will not gain or attempt to gain unauthorized access to the files of others, or
vandalize the data or files of another user.
Users will not download and use games, files, documents, music, or software for noneducational purposes. (i.e. Shockwave games/animations, audio and other visual
files.)
Users will not possess any data, which may be considered a violation of these
procedures, in paper, magnetic (disk), or any other form.
Users will not display name or photo to personally identify an individual without
receiving written permission.
Users will not reveal full name, address, phone number, or personal email without
permission from an adult.
Users shall not plagiarize works that are found on the Internet or any other electronic
resource.
Users will not harass, insult, attack others or use obscene language in written
communications.
Users will not post anonymous messages.
Users may not use free web based email, messaging, video conferencing, or chat
services without written permission from DUSD Information Technology.
Resource
Limitations:
Activities that are deemed by the network supervisor to cause unreasonable demand
on network capacity or disruption of system operation are prohibited.
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Users shall subscribe only to high quality discussion groups or mailing lists that are
relevant to their education or career development.
Users shall not use the District's EIS for commercial purposes or financial gain. This
includes the creation, development and offering of goods or services for sale, and the
unauthorized purchase of goods or services. District approved purchases will be made
following District approved procedures.
The District's portable information systems and educational technology resources such
as notebook computers, peripherals, and/or companion devices, will be at the school
sites during school hours.
Personal responsibility. I will report any misuse of the EIS to the administration or
system administrator, as is appropriate.
I understand that many services and products are available for a fee and acknowledge my
personal responsibility for any expenses incurred without District authorization.
Network etiquette. I am expected to abide by the generally acceptable rules of network
etiquette. Therefore, I will:
Be polite and use appropriate language. I will not send, or encourage others to send,
abusive messages.
Respect privacy. I will not reveal any home addresses, or personal phone numbers, or
personally identifiable information.
Avoid disruptions. I will not use the EIS in any way that would disrupt the use of the
systems by others.
Observe the following considerations:
Be brief.
Strive to use correct spelling and make messages easy to understand.
Use short and descriptive titles for articles.
Post only to known groups or persons.
Services.
The Dysart Unified School District specifically denies any responsibility for the accuracy of
information. While Dysart Unified School District will make an effort to ensure access to
proper materials, the user has the ultimate responsibility for how the EIS is used and bears
the risk of reliance on the information obtained.
I understand and will abide by the provisions and conditions indicated. I understand that
any violations of the above terms and conditions may result in disciplinary action and the
revocation of my use of information services.
Name (printed) ___________________________________________________________
Signature
______________________________________ Date
School/Department ________________________________
__________________
Grade (if a student) ______
Note that this agreement applies to both students and employees.
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The user agreement of a student who is a minor must also have the signature of a parent or
guardian who has read and will uphold this agreement.
Parent
or
Guardian
Cosigner
As the parent or guardian of the above named student, I have read this agreement and
understand it. I understand that it is impossible for the Dysart Unified School District to
restrict access to all controversial materials, and I will not hold the District responsible for
materials acquired by use of the electronic information services (EIS). I also agree to report
any misuse of the EIS to a District administrator. (Misuse may come in many forms but can
be viewed as messages sent or received that indicate or suggest pornography, unethical or
illegal solicitation, racism, sexism, inappropriate language, or other issues described in the
agreement.)
I accept full responsibility for supervision if, and when, my child's use of the EIS is not in a
school setting. I hereby give my permission to have my child use the electronic information
services.
Parent or Guardian Name (print) _____________________________________________
Signature
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Section 9.27 - Field Trips
PROCEDURES
PROCEDURES
Field trips must be planned within the context of the school program and must be appropriate
for the age level and curriculum. Before any student is taken from the school grounds on a
field trip, written permission must be obtained from the parents or legal guardians.
Transportation shall be provided only by District school buses and vans, or chartered or
commercial transportation services contracted through the District and can be driven only
by authorized personnel.
Student
Trips
Definition: Student trip means travel made by students and chaperoned by at least two
(2) professional employees (at least one [1] certificated employee) and other authorized
adults. If both female and male students are traveling then one (1) chaperone must be
female and the other male. A student trip must be related to a curricular or extracurricular
activity that is provided by the District or arranged under the direction of the certificated
employee supervising the trip.
Student field trips may be approved when the activity is directly related to ongoing
instruction with defined objectives determined in advance. The activity should supplement,
extend, or enrich the curricular or extracurricular program in a manner that cannot be
achieved on campus.
All student trips shall fall within one (1) of the following categories:
Local: Travel that is completed in a single day (includes destinations that are within
walking distance from a school).
Must be approved by the principal three (3) weeks prior to travel date.
The certificated employee supervising the trip shall obtain written permission
from the parent/guardian before a student may participate.
Overnight: Travel within Arizona that requires overnight accommodations.
Must be approved by the principal, Superintendent (and/or designee) and the
Governing Board four (4) weeks prior to travel date.
The certificated employee supervising the trip shall obtain written permission
from the parent/guardian before a student may participate.
Out-of-state:
Must be approved by the principal, Superintendent (and/or designee) and the
Governing Board four (4) weeks prior to travel date.
The certificated employee supervising the trip shall obtain written permission
from the parent/guardian before a student may participate.
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Foreign:
Must be approved by the principal, Superintendent (and/or designee) and the
Governing Board.
The certificated employee supervising the trip shall obtain written permission
from the parent/guardian before a student may participate.
Approval Procedures
Requests for local student travel (field trip) must be received and approved by the school
principal a minimum of three (3) weeks prior to the travel date. Requests for overnight, outof-state, or foreign student travel must be approved by the principal and submitted to the
assistant superintendent on an overnight/out-of-state student group trip request form. The
form must be received and approved by the assistant superintendent at least four (4) weeks
prior to the travel date.
Information provided on the form shall include:
Name of group
School
Number of students
Number of teachers/sponsors (two [2] minimum required)
Name and identification of teachers/club sponsors and other authorized chaperones
Title of the event/competition
Location (city/state)
Lodging and meal plans
Transportation procedures
Departure (time, day, date)
Return (time, day, date)
Total school day(s) to be absent
Cost per pupil
Funding source(s)
Scholarships available (yes/no)
Parental permission form
Insurance coverage (facilities liability - student's medical)
Itinerary
Educational objectives in connection with adopted curriculum and Arizona State
Standards
Volunteer/chaperone orientation meeting date and time
Financing
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Overnight, out-of-state, and foreign student trips may be funded by student activity funds,
tax credit (extracurricular only), donations, personal funds and/or District budget allocations.
Monies raised from student fund-raising and voluntary donations shall be deposited in the
appropriate student activity account, and, upon vote of the appropriate student group,
student activities monies may be used to defray the cost of student travel for students and
adult chaperones. Money raised through fund-raising, donation and personal funds should
cover the cost of the activity but not exceed the cost of the activity.
Fund-raising activities for the purpose of financing student travel must be approved by the
school principal. Monies collected for a student trip shall not exceed the projected cost of the
trip.
Should District funds alone be insufficient to conduct a local trip, students may voluntarily
participate in fund-raising efforts and/or parents may make voluntary donations to help
defray the cost of travel for all students involved. No student will be denied the opportunity
to participate due to financial hardship. The maximum amount a student will pay for a trip
will be delineated on the Board approved fee schedule.
Pursuant to A.R.S. 15-1241, funds may be accepted from the State Board of Education for the
purpose of supporting student trips to national academic competitions.
Generally, student travel will not be approved without evidence that sufficient funds are
available or accessible to pay for the trip. Nothing herein shall constitute an assurance or
guarantee that a field trip will be approved.
Food Services
The cafeteria management must receive at least a two (2) week notice of a field trip and if
sack lunches are necessary.
Food shall be provided to students within five (5) hours of bus pick up. If a student is picked
up by 7:15 a.m., the student must be fed by 12:15 p.m.
Instruction
Loss of instructional time is classrooms shall be kept to a minimum. The number of school
days missed by students while on an overnight student trip shall not exceed two (2) days.
Exceptions may be approved by the assistant superintendent on a case-by-case basis,
dependent on the trip's instructional value and alignment to the curriculum.
Students not participating in a student trip shall be provided with other instruction at school
aligned to the same instructional objectives as the student trip. Nonparticipation by a
student shall not adversely affect course requirements, grades, or eligibility to participate in
other activities.
Students who exhibit attendance, behavioral, or academic problems may not be allowed to
participate. Final decision will be at the discretion of the principal.
Participation in travel activities where students bear more than an incidental financial
responsibility is voluntary and the activity is not a component of the instructional program.
Parent/Guardian
Permission
District form 9.27 - Parent Permission Slip will be used for all field trips.
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Teachers should also carry the following with them in addition to the parent permission slips:
Copies of the emergency care cards for each attending student, and emergency card for
each chaperone in attendance. (Teachers can keep a copy of cards turned in at the
beginning of the year.)
List of emergency numbers to contact including: school numbers, evening contact if
necessary, transportation contact. (Card can be prepared at the beginning of school.)
Access to a working cell phone.
The certificated employee supervising the trip shall obtain from each participant a written
permission slip signed by the parent/guardian. The permission slip shall contain a brief
explanation of the purpose and value of the field trip, name of the group, name of the activity,
destination, dates and duration of stay, number of chaperones, and fees required. Voice
permission will not be permitted. Electronically transmitted permission forms will be
accepted.
The certificated employee must obtain medical consent forms for each participant signed by
the parent/guardian. The form must accompany the certificated supervisor on the field trip.
Certificated employees are responsible for keeping and dispensing any necessary
medications.
Certificated employees shall supervise all student trips. Spouses, support staff employees,
parents/guardians, and other responsible adults may also serve as chaperones when
approved by the principal. Non-certificated chaperones are under the direction of the
certificated employee supervising the trip. Non-student children of chaperones (certificated,
non-certificated, parents, or volunteers) may not accompany the parents on any school
related trips.
Both male and female chaperones shall accompany students on coeducational overnight trips.
All chaperones are expected to provide close supervision of students and to conduct
themselves according to Governing Board policy and in a manner beyond reproach
throughout the trip. No smoking, alcohol consumption, drugs, or other inappropriate
behavior is allowed. Chaperones are expected to dress professionally according to staff dress
standards.
Chaperones shall not stay in the same rooms with the students on overnight trips. There
must be a clear plan for continuous supervision of students on overnight trips.
The following adult chaperone to student ratios apply to all local, overnight or out-of-state
school related trips:
K-5: Two (2) adults for first five (5) students; additional one (1) adult for next five (5)
students (class of twenty-five [25] equals six [6] chaperones).
6-8: Two (2) adults for first ten (10) student; additional one (1) adult for next ten (10)
students (class of thirty [30] equals four [4] chaperones).
9-12: Two (2) adults for first fifteen (15) students; additional one (1) adult for next ten
(10) students (class of thirty [30] equals four [4] chaperones).
Exceptions must be approved by the Superintendent on a case-by-case basis.
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Transportation
District buses and/or other District vehicles may be used for in-state travel only.
Commercial charter transportation may be used if approved by the school principal.
A bus request form for District transportation must be submitted to the transportation
department at least thirty (30) days prior to the date of the student trip. The bus
request form must be signed by the certificated employee responsible for supervising
the student trip and approved by the school principal. The request must include the
purchase order number or other source of funding.
Request for District transportation for a student trip may be denied if other needs of
the District are of a higher priority.
When District buses are used, at least two (2) chaperones must ride on each bus with
the students. When buses return, staff members are not to leave until all students
have been picked up from the designated pick up area.
District employees must possess a valid Arizona driver license to transport students in
District-owned buses.
Students will use District provided transportation unless the parent/guardian has indicated
on the permission slip that the parent is driving the student.
When a method of transportation other than that provided by the District is used, the District
has no responsibility for ensuring that the driver of the vehicle has a proper license and
insurance. At no time is a volunteer to transport a student in his/her vehicle.
Limitations
Trips unrelated to the educational goals and objectives of the curriculum are not permitted.
Any trips organized by District personnel which involve students of the District must have
appropriate written approval.
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PROCEDURES
PROCEDURES
Field Trip Permission Form
School ___________________________
Date ___/___/___
Parents/Guardians:
Our class will be taking a field trip! We anticipate this to be a fun and educational
experience for our students. Please take moment to review the details of our trip and
provide your consent below:
Field trip date: ___/___/___
Destination: _______________________________
Departure time: ____ a.m./p.m.
Anticipated return time: ____ a.m./p.m.
Learning objective(s): _________________________________________________
________________________________________________________________________
Cost: __________________________________________________________________
Eating arrangements: _________________________________________________
Transportation will be provided by: ___ White Bus ___ School Bus ___ Commercial
Charter - If you will take your child to or pick your child up from the field trip location, please
indicate that below.
Please contact me if you have any questions: (Phone: _____________________ )
Sincerely, ____________________________________________
===================================================
I would like to be a chaperone on this field trip: _____Yes
_____No
I give my consent to have _____________________ attend the above field trip.
(Student's Full Name)
I will provide transportation ___ to the field trip location and/or ___ from the field trip
location.
I realize that the District's liability insurance only covers injury if negligence is proven
against the school district and that in other circumstances, the student's insurance would
provide coverage.
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Medical Release
In case of accident or serious illness, I request that the school trip sponsor contact me at the
number listed below. If I cannot be reached, I hereby authorize the school trip sponsor to
call the doctor indicated below and follow his/her instructions. If it is impossible to contact
this doctor, the school trip sponsor may make whatever arrangements seem necessary.
I have legal custody of my child, and grant permission for any emergency treatment or
hospital services be rendered to said minor under the general or specific direction of Dr.
______________________________________________
Phone __________________ or any
hospital emergency room physician.
Medical Insurance Provider ________________________ Policy Number ___________
Parent/Legal Guardian Name (Please Print) _____________________________________
Home or Cell Telephone ___________________
Work Phone/Ext __________________
Home Address: ___________________________________________________________________
Other emergency contact name: _________________________________________________
Phone: _________________ Relationship to student: _______________________________
Signature of Parent/Legal Guardian: __________________________________
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Section 9.28 – Community Resource Persons/Speakers
PROCEDURES
PROCEDURES
In addition to instructional resources like books, film, and other media, community resource
persons can be valuable contributors to student learning. When considering the use of a
community resource person, teachers need to submit a Guest Speaker Request Form to the
building administrator at least 10 days prior to extending the invitation. The building
administrator will review the request according to the following guidelines:

Teachers are expected to exercise reasonable judgment which takes into account the
chronological, intellectual, or emotional development of the students who will hear
the presentation.

Instructional plans should demonstrate that various approaches or points of view will
be adequately addressed or presented to the students through other speakers,
materials, films books or other media.

The ideas presented and the resource person invited to present them are aligned to
the curriculum.

The speaker is qualified to speak about the topic.
If the building administrator denies the teacher’s request, the administrator must notify the
respective Assistant Superintendent of the denial. If the denial is affirmed by the Assistant
Superintendent, the building administrator must notify the teacher of the denial within 2
days and indicate the reason for the denial on the Guest Speaker Request Form.
In the event the building administrator denies a request for a guest speaker, the speaker will
not be invited to address the class(es) intended unless and until the building administrator’s
denial is reversed by the Assistant Superintendent upon appeal.
Community resource persons and guest speakers are required, upon arrival at the campus,
to check in with the main administration office. At that time, they will be given a copy of the
District’s community resource guidelines. Agreement to make an on-campus presentation
shall be deemed acceptance of and agreement to abide by the District’s guidelines.
Language and behavior of community resource persons should be situationally appropriate
and inoffensive to community standards. The teacher responsible for inviting the resource
person, or any member of the school administration has the right and duty to interrupt or
suspend any proceedings if the conduct of the resource person is judged to be situationally
inappropriate or endangering to the health and safety of students or staff.
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Guest Speaker Request Form
Date ______________
School _____________
Teacher____________________________________________Grade Level ________________
Curriculum Area _______________________________________
Topic Requested ____________
Speaker’s Name________________________________________
Phone #___________________
Organization Represented ________________________________
Fee_____________________
Source of Funding ________________________
Class(es) speaker will
address_____________________________________________________________
How many days will the speaker be in the building?_____________________
How many presentations will the speaker make each day? _____________
Preferred date(s)
Preferred time(s)___________________
Objectives speaker will help teacher meet:
If the speaker is to comment on one side of a controversial topic, how will the other side of
the issue be addressed?
Attach
1.
Copy of instructional plans that utilize the speaker.
2.
Speaker’s resume
___approved
____disapproved
Reason for disapproval________________________________________________________
If this is disapproved, appeal may be made to Assistant Superintendent.
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Section 9.29 – School Volunteers
PROCEDURES
PROCEDURES
Members of the community who want to make a difference in the lives of children and support
educators are encouraged to apply to become a volunteer with the Dysart Unified School
District.
Visitors are individuals who are visiting a school, but not volunteering. Visitors do not need
to be a registered volunteer. This includes parents. All visitors need to follow the District
office and school sign-in procedures.
Volunteers are individuals who volunteer more than five (5) hours per year for any scheduled
pre-arranged activity. Volunteers are persons who are given a scheduled prearranged activity
by a staff member to assist in the school. All potential volunteers - including parents of
students in the Dysart Unified School District - must complete an application, be
fingerprinted and receive clearance through the District office before they can begin
volunteering in any classroom or school activity. This includes field trips. Volunteer
chaperones on overnight field trips or who serve as volunteer athletic coaches must be
fingerprinted, regardless of the number of total hours volunteered.
All volunteers are required to be fingerprinted. Fingerprinting and background checks will
be renewed every five (5) years. Volunteer badges reflect the approval and expiration date of
the application. Volunteers will be provided with a Volunteer Fingerprint Requirement Form
which must be notarized. The Dysart Volunteer Coordinator will take the fingerprints and
notarize the form. Photo identification will be required for proof of identity. A volunteer
candidate will be approved as a District volunteer after clearance has been received from the
Arizona Department of Public Safety, the volunteer orientation video has been viewed and
the Volunteer Handbook has been read. The fingerprint fee will be paid by the District.
After a volunteer is approved, the Dysart Volunteer Coordinator will schedule a meeting for
non-parent community member volunteers to meet the teacher and students with whom they
will be working. A school delegate will meet volunteers at the school where they will be
volunteering, provide a brief tour, and introduce volunteers to the teacher(s) who will help
set up the volunteer schedule in the classroom and discuss the volunteer duties.
When a volunteer discontinues participation in the Dysart Volunteer Program, the ID badge
must be returned to the Volunteer Coordinator or the school secretary.
Dysart Unified School District does not accept high school students as volunteers. All
volunteers must be over 18 years of age.
Dysart works diligently to maintain safe schools. Wearing the photo ID badge is very
important to school safety and the badge must be visible at all times when volunteering. This
will enable the staff to recognize volunteers as a registered volunteer and also identify them
as an important member of the school’s educational team.
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Volunteers may be covered by the District’s liability insurance policy while they are on
campus and working under the direct supervision of the school staff. Volunteers must be
registered at their school site, and a record of volunteer hours must be maintained at the
school office. For this reason, it is very important that all volunteers log in and out of the
attendance computer program each time they volunteer. Volunteers are not covered under
the District’s health and medical benefits or workers’ compensation insurance.
Each volunteer must log in and out at the school office computer each time they come to the
school campus. For security and liability insurance coverage reasons, the District must have
a record showing the days and hours each volunteer works on campus. A special volunteer
attendance computer program has been set up in each school office for volunteers to log their
attendance. Sports volunteers also have access to the computer program to log their volunteer
hours. A record of each volunteer’s hours enables the school to evaluate its volunteer program
and recognize volunteers for their valuable contribution to the District. In order to remain
an active volunteer each year, volunteers will need to log their hours through the volunteer
attendance page.
School volunteers work under the direct supervision of the professional staff at each school
and only with those teachers who have requested the services of the volunteer. The District
is responsible for the education, safety and well-being of each student. Any volunteer whose
actions are not in the best interests of the school or students will not be permitted to continue
to volunteer.
Students rarely exhibit behavior problems while working with volunteers. The schools have
a detailed discipline plan included in the Student and Parent Handbook. The responsibility
for discipline rests with the school staff. Volunteers may not discipline students. Volunteers
should make the teacher aware of any discipline problems that occur while they are working
with a student.
Staff restrooms are located in the school offices and are available to volunteers. Volunteers
are asked not to use student restrooms.
As volunteers work with the school staff and students, information of a confidential nature
may be shared. Issues, challenges, behaviors, problems, and confidential information of
students, their parents, and the staff should never be disclosed to anyone who does not have
a professional right or need to know. Like teachers, volunteers are bound by a code of ethics
to keep confidential matters within the school. Volunteers should not discuss a child’s school
progress or difficulties with the student’s parents. Occasionally, a child might confide in a
volunteer about family matters or personal problems. Volunteers should discuss the child’s
conversation with the teacher or principal in private. If a volunteer suspects child abuse,
concerns must be reported to the principal and Child Protective Services.
Volunteers may never dismiss a student from school. Children who must leave school early
must receive permission from the school office. A parent or guardian must sign the student
out before leaving. Under no circumstances may a volunteer take a student off campus.
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Volunteers are expected to dress appropriately for the school environment. Revealing
clothing, tube tops, tank tops, and short-shorts are not acceptable and volunteers are
required to follow the District dress code.
Volunteers are asked to absent themselves from volunteer duties when they are not feeling
well. They are asked to call in advance to let the teacher know they won’t be coming in at
the scheduled time. Schools are particularly concerned about keeping students and staff
healthy. This is another reason for staying away from school with a contagious illness.
Volunteers are encouraged to carefully consider the commitment they are making. The work
of volunteers is important work. Whether in the classroom, main office, media center or
health office, the staff and students quickly become dependent upon volunteer assistance. It’s
preferable to start out with a few hours per week and gradually build up to more hours or
days than to promise more than can be delivered The District will accept whatever hours are
available to volunteer.
Volunteers are asked to be prompt and consistent. The teacher will be expecting a volunteer
on the days scheduled to volunteer – and so will the children. When volunteers fail to show
up as scheduled, everyone is disappointed. Volunteers can call the school office and leave a
message for the teacher or staff member with whom they work to let them know in advance
if they are unable to volunteer on any given day.
Volunteers are expected to become familiar with the rules and policies of the school where
they volunteer. Supervising teachers can explain the school’s policy for use of telephones,
eating facilities, fire drills and emergency procedures.
Volunteers may not bring non-enrolled children with them to school when volunteering.
Volunteers are an important part of the educational team. The suggestions and opinions of
volunteers are always welcome. It is the professional staff, however, that is held responsible
by law for the decisions that are made regarding the instruction of students and the
management of the school. For this reason, volunteers always work under the direct
supervision of teachers and administrators.
School staff is responsible for everything that goes on in a school building, including student
instruction, safety and discipline. Volunteers supplement and support the program, but may
not:
 Provide the curriculum or teaching plan

Discipline students

Take charge of the classroom for any length of time

Have access to students’ permanent record files (psychological records, grades, health
histories, etc.)

Diagnose student needs

Evaluate achievement

Counsel students
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
Discuss student progress with parents
A volunteer is never considered a substitute for a member of the professional school staff.
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Section 9.30 – Grading/Assessment Systems
PROCEDURES
PROCEDURES
Overview
Student academic grades will communicate academic achievement based on clearly-defined
academic performance standards. Course/grade-level standards will provide the basis for
determining grades for each course and grade level. Grades will be determined by comparing
student work to grade-level standards. Academic achievement will be separated from other
non-academic behaviors when teachers assign student grades.
Quality assessments and properly recorded evidence of achievement will be used when
determining grades on student work. Teachers will use formative and summative
assessments that meet rigorous design criteria (e.g., clear targets, appropriate match of
target and method, appropriate sampling, and lack of bias and distortion). Teachers will use
rubrics, assessment checklists, and other types of scoring guides to communicate
expectations and to provide feedback on various types of student work (e.g., products,
projects, and other performances
The following specific requirements are established:

Parents can access grades and information related to student achievement via the
parent portal, which will be updated by teachers on a weekly basis, and parents will
be informed at least four (4) times a year as to the progress their children are making
in school.

Parents will be alerted and conferred with as soon as possible when a student's
performance or attitude becomes unsatisfactory or shows marked or sudden
deterioration.

Insofar as possible, distinctions will be made between a student's attitude and
academic performance.

At comparable levels, the school will strive for consistency in grading and reporting
except as this is inappropriate for certain classes or certain students.

When grades are given, school staff members will take particular care to explain to
parents the meaning of marks and symbols as they apply to student achievement.

When no grades are given but evaluation is made informally in terms of the student's
own progress, such evaluation will be a realistic appraisal of the skills developed by
the student.

Reports of progress for students qualified for services under the Individuals with
Disabilities Education Act (IDEA) shall be based on their progress in the general
curriculum and shall address whether the progress is sufficient to enable the student
to achieve the goals stated in the student's individualized education program (IEP) by
the end of the school year.
Grading Guidelines K-6
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The purpose of the Grading Guidelines is to provide a shared understanding of grading
practices. They also provide a framework for teachers to measure and report student
mastery of essential concepts, while providing alignment of student grades with student
achievement. Grading guidelines also provide a consistent practice across teachers, grade
levels, and schools.
Below is a list of the current grading guidelines for Kindergarten through 6th grade.


Measurement of individual achievement of learning goals – 60%

Multiple measures of learning provided for students to demonstrate
achievement on skills and concepts taught

Examples include tests, quizzes, writing assignments, projects, labs, or any
rubric based assignments
Measurement of learning processes – 30%

Teacher and peer supported learning activities that take place during class
time

Examples include shared reading, actors theater, group discussions, group
projects

Measurement of learning practice – 10%

Examples include homework
Re-Take Policy:
The time needed for student learning and the amount of intervention required for student
mastery of content varies from student to student. Students need to devote the extra time
and take advantage of the additional support they require until they experience
success. This extra practice may occur in many different ways and take place in various
settings. For example, a student may attend tutoring offered before or after school or a
student may receive support from a parent, sibling or friend who has the content knowledge
to support the learning of the student. A learning website that offers the student additional
practice is also acceptable. If the student provides the classroom teacher with documentation
of this support along with completion of and has completed 80% or more classwork/homework
then that student is eligible to re-test. Guidelines for re-testing are as follows:

Re-test no later than four weeks from the original assessment or no later than the end
of the quarter

Grades reflected in the grade book are the best of all attempts

Documentation of additional practice of tutoring or support

Completed 80% or more classwork/homework
Report Cards/Progress Reports:
Official report cards/progress reports are posted eight times a year (four per semester).
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The District grading scale on report cards reads:
A - 90%
B - 80%
C - 70%
D - 65%
F - below 65%
Grading Guidelines Grades 7-12
The purpose of the Grading Guidelines is to provide a framework for teachers to measure and
report student mastery of essential concepts. Best practices include measuring student
learning in multiple and varied ways in order to calculate a valid student grade. It is critical
that student academic attainment be measured, not by the amount of time a student spends
on learning, but by the level of attainment in terms of the skills and knowledge that student
has mastered. The student then has the ability to apply that knowledge and use it to
problem solve, create and continue to learn and grow.
Assessment:
Assessments account for 80% of a student’s grade. Assessments are assignments and
measures provided for students to demonstrate their achievement on skills and concepts that
have been taught. Assessments include multiple types of assignments that measure
learning over the course of the grading period. Multiple measures may include: multiple
choice tests, benchmark assessments, quizzes, writing assignments, progress monitoring,
projects, labs or any rubric based assignments. Best teaching practices include continual
multiple measures of learning.
At times, if a course includes project based learning assessments, those projects may account
for up to 20% of the assessment component of the total course grade. An example of a project
based assessment: An analysis of geometric shapes in art or a research paper on the history
of calculators. Projects give students the opportunity to practice skills that are complex and
integrated. Projects may require several days or weeks of student work. Several grades
may be assigned to one project required to reflect the essential components of that
project. The combination of those essential project component grades will result or be
combined into one final project grade that can be up to 20% of the assessment component of
a course grade. Students may re-take component portions of a project. As the teacher
monitors students’ progress on project objectives for their grade they may note lack of student
progress insufficiencies in the work and direct students to re-take assignment components
connected with that project. At times, projects are a part of the assessment category and may
account for as much as 20% of a course grade.
All of these assignments (including projects) account for 80% of a student’s grade.
Final Exams:
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Final exams should not account for more than 10% of a student’s grade. Final exams measure
a student’s mastery of all essential content for the semester. Final exams may not be retaken. Final exams are provided for students in December and May. The December
benchmark 2 test may be used as the final exam and may not be retaken.
Projects:
Projects give students opportunity to practice skills that are complex and
integrated. Projects may require several days or weeks of student work. Several grades
may be assigned to one project required to reflect the essential components of that
project. The combination of those grades will result or be combined for one final project
grade.
Students may re-take portions of a project. As the teacher monitors students’ progress on
project objectives for students’ grades, they may note lack of student progress and direct
students to re-take assignments connected with that project.
At times, projects are part of the assessment category and may account for as much as 20%
of a course grade.
Re-Take Policy:
The time needed for student learning and the amount of intervention required for student
mastery of content varies from student to student. Students need to devote the extra time
and take advantage of the additional support they require until they experience
success. This extra practice may occur in many different ways and take place in various
settings. For example, a student may attend tutoring offered before or after school or a
student may receive support from a parent, sibling or friend who has the content knowledge
to support the learning of the student. A learning website that offers the student additional
practice is also acceptable. If the student provides the classroom teacher with documentation
of this support along with completion of and has completed 80% or more classwork/homework
then that student is eligible to re-test. Guidelines for re-testing are as follows:

Re-test no later than four weeks from the original assessment or no later than the end
of the quarter

Grades reflected in the grade book are the best of all attempts

Documentation of additional practice of tutoring or support

Completed 80% or more classwork/homework
Students may continue to re-test for content mastery as long as the practice has been
substantiated. Please note the 1st and 3rd benchmark assessment may be re-taken for
students to earn a higher score.
Classwork/Homework:
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Classwork and homework are the students’ independent practice of skills and concepts
learned in the classroom. Homework should not account for more than 10% of a course
grade. 80% of all classwork needs to be completed in order for students to be eligible for retakes.
AP, IB AND CAMBRIDGE CLASSES:
If a student participates in the AP, IB or Cambridge exam, the student is not required to take
the course final exam. If the score on the AP exam is a 3, the student’s grade will increase by
one letter grade. If a student scores a 4 or 5 on the AP exam, the student will automatically
earn an “A” in the AP course. If the score on the IB exam is a 4, the student’s grade will
increase by one letter grade. If a student scores a 5, 6 or 7 on the IB exam, the student will
automatically earn an “A” in the IB course. If the score on the Cambridge exam is a D, the
student’s grade will increase by one letter grade. If a student scores A, B or C on the
Cambridge exam, the student will automatically earn an “A” in the Cambridge course.
Report Cards/Progress Reports:
Official report cards/progress reports are posted eight times a year (four per semester). Only
the final grades on the first and second semester report cards are recorded on the official
transcript.
The District grading scale on report cards reads:
A - 90%
B - 80%
C - 70%
D - 65%
F - below 65%
Appealing a Grade
Faculty members are vested with the authority to establish course requirements and
standards of performance aligned to District grading guidelines. It is the responsibility of
faculty to articulate and communicate course requirements and standards of performance to
students at the beginning of each course and apply all grading criteria uniformly and in a
timely manner. Final grades submitted by faculty are presumed to be accurate and final. A
student, who has questions about a grade received in a course, should seek to resolve the
issue by first consulting with the instructor.
Grounds for a Grade Appeal
Students can appeal a grade only when they can document that one or a combination of the
following has occurred:

An error in calculating the grade

Failure to follow grading policy

Assignment of a grade based on reasons other than the announced criteria and
standards
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
Assignment of a grade based on factors other than student achievement, e.g., personal
bias

Inconsistent or inequitably applied standards for evaluation of student academic
performance

If the student believes that the grade received is based upon unlawful discrimination,
or sexual harassment, as defined in District policies and procedures, the student
should proceed with the process under these policies
The Appeal Process
When students believe that they have grounds for appealing a grade issued by an instructor
because of an occurrence of one or more of the above mentioned circumstances, the following
procedures must be followed:
The student/parent/guardian must submit a written request to the principal requesting the
grade be reviewed and include the documentation to support the grounds cited for the
request. The student/parent/guardian must attach substantiating documentation that
demonstrates the occurrence of one or more of the above-listed grounds for appeal. The
student must also attach documentary evidence of the level of achievement in support of the
particular grade that the student believes he/she should have been awarded. This must
occur within fifteen (15) days of the submission of the grade for the course. Then, the
principal will forward this request to the instructor. The instructor will provide a written
response, including any appropriate documentation, within fifteen (15) days. The decision of
the grade appeal is final. K-8 students can appeal a quarter or semester grade. High school
students can only appeal a semester grade.
However, if the student believes that the grade received is based upon unlawful
discrimination, or sexual harassment, as defined in District policies and procedures, the
student should proceed with the process under these policies.
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Section 9.32 – Parent Conferences
PROCEDURES
PROCEDURES
K-8 Schools
Parent-teacher conferences are held the first and third quarters of the school year and then
as needed by either the parent or the school beyond this official time. Early release days
designated for the conferences are posted on the District calendar. Every effort is made to
accommodate parents’ schedules for these important conferences. Teachers should make
every attempt to personally conference with each student’s parent(s). Email
communications are not substitutes for face to face or phone conversations. Teachers are
encouraged to accommodate requests for separate conferences. Additionally, if there is an
indication of a possible retention or accelerated promotion, the student retention/accelerated
promotion packet and forms will be utilized.

Each teacher should record attendance for conferences.

Each teacher will submit conference attendance to the school’s principal upon the
conclusion of the conference days.

Building administrators will report conference attendance to the assistant
Superintendent by the end of the week following conferences.
High Schools
Parent-teacher conferences are scheduled on an as-needed basis. Both the parent and the
teacher can request the conference.
High school counselors will implement the following:
Yearly

Meet with all students to review ECAP

Maintain a log of all student/parent contacts (on Counseling tab in Infinite Campus)
Beginning of the Year

Meet with all seniors within first two weeks of school to review credits, provide final
path for graduation, design a path for any credit deficiencies,

Meet with all freshman within first month of school to assure introduction and check
in with them to make certain that their transition to high school has been successful
Throughout the Year
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
Following each 4 1/2 week grading period, meet with all students that have a
cumulative D or F at the marking period. Meet with students within one week of the
end of the 4 1/2 week marking period and contact parents.

Monitor the progress of all seniors toward graduation.

Provide college and career readiness lessons, per ASCA model, in a manner that is
non-disruptive to academic time (e.g. - freshman PE courses). Lessons are to be
instructed per ASCA model and should not total more than three per year / per grade
level as identified in district curriculum through iPlan.
Beginning of Second Semester

Meet with all seniors to review progress toward graduation within first two weeks of
the start of the second semester.
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Section 9.33 – Homework
PROCEDURES
PROCEDURES
Homework is a valuable learning activity and is appropriate at all grade levels. Parents
need to be advised of what is expected of their children and how they can reinforce the
educational value of the assigned work.
Homework can be as follows;

Any assignment not completed during the school day.

Periodic special projects/activities

Intervention that changes deficient performance to performance that meets
acceptable standards.

Reinforcement and mastery of critical skills and concepts. Special emphasis will be
placed on the mastery of basic skills.

Challenge through exploration of concepts and skills that complement and elaborate
those introduced in the classroom.
Feedback from the teacher through correction and clarification of all outside assignments.
Homework should be an independent activity. Homework should never be assigned as a
punishment. Students must be allowed extra time to make up missing work when they are
absent or suspended. For each day they are absent, they have that same amount of days to
make up their assignments. When a homework request has been made, the homeroom
teacher or counselor is responsible to gather all content area assignments. These
assignments will be given to the school office for parent pick up within 24 hours of the
request. Homework is limited to 10% of the overall course grade.
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Section 9.34 – Class Rankings/Grade Point Averages
PROCEDURES
PROCEDURES
The following procedures are to be utilized for class rankings and grade point averages at the
high school level.
Student ranking is computed by using the final grade in all subjects for which credit is
awarded. As final grades are posted for each high school course, they are automatically
included in calculations for class ranking. Weighted G.P.A. is used to determine class rank.
Students’ grade point averages (both weighted and un-weighted) and rank in class are
entered on transcripts.
All grade levels are ranked.
Students not eligible for rank include:

Students with incomplete transcripts. (Counselors review each student’s course
history)

Students who have not completed one full semester at the school.

Students who attend as an ancillary enrollment.
Rankings are accurate based on the most current transcript and available through the parent
portal.
Grade Point Average (G.P.A.)
Numeric equivalents used to calculate Grade Point Average (G.P.A.) are as follows:
Un-weighted (Student has NOT taken any Honors, Advanced Placement or International
Baccalaureate classes)

A = 4 points

B = 3 points

C = 2 points

D = 1 point

F = 0 points
Weighted (Student HAS taken an Honors, Advanced Placement or International
Baccalaureate class)

A = 5 points

B = 4 points

C = 3 points
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

D = 2 points
F = 0 points
The Grade Point Average (G.P.A.) is determined by the sum of the numeric equivalents for
the grades divided by the total number of semester classes. Weighted G.P.A. is used only to
determine class rank. Un-weighted G.P.A. is used for admission to most colleges and
universities and for scholarships at in-state schools.
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Section 9.35 – Honor Rolls
PROCEDURES
PROCEDURES
An honor roll or other academic recognition system is an additional means for encouraging
goal setting by students and for providing recognition of students who have achieved those
goals. Academic achievement will be recognized for students in grades four (4) through eight
(8) at the end of each quarter. Final grades for all classes, including special areas, will be
included in the determination of the following academic recognition systems:

Principals list – All A’s

Honor roll -All A’s and B’s
Academic achievement will be recognized for students in grades nine through twelve through
an academic recognition system at each high school.
Neither student conduct nor attendance is included in the determination of academic
recognition.
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Section 9.36 - Promotion and Retention of Students
PROCEDURES
PROCEDURES
Procedure for Retention of
Elementary School Students
At the end of the first grading period, each teacher in a common school should send to the
principal a list of the students who are experiencing difficulty in their classes. At the
earliest parent conference this must be shared with the parents and recorded in the student's
cumulative folder. The teacher and the parent will discuss ways to assist the student in
attaining expected achievement levels.
At the end of the second and subsequent grading periods, students - including new students
- who achieve below expected grade level standards will be reviewed by the principal and
staff members to consider retention. Parent conferences will be held to inform parents of
the concern and to involve them in this process.
No decision for retention shall be made without parent involvement in a plan of continuous
intervention. Late entries should receive special consideration.
The final recommendation to retain should be made by the teacher. Consultation with the
principal and other staff members, and involvement of parents in all steps of the retention
process are vital. The retention packet and forms must be followed to guide and document
this process.
Third Grade Promotion
The goal of Arizona’s Move on When Reading initiative is to have all grade three students in
Arizona reading proficiently at grade level. In accordance with Arizona State Statutes 15704 and 15-211, the District

provides effective reading instruction, with initial screening; on-going diagnostic and
classroom based reading assessments, and a system to monitor student progress.

submits to the state a comprehensive plan for reading instruction and intervention
across grade kindergarten through grade three.
If data on the third grade statewide reading assessment is available and demonstrates that
a student scored “falls far below” the student shall not be promoted from the third grade.
The Governing Board may promote a student who earns a score of “falls far below” on the
third grade statewide reading assessment only for the following reasons:

the student is an English Language Learner with less than two years of English
instruction

the student has an IEP in reading or language and the pupil’s parents/guardian
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agrees that promotion is appropriate based on the pupil’s IEP

the student is in the process of a special education referral or evaluation for placement
in special education

the student has been diagnosed as having a significant reading impairment, including
dyslexia. “Dyslexia” is defined as a brain-based learning difference that impairs a
person’s ability to read and spell, that is independent of intelligence and that typically
causes a person to read at levels lower than expected.

as otherwise permitted by state law.
Appeal of Teacher Decision to Promote,
Retain, Pass or Fail a Pupil
Pursuant to Arizona Revised Statutes, a parent or student of majority may appeal to the
Board for reconsideration on any placement decision. The student has the burden of proof
to overturn the decision of a teacher to promote, retain, pass or fail the pupil. It must be
demonstrated to the Board that the student has or has not mastered the State Board adopted
standards required for the placement recommended by the teacher. If the Governing Board
overturns the decision of the teacher, a written finding of mastery or non-mastery of the State
Board adopted standards must be adopted by the Governing Board.
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PROCEDURES
PROCEDURES
Competency Requirements for Promotion
The District shall provide an annual written notification to parents or guardians of students
in kindergarten programs and first (1st), second (2nd) and third (3rd) grades that a student
who obtains a score on the reading portion of the Arizona Instrument to Measure Standards
(AIMS) test, or a successor test, that demonstrates the student is reading far below the third
(3rd) grade level will not be promoted from the third (3rd) grade. If the student's school has
determined that the student is substantially deficient in reading before the end of grade three
(3), the District shall provide to the parent or guardian of that student a separate written
notification of the reading deficiency that includes the following information:
A description of the current reading services provided to the student.
A description of the available supplemental instructional services and supporting
programs that are designed to remediate reading deficiencies.
Parental/guardian strategies to assist the student to attain reading proficiency.
A description of the District policies on midyear promotion to a higher grade.
Competency Requirements for Promotion
of Students from Third Grade
The competency requirements for the promotion of a student from the third (3rd) grade shall
include the following:
The student shall not be promoted from the third (3rd) grade if the pupil obtains a
score on the reading portion of the AIMS test, or a successor test, that demonstrates
the students reading skills fall far below the third (3rd) grade level.
The Governing Board may promote a student from the third (3rd) grade if the student
obtains a score on the reading portion of the AIMS test, or a successor test, that
demonstrates the student's reading skills fall far below the third (3rd) grade level for
any of the following good cause exemptions:
The student is a child with a disability as defined in A.R.S. 15-761, and did not
take the AIMS test or a successor test.
The student is a child with a disability as defined in A.R.S. 15-761, has taken
the AIMS test, or a successor test, and has previously been retained in a grade.
The student is English language learner or a limited English proficient student
as defined in A.R.S. 15-751 and has had fewer than two (2) years of English
language instruction.
The student has demonstrated reading proficiency on an alternate assessment
approved by the State Board of Education (SBE).
The Governing Board accepts a parent's or guardian's request for an exemption
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for a student who does not meet any of the good cause exemptions prescribed
above. Within thirty (30) days after receipt of notification the student will not
be promoted from the third (3rd) grade, a parent or guardian may submit a
written request to the Governing Board for an exemption in accordance with this
item. The written request shall include documentation showing that promotion
of the student is appropriate based on the student's academic record and shall
include:
Academic progress reports.
Student's Individualized Education Program.
Letters from the student's teacher(s) and the principal of the school
recommending the pupil be promoted from the third (3rd) grade.
The Governing Board shall issue a written acceptance or rejection
of the parent's or guardian's exemption request within thirty (30)
days after receipt of the parent's or guardian's request.
Intervention and remedial strategies developed by the State Board of Education
(SBE) for students who are not promoted from the (3rd) grade. The Governing
Board shall offer at least one (1) of the intervention and remedial strategies
developed by the SBE. The parent or guardian of a student not promoted from
the (3rd) grade and the student's teacher(s) and principal may choose the most
appropriate intervention and remedial strategies that will be provided to that
student. The intervention and remedial strategies developed by the SBE shall
include:
A requirement the student be assigned to a different teacher for reading
instruction.
Summer school reading instruction.
Intensive reading instruction in the next academic year that occurs
before, during, or after the regular school day, or any combination of
before, during and after the regular school day.
Online reading instruction.
Provide for universal screening of pupils in preschool programs, kindergarten
programs and grades one (1) through three (3) that is designed to identify
students who have reading deficiencies in accordance with A.R.S. 15-704.
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Section 9.37 - Make Up Opportunities
PROCEDURES
PROCEDURES
Make up work is defined as any assignments or tests students need to complete due to an
excused absence. Students will be allowed the same amount of days equal to the number of
excused absence days to make up assignments for full credit.
When a student provides a written statement signed by a parent or guardian that the student
will be or was absent, each teacher will be notified and the following procedure will apply:
Each teacher will provide the student's assignment(s) and any handouts or materials
necessary for accomplishment of such assignment(s), allowing a minimum make up
period of one (1) day for each day absent.
It will be the responsibility of any student who misses a laboratory assignment or test
to arrange with the teacher a mutually convenient time to perform the laboratory
assignment or to take the test.
Adjustments may be made when it is in the best interest of the student(s).
It will be the student's responsibility to ask for make-up work and to arrange for a time
to make up tests when the student returns.
If the teacher is unable to supply the student with a make-up assignment, the student
will not be held responsible for that make up assignment.
The student has the responsibility to work with the teacher to develop a plan for
making up homework and tests.
If work is not turned in by the time the assignment is due, and the student fails to
provide an acceptable explanation of the extenuating circumstances that would merit
an extension, the teacher may reduce the grade on the assignment or withhold credit
on the assignment.
When a student has been absent for illness, ample time will be given for make-up work
once the student returns to school.
In situations where the student will be absent for more than three (3) days, due to
illness (i.e., chicken pox, measles, etc.), or when the parent notifies the office that the
student will be absent more than one (1) week for other reasons (e.g., vacation),
teachers may provide required assignments in advance or send assignments to the
student.
These procedures apply to excused absences including when students are
absent because of the application of pesticides.
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Section 9.38 - Acceleration
PROCEDURES
PROCEDURES
The accelerated promotion packet and forms must be followed to guide and document this
process. The accelerated promotion packet can be found on the District website.
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Section 9.39 - Graduation Requirements
PROCEDURES
PROCEDURES
(Determining Competency for Graduation Credit)
Determination and verification of student accomplishment of subject-area course
requirements and/or competencies for graduation credit shall be the responsibility of a
subject-area teacher and, at a minimum, shall be in accord with the following:
 The student shall have successfully completed the subject-area course requirement
incorporating the standards and competencies adopted by the State Board of
Education from the course of study as determined by the Governing Board in accord
with the District's designated grading system; or
 As an alternative to completing the course requirements, a student may request, upon
a showing of familiarity with the subject matter of the course, an examination on the
competencies of the course. The student may take an examination on a particular
course one (1) time only in an academic year. The examination shall be prepared by
a teacher of the subject matter who is designated by the Superintendent. To receive
graduation credit, the student must demonstrate accomplishment of the standards
and competencies adopted by the State Board of Education and the Governing Board,
respectively. Demonstration of accomplishment of the skills and competencies shall
be determined in accord with accepted practices in evaluation of students. A copy of
the test results, verified by the appointed teacher, shall be filed with the student's
records.
 In order to qualify for a Dysart diploma, the student’s last credit earned must be earned
in a Dysart Unified School District school.
See High School Course Selection Guide at www.dysart.org.
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
Section 9.40 – Early Graduation
PROCEDURES
PROCEDURES
EARLY GRADUATION
Early high school completion may be granted by high school principals in order to meet
career goals for selected students. Procedures for applying for early graduation are
included in the High School Course Selection Guide and “Early Graduation Request” forms
are available in each high school’s counseling office.

Students who wish to graduate early must confer with their counselor, meet all
graduation requirements, and submit their request in writing on the appropriate
form.

The counselor will verify that graduation requirements have been met.

The school principal will evaluate the request and approve based on individual
needs of the student.

Early graduation transcripts will be available upon completion of requirements. The
awarding of diplomas will occur when all graduation requirements have been
met. Diplomas can be requested through the District school where students earned
their last credit.

Transcripts verifying credits completed online or through other outside options must
be submitted to the home high school registrar two weeks prior to the graduation
date.
Diplomas
Students request diplomas from the District school where they completed their last credit.
See High School Course Selection Guide at www.dysart.org.
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Section 9.43 – Test/Assessment Administration
PROCEDURES
PROCEDURES
Tests and assessments shall be administered to students to measure student learning and
progress. Assessments are of five types: state-required, District-required, program-required,
classroom-based and external. State- and District-required assessments are developed and
administered under the supervision of the Department of Curriculum, Instruction and
Assessment. Program-required assessments may be under the supervision of several
departments, including Federal Programs or Special Education. Voluntary assessments may
be offered to schools or classes from time to time as opportunities arise and must be reviewed
and approved by the Assistant Superintendent prior to use with students.
The Department of Curriculum, Instruction and Assessment will be responsible for
overseeing the administration plan for state tests required for graduation. The plan is to
include the following:
1. The graduation requirements;
2. The state tests required for graduation that the District is required to use;
3. The opportunities for remediation for a student who has not passed the state tests
required for graduation;
4. The process for requesting an additional testing opportunity and accommodations for
a senior who has met all other graduation requirements but has not passed one or
more state required tests;
5. The method to report breaches in test security procedures to the District and the
Arizona Department of Education; and
6. Procedures for meeting the needs of ELL students, students who require an IEP, or
students who require Section 504 accommodations.
When administering state tests that may be required for graduation, the District will observe
the following security measures:
1. All test booklets, answer sheets, and test materials will be placed in locked storage
before and after the test administration. No copies of test booklets or answer sheets
will be made; and
2. The District will report any violations of test security to the Arizona Department of
Education. The Arizona Department of Education will receive reports of violations of
test security from anyone with knowledge of such an incident.
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Section 9.44 – Evaluation of Instructional Programs
PROCEDURES
PROCEDURES
Regular evaluation of the educational program and instructional processes will be conducted
under the direction of the department of accountability and research. Evaluations will be
scheduled according to a three to five year cycle aligned to the District strategic plan and the
District curriculum cycle. Procedures include the following steps:
Develop a steering committee to guide the evaluation.
Organize a steering committee to establish specifications of the program evaluation. The
committee should include individuals who have the needed expertise. The job of the steering
committee includes:
Discussing the key questions to be answered by the evaluation.

What are the characteristics and distinctive features of the program to be evaluated?

How will the results of the evaluation be used?

What data and information are currently available?

What critical new information is needed?

What resources will be needed to conduct the evaluation? What are the time limits?

When are the results needed?

What decisions might be based on the evaluation? Who should be involved in making
the decisions?

Will the data collected adequately answer the questions asked about the program?

What forms of staff development (administrative, professional, support staff, etc.) are
necessary to support effective implementation of the program?
Organizing the effort, deciding who is to do what.
Conducting or directing information-gathering activities.
Analyzing the information so that it can be summarized and recommendations can be
developed.

Select the focus for the program evaluation. After the committee selects the purpose
of the evaluation, focus and narrow the scope of the evaluation. The focus should
include how the program increases student achievement. The following are possible
areas to focus on:

Views of the staff involved with the program.

Comparison of actual program results with expected results.
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
Reviews of currently available student achievement data or other data.

Evaluation of the current instructional materials or proposed new materials for
the program.
o
Obtain the views of those affected by the program.

Evaluation of student effort toward learning.

Comparison of the current program with its actual program design or original
goals.

Professional evaluation of the program by (external, non-District) colleagues.

Comparison of the program with similar programs in other schools or Districts.

Comparison of program participant performance to nonparticipant performance at
similar schools within the District.

Where applicable, evaluate the effectiveness of staff development on student
achievement.

Select the information sources that will be needed for the program evaluation. If and
when possible, triangulate information. Determine the types of data needed to achieve
the purposes of the evaluation. Select the best quantitative and qualitative
information sources that will inform the evaluation and the decision making process.

Establish a management plan or detailed schedule for the evaluation. The steering
committee should list the steps of the evaluation and place a target completion date
next to each step. The committee should indicate any necessary resources for each
step, this includes money, time, and personnel. While steps are ordered logically, not
every evaluation will proceed in a strictly sequential manner. Data collection forms
must also be developed and checked in time for administration, and the data analysis
procedures must be identified to ensure that the correct data was collected. Questions
to consider while developing the management plan:

What information is required to answer the program evaluation question?

What data will be collected and what are the data sources?

How will the data be collected (mailed survey, one-on-one interviews, observation,
student files, student achievement data on the District mainframe system, etc.)?

How large a sample will be needed, and how will they be identified?

Who will collect the data and how long will data collection take

Who will analyze the data, and how long will it take

What will it cost in time and resources?

What resources are available that can be utilized?

Who needs to review the rough draft?

What will the final report look like?

When is the report due?
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
Develop or select the instruments or forms for collecting quantitative and qualitative
information.

Develop a data collection plan of action to obtain or develop the necessary data
collection instruments.

What data collection/scoring/analysis instruments and procedures already exist
that can be used as examples?

What data has already been collected that can be used?

How will new information be collected?

What scoring strategies should be utilized?

What data will be needed to answer the evaluation questions?

Who needs to provide information?

How long will it take?

Collect the information.

Analyze the information, summarize the results and make recommendations.


Gather the data collected and determine that it is valid, accurate, and reliable.

Summarize the data.

Develop a list of recommendations based upon the results.

Make valid and justifiable recommendations for program change or continuation.

Recommendations
implemented.

Program modifications/changes may be integrated with other existing programs.
should
be
practical,
efficient,
and
capable of
being
Prepare the initial report.

Key stakeholders should review the draft evaluation report to confirm its validity
and inclusiveness prior to finalization.

Share the final evaluation with stakeholders in the evaluation.

Develop a follow-up action plan. An effective action plan should answer the following
questions:

What will the plan accomplish (the objectives)?

What activities are needed to achieve the objectives?

Who will be responsible for carrying out the activities?

What is the target completion date for each activity?

What will serve as evidence of success for each activity?

What further staff development is needed to support the program?
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Section 9.46 - School Ceremonies and Observances
PROCEDURES
PROCEDURES
(Religion in Relation to Holiday
Observances in the Schools)
General
Guidelines
District administrators and teachers must remain sensitive to the concerns of individuals as
well as to the underlying issues in the delicate area of the relationship between public
education and religion. This regulation has been developed to address some of these
concerns consistent with guidance available from the United States Supreme Court first
amendment decisions, other legal interpretations as well as best practice.
The Supreme Court has developed a three (3)-point test for determining when governmental
activity falls within the constitutional boundaries:
The activity must have a secular purpose.
The primary effect of the activity must be one that neither advances nor inhibits
religion.
The activity must not foster an excessive governmental entanglement with religion.
In addition, Dysart Unified School District No. 89 prescribes an additional two (2)-point test:
How does this activity serve the academic goals of the course or the educational mission
of the school?
Will any student or parent be made to feel like an outsider by this activity? Are there
alternative activities/choices?
Curriculum
Activities
and
Classroom
The curriculum may include factual and objective teaching about religion and religious
freedom focused on the role religion has played in history and cultural and national heritage.
However, materials or activities that either inhibit or promote religion cannot be included in
curricular offering and any materials or supplemental resources used in such activities must
be Board-approved.
Students may be taught the origins, histories, traditions and generally accepted meanings of
religions and religious holidays, provided the information is factual and objective.
Students should not be asked to profess, disclose, or explain personal or family religious
belief, practice or observance.
Staff must remain neutral about religion.
students in religion or nonreligion.
Religious
Symbols
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Religious symbols may be used as a teaching aid or resource if displayed temporarily and
objectively as part of instruction about cultural and religious heritage.
Musical
Programs
School groups presenting musical/instrumental programs may use religious music as long as
the total effect of the program is not religious. Religious music should not dominate any
program. Programs should not make a child feel excluded because of his/her religion, nor
should he/she feel forcibly identified with a religion not his/her own.
Holidays
A religious holiday should not be sponsored, celebrated or observed. Religious holidays may
be recognized and objectively studied as part of secular instruction about religion and
religious traditions.
Secular activities relating to legal holidays and holidays with religious origins that have
become secularized are permitted. Christmas and several other holidays have religious
origins. However, many activities associated with these holidays are secular or have become
secularized and are permitted. Activities related to the religious aspects of holidays must
comply with the guidelines set forth in this procedure.
Music, art and literature of various religions from many countries have become part of the
social and cultural heritage associated with religious holidays. Religious music, art and
literature and symbols may be included in holiday activities so long as presented objectively
as examples of the cultural and religious heritage of the holiday. Musical pieces should be
selected and performed as works of art, not as acts of veneration.
Excused Absence
Observance
for
Religious
Absence from class to observe a religious holiday shall be recognized as an excused absence.
Whenever possible, examinations, assemblies, field trips, and other special events should be
scheduled at times other than when students are absent due to observance of a religious
holiday.
Objections to
or Activities
Curriculum
Any objections to curriculum or activities shall be processed under Governing Board Policy
Section 11.12, Public Concerns/Complaints about Instructional Resources.
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Section 9.47 - Animals in Schools
PROCEDURES
PROCEDURES
Animals may be brought into the classroom for educational purposes. However, they must
be appropriately and humanely cared for, and properly handled. Any person who wishes to
bring an animal into the classroom must receive prior permission from the principal. The
following guidelines shall apply to animals in the schools:

Prior to granting permission, teachers should check with the school office regarding
any known allergies among students in the classroom. If allergies exist, parents
must be contacted for further direction.

Animals shall not be transported on school buses.

Teachers must assume primary responsibility for the humane and proper treatment
of any animals in the classroom.

Before an animal is brought into the classroom, parents will be notified and inquired
of regarding any possible health risks to their student.

Only the teacher or students with written parent permission and designated by the
teacher are to handle and/or care for the animals.

If animals are to be kept in the classroom on days when classes are not in session, the
teacher must make arrangements for their care and safety.

Staff members or students who have been bitten by an animal shall report such
incident to the principal immediately. The principal should notify the public health
authorities if the injury merits medical follow-up. Public health authorities should
determine the appropriate action and period of confinement for an animal if an injury
results. Any animal involved in a serious injury must be impounded until
authorization for release is granted by health authorities.
Prior to granting or denying requests to include animals in the school’s instructional
program, the principal will evaluate the following issues:

Whether there is an educational benefit to be gained by the inclusion of the animal in
the instructional program;

Whether there is an appropriate plan for the control of the animal, especially for wild
or poisonous animals;

That any health concerns involving students, staff or other animals have been
thoroughly addressed, for instance allergies, the vaccination status of the animal, if
relevant, or the transmission of disease from the animal;

The animal’s health, safety and well-being have been appropriately evaluated; and

Sanitary issues have been addressed, including the treatment of animal wastes and
the personal hygiene of students or staff who will come in contact with the animals.
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The following procedures are for inclusion of service animals in the classroom:

Service animals are animals that are individually trained to perform tasks for people
with disabilities such as guiding people who are blind, alerting people who are deaf,
pulling wheelchairs, alerting and protecting a person who is having a seizure or
performing other special tasks. Service animals are working animals, not pets.

Use of a service animal by a student with a disability will be allowed in school when
it is determined that the student’s disability requires such use in order to assist or
accommodate access to the instructional program, school services and/or school
activities.

Use of a service animal by an employee with a disability will be allowed when such
use is necessary as a reasonable accommodation to enable the employee to perform
the essential functions of their job or to access benefits of employment provided to all
employees in the same job classification.

The use of a service animal by an individual with a disability will not be conditioned
on the payment of a fee, security deposit or surcharge.
Before a service animal will be permitted in school, on school property or at school sponsored
events, the student’s parent or the employee must provide a description of the task(s) the
service animal is expected to perform in assisting the person with a disability.
The District will provide access to a person with a disability who needs a service animal
provided that the tasks performed by the service animal are directly related to the disability
and the animal has been individually trained to perform a task, is housebroken, is free of
disease and parasites, has a harness, leash or tether so it cannot run free, and is under the
control of the person with a disability.
A service animal must also be licensed and immunized in accordance with city, county and
state laws, regulations and ordinances.
Parents or animal handlers who will be present in school for the purpose of assisting a
student with his/her service animal are required to submit to a sex offender registry and
criminal background check. In addition, parents and handlers must comply with all
standards of conduct that apply to school employees and volunteers.
The principal or District administrator may request an individual with a disability to remove
a service animal from school, a school sponsored activity or school property if the animal is
out of control and the animal’s handler does not take effective action to control the animal.
Examples of the animal being out of control include, but are not limited to the following:

The presence of the animal poses a direct threat to the health and/or safety of others;
i.e, a student may have an allergy to the service animal;

The animal significantly disrupts or interferes with the instruction program, school
activities or student learning. However, annoyance on the part of the others is not an
unreasonable risk to property or others to justify the removal of the service animal;

The presence of the animal would result in a fundamental alteration of any school
program;

The individual in control of the animal fails to appropriately care for the animal,
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including feeding, exercising, taking outside for performance of excretory functions
and cleaning up after the animal;

The animal fails to consistently perform the function(s)/service(s) to assist or
accommodate the individual with the disability;
 The animal is ill; or
 The animal is not housebroken.
If the District excludes a service animal, it will provide the individual with a disability the
opportunity to participate in the service, program or activity without having the service
animal on the premises.
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Section 9.48 - Class Interruptions
PROCEDURES
PROCEDURES
It will be the responsibility of the principal to limit the clerical duties of classroom teachers
as much as possible and to reduce, to a minimum, interruptions of classroom programs.
Teachers should not be called out of their classrooms for telephone calls, salespersons, or
visitors. Exceptions may be made in emergencies. The classroom setting shall not be
interrupted by the use of the interschool communication system unless authorized by the
principal.
These procedures apply to visits, unexpected or otherwise communicated in advance,
for the purposes of extended observations of a teacher/staff member/ or other students
in the classroom, campus areas, playgrounds, etc. When parents/visitors request to
visit the school and/or their child’s classroom or school building during the school day,
the following procedures shall be followed:


The parent/visitor will complete and submit a written request on the Request to Visit
School Form.

The form must be submitted to the school administration at least two business
days prior to the intended visit.

Teacher/Staff member along with school administration will review the request to
determine the educational relevance and appropriateness of the visit.

The administrator will approve or deny the visit based on the review.

If approved, the front office will contact the parent/visitor and review the
classroom visitation guidelines including that the parent/visitor will sign-in at the
front office on the date of their visit.
If not approved, the administrator will contact the parent and discuss alternative
means of gathering the information the parent is seeking, if possible
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PROCEDURES
PROCEDURES
Request to Visit School Form
The parent/visitor will complete and submit a written request. The form must be submitted
to the school administration at least two (2) business days prior to the intended visit.
Teacher/Staff member along with school administration will review the request to determine
or deny the visit based on the review. If approved, the front office will contact the
parent/visitor and review the classroom visitation guidelines including that the parent/visitor
will sign-in at the front office on the date of their visit. If not approved, the administrator
will contact the parent/visitor and discuss alternative means of gathering the information
the parent/visitor is seeking, if possible.
Date: ____________________
Name of Parent/Visitor: ______________________________
Phone Number: _______________________________________
Date of Requested Visit: ______________________________
Duration of Requested Visit: __________________________
Location and Purpose of Requested Visit:
_______________________________________________________________________________
_______________________________________________________________________________
It is the policy of the District to limit class interruptions. It is the responsibility of the
principal to implement this policy.
Parent/Visitor Signature: _______________________________ Date: _________________
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SECTION 10 - STUDENTS
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Section 10.0 – Student Policies Goals / Priority Objectives
PROCEDURES
PROCEDURES
The following procedures are instituted for purposes of establishing a learning environment
conducive to the best learning achievement for each student.
STRATEGIC PLANNING
1. The District will utilize a strategic planning process to work collaboratively with its
stakeholders to define its strategy and to make decisions on allocating resources to
pursue the strategy. The District goal for strategic planning is to identify a clear and
articulated path of excellence for educating students for the new century.
2. Each school site will develop a long-range (3 – 5 year) continuous improvement plan,
including measurable student performance goals and learning environment goals (e.g.
safety, diversity, social skills, parent involvement, facilities, etc.).
3. The school will use input from the school community, student performance
assessment data and school climate measures to identify school needs and set
appropriate school goals.
4. The continuous improvement plan will be aligned to the District strategic plan and
support the District goals.
5. The continuous improvement plan will be reviewed by the District administration for
approval. Progress toward identified goals will be measured and reported to the
parents and the community on at least an annual basis.
6. Progress reports and adjustments to the plan are submitted to and approved by the
school supervisor annually.
Principal Responsibilities for Assuring a Learning
Environment Conducive to Student Achievement
The principal of every school offering instruction in preschool programs, kindergarten
programs or any combination of grades one through twelve is responsible for:
1. Providing leadership for the school.
2. Implementing the goals and the strategic plan of the school.
3. Serving as the administrator of the school.
4. Distributing a parental satisfaction survey to the parent of every child enrolled at the
school.
The parental satisfaction survey shall be distributed at least once each year and shall be
distributed as part of the regular parent communication correspondence.
Student Handbook Committee
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1. A committee of staff, parents and community members will meet annually to review
the expectations for student citizenship and behavior and the possible consequences
if expectations are not met.
2. Revisions to the Student Handbook will be made and published in order to build a
common understanding of responsibilities, rights and district expectations for
establishing a positive and productive school culture.
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Section 10.1 - Equal Educational Opportunities
PROCEDURES
PROCEDURES
To ensure fairness and consistency, the following review procedure is to be used with regard
to issues covered by state and federal equal educational opportunity laws. This grievance
procedure applies to complaints alleging discrimination or harassment carried out by
employees, other students, or third parties against students based on race, color, national
origin, creed, religion, sex, sexual orientation including gender expression or identity,
economic status, marital status, pregnancy, previous arrest or incarceration, the presence of
any sensory, mental or physical disability or the use of a trained dog guide or service animal
by a student with a disability.
Process for Resolution
Anyone with an allegation of discrimination may request an informal meeting with the
compliance officer or designated employee to resolve their concerns. Such a meeting will be
at the option of the complainant. If unable to resolve the issue at this meeting, or at any time,
the complainant may submit a formal complaint to the compliance officer.
Compliance
Officer
The Superintendent shall be the compliance officer. Any person who feels unlawfully
discriminated against or to have been the victim of unlawful discrimination by an agent or
employee of the District or who knows of such discrimination against another person should
file a complaint with the Superintendent. If the Superintendent is the one alleged to have
unlawfully discriminated, the complaint shall be filed with the President of the Board.
Complaint
Procedure
The District is committed to investigating each complaint and to taking appropriate action
on all confirmed violations of policy. The Superintendent shall investigate and document
complaints filed pursuant to this procedure as soon as reasonable. In investigating the
complaint, the Superintendent will maintain confidentiality to the extent reasonably
possible. The Superintendent shall also investigate incidents of policy violation that are
raised by the Governing Board, even though no complaint has been made.
If after the initial investigation the Superintendent has reason to believe that a violation of
policy has occurred, the Superintendent shall determine whether or not to hold an
administrative hearing and/or to recommend bringing the matter before the Board.
If the person alleged to have violated policy is a teacher or an administrator, the due process
provisions of the District's Policy Section 7.46 shall apply, except that the supervising
administrator may be assigned to conduct the hearing. In cases of serious misconduct,
dismissal or suspension proceedings in accordance with A.R.S. 15-539 et seq. may be initiated.
If the person alleged to have violated policy is a support staff employee, the Superintendent
may follow due process and impose discipline under Policy Section 7.64 if the evidence so
warrants. The Superintendent also may recommend a suspension without pay, recommend
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dismissal, or impose other appropriate discipline.
If the person alleged to have violated policy is a student, the Superintendent may impose
discipline in accordance with Policy Sections 10.42, 10.44 and 10.45.
If the Superintendent's investigation reveals no reasonable cause to believe policy has been
violated, the Superintendent shall so inform the complaining party in writing.
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PROCEDURES
PROCEDUES
Complaint Form
(To be filed with the Superintendent Office)
Please print:
Name
Address
Telephone
________________________________________ Date
___________________
_______________________________________________________________
__________ Another phone where you can be reached
__________
During the hours of ____________________________________________________
E-mail address
_________________________________________________________
I wish to complain against:
Name of person, school (department), program, or activity
________________
________________________________________________________________________
________________________________________________________________________
Address
_______________________________________________________________
Specify your complaint by stating the problem as you see it. Describe the incident, the
participants, the background to the incident, and any attempts you have made to solve the
problem. Be sure to note relevant dates, times, and places.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Date of the action against which you are complaining
____________________
If there is anyone who could provide more information regarding this, please list name(s),
address(es), and telephone number(s).
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Name
Address
Telephone Number
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The projected solution
Indicate what you think can and should be done to solve the problem. Be as specific as
possible.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I certify that this information is correct to the best of my knowledge.
____________________________________
Signature of Complainant
The compliance officer, as designated in Section 10.1 Procedures, shall give one (1) copy to
the complainant and shall retain one (1) copy for the file.
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Section 10.2 - School Attendance Areas
PROCEDURES
PROCEDURES
The following procedures will be followed when recommendations are made to the
Governing Board for adopting or changing attendance areas.
a) A public meeting(s) shall be held prior to a Board Meeting in which the
Governing Board votes on school attendance boundary changes, to discuss
attendance boundary changes or adoptions. The public meeting shall not
exceed sixty (60) minutes. During the public meeting proposed attendance
boundary changes, including maps with proposed boundary changes, will be
visually presented. Time shall be granted for public comments regarding the
proposed attendance boundary changes.
b) Notification of the public meeting shall be given by direct mail to the parents
or guardians of the students who will change schools and to the parents or
guardians of the students whose school will be receiving new students and to
all residents of the households within the area affected by attendance
boundary changes.
c) Public meeting notices and proposed maps shall be placed on the school
district's website for public review.
d) Following the Governing Board’s decision regarding the proposed attendance
boundary changes, notification shall be given by posting on the District and
affected school websites and by direct to all residents and parents or guardians
of the affected area as to the decision of the governing board.
e) The attendance boundary maps on the school district's website shall be
updated within thirty (30) days of an adopted boundary change.
f) The District shall send a direct link to the school district's attendance
boundaries website to the department of real estate.
g) If the land that the affected school(s) was built on was donated within the past
five years, the District shall notify the entity that donated the land affected by
the decision of the governing board.
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Section 10.3 - Student Attendance
PROCEDURES
PROCEDURES
The following procedures are instituted for purposes of enforcing the laws regarding
attendance, with consideration for the variables that affect children and families.
Attendance Records
Students are expected to attend all assigned classes each day. Each time a class meets, the
teacher shall check and formally record the attendance of all students assigned to the class.
The name of any absent student shall be entered on the prescribed attendance/absence report
and be submitted to the office.
A master list of student absences will be prepared daily from attendance reports received in
the office.
The school administrator is accountable for assuring that accurate and timely daily records
of student membership and attendance are maintained.
Attendance Procedure – Elementary Absences

A parent/guardian should contact the school’s 24-hours absence reporting line prior to
the beginning of the school day when a child will be absent.

The school will notify parents or legal guardians within two (2) hours after the first
class in order to ensure student safety and in an attempt to document an absence
reason if an appropriate excuse has not been provided

Parents are required to provide a telephone number where they can be reached during
the school day.

Student absences for each grading period will be recorded on the report card.

All unreported absences will be documented as “unknown” absences. Pursuant to ARS
15-803, a child can only be excused when she/he is accompanied by a parent or a
person authorized by a parent.

A parent/guardian is the only person who can verify an unknown absence. Unknown
absences may be verified by the parent/guardian by phone, in person or in writing to
the school office within twenty-four hours of a student returning to school from an
absence.

Any absence that has not been verified by a parent/guardian within twenty-four hours
can be considered unexcused.

A student who independently chooses not to attend school is considered truant. This
is classified as “leaving campus without authorization/unauthorized absence” on the
Discipline Matrix, included in the Parent/Student Handbook.

Arizona Revised Statute 15-803 defines absences as “excessive” when the number of
absent days exceeds 10% of the number of required attendance days. These include
both excused and unexcused absences.
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
When a student is excessively absent, disciplinary action will occur based on the
Discipline Matrix provided in the Parent/Student Handbook.

Parents can be notified by letter when students accumulate 3, 5, and 10 unknown or
unexcused absences or 10, 15 and 18 total absences.
Attendance Procedure – High School Absences
General






A parent/guardian should contact the school’s 24-hour absence reporting line prior to
the beginning of the school day when a child will be absent.
If an appropriate excuse has not been provided, parents or legal guardians, will be
notified if at all possible, within two (2) hours after the first class in which the student
is absent.
Parents are required to provide a telephone number where they can be reached during
the school day.
Student absences for each grading period will be recorded on the report card and on
district attendance forms.
If a student is excused, the parent will need to submit documentation to the
attendance office.
If a student is leaving school early for an appointment, he/she must check out through
the attendance office.
Loss of Credit

A student who is absent from any given class ten (10) or more times, either excused
or unexcused, per semester may not receive academic credit for that class. (A.R.S. 15802, 15-803)

An appeal process is in place for those students who have extenuating circumstances.
Official documentation, such as doctor’s note will be required to file an appeal.

Students who are under the age of 16 and have ten or more absences may be cited to
court for excessive absences.

Parents will be notified by letter when students accumulate 3, 5, 8, and 10 absences.
Tardies

A tardy for high school attendance purposes is defined as any student who is not inside
the classroom when the tardy bell stops ringing.

Students carrying a pass from a school staff member are classified as tardy excused,
and will be sent to class.

Teachers should not hold students so as to cause the student to be tardy in the next
class. Students who are unexcused tardy will be sent to SWEEP. Students in SWEEP
will be provided with academic activities (skills intervention, etc.) until the beginning
of the next class period. Students who are tardy more than 50 percent of the class
period will be considered absent for that period.
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C.U.T.S. (Court Unified Truancy Suppression)

To encourage and improve school attendance, Dysart Unified School District has a
partnership with Maricopa County Juvenile Court. This truancy program is called
C.U.T.S. (Court Unified Truancy Suppression). Arizona State Law (A.R.S. § 15-802
and 15- 803) states that every person who has custody of a child between the ages of
six and 16 years shall make sure the child attends school for the full time school is in
session.

A student that is absent more than 10 percent (18 days) of the required number of
school days per year is considered to have “excessive absences” whether the absence
is excused or unexcused.

When a student has five or more unexcused absences or 18 excessive absences
(excused OR unexcused), the student may be cited to the CUTS Program through the
Juvenile Court.

If the student is cited, an attendance hearing will be held with representatives from
Dysart Unified School District and the Juvenile Court.

Consequences at the hearing may include the following: required attendance of the
parent and the child at an education class (to be held on Saturdays), work hours
assigned to the child, counseling, etc.

The parent may be assessed a $50 Diversion Fee. Failure to complete these
consequences may result in suspension of the child’s driver’s license, or inability to
get a driver’s license until their 18th birthday and/or formal court proceedings.

If convicted in a formal court proceeding, it is a Class 3 misdemeanor punishable by
jail time and/or fine.
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Section 10.4 - Compulsory Attendance Ages
PROCEDURES
PROCEDURES
Every child between the ages of six (6) and sixteen (16) years shall attend a school and shall
be provided instruction in at least the subjects of reading, grammar, mathematics, social
studies, and science. The person who has custody of the child shall choose a public, private,
charter, or home school as defined in A.R.S. 15-802 to provide instruction.
The parent or person who has custody of the child shall do the following:
If the child will attend a public or private school, enroll the child and ensure that the
child attends the public or private school for the full time that school is in session. If
the child attends a school that is operated on a year-around basis, the child shall
regularly attend during school sessions that total not less than one hundred seventyfive (175) school days, or the equivalent as approved by the Superintendent of Public
Instruction.
If the child will attend a private school or home school, file an affidavit of intent with
the County School Superintendent stating that the child is attending a regularly
organized private school or is being provided instruction in a home school, in accord
with A.R.S. 15-802.
If the child will attend home school, the child has not reached eight (8) years of age by
September 1 of the school year, and the person who has custody of the child does not
desire to begin home instruction until the child has reached eight (8) years of age, file
an affidavit of intent pursuant to A.R.S. 15-802 stating that the person who has custody
of the child does not desire to begin home school instruction.
A person is excused from the duties prescribed above if it is shown to the satisfaction of the
school principal or the school principal's designee:
The child is enrolled in an education program provided by a state educational or other
institution.
The child is in such physical or mental condition that attendance at a public school is
inexpedient or impracticable.
The child has completed the high school courses necessary for completion of grade ten
(10) as prescribed by the State Board of Education.
The child has presented reasons for nonattendance at a public school which are
satisfactory to the school principal or the school principal's designee. For purposes of
this paragraph, the principal's designee may be the school district governing board.
The child is over fourteen (14) years of age and is, with the consent of the person who
has custody of the child, employed at some lawful wage-earning occupation.
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The child is an enrollee in a work training, career education, vocational, or manual
training program that meets the educational standards established and approved by
the Department of Education.
The child was either suspended and not directed to participate in an alternative
education program or expelled from school as provided in law.
School Procedures for Enrolling Students
Parents/Guardians must provide the following documentation upon enrollment:
1. Parents/guardians must be present and provide a government issued photo
identification.
2. Immunization Records
All students entering Arizona public schools are required by law to be immunized.
Proof of immunizations or a signed waiver is required at the time of enrollment and
must include the name of the person, the birth date, the type of vaccine administered,
and the month, day and year of each immunization. (A.R.S. § 15-872)
3. Birth Certificate
A birth certificate is required to verify the correct legal name and birth date of the
student. In compliance with federal, state, and district guidelines, all students are
enrolled using the legal name on the student's birth certificate. If there has been a
court-ordered name change, a copy of the court document must be provided at the time
of enrollment. (A.R.S. § 15-828)
.
.
4. Proof of Residency
A.R.S. § 15-802(b) requires school districts to obtain and maintain verifiable
documentation of Arizona residency upon enrollment in an Arizona public school. The
documentation must be provided each time a student enrolls in a school district, and
reaffirmed annually.

Utility Bill (gas, electric, home telephone, water, cable)

Purchase or Escrow Agreement

Lease or Rental Agreement

If an Agreement is being provided as proof of residence and the move-in date
is within 30 days, a utility bill (gas, electric, water) must be submitted as valid
proof of residence upon move-in.

Parents providing Agreements with a move in date exceeding 30 days must
enroll at their home boundary school. Parents can elect to apply for Open
Enrollment.
5. Affidavit of Residency
If the child is residing in the home of a relative or friend, parent/guardian must
provide a notarized Affidavit of Residency from the owner/renter. The owner/renter of
the home must provide the same proof of residency documentation noted above with
the Affidavit.
6. Withdrawal Form from the most recently attended school
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7. Legal guardianship or custody papers are required if applicable:

If an adoption has taken place

If student lives with one custodial parent as the result of a divorce

If the student lives with anyone else, i.e. grandparents, aunt, uncle, sibling,
friends or other relatives
8. Individual learning plans, evaluations, and other related documents
Students receiving special services (special education, gifted, ELL and 504 services)
are encouraged to provide copies of these documents upon enrollment, if available.
9. Support Programs Form
The Support Programs Form is necessary to determine eligibility for potential services
as a homeless individual.
Review the Enrollment Form
1. Forms indicating child has received Special Education Services are forward to School
Psychologist.
2. Forms indicating child has received Gifted Services are forwarded info to the Gifted
Representative.
Review the PHLOTE Form
If a language other than English is indicated, the form is sent to school ELL
Representative.
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Section 10.5 – Entrance Age Requirements
PROCEDURES
PROCEDURES
The following procedures are instituted for purposes of determining whether or not early
admission to special education preschool is in the best interest of a student:
A “preschool child” means a child who is a least three years of age but who has not reached
the age required for kindergarten. A preschool child is three years of age as of the date of the
child’s third birthday. The governing board of a school district may admit otherwise eligible
children who are within ninety days of their third birthday, if it is determined to be the best
interest of the individual child. Children who are admitted to programs for preschool children
prior to their third birthday are entitled to the same provision of services as if they were three
years of age.
Requests for special education preschool services are generally made either through a DDD
(Division of Developmental Disabilities) referring agency or through the District’s Child Find
Process.
Entrance Criteria for Special Education Preschool Services
Student entering with AZEIP Services
Student entering through district
Child Find Process
Dysart receives PEA Notification for Referral Request
from DDD (Division of Developmental Disabilities)
referring agency for each child aging into school based
services through Arizona Early Intervention Plan
(AZEIP)
Parent/Guardian calls district and
schedules free child find screening for
student beginning at age 2.9
AzEIP Transition Meeting
Child Find Screening
Dysart schedules Transition meeting to include:
 Parent
 AZEIP Coordinator/Case manager
 Representative from Dysart Evaluation Team
The Transition team will:
 Discuss current DDD services
 Conduct hearing and vision screening
 Obtain parent survey/questionnaire regarding
student’s developmental history and current
functional performance levels
 Discuss preschool services in Dysart
 Parent has option at this point to opt out of
services
(Transition Team meeting and the RED Meeting can
be held concurrently)
Student attends screening appointment:
Option 1: student demonstrates
appropriate developmental milestones
and does not require a full
psychoeducational evaluation
Option 2: student demonstrates delays in
at least one of five developmental areas
and team obtains permission for a
psychoeducational evaluation to
determine if a developmental delay
exists.
(60 day timeline commences)
Comprehensive Development Assessment
Child is evaluated using multiple measures (listed below) to conduct a Comprehensive
Developmental Assessment:
 Student observation
 Parent interview/Rating scales
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


AZEIP provider interview/Rating scales
Private Day care Rating scales
Standardized testing
Multidisciplinary evaluation team (MET) eligibility determination meeting





MET (including parents) review all evaluation results
MET determines if the child meets the ADE Early Childhood
eligibility
MET determine the need for specially designed instruction
MET determines level of supports and services to be provided by
the IEP team
IEP Development
IEP Team will develop an IEP based on MET Eligibility and student need for specialized
instruction, supports and services
Early Entrance
Determination to start early (or at 2 years 9 months) made based on data obtained through
evaluation process
The following procedures are instituted for purposes of determining competency in the
standards adopted by the State Board of Education for students who are under sixteen years
of age and have not met the requirements for entrance into high school:
Upon request for admission to high school, a student who has not met the requirements for
entrance into high school and is under sixteen (16) years of age must show competency in the
standards of reading, writing, mathematics, science, and social studies as adopted by the
State Board of Education and as determined by a District assessment instrument.
The assessment instrument will be based upon the standards adopted by the State Board of
Education.
The instrument will be prepared or selected by, and the result will be verified by, a
certificated person chosen by the Superintendent.
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Section 10.9 - Admission of Exchange and Foreign Students
PROCEDURES
PROCEDURES
(Guidelines for the Enrollment
of Foreign Students)
Public Law 104-208, "Omnibus Consolidated Appropriations Act, 1997, Section 625 of the
Illegal Immigration Reform and Immigrant Responsibility Act of 1996" (including
Department of State regulations under 22 C.F.R. 62.25) and A.R.S. 15-823 provides certain
guidelines and restrictions for admission of nonresident foreign students and foreign
exchange students at the high school level in grades nine (9) through twelve (12).
These guidelines address foreign exchange students classified as J-1 under the above law.
These students have residence in a foreign country to which they plan to return and are
coming temporarily to the United States as participants in a program that has been approved
by the U.S. Information Agency.
The Superintendent or the Superintendent's designee must identify and develop a list of
foreign student exchange programs for approval and such organizations must be included in
the Council on Students for International Educational Travel (CSIET).
Program Approval for J-1 Foreign
Exchange Students
Approved exchange programs must have a local representative in the Phoenix Metropolitan
area who coordinates, supervises, and monitors placement and progress of foreign exchange
students in the program.
All J-1 foreign exchange students must enroll in the Dysart Unified School District through
an exchange program which has been approved by the Superintendent and is included on the
list of approved sponsoring organizations.
Foreign students in educational exchange programs will be accepted for attendance based on
the following qualifications and conditions:
There must be space available in the host high school. Only two (2) foreign exchange
students will be admitted per year per high school upon approval of the principal.
Approved programs must submit student applications by June 1 to be processed and
approved by the head counselor and the principal no later than August 1 of the year of
attendance and prior to local school enrollment.
Attendance is limited to a maximum of one (1) school year. Partial enrollments of less
than two (2) full semesters are generally not accepted. Placement for either an
academic semester or year, or calendar year program will be determined based on
student request and principal approval.
Students will be accepted generally in grades eleven (11) and twelve (12). Admission
of students below grade eleven (11) will be reviewed and approved on a case-by-case
basis.
Students may not have completed more than eleven (11) years of primary and
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secondary study, exclusive of kindergarten (K), or be at least fifteen (15) years of age
but not more than eighteen years and six months (18 1/2 years) of age as of the program
start date.
Sponsoring organizations must inform the District of any student who has completed
secondary school in his/her home country.
Academic Program Guidelines:
Each student's final schedule is to be determined by appropriate school personnel.
Foreign students are ineligible to take driver's education classes.
Twelfth (12th) grade foreign students are ineligible to receive a high school diploma,
but may earn honorary certificates and may participate in graduation exercises.
Foreign students must be enrolled in an American literature course and a U.S. History
or U.S. Government course.
Students must have adequate English to function without special assistance or
programming for Limited English Language students. An indicator of each student's
English language proficiency is required.
Students must have acceptable academic achievement in their native countries.
A translated and certified copy of the student's transcript with a description of the
curriculum shall be required prior to enrollment.
Each student and/or sponsoring organization must provide the following documents to
the head counselor prior to enrollment:
Current official transcript with appropriate English translation showing courses
taken and grades earned;
VISA;
Evidence of medical insurance that will cover the student while residing in the
U.S.;
Physical examination showing good physical health;
Immunization records;
Permission to participate in interscholastic athletics and other school sanctioned
and sponsored extra-curricular activities if participation is desired and
authorized by the District. The student must meet the requirements of athletic
eligibility.
The sponsoring organization must pay the student fees required of Dysart High School
students.
The host family must live in the Dysart High School attendance area where admission
is sought. Preference will be given to foreign students whose host family has a high
school student attending the high school in which admission is sought. Exceptions to
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the specific school admission may be reviewed on a case-by-case basis by the principal
based upon academic or specific program requests by the student.
The District does not provide foreign students with financial assistance for such things
as class rings, year books, activity cards, lunches, student insurance or student fees.
Each school shall designate a person to be the contact between the school and the sponsoring
organization, to the host family and the District office.
Dysart Unified School District is not certified to accept students with certain visa
classifications through the Student and Exchange Visitor program (SVEP), a part of the
National Security Investigations Division. Therefore, Dysart Unified School District can
only accept Foreign Exchange Students holding a J-1 Visa and attending through an
approved exchange program.
.
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Section 10.10 – Admission of Transfer Students
PROCEDURES
PROCEDURES
The following procedures are instituted for purposes of processing transfer student
admissions:
TRANSCRIPTS FROM ACCREDITED INSTITUTIONS:
Students with official transcripts from institutions with AdvancED accreditation (or similar
regional organizations) will receive credit and letter grades according to those transcripts.
No course begun by a student will be deleted from the transcript; all courses on the transcript
are included in the calculation of the G.P.A.
Advanced credit (weighted grades) will be awarded only for classes that are currently offered
for advanced credit in the Dysart Unified School District.
Classification of credits (core or elective) is subject to District guidelines for transfer of
credits.
HOME-SCHOOLED STUDENTS
Home-schooled student transcripts from an accredited agency will be evaluated on an
individual basis by the school personnel for credit only. No letter grades will be given.
Students without transcripts will be able to receive credit through the “testing out for credit”
process.
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Section 10.11 - Admission of Homeless Students
PROCEDURES
PROCEDURES
Admission
The school selected by the homeless student shall immediately admit the homeless student,
even if the student is unable to produce records normally required for enrollment, such as
previous academic records, medical records, proof of residency, or other documentation.
The enrolling school shall immediately contact the school last attended by the student to
obtain relevant academic and other records.
If the student needs to obtain immunizations, or immunization or medical records, the
enrolling school shall immediately refer the parent or guardian of the student to the liaison
for homeless students, who shall assist in obtaining necessary immunizations, or
immunization or medical records.
Admission
Disputes
If a dispute arises over school selection or enrollment in a school:
The student shall be immediately admitted to the school in which enrollment is sought,
pending resolution of the dispute;
the parent or guardian of the student shall be provided with a written explanation of
the school's decision regarding school selection or enrollment, including the rights of
the parent, guardian, or student to appeal the decision;
the student, parent, or guardian shall be referred to the liaison for homeless students,
who shall carry out the dispute resolution process as expeditiously as possible after
receiving notice of the dispute in accord with the procedure found in the Arizona State
Plan; and
in the case of an unaccompanied youth, the liaison for homeless students shall ensure
that the student is immediately enrolled in school pending resolution of the dispute.
if the student, parent, or guardian is not satisfied with the outcome of the dispute at
school level, they have the right to appeal to the Arizona Department of Education.
Enrollment
Decision
The decision regarding enrollment shall be made regardless of whether the student lives with
the homeless parents or has been temporarily placed elsewhere.
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PROCEDURES
PROCEDURES
Liaison Position
The School shall designate a liaison for homeless students and, in conjunction with the state
coordinator, shall inform school personnel, service providers, and advocates working with
homeless families of the duties of the School liaison.
The School liaison for homeless students shall ensure that:
homeless students are identified by school personnel and through coordination
activities with other entities and agencies;
homeless students enroll in, and have full and equal opportunity to succeed in, the
District's schools;
homeless families and students receive educational services for which such families
and students are eligible, including:
Head Start and Even Start programs and preschool programs administered by
the School, and
referrals to health care and immunization services, dental services, mental
health services, and other appropriate services;
the parents or guardians of homeless students are informed of the educational and
related opportunities available to their children and are provided with meaningful
opportunities to participate in the education of their children;
public notice of the educational rights of homeless students is disseminated where such
students receive services under the Homeless Assistance Act, such as:
schools;
family shelters; and
soup kitchens;
disputes over school selection or enrollment in a school are mediated in a manner that:
immediately admits the student to the school in which enrollment is sought,
pending resolution of the dispute,
provides the parent or guardian of the student with a written explanation of the
school's decision regarding the school selection or enrollment, and informs the
parent, guardian, or student of the rights to appeal the decision,
expeditiously carries out the dispute resolution process after receiving notice of
the dispute, and
in the case of an unaccompanied youth, ensures that the student is immediately
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enrolled in school pending resolution of the dispute;
the parent or guardian of a homeless student, and any unaccompanied youth, is fully
informed of all transportation services, including arrangements for transportation to
the school of origin;
the parent or guardian of a homeless student, and any unaccompanied youth, is
assisted in accessing transportation to the selected school.
As a part of the duties, the School liaison for homeless students will coordinate and
collaborate with state coordinators and community and school personnel responsible for the
provision of education and related services to homeless students.
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PROCEDURES
PROCEDURES
Notice
In accordance with the McKinney-Vento Homeless Assistance Act of 2001, 722 (e)(3)(C), the
parent or guardian (student if unaccompanied) is to receive and acknowledge notice of the
rights set forth below.
The parent or guardian of a homeless student (student if unaccompanied) has the right to:
Continue the student's education in the school of origin for the duration of
homelessness:
in any case in which a family becomes homeless between academic years or
during an academic year; or
for the remainder of the academic year, if the student becomes permanently
housed during an academic year; or
Enroll the student in any public school that nonhomeless students who live in the
attendance area in which the student is actually living are eligible to attend.
Appeal if the homeless student is sent to a school other than the school of origin or a
school requested by the parent or guardian;
Enroll in, and have full and equal opportunity to succeed in school without being
segregated from the nonhomeless student population;
Receive educational services for which such families and students are eligible,
including:
Transportation services, meals programs;
Head Start and Even Start programs and preschool programs administered by
the School; and
referrals to health care and immunization services, dental services, mental
health services, and other appropriate services.
Identification or service without being stigmatized as homeless by school personnel;
A parent or guardian (student if unaccompanied) may contact the State Coordinator
for Education of Homeless Children and Youths at;
The Arizona Department of Education
1535 W Jefferson
Phoenix, AZ 85007
Telephone: 602 542-7462
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A parent or guardian (student if unaccompanied) may contact the District Liaison for
Homeless Children and Youths at;
Dysart Unified School District No. 89
Attn: Liaison for Homeless
15802 N. Parkview Place
Surprise, AZ 85374
Telephone 623-876-7970
E-mail: [email protected]
The District Liaison for Homeless shall ensure that the parent or guardian of a homeless
student, and any unaccompanied youth is:
assisted in accessing transportation to the selected school;
provided assistance in exercise of the right to attend the school of choice and other
necessary services; and
provided the above information in a manner and form understandable to the recipient
and if necessary and to the extent feasible, in the native language of the recipient.
The signature below indicates that the signatory has received and understands this
information on rights.
___________________________________________
Signature of Parent, Legal Guardian
(or unaccompanied student)
_________________________
Date
One (1) copy to signatory and one (1) to the liaison officer file.
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Section 10.12 - Open Enrollment
PROCEDURES
Selection
PROCEDURES
Process
Approval of applications first require a determination as to the number of Open Enrollment
openings (capacity) available per school, a process that the district expects to complete by the
last week in March of each year. Students who have submitted applications will be ranked
by priority status. Selection is done by priority level, then by lottery within each priority until
all seats are filled. All applicants will be accepted if there is sufficient capacity. Students
on the listing will be notified of their acceptance, as per availability with respect to the
capacity of the campus. If there is insufficient capacity, applicants will be placed on a waiting
list. The waiting list priority will continue to follow the enrollment priorities. The date of
application will only be considered for applications received after the second Friday in
February.
Procedure
The procedure for selection shall be as follows:
The applicants will be divided by priority categories and prioritized by computer
randomization. The applicants whose names are selected in order, up to the capacity
limitations established, shall be permitted to enroll in the school. All others will be
placed on a waiting list.
Admission
Criteria
The Superintendent shall determine if nonresident students and resident transfer students
will be admitted without tuition in accordance with the following criteria:
The school in which the student seeks to enroll has the capacity to serve the student
without adversely impacting education opportunities for resident students attending
their resident school. Factors to be considered in making this determination include,
but are not limited to the following:
Physical capacity of the school building and classrooms;
Availability of staff (i.e., administrators, teachers, or other certificated
employees, related service providers, support staff);
Capacity in relevant special programs; and
Availability of other resources.
Eligible
Children
of
Employees
Employee must have legal custody of the child(ren).
Eligibility for Athletics and
Extracurricular Activities
Eligibility for athletics and extracurricular activity is affected when students transfer from
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one school to another. Students considering transfer must contact the athletic director of
the receiving school to determine eligibility status in relation to the possible transfer.
Transportation
Open enrolled students may be eligible for District transportation on a regular education bus
route within the attendance boundaries of the school at which the student has been accepted
for open enrollment transfer. Transportation of an open enrollment student is subject to the
following conditions:

Open Enrollment Transportation Applications are reviewed annually. The District will
review Open Enrollment Transportation Applications submitted after the third week
of school. Parent/Guardian is responsible for transportation until authorization is
given for the Open Enrolled student to ride the bus.

Open Enrollment Transportation applies to existing regular education bus routes only.
No special bus routes will be established.

It is the responsibility of the parent/guardian of the student to have the student at a
designated pickup point within the receiving schools transportation area at least ten
(10) minutes before the designated pickup time.

An adult must accompany a Kindergarten student to the bus stop in the morning and
must be at the bus stop in the afternoon when the student is dropped off.

Open Enrollment Transportation applications submitted during the school year will be
reviewed as they are submitted.

The Transportation Department will review each applicants request and authorize
transportation based upon capacity on the selected bus route.

The school will notify the parent/guardian once transportation has been approved.

Bus stop location, route numbers, and pick up/drop off times are subject to change.

Upon written notification to the parent/guardian, the District may revoke a student’s
eligibility to ride the bus at any time and for any reason, including but not limited to,
capacity no longer existing on the assigned bus and/or discipline issues occurring on
the bus.
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Section 10.13 - Unsafe School Choice
PROCEDURES
PROCEDURES
(Definitions and Examples)
Definition of Violent
Criminal Offense
Violent crimes are defined in Title 13 of the Arizona Revised Statutes (A.R.S.).
A.R.S. Title 13 Definitions and listings of relevant violent crime follows:
13-604.04.
Violent crimes: allegation; definition
B. For the purpose of this section, "violent crime" includes any criminal act that results in
death or physical injury or any criminal use of a deadly weapon or dangerous instrument.
13-105.
Definitions
6. "Crime" means a misdemeanor or a felony.
11. "Dangerous instrument" means anything that under the circumstances in which it is
used, attempted to be used or threatened to be used is readily capable of causing death or
serious physical injury.
13. "Deadly weapon" means anything designed for lethal use. The term includes a firearm.
29. "Physical injury" means the impairment of physical condition.
13-4401. Definitions
19. "Victim" means a person against whom the criminal offense has been committed, or if the
person is killed or incapacitated, the person's immediate family or other lawful
representative, except if the person is in custody for an offense or is the accused.
Offenses in Title 13 that Require
Offer to Transfer to the Victim
an
These statutes would apply in the event the crime is an attempt and the victim does not die.
13-1102 Manslaughter. Class 2 felony.
13-1103 Negligent Homicide. Class 4 felony.
13-1104 Second Degree Murder. Class 1 felony.
13-1105 First Degree Murder. Class 1 felony.
Offenses in Title 13 that Require
Offer to Transfer to the Victim
an
13-1201 Endangerment (with deadly weapon or dangerous instrument). Class 6 felony or
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Class 1 misdemeanor.
13-1203 Assault. Para (A)(1). (With physical injury). Class 1 misdemeanor.
13-1204 Aggravated Assault. Class 2-6 felony.
13-1205 Unlawfully Administering Intoxicating Liquors, Narcotic Drug, or Dangerous
Drug. (With physical injury) Class 5 felony.
Narcotic Drug, or Dangerous Drug. (With physical injury) Class 5 felony.
13-1209 Drive by Shooting. Class 2 felony.
13-1304 Kidnapping. (A)(3) Class 2 felony.
13-1406 Sexual Assault. Class 2 felony.
13-1703 Arson of an Occupied Structure. Class 2 felony.
13-1902 Robbery. Class 4 felony.
13-1903 Aggravated robbery. Class 3 felony 13-1904 Armed Robbery. Class 2 felony.
13-2904 Disorderly Conduct. Involving a deadly weapon or dangerous instrument. Class 6
felony.
13-3102 Misconduct Involving Weapons (A)(9). Class 3 felony.
13-3103 Depositing Explosives. Class 4 felony.
13-3110 Misconduct Involving Simulated Explosive Devices. Class 1 misdemeanor.
13-3704 Adding Poison or Other Harmful Substance to Food, Drink or Medicine. Class 6
felony.
Specific Definition of Persistently
Dangerous School Label
(Adopted by Arizona State Board 6-26-06)
A persistently dangerous school is any school that has four (4) or more firearms brought to
campus in the baseline analysis (2000-01 data) and an average of four (4) incidents of
firearms brought to campus under the Gun Free School Act (with or without modification as
allowed in the law) for school year (SY) 00-01 and SY 01-02, unless objective explanatory data
or prevention data submitted by a school to the Arizona Department of Education (ADE)
Student Services Division allows exemption. Schools that are identified as "persistently
dangerous" will be required to provide all students with the option to transfer (within the
District).
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Section 10.15 - Assignment of Students to Classes and Grade
Levels
PROCEDURES
Elementary
PROCEDURES
School
The principal, in consultation with District administration, will determine whether there
should be any change in the grade-level placement of the student. In making such
determination, the principal will be guided by teacher recommendations and consultation
with the parent(s).
Assignment of a student to classes shall be the responsibility of the principal, in consultation
with District administration, after consideration of the student's grade-level assignment,
completion of any prerequisites, the student's achievement, and any classroom limitations or
class-size guidelines.
High
School
The principal, in consultation with District administration, shall establish the number of
credits needed for a student to be placed at a particular grade level. The determination of
grade level will be made based upon progress toward graduation requirements normally
expected of a student to graduate in a four-year period. Students will be assigned to grade
levels based upon the credits earned and accepted by the District.
The principal of the high school will prepare a list of prerequisites for classes offered in the
high school, specifically stating grade level and credit or achievement required before a pupil
can take a specific class or subject. Also included shall be a statement of priority for
assignment to a class or subject - with classroom limits based upon number of sections offered
or scheduled - and/or the class-size guidelines. The list developed will be submitted to the
Superintendent for approval. All subjects offered in the high school will be included in the
list.
The principal of the high school will designate responsibility for determining the grade level
and specific classes or subject assignment of a student. The assignments shall be made
consistent with policy, procedures, and approved school guidelines.
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Section 10.16 - Student Absences and Excuses
PROCEDURES
PROCEDURES
(Absence Notification)
When an excuse or authorization of absence from the parent or person having custody of the
student has not been provided to the school office, the school shall make a reasonable effort
to promptly telephone and notify parents or persons having custody of a student upon the
student's absence.
Students in grades kindergarten (K) through six (6):
Within two (2) hours after the first class in which the student is absent.
Students in grades seven (7) and eight (8):
Within two (2) hours of an absence when the absence is from the student's first
class of the day.
Within five (5) hours of an absence from a class other than the student's first
class of the day.
The District and its Board, employees, or agents are not liable for failure to notify.
Further, on or before the enrollment of a student in grades kindergarten (K) through eight
(8), the District shall notify parents or other persons who have custody of a student of their
responsibility to authorize any absence of the student from school and to notify the school in
advance or at the time of any absence. The District also requires that at least one (1)
telephone number, if available, be given to the school office so that a "reasonable effort to
notify by telephone" may be accomplished. This telephone number, if available, shall be
provided at the time of enrollment of the student in the school. The parents or persons
having custody of a student shall promptly notify the school of any change in this telephone
number.
Excused and Unexcused Absences
 All unreported absences will be documented as “unexcused” absences. The school will
attempt to contact parents/guardians within the first two hours of the school day, in
order to ensure student safety and in an attempt to document an absence reason
(A.R.S. § 15-807).
 Pursuant to A.R.S. § 15-803, a child can only be excused when she/he is accompanied
by a parent or a person authorized by a parent.
 A parent/guardian is the only person who can verify an unexcused absence. Unexcused
absences may be verified by the parent/guardian by phone, in person or in writing to
the school office within 24 hours of a student returning to school from an absence.
 Any absence that has not been verified by a parent/guardian within 24 hours can be
considered unexcused.
 A student who independently chooses not to attend school is considered truant
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 A student who is absent from any given class ten (10) or more times, either excused or
unexcused, per semester may not receive academic credit for that class. (A.R.S. § 15802 and A.R.S. §15-803)
Appeal Process
An appeal process is in place for those students who have extenuating circumstances.
 Students are given the appeal form following their 10th absence (total excused or
unexcused).
 The forms are submitted to site administrator for review and approval.
Official documentation, such as doctor’s note is required to file an appeal.
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Section 10.17 - Truancy
PROCEDURES
PROCEDURES
Definitions
Truancy is an unexcused absence for at least one class period during the school day or when
a student is absent from school during the hours school is in session, unless excused pursuant
to A.R.S. § 15-802.
Unauthorized Absence/Truancy/Leaving Campus without Authorization is also known as
ditching or skipping class/school. Dysart schools are closed campuses which means that
students must remain on the school campus, attend all assigned classes and lunch periods
unless otherwise authorized by school administration.
Absences – Elementary
1. A parent/guardian should contact the school’s 24-hour absence reporting line prior to
the beginning of the school day when a child will be absent.
2. All unreported absences will be documented as “unexcused” absences. The school will
attempt to contact parents/guardians within the first two hours of the school day, in
order to ensure student safety and in an attempt to document an absence reason
(A.R.S. § 15-807).
3. Pursuit to A.R.S. § 15-803, a child can only be excused when he/she is accompanied by
a parent or a person authorized by a parent.
4. A parent/guardian is the only person who may verify an unexcused absence.
Unexcused absences may be verified by the parent/guardian by phone, in person, or
in writing to the school office within 24 hours of a student returning to school from an
absence.
5. Any absence that has not been verified by a parent/guardian within 24 hours will be
considered unexcused.
6. A student who independently chooses not to attend school is considered truant and
cannot be excused by the parent.
7. Arizona Revised Statute § 15-803 defines absences as “excessive” when the number of
absent days exceeds 10% of the number of required attendance days. For example, on
a 180-day school calendar, excessive absences would equal 18 or more days absent.
These include both excused and unexcused absences.
8. When a student is excessively absent, disciplinary action will occur based on the
Discipline Matrix provided in the Parent/Student Handbook. Parents will be notified
by letter for excessive accumulation of absences.
Absences - High School
1. A parent/guardian should contact the school’s 24-hour absence reporting line prior to
the beginning of the school day when a child will be absent.
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2. All unreported absences will be documented as “unexcused” absences. The school will
attempt to contact parents/guardians within the first two hours of the school day, in
order to ensure student safety and in an attempt to document an absence reason
(A.R.S. § 15-807).
3. Pursuant to A.R.S. § 15-803, a child can only be excused when he/she is accompanied
by a parent or a person authorized by a parent.
4. A parent/guardian is the only person who may verify an unexcused absence.
Unexcused absences may be verified by the parent/guardian by phone, in person, or
in writing to the school office within 24 hours of a student returning to school from an
absence.
5. Any absence that has not been verified by a parent/guardian within 24 hours will be
considered unexcused.
6. A student who independently chooses not to attend school is considered truant and
cannot be excused by the parent.
7. Arizona Revised Statute § 15-803 defines absences as “excessive” when the number of
absent days exceeds 10% of the number of required attendance days. For example, on
a 180-day school calendar, excessive absences would equal 18 or more days absent.
These include both excused and unexcused absences.
8. When a student is excessively absent, disciplinary action will occur based on the
Discipline Matrix provided in the Parent/Student Handbook.
LOSS OF CREDIT
1. A student who is absent from any given class 10 or more times, either excused or
unexcused, per semester may not receive academic credit for that class. (A.R.S. § 15802 and A.R.S. § 15-803)
2. An appeal process is in place for those students who have extenuating circumstances.
3. Please note that official documentation, such as doctor’s note will be required to file
an appeal.
4. Students who are under the age of 16 and have 10 or more absences may be cited to
court for excessive absences.
5. Parents will be notified by letter when students accumulate 3, 5, 10, 15 and 18
absences.
Court Unified Truancy Suppression
To encourage and improve school attendance, Dysart Unified School District has a
partnership with Maricopa County Juvenile Court. This truancy program is called C.U.T.S.
(Court Unified Truancy Suppression).

Any unexcused absence will count as a truant day.

A student is “habitually truant” if he/she has five or more unexcused absences from
school.

A student that is absent more than 10 percent (18 days) of the required number of
school days per year is considered to have “excessive absences” whether the absence
is excused or unexcused.
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
When a student has five or more unexcused absences or 18 excessive absences
(excused OR unexcused), the student may be cited to the CUTS Program through the
Juvenile Court.

If the student is cited, an attendance hearing will be held with representatives from
Dysart Unified School District and the Juvenile Court. Consequences at the hearing
may include the following: required attendance of the parent and the child at an
education class (to be held on Saturdays), work hours assigned to the child,
counseling, etc. The parent may be assessed a $50 Diversion Fee.

Failure to complete these consequences may result in suspension of the student’s
driver’s license, or inability to get a driver’s license until the 18th birthday and/or
formal court proceedings. If convicted in a formal court proceeding, it is a Class 3
misdemeanor punishable by jail time and/or fine.
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Section 10.19 - Exclusions and Exemptions from School
Attendance
PROCEDURES
PROCEDURES
(Chronic Health Conditions)
Identification/Referral
Process
Staff members shall be informed of procedures to follow in serving "students with chronic
health conditions." School personnel will review registration data and make note of any
students who were previously served as students with chronic health conditions.
Students can be identified or referred at any time during the school year.
The person responsible for collection of attendance data shall be informed of established
chronic illness procedures.
The chronic health certification process allows parent/guardian to excuse absences due to a
specific medical condition. A parent/guardian may request a medical certification to be
returned within thirty (30) days. The teacher and parent shall meet within fifteen (15) days
following return of the medical certification.
Eligibility
Criteria
The parents shall submit a written medical certification to the District, which will include:
Medical diagnosis.
Medical prognosis.
Physical limitations affecting physical education activities and requirements.
Anticipated surgeries, treatment, or hospitalizations that, although not expected to
cause sufficient absences to require homebound services, may interfere with regular
school attendance.
Licensed health professional’s signature and date signed.
The appropriate instructional services needed are to be recommended by the teacher after
consultation with the parent according to the following considerations:
The nature of the health condition relevant to the student's anticipated activity level
during absences (based on review of the medical certification).
The student's academic capacity.
The teacher's recommendations for service delivery based on course-work difficulty and
the student's ability to learn independently.

The most appropriate service delivery in order to maintain integration in the regular
education program as much as possible (i.e., regular physical education activities).
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After the teacher and the parent have discussed the student's needs, an instructional
agreement will be recommended by the parent and the teacher specifying the delivery and
return of homework assignments and anticipated contact time with the teacher to assist the
student in completing required course work during absences. This agreement, will be
forwarded to the administration for review and modification, if necessary, prior to signature
by the parent, and teacher.
If the absences of a student who is classified and has served as a student with a chronic
health condition amount to more than three (3) consecutive school months (or sixty [60] school
days), The chronic health certification form will be reviewed to determine if homebound
services are appropriate. The policies for referral for homebound services shall be followed.
An updated medical certification shall be obtained for each calendar year. to verify the need
for continuing instructional modifications and ADM adjustments,
Miscellaneous
Provisions
Homework assignments will be provided during absences of students with chronic health
conditions, and credit will be given for course work completed within established time lines.
Students with chronic health conditions will be given credit for completed course work if
frequent absenteeism is due to chronic health conditions as certified by a licensed health
professional.
Physical education course-work requirements shall include the option for students with
chronic health conditions to participate in regular program activities as much as their health
permits. Such students shall be provided integrated educational programming as much as
possible. Modification to requirements may be made with Board approval.
The counselors who schedule students with chronic health conditions will take into
consideration the anticipated days of absence (noted on the medical certification form) and
the feasibility of completing courses requiring laboratory work or vocational workshops.
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PROCEDURES
PROCEDURES
Chronic Health Condition Verification Information
The chronic illness certification process allows parent/guardians to excuse absences due to a
specific medical condition. Below are guidelines for completing the forms correctly.
1. Dysart does not accept any medical certification that does not have the diagnosis,
appropriate symptoms listed, and Licensed Health Professional’s signature and
contact information listed. Please return the forms to ensure the completion of the
certification process.
2. The Medical Certification forms must be returned to the school Heath Assistant/Nurse
within thirty (30) days of issue. The teacher/guidance counselor shall meet within
fifteen (15) days following return of a medical certification to complete the
Instructional Agreement.
3. The school site may fax the Medical Certification paperwork back to the Physician’s
office to verify the document’s authenticity. An administrator or their designee must
refuse acceptance of any Medical Certification found to be fraudulent.
4. Schools will only code absences as “Chronic Ill” when the parent/guardian has called
in their absence due to their chronic condition.
5. Please monitor the expected frequency and length of episode for absences excused for
reasonable compliance with the Physician’s guidelines outlined on the form. If there
is a concern about the child not making academic progress due to these absences or
that the privilege is being misused, the school will contact the student and/or
parent/guardian to discuss these concerns.
6. If the site has an unresolved concern, after talking with the student and/or
parent/guardian, designated Health Services staff will contact the Licensed Health
Professional with specific questions related to the diagnosis and/or absenteeism.
7. Remember, the form expires one (1) year from the date that the Licensed Health
Professional signed the form. Parents must obtain a new form annually.
For questions, please contact your school Health Services Assistant/Nurse.
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PROCEDURES
PROCEDURES
Medical Certification Form
Student Name
Date of Birth
BOTH Parent/Guardian and Licensed Health Professional (LHP) must initial each of the
following items:
PARENT
/
LHP
1. The purpose of certification of excessive absences provision (Chronic Health Form) is
to provide a means for a student who has frequent absences due to a valid health
problem to receive course credit by doing assigned work.
(See below for definition of Chronic Illness to determine “valid…problem”.)
2. Since there is no real substitute for the dynamics of classroom instruction, we ask the
licensed health professional to recommend this option only when it is absolutely
necessary.
3. The school health assistant or nurse will make contact with the licensed health
professional in order to confirm information. Therefore, parents are asked to authorize
a release of medical information so that the licensed health professional and school
health assistant and/or nurse may share information related to the diagnosis.
4. This plan will begin on the date denoted by the licensed health professional’s signature
and will not excuse any absences occurring prior to the date.
5. Parents must call in each absence to the school and specify the reason. Absences,
which are not related to the diagnosed health problem, are marked differently. The
provision is not intended to excuse absences that are unrelated to the diagnosed health
problem. Misuse could result in revocation of the provision.
6. Having a Chronic Health form on file does not guarantee that a student will pass their
courses, and does not constitute an automatic reason to earn an “incomplete” at the end
of a grading period. The student must successfully complete coursework and
assessments in order to receive course credit.
7. Sometimes, a student falls so far behind that it is nearly impossible to catch up; classes
that include lab components can seldom be duplicated outside the classroom. Under
these circumstances, the best option typically means being withdrawn from such
“activity/lab” courses and repeating them at a later time.
8. I have read and understand the above information.
Parent/Guardian Signature
Date
Licensed Health Professional Signature
Date
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PROCEDURES
PROCEDURES
DYSART UNIFIED SCHOOL DISTRCT
CHRONIC HEALTH CONDITIONS
Medical Certification of Excessive Absence
Due to Chronic Health Problem
This form must be completed by an AZ Licensed Health Professional
Student Name
Date of Birth
Parent/Guardian
Student Medical Diagnosis:
Medical Prognosis:
Provide a description of any surgeries or treatments that may interfere with school attendance
Date of initial consultation for this condition:
Date (approx.) chronic illness began:
All dates of office visits for condition during the past 12 months:
Absences will be:


Intermittent

Continuous
Should not affect attendance
Estimated date of return to school attendance:
List limitations affecting physical education activities:

or N/A

STUDENT QUALIFIES FOR CHRONIC HEALTH STATUS AT THIS TIME.
Re-verification of illness may be required if condition of student improves.
I hereby certify this student is unable to attend regular classes because of illness, disease or accident,
which impacts school attendance, but does not qualify for homebound as defined in ARS 15-761. The
chronic illness shall be certified by a person licensed as a health professional in Arizona under title 32,
Chapter 7, 8, 13, 14 or 17 (a licensed Medical Doctor, Doctor of Osteopathy or Podiatrist, Chiropractor,
Naturopathic Physician, Physician Assistant, or a Registered Nurse Practitioner who is licensed pursuant
to Title 32, Chapter 15).
Licensed Health Professional’s Name (Type
or Print)
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Licensed Health Professional’s
Signature
Health Professional’s Phone
Number
Date
PROCEDURES
PROCEDURES
DYSART UNIFIED SCHOOL DISTRCT
CHRONIC HEALTH CONDITIONS
Consent for Release of Medical Information
Date of
Birth
Student Name
Student
Number
School
Regarding the student identified above, I authorize my child’s licensed health
professional, whose contact information is listed below, to furnish to the school Health
Assistant/Nurse verbal and/or written medical information relating to the Chronic Health
Condition. I understand that the school Health Assistant/Nurse will also provide input
to the licensed health professional named below.
Licensed Health Professional’s Name
Licensed Health Professional’s
Telephone
Licensed Health Professional’s
Address
Street Address
City
State
Zip
Parent/Guardian Name (Type or Print)
Parent/Guardian Phone
Parent/Guardian Signature
Date
ACUTE ILLNESS: BEGINS AND PROGRESSES RAPIDLY, SHORT TERM; NOT CHRONIC.
CHRONIC ILLNESS: PERSISTS FOR A LONG PERIOD; APPLIED TO DISEASE; NOT ACUTE.
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PROCEDURES
PROCEDURES
DYSART UNIFIED SCHOOL DISTRCT
CHRONIC HEALTH CONDITIONS
Instructional Agreement
FOR STUDENTS WITH MEDICAL CERTIFICATE OF EXCESSIVE ABSENCES DUE TO CHRONIC HEALTH
CONDITION
For School Year:
Student Name
Student Number
School
Parent/Guardian
Parent/Guardian Address
City
Home Phone Number
Work/Cell Phone
State
Zip
The parent/guardian will initial the following:
1. I understand that if the chronic condition continues, I will be required to re-submit all paperwork
for the next calendar year.
2. If applicable, there is a Medical Certification of limitations for physical education on file.
Physical activities and requirements may be adapted according to medical certification and
alternative assignments may be given.
3. The student and/or parent/guardian are responsible for contacting teachers for class-work,
homework assignments, and assessments by phone/email (allow 24 hour notice). Work will
be emailed or made available for pick up in the front office. Due dates will be communicated
by teacher at that time.
4. Parent/Guardian returns completed homework via email to teacher or dropped off to the front
office personnel, who will place it in teacher’s mailboxes.
5. I understand that my son/daughter will not be eligible to participate in any competitive school
activities/practices whatsoever on a day of absence during the time he/she is covered by the
Chronic Health Procedure.
6. I understand that my son/daughter is not guaranteed passing grades, but is responsible to
successfully complete all coursework and assessments in order to earn credit for each course.
7. Chronic Illness plan/academic expectations were discussed/understood by student.
Signatures must include two (2) or more of the following: Administrator (K-8), Teacher
(K-8), High School Guidance Counselor and Parent.
Signature
Name
Date
Signature
Name
Date
Signature
Name
Date
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Section 10.20 - Student Rights and Responsibilities
PROCEDURES
PROCEDURES
All students are entitled to enjoy the basic rights of citizenship that are recognized and
protected by laws of this country and state for persons of their age and maturity. Each
student is obligated to respect the rights of classmates, teachers, and other school personnel.
District schools shall foster a climate of mutual respect for the rights of others. Such
environment will enhance both the educational purpose for which the District exists and the
educational program designed to achieve that purpose.
All District personnel shall recognize and respect the rights of students, just as all students
shall exercise their rights responsibly, with due regard for the equal rights of others and in
compliance with the rules and procedures established for the orderly conduct of the
educational mission of the District. Students who violate the rights of others or who violate
rules and procedures of the District or of their school are subject to appropriate disciplinary
measures designed to correct their own misconduct and to promote adherence by them and
by other students to the responsibilities of citizens in the school community.
The following basic guidelines of rights and responsibilities shall not be construed to be allinclusive, nor shall it in any way diminish the legal authority of school officials and the
Governing Board to deal with disruptive students. These guidelines will be reviewed
annually by a committee of stakeholders and updated when required.
Rights:
Students have the right to a meaningful education that will be of value to them for the
rest of their lives.
Students have the right to a meaningful curriculum and the right to voice their
opinions, through representatives of the student government, in the development of
such a curriculum.
Students have the right to physical safety, safe buildings, and sanitary facilities.
Students have the right to consultation with teachers, counselors, administrators, and
anyone else connected with the school if they so desire, without fear of reprisal.
Students have the right to free elections of their peers in student government, and all
students have the right to seek and hold office in accordance with the provisions of the
student government constitution and in keeping with the extracurricular guidelines of
the District.
Students have the right to be made aware of administrative and/or faculty committee
decisions and to be aware of the policies set forth by the Governing Board and school.
Legal guardians or authorized representatives have the right to see the personal files,
cumulative folders, or transcripts of their children who are under the age of eighteen
(18) years. School authorities may determine the time and manner of presentation of
this information.
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Students' academic performance shall be the prime criterion for academic grades;
however, noncompliance with school rules and procedures may affect grades (e.g.,
unexcused absences).
Students shall not be subjected to unreasonable or excessive punishment.
Students have the right to be involved in school activities, provided they meet the
reasonable qualifications of sponsoring organizations, state organizations, and school
procedures.
Students have the right to express their viewpoints in accordance with District Policy
Section 10.26 - Freedom of Expression.
Married students share these rights and responsibilities, including the opportunity to
participate in the full range of activities offered by the school, and shall be subject to
the rules and procedures of the school.
Responsibilities:
Students have the responsibility to respect the rights of all persons involved in the
educational process and to exercise the highest degree of self-discipline in observing
and adhering to school rules and procedures.
Students have the responsibility to take maximum advantage of the educational
opportunities available and seek to achieve a meaningful education.
All members of the school community, including students, parents, and school staff
members, have the responsibility to promote regular attendance at school.
Students have the responsibility to protect school property, equipment, books, and
other materials issued to or used by them in the instructional process. Students will
be held financially responsible for any loss or intentional damage caused to school
property.
Students have the responsibility to complete all course assignments to the best of their
ability and to complete make-up work after an absence.
Students have the responsibility to help maintain the cleanliness and safety of the
school buildings and property.
Students have the responsibility to present themselves in class at the prescribed time
and with the necessary materials.
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Section 10.22 - Student Conduct
PROCEDURES
PROCEDURES
A positive learning environment in our schools start with students, parents and staff having
knowledge and understanding of the basic standards of acceptable conduct. The District has
established these guidelines designed to ensure a safe environment for all students and staff
in our schools. For these guidelines to be most effective, it is vital for the family, the school
and the community to work together. Students are responsible for observing the laws of the
United States, the state of Arizona, and its subdivisions. Students who involve themselves
in criminal acts on school property, off school property at school supervised events, or off
school property – and whose actions are in violation of school/District guidelines will be
expected to accept the appropriate consequences. Students are expected to respect the
rights and property of others, along with demonstrating high standards of personal integrity.
This includes their time at school as well as going to and from school, at a bus stop and at
school sponsored events. To meet these goals, the District enlists the support of our
community.
Dysart Unified School District implements severe consequences for drugs, weapons or
threatening behavior. Any such act may result in a recommendation for long-term
suspension or expulsion.
There are a variety of consequences (discipline) for other misconduct. Depending on the
seriousness of the situation, there may be more than one consequence for a single event.
Nothing in these procedures is intended to restrict the District from imposing more or less
severe consequences if, in the discretion of the District, the severity of harm, danger, damage
or the potential for harm, danger or damage warrants it, or if one incident involves more than
one infraction. The District may impose a long-term suspension or expulsion at its discretion
regardless of the listed potential consequences for a specific infraction in the Discipline
Procedures matrix. In general, Dysart Unified School District uses a progressive discipline
philosophy.
The purpose of these procedures is to ensure consistency in discipline consequences District
wide. However, the District administrator, the hearing officer(s) and the Governing Board
have the discretion to impose a consequence they consider most appropriate for the particular
infraction and surrounding facts. Just as the District sets high academic expectations for all
students, Dysart Unified School District has high expectations for the conduct of our
students. The District will not allow academic progress to be slowed because of the conduct
of a few students. Conduct expectations and consequences help to ensure that schools, buses
and bus stops are safe and orderly.
In cases in which a student commits the same infraction repeatedly over the duration of the
student’s tenure in the District, the consequences will automatically progress to the next
infraction level and not begin at the 1st offense from year to year. For example, if a student
receives a long-term suspension for drug possession during his/her freshman year and is
found to be in possession of drugs during their sophomore year, or if a student is under the
influence of drugs in the first semester and then is under the influence of alcohol in the second
semester, that student’s consequence would be derived from at least the 2nd offense column
of the Discipline Procedures matrix. The District will impose progressive discipline for
students in grades K-12 for the following infractions (not an all-inclusive list):
 Alcohol/Substance Abuse
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 Alteration of Records and Cheating
 Aggravated Assault
 Arson
 Damage or Theft of Property
 Death Threats
 Disruptive Conduct
 Drugs/Substance Abuse
 Drug/Tobacco Paraphernalia
 Gang Activity
 Sale of Dangerous Instruments and/or Weapons
 Weapons
The District has entered into agreements with various governmental agencies whereby the
District has agreed to cooperate fully with the governmental agency when a student commits
an act in violation of the law.
Classroom Management Plan
All teachers will work collaboratively with fellow teachers to develop a classroom
management plan that is approved by the school administration and communicated to
students and parents. The plan will include procedures for addressing common classroom
behavioral concerns. It will also include consequences, some of which are listed below. When
positive behavioral change is not occurring under the classroom management plan or when
the offense is immediately serious, a disciplinary referral to the school administration will be
generated by the teacher or staff member.
Informal Talk
A teacher, school administrator or designee will talk with the student, describing the
inappropriate behavior and informing the student of acceptable behavior. The parent
may be notified.
Discipline Conference with Student
A conference is held with the student and the teacher or school staff member to discuss
the inappropriate behavior and discuss/develop a plan for changing the student’s
behavior. The parent may be notified.
Time-Out Classroom
Teachers may use a technique similar to the alternative learning classroom imposed
by the school administrator. In time-out, the student is assigned, by the teacher, to a
supervised location isolated from his/her classmates. Time-out generally will not
exceed 30 minutes.
Conference With Parent
The parent is asked to attend a conference with the student, school administrator and
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other educators to develop a plan for changing the student’s inappropriate behavior.
Restriction of Privileges
Inappropriate behavior may result in a restriction of a student’s privilege to
participate in playground, cafeteria, common areas or specific special activities. The
parent will be notified. For example, a teacher may assign and monitor his/her own
after school detention, lunch or recess detention.
Removal From Classroom (in extreme circumstances)
State law allows a classroom teacher to remove a certain disruptive student
from the classroom and request that a staff committee determine whether the
student should return or be reassigned to another classroom.
Administration Resolution Options
Removal from Promotion/Graduation Ceremony
Administration may not allow a student to participate in optional promotional
ceremonies due to inappropriate student behavior. This includes participation in the
senior commencement ceremony, eighth grade promotion ceremony, awards
assemblies and ceremonies, and any other event where student participation is
voluntary.
Denial of Bus-Riding Privileges
A school administrator may deny bus-riding privileges for inappropriate/disruptive
behavior. The parent will be notified prior to the denial taking place.
Restitution (Liability)
Under Arizona law, parents may be responsible for damage to, or theft of, school
property done by their child (including textbook and/or library book or other school
issued equipment, damage or loss). Failure to comply with restitution consequences
could result in the incident being submitted to a collection agency per Dysart District
procedures.
On-Campus Reassignment
Temporary assignment to an on-campus reassignment (OCR) is an alternative to offcampus suspension. OCR may be imposed for part of a day or for one or more days.
The student is removed from the regular classroom setting and is assigned to a
location isolated from classmates. Class assignments will be given to a student placed
in an OCR. The parent will be notified.
Behavior Contract
A conference will be held with the teacher, parent, student and administrator. A
behavior contract will be written.
Short-Term Suspension
School administrators may suspend a student for 10 school days or less. The student
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will be informed of the alleged violation of school rules and be given an opportunity to
respond. There is no right to appeal a short-term suspension to any person, other than
the school principal. When the student’s behavior causes a danger to self or to others,
an out-of-school suspension may be immediate. During any off-campus suspension, a
student is not permitted on District property or at District functions/events.
Classroom assignments will be provided, upon parent request, during a short-term
suspension.
Long-Term Suspension
In addition to a short-term suspension, the school administrator may recommend to
District-level administration that a long-term suspension be imposed. Suspensions
exceeding 10 school days may be imposed following a due process hearing. The student
and parent are informed of the District’s due process procedures. During any offcampus suspension, a student is not permitted on District property or at District
functions/events.
Alternative School Assignment
At a formal due process hearing, it may be recommended that a student be placed in
an alternative school setting during a long-term suspension. Expulsion means the
permanent withdrawal of the privilege of attending any school in the District, unless
the Governing Board reinstates that privilege. A recommendation for expulsion will
be made by a hearing officer after the appropriate due process hearing. Only the
Governing Board can expel a student. The student’s parent will be notified, in writing,
that expulsion is recommended. Notification will include instructions regarding due
process procedures. During any expulsion, a student is not permitted on District
property or at District functions/events.
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Section 10.23 - Student Dress
PROCEDURES
PROCEDURES
Dysart Unified School District believes that there is a connection between student dress and
academic success. As such, any attire that detracts from the learning environment is not
acceptable. Students should dress in a manner that takes into consideration the educational
environment, safety, health and welfare of oneself and others.
Dress code will be reviewed annually by a committee of students, staff, parents and
community members. Revisions to the dress code will be communicated by means of the
district website, school websites and Student Handbook.
Dress code violations will be handled in accordance with the Discipline Matrix. School
administrators will be allowed the final decision when applying the guidelines to student
appearance standards.
Exceptions for special activities or health considerations may be preapproved by the
administrator.
Students who volunteer for extracurricular activities, such as athletics, band, chorus, et
cetera, are subject to the standards of dress as defined by the sponsors of such activities.
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Section 10.25 - Student Publications
PROCEDURES
PROCEDURES
Overview
While students do not shed their constitutional rights to freedom of expression when
attending school, students’ rights of free expression are not automatically coextensive with
the rights of emancipated citizens. Schools may impose reasonable time, place, and manner
restrictions of student speech activities that may disrupt the normal operation of the school.
On the other hand, these restrictions must be content neutral in that school administrators
cannot offer a privilege to one group because they agree with the publication content but deny
to a group because they disagree with the content. Student publications can be regulated as
long as the regulations are reasonably related to legitimate pedagogical concerns such as age
appropriateness, grammar, proper composition, and adequate research.
Any student publication distributed on any campus is to be published by a recognized student
organization. Publications are to reflect the writings and expressions of the students and the
norms of the community. Responsible journalism and conduct is engendered when students
assume responsibility for their acts. Advisors will be expected to edit student publications to
ensure that they are of a reasonable and prudent nature regarding language or topics.
Procedures
Principal must
 Review all student publications prior to print.
 Abstain from restraining school publications except where the speech is obscene,
defamatory, creates a clear and present danger, violates school regulations, disrupts
the normal operation of the school OR has pedagogical concerns.
 Meet at the beginning of the school year with advisors of all student organizations
and clubs to ensure complete understanding of first Amendment protection.
 Review with advisors of all clubs and school-sponsored activities their responsibility
to oversee student publications in a manner that reflects responsible journalism.
 Identify and publish to staff and school organizations any content neutral limitations
related to time, place, and manner of student publications
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Section 10.26 - Freedom of Expression
PROCEDURES
PROCEDURES
COMPLAINT FORM 10.26
(To be filed with the school principal)
Additional pages may be attached if more space is needed.
Please print:
Name ________________________________________ Date ___________________
Address
____________________________________________________________
Telephone __________ Another phone where you can be reached
During the hours of
E-mail address
__________
________________________________________________
______________________________________________________
I wish to complain against:
Name of person, school (department), program, or activity __________________
________________________________________________________________________
________________________________________________________________________
Address
____________________________________________________________
Specify your complaint by stating the problem as you see it. Describe the incident,
the participants, the background to the incident, and any attempts you have made to
solve the problem. Be sure to note relevant dates, times, and places.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Date of the action against which you are complaining
__________________
If there is anyone who could provide more information regarding this, please list
name(s), address(es), and telephone number(s).
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Name
Address
Telephone Number
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The projected solution
Indicate what you think can and should be done to solve the problem. Be as specific
as possible.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I certify that this information is correct to the best of my knowledge.
_________________________________________
__________________________
Signature of Complainant
Date Signed
_________________________________________
__________________________
Principal receiving the initial complaint
Date initial complaint received
The principal shall give one (1) copy to the complainant and retain one (1) copy for the file.
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Section 10.27 - Secret Societies / Gang Activity
PROCEDURES
PROCEDURES
For the purpose of District policy, a gang is a group of three (3) or more people who:
Interact together to the exclusion of others;
Claim a territory or area;
Have a name;
Have rivals/enemies; and
Exhibit antisocial behavior - often associated with crime or a threat to the community.
Any activity involving initiation, hazing, intimidation, assault or other activity
related to group affiliation that is likely to cause or does cause bodily danger, physical
harm, or personal degradation or disgrace resulting in physical or mental harm to
students or others is prohibited.
The type of dress, apparel, activities, acts, behavior or manner, or grooming displayed,
reflected, or participated in by the student shall not:
Lead school officials to believe that such behavior, apparel, activities, acts, or other
attributes are gang related or would disrupt or interfere with the school environment
or activity and/or educational objectives;
Present a physical safety hazard to self, students, staff members, or other employees.
Create an atmosphere in which the well-being of a student, staff member, or other
person is hindered by undue pressure, behavior, intimidation, overt gesture, or threat
of violence; or
Imply gang membership or affiliation by written communication, marks, drawing,
painting, design, or emblem upon any school or personal property or on one's person.
Any student wearing, carrying or displaying gang paraphernalia and/or exhibiting behavior
or gestures that symbolize gang membership, or causing and/or participating in activities
that intimidate or adversely affect the educational activities of another student, or the orderly
operation of the schools, shall be subject to disciplinary action.
If the student's dress is in violation of this procedure or a District policy, the principal will
ask the student to make the appropriate correction.
If the student refuses, the
parent/guardian may be notified and asked to make the necessary correction. The principal
will take appropriate corrective and disciplinary action.
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Section 10.28 - Hazing
PROCEDURES
PROCEDURES
A person who reports or complains regarding hazing may report or complain directly to the
school administrator or to a professional staff member. The professional staff member
receiving the report/complaint shall retrieve sufficient detail from the person to complete the
form designated for such purpose. At a minimum the report/complaint shall be put in
writing containing the identifying information on the complainant and such specificity of
names, places and times as to permit an investigation to be carried out. When a professional
staff member receives the information, the staff member will transmit a report to the school
administrator or supervising administrator not later than the next school day following the
day the staff member receives the report/complaint.
The report/complaint will be investigated by the school administrator or a supervising
administrator. The procedures to be followed are:
An investigation of the reported incident or activity shall be made within ten (10)
school days when school is in session or within fifteen (15) days during which the school
offices are open for business when school is not in session. Extension of the time line
may only be by necessity as determined by the Superintendent.
The investigator shall meet with the person who reported/complained at or before the
end of the time period and shall discuss the conclusions and actions to be taken as a
result of the investigation. Confidentiality of records and student information shall
be observed in the process of making such a report.
The investigator shall prepare a written report of the findings and a copy of the report
shall be provided to the Superintendent.
All violations of District policy regarding hazing shall be treated in accordance with the
appropriate procedures and penalties related to the conduct and discipline of students, staff
and others. Where disciplinary action is necessary, District policies shall be followed.
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PROCEDURES
PROCEDURES
Complaint Form 10.28
(File with a school administrator, the administrator's
supervisor, or a professional staff member)
Additional pages may be attached if more space is needed.
Please print:
Name ________________________________________ Date ___________________
Address
_______________________________________________________________
Telephone _____________________________________ During the hours of _____
Another phone where you can be reached _________________________________
E-mail address
_________________________________________________________
Report/Complaint:
Specify your complaint by stating the problem as you see it. Describe the incident,
the participants, and the background to the incident. Be sure to note relevant dates,
times, and places.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Date of the incident being reported _______________________________________
If there is anyone who could provide more information regarding this, please list
name(s), address(es), and telephone number(s).
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Name
Address
Telephone Number
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The projected solution
Indicate what you think can and should be done to solve the problem. Be as specific
as possible.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I certify that this information is correct to the best of my knowledge.
___________________________________________
_______________________
Student
Date
___________________________________________
_______________________
Administrator or professional staff member receiving initial complaint
Date initial complaint received
The investigating administrator shall give one (1) copy to the complainant and retain one (1)
copy for the file.
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PROCEDURES
PROCEDURES
Notice
Procedure 10.28
(To be displayed in school buildings and
placed in student handbooks)
There shall be no hazing, solicitation to engage in hazing, or aiding and abetting another who is engaged in hazing of any person enrolled,
accepted for or promoted to enrollment, or intending to enroll or be promoted to schools within twelve (12) calendar months. For purposes
of this policy a person as specified above shall be considered a "student" until graduation, transfer, promotion or withdrawal from the
school.
Definitions
"Hazing" means any intentional, knowing or reckless act committed by a student, whether individually or in concert with other persons,
against another student and in which both of the following apply:

The act was committed in connection with an initiation into, an affiliation with or the maintenance of membership in any
organization that is affiliated with an educational institution.

The act contributes to a substantial risk of potential physical injury, mental harm or degradation, or causes physical injury,
mental harm or personal degradation.
"Organization" means an athletic team, association, order, society, corps, cooperative, club, or similar group that is affiliated with an
educational institution and whose membership consists primarily of students enrolled at that educational institution.
Directions
It is no defense to a violation of this policy if the victim consented or acquiesced to hazing.
In accord with statute, violations of this policy do not include either of the following:

Customary athletic events, contests or competitions that are sponsored by an educational institution.

Any activity or conduct that furthers the goals of a legitimate educational curriculum, a legitimate extracurricular program or
a legitimate military training program.
All students, teachers and staff shall take reasonable measures within the scope of their individual authority to prevent violations of
this policy.
Reporting/Complaint Procedure
Students and others may report hazing to any professional staff member. Professional staff members must report the incident to the
school administrator or next higher administrative supervisor, in writing, with such details as may have been provided. A failure by a
staff member to timely inform the school administrator or next higher administrative supervisor of a hazing allegation or their
observation of an incident of hazing may subject the staff member to disciplinary action in accord with School policies. The staff member
shall preserve the confidentiality of those involved, disclosing the incident only to the appropriate school administrator or next higher
administrative supervisor or as otherwise required by law. Any instance of reported or observed hazing which includes possible child
abuse or violations of statutes known to the staff member shall be treated in accord with statutory requirements and be reported to a
law enforcement agency.
A person who complains or reports regarding hazing may complain or report directly to the school administrator or to a professional
staff member. The professional staff member receiving the report/complaint shall retrieve sufficient detail from the person to complete
the form designated for such purpose. At a minimum the report/complaint shall be put in writing containing the identifying information
on the complainant and such specificity of names, places and times as to permit an investigation to be carried out. When a professional
staff member receives the information, the staff member will transmit a report to the school administrator or supervising administrator
not later than the next school day following the day the staff member receives the report/complaint.
The report/complaint will be investigated by the school administrator or a supervising administrator. The procedures to be followed
are:

An investigation of the reported incident or activity shall be made within ten (10) school days when school is in session or
within fifteen (15) days during which the school offices are open for business when school is not in session. Extension of the
time line may only be by necessity as determined by the Superintendent.

The investigator shall meet with the person who reported the incident at or before the end of the time period and shall discuss
the conclusions and actions to be taken as a result of the investigation. Confidentiality of records and student information
shall be observed in the process of making such a report.

The investigator shall prepare a written report of the findings and a copy of the report shall be provided to the Superintendent.
All violations of this policy shall be treated in accord with the appropriate procedures and penalties provided for in School policies related
to the conduct and discipline of students, staff, and others.
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Section 10.29 - Tobacco Use by Students
PROCEDURES
PROCEDURES
Refer to Student and Parent Handbook and Discipline Matrix therein.
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Section 10.30 - Drug and Alcohol Use by Students
PROCEDURES
PROCEDURES
Refer to Student and Parent Handbook and Discipline Matrix therein.
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Section 10.31 - Weapons in School
PROCEDURES
PROCEDURES
Refer to Student and Parent Handbook and Discipline Matrix therein.
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Section 10.32 - Student Interrogations, Searches and Arrests
PROCEDURES
PROCEDURES
FORM FOR SIGNATURE OF
ARRESTING OFFICER (Form 10.32)
I, _______________________________________, a duly sworn peace officer and member
of
the
_____________________________________________
Department,
_____________________ division, have asked that _________________________, a
student in the ________________________________________________________ School,
be surrendered to me, and pursuant thereto have taken said student into my custody
and am assuming full responsibility for the student's arrest.
Date______________________________ Signature __________________________
Time _____________________________ Badge Number _____________________
School Action
Date and time parents notified (if more than one [1] attempt is made, include
such information here)
_________________________________________________
________________________________________________________________________
____________________________________
Signature of Administrator
1 copy for School Records
1 copy for Parent Mailing
1 copy for Police Officer
1 copy for Witnessing Administrator
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PROCEDURES
PROCEDURES
Form For Signature Of Interviewing Officer
I, _______________________________________, a duly sworn peace officer and member
of
the
_____________________________________________
Department,
_____________________ division, have asked that _________________________, a
student in the ________________________________________________________ School,
be made available for interview.
Date______________________________ Signature __________________________
Time _____________________________ Badge Number _____________________
School Action
Date and time parents notified (if more than one [1] attempt is made, include
such information here)
_________________________________________________
________________________________________________________________________
____________________________________
Signature of Administrator
1 copy for School Records
1 copy for Parent Mailing
1 copy for Police Officer
1 copy for Witnessing Administrator
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Section 10.33 - Student Concerns, Complaints and Grievances
PROCEDURES
PROCEDURES
A student who complains or grieves regarding constitutional rights, equal access to programs,
discrimination, or personal safety issues may complain directly to a school administrator or
to a school staff member within thirty (30) days of an alleged occurrence. The initial
complaint or grievance should be made using form 10.33 Complaint Form, however, a verbal
complaint or grievance may be made. When a school staff member receives the information,
the staff member will immediately inform a school administrator. If the complaint or
grievance involves a school administrator the staff member shall forward the
complaint/grievance to the next administrative level.
Complaints and grievances related to student violence, harassment, intimidation or bullying
are to be filed in accordance with Governing Board Policy 10.33.1.
At a minimum the complaint/grievance shall contain the identifying information on the
complainant and such specificity of names, places and times as to permit an investigation to
be carried out. The written complaint/grievance should contain a requested solution and the
submission should be signed and attested to by the complainant. However, an unsigned
form will be processed in the same manner as a signed form.
The complaint or grievance will be investigated by a school administrator, a supervising
administrator or another person approved by the Superintendent. The student shall be
contacted not later than the school day following the date the school administrator or the
administrator’s immediate supervisor receives the information. The procedures to be
followed are:
An investigation of the reported incident or activity shall be made within ten (10) school
days when school is in session or within fifteen (15) days during which the school offices
are open for business when school is not in session. Extension of the time line may
only be by necessity as determined by the Superintendent.
The investigator shall meet with the student who submitted the complaint or grievance
at or before the end of the time period and shall discuss the conclusions and actions to
be taken as a result of the investigation. Confidentiality of records and student
information shall be observed in the process of making such a report.
The investigator shall prepare a written report of the findings and a copy of the report
shall be provided to the principal and/or the Superintendent as circumstances warrant.
A confidential record of each complaint and grievance made pursuant to Policy 10.33
shall be maintained at the District office. The record shall include a copy of the
complaint or grievance filed by a student, findings of the investigation and the
disposition of the matter.
Unless a determination has been made by the appropriate investigating official that
the reported incident actually occurred, the record shall not be used for the
imposition of discipline.
Where disciplinary action is necessary, District policies shall be followed
When District officials have a reasonable belief or an investigation reveals that a reported
incident may constitute an unlawful act, law enforcement authorities will be informed.
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PROCEDURES
PROCEDURES
Complaint Form 10.33
(To be filed with the school administrator or the administrator's supervisor,
or with a professional staff member who will forward it to the
school administrator or the administrator's supervisor)
Additional pages may be attached if more space is needed.
Please print:
Name ________________________________________ Date ___________________
Address
_______________________________________________________________
Telephone __________ Another phone where you can be reached
During the hours of
E-mail address
__________
____________________________________________________
_________________________________________________________
I wish to complain against:
Name of person, school (department), program, or activity ________________
________________________________________________________________________
________________________________________________________________________
Address
_______________________________________________________________
Specify your complaint by stating the problem as you see it. Describe the incident,
the participants, the background to the incident, and any attempts you have made to
solve the problem. Be sure to note relevant dates, times, and places.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Date of the action against which you are complaining
____________________
If there is anyone who could provide more information regarding this, please list
name(s), address(es), and telephone number(s).
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Name
Address
Telephone Number
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The projected solution
Indicate what you think can and should be done to solve the problem. Be as specific
as possible.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I certify that this information is correct to the best of my knowledge.
___________________________________________
Signature of Complainant
_______________________
Date Signed
___________________________________________
_______________________
Administrator or professional staff member receiving initial complaint
Date initial complaint received
The investigating administrator shall give one (1) copy to the complainant and retain
one (1) copy for the file.
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PROCEDURES
PROCEDURES
Notice
Procedures 10.33
Post school buildings
and in student handbooks)
Students may present a complaint or grievance regarding one (1) or more of the following:
Violation of the student's constitutional rights.
Denial of an equal opportunity to participate in any program or activity for which the
student qualifies not related to the student's individual capabilities.
Discriminatory treatment on the basis of race, color, religion, sex, age, national origin,
or disability.
Harassment of the student by another person.
Intimidation by another student.
Bullying by another student.
Concern for the student's personal safety.
Provided that:
The topic is not the subject of disciplinary or other proceedings under other policies
and procedures of this District, and
The procedure shall not apply to any matter for which the method of review is
prescribed by law, or the Governing Board is without authority to act.
The guidelines to be followed are:
The accusation must be made within thirty (30) calendar days of the time the student
knew or should have known that there were grounds for the complaint/grievance.
The complaint/grievance shall be made only to a school administrator or professional
staff member.
The person receiving the complaint will gather information for the complaint form.
All allegations shall be reported on forms with the necessary particulars as determined
by the Superintendent. Forms are available in the school office.
The person receiving the complaint shall preserve the confidentiality of the subject,
disclosing it only to the appropriate school administrator or next higher administrative
supervisor or as otherwise required by law.
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Any question concerning whether the complaint/grievance falls within this policy shall be
determined by the Superintendent.
Complaints by middle or high school students may be made only by the students on their own
behalf. A parent or guardian may initiate the complaint process on behalf of an elementary
school student under this policy. A parent or guardian who wishes to complain should do so
by completing the forms following Policy Section 11.10 on Public Concerns and Complaints.
A complaint/grievance may be withdrawn at any time. Once withdrawn, the process cannot
be reopened if the resubmission is longer than thirty (30) calendar days from the date of the
occurrence of the alleged incident. False or unproven complaint documentation shall not be
maintained.
Retaliatory or intimidating acts against any student who has made a complaint under this
policy and its corresponding procedures, or against a student who has testified, assisted or
participated in any manner in an investigation relating to a complaint or grievance, are
specifically prohibited and constitute grounds for a separate complaint.
Knowingly submitting a false report under this policy shall subject the student to discipline
up to and including suspension or expulsion. Where disciplinary action is necessary
pursuant to any part of this policy, relevant District policies shall be followed.
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Section 10.33.1 – Student Violence, Harassment, Intimidation
and Bullying
PROCEDURES
PROCEDURES
The District does not tolerate bullying in any form. Further, the District shall investigate
each complaint of bullying and will take appropriate, timely, and responsive action. A
student who is experiencing bullying, or believes another student is experiencing bullying, is
to report the situation to the principal or another school employee. A school employee who
becomes aware of or suspects a student is being bullied shall immediately notify the school
administrator. School personnel shall maintain confidentiality of the reported information.
Reporting Incidents of Bullying
The initial notification of an alleged incident may be provided verbally. A detailed written
description of the incident and any other relevant information must be provided on form(s)
made available by the school and submitted to the principal within one (1) school day of the
verbal report. Should the principal be the employee who observes, is informed of, or suspects
a student is experiencing bullying the principal shall document the incident or concern in
writing. Failure by an employee to report a suspected case of bullying may result in
disciplinary action up to suspension without pay or dismissal pursuant to Board Policy
Section 7.46.
Reprisal by any student or staff member directed toward a student or employee related to
the reporting of a case of bullying or a suspected case of bullying shall not be tolerated and
the individual(s) will be subject to the disciplines set out in applicable District policies and
administrative procedures.
At the time a student reports alleged bullying, the principal shall provide to the student who
has allegedly been bullied a written copy of student rights protections and support services
available to the student and shall notify the student’s parent(s) of the report.
The principal shall investigate all reports of bullying. If the principal determines that
bullying has occurred, discipline will be administered pursuant to Board Policies, 10.42, 10.44
and 10.45. Regardless of the outcome of the investigation, the principal will meet with the
involved students to review the findings of the investigation. Subject to the restrictions of
the Family Educational Rights and Privacy act (FERPA) set out in policy 10.64, the parent(s)
or guardian(s) of the involved students shall also be informed of the findings of the
investigation.
Bullying: Bullying may occur when a student is exposed repeatedly and over time to
negative actions on the part of one or more other students.
1. Bullying behavior is meant to hurt another person and is carried out by someone who
is seeking power or control over another person.
2. Bullying may constitute a violation of law.
3. There are three forms of bullying.
a. Physical
b. Emotional
c. Social
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Any student who feels he or she has been the victim of bullying or suspects other students of
being bullied should file a complaint with the principal or the principal’s designee or other
school employee. The student’s report may be provided verbally or in writing. A student’s
verbal report will be documented in writing by the employee receiving the report.
Any staff member who becomes aware of or suspects that a student is experiencing bullying
shall immediately notify the principal or the principal’s designee. Employees may initially
give verbal notice to the principal or the principal’s designee, but shall submit a written
report to the principal or the principal’s designee within one (1) school day of the verbal
report.
Reprisal directed toward a student or employee for the reporting of a case of bullying or a
suspected case of bullying will not be tolerated. Students involved directly or indirectly in
reprisal will be disciplined pursuant to Board Policies 10.42, 10.44 and 10.45. Any suspected
violation of the law will be reported to law enforcement authorities.
Investigation of submitted complaints shall be initiated by the principal or the principal’s
designee as soon as is feasible, but not later than two (2) school days after the initial report.
Each investigation will be comprehensive to the extent determined appropriate by the
principal or the principal’s designee. In investigating the complaint, the principal or the
principal’s designee will maintain confidentiality to the extent reasonably possible, subject
to the restrictions pertaining to disclosure of personally identifiable student information
established in the Family Educational Rights and Privacy Act (FERPA).
Each investigation will be documented by the principal or the principal’s designee.
Documentation will be maintained by the district for at least six (6) years. In the event the
District must report incidents to persons other than school officials or law enforcement, all
individually identifiable information shall be redacted. Restrictions established by FERPA
on disclosure of personally identifiable student information must be observed at all times.
The Superintendent is responsible for determining the methods of information delivery to
employees and students. The Superintendent shall provide to the school principals,
supervisors and all other District employees the information necessary to comply with
Governing Board policy 10.33.1. The information related to bullying is to include but not be
limited to preventive measures, incident reporting, related support services available
(proactive and reactive), student rights, employee responsibilities, and the ramifications of
not reporting a bullying incident or suspension of bullying. The information shall be
disseminated to District personnel at the beginning of each year and as the Superintendent
otherwise determines to be appropriate.
The principal or the principal’s designee is responsible to ensure information related to
bullying is disseminated to students, and parents and guardians. The information shall
include but not be limited to Governing Board policy, incident reporting, support services
(proactive and reactive) and student’s rights. The dissemination of this information will
occur during the first (1st) week of each school year:
1. be posted in each classroom and in common areas of the school,
2. be summarized in the student handbook and on the district website, and
3. be provided to each incoming student during the school year at the time of
registration.
The principal or the principal’s designee is also responsible to ensure information is
disseminated to all students who report bullying, including, at the time the incident is
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reported, a written copy of student rights, protections and support services available to the
student; a copy of the report shall also be given to the student’s parent(s)/guardians(s).
The principal or the principal’s designee is responsible for the maintenance of documentation
related to bullying.
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Section 10.34 Student Organizations
PROCEDURES
PROCEDURES
Student Organizations

All high school clubs and K-8 Student Councils need to receive written approval from
the Office of the Superintendent before conducting business. Clubs must submit the
student organization approval packet.

In K-8 schools, student council will be the only approved organizations. All other
student activity groups will fall under the student council.

All clubs must have at least one adult club sponsor who is a Dysart employee.

Club members must be enrolled students at the school where the club is affiliated.
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Section 10.37 – Student Fund Raising Activities
PROCEDURES
PROCEDURES
The following procedures are instituted for the approval of fundraising activities:
Extracurricular Activities and Fieldtrips
All fundraising is done on behalf of the club/extracurricular activity/field trip and will benefit the
club/extracurricular activity/field trip as a whole and not be attributed to any one participant.
Consequently, there is no minimum sales requirement for participants. The expectation of a
monetary contribution from students, for student travel, will not exceed the Board adopted fee as
approved per the official Board fee schedule. If a student has an extenuating circumstance and
cannot meet the monetary expectation, the teacher/staff member should bring this to the
attention of the school site administration, who has authority to waive all or part of the fee if it
creates an economic hardship for the student.
School and Club Fundraisers
Individual fundraising by teachers/staff members from classrooms or other school areas is not
acceptable. When the fundraising activity is connected with specific school activities, the following
shall apply:

All fundraisers must have prior approval from the Student Council and the Principal. The
completed Student Club Fundraising/Activity Form must be submitted to the Principal
and Student Council prior to the start of any fundraising activity.

Student activities monies are derived from a variety of sources: dues, concessions, interest,
ticket sales, publications, yearbooks, class or student pictures, and fundraising events
approved by the Principal/Student Council.

A Student Club may NOT hold a raffle, drawing, lottery or similar event.

A Student Club may participate in a joint fundraising project with an outside group such
as a parent-teacher organization if the Principal and Student Council have approved the
project. The proceeds should be allocated proportionately between the two organizations
based on the level of effort devoted by each group to the project.

It is the practice of the District to limit the sale of competitive food items, including candy,
on its campuses, and to encourage students to utilize the school cafeteria(s).

The following guidelines shall apply for the sale of food items:
o
The decision concerning the sale of candy and other food items; i.e. cookies,
brownies, etc., shall be left to the discretion of the Principal at each individual
campus.
o
However, if food sales are allowed, no competitive food items shall be sold during
the breakfast and lunch hours.
o
Food sold should be commercially regulated or its preparation properly supervised.
The District does not approve the sale of food items made at home.
o
All student food sales shall receive prior approval from the Student Council.
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Section 10.38 - Student Activities Funds
PROCEDURES
PROCEDURES
Student activities at school are a vital part of the total educational program and, therefore,
should be viewed as a means for developing wholesome attitudes and good human relations,
as well as knowledge and skills. Further, it is recognized that the greatest values to be
derived from both curricular and extracurricular student school activities occur when such
activities are developed and encouraged through participation among, or the knowledge of,
the student body, interested members of the community, and the school staff.
The principal of each campus shall monitor the financial activities of the student body to
ensure that fund raising complies with District guidelines and is in accordance with the
provisions of A.R.S. Title XV.
All monies collected shall be deposited in the proper campus associated students account at
a local bank through the District administrative office.
Each fund-raising endeavor shall have a stated and approved purpose. The purpose must
be so clearly outlined as to benefit the student body as a whole. Those activities meeting
with Governing Board approval include the following:
Yearbook sales
Food and/or candy sales
School photograph sales
Coupon sales
Catalog and/or magazine and/or card sales
Holiday gift sales
Flower sales
Balloon sales
Aluminum can collection
Ticket sales (sporting events, dances, special events, et cetera)
Car washes
Book fairs
Sales on items from the school store
Sales of school spirit items
Rummage sale
Sports physicals
Fund-raising events for the community as approved by the Superintendent
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Reserves shall be limited to amounts estimated as necessary for the beginning of the
subsequent year's operation. Expenditures may not be drawn against an account that does
not have an operating balance.
Each expenditure made from the high school associated students accounts shall be based on
a properly completed disbursement voucher, signed by the appropriate officers of the student
body organization and the principal as the student activities fund administrator. Each
disbursement request should clearly state the purpose for the expenditure, and the related
invoices or receipts should be attached to the original copy request. Prior to issuance of a
check for a disbursement request, verification should be made through the assistant student
activities treasurer as to the club's cash balance. Cash must be available in the account.
Under certain circumstances, an advance to a club may be authorized and should be
transacted through the student council organization.
An annual audit of the student activities funds shall be performed, with payment for the
audit being made from the District maintenance and operation fund. Interest earned on
investments shall be allocated to the student activities funds on an equitable basis.
Administration
of
Student
Activities
Money
The District administrative office shall deposit student activities monies in the appropriate
accounts established for each school.
Disbursement from the student activities accounts shall be by check, signed by two (2)
persons as authorized by the Governing Board.
The District administrative office shall give bonds in an amount determined by the Board,
and the cost of the bond premiums shall be charged against the District.
Accounts showing the balances due the respective organizations shall be kept by the District
office student accounts treasurer and shall be open to inspection by officers of the student
body concerned.
Records
of
Deposits
and
Expenditures
The student activities treasurer shall maintain an accurate, detailed record of all deposits in
and expenditures from the student activities fund. Copies of the record shall be presented
to the Board not less than once during each calendar month.
Monies received by the District administrative office must be deposited intact weekly, and
preferably daily.
A bank reconciliation must be prepared monthly by an employee who is not responsible for
handling cash or issuing checks.
Student activities fund monies may be invested and reinvested.
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Section 10.39 - Contests for Students
PROCEDURES
PROCEDURES
Participation in contests shall be optional and shall be kept within reasonable bounds. The
following statements shall be a guide for determining participation in contests:
The primary educational aims and the needs and interests of the students must be a
consideration at all times.
The school and its students shall not be used to promote private or commercial
interests.
All materials or activities initiated by private sources shall be judged on grounds of
their:
Direct contribution to educational values.
Factual accuracy.
Good taste.
Consideration shall be given in all cases to protecting students and teachers against
unreasonable added work and responsibilities.
Arizona Interscholastic Association regulations shall prevail with students who
officially represent Dysart high schools.
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Section 10.41 – Extracurricular Activity Eligibility
PROCEDURES
PROCEDURES
Dysart Unified School District recognizes that a variety of school sponsored student activities
enrich a student’s academic program. Participation in student extracurricular activities is
encouraged to aid in the development of well-rounded personalities, with special emphasis
on social, emotional, and physical fitness.
Procedures for eligibility in extracurricular activities will be reviewed annually by a
representative committee of parents and teachers. Recommended revisions to procedures
will be submitted to the Governing Board during a public meeting with opportunity for public
comment.
Parents and students will be made aware of academic requirements to obtain or sustain
eligibility to participate in extracurricular activities through coaches/sponsors meetings,
written handbooks and the school website. Parents and students will receive academic
information through the District’s progress reports and quarterly report cards. A
“Preliminary Written Notice of Pending Ineligibility” as well as a “Written Notice of
Ineligibility” will be used to notify students and parents of eligibility status. Coaches and
sponsors will also give verbal notification to their respective students when a status of
ineligibility has been determined.
ACADEMIC ELIGIBILITY
The District requires all students who participate in extracurricular activities to maintain
passing marks in all subjects on a cumulative basis. School administration will review a
bimonthly academic report for determining that the standards set forth in Governing Board
policy are being met.

The eligibility criterion for extracurricular participation shall be a passing grade in
all classes in which the student is enrolled, and the student shall maintain progress
toward promotion.

Ineligibility will be determined at the conclusion of each two week reporting period,
and any change in eligibility status will occur on the first official day following the
last day of the previous eligibility period.

Parents and students will be notified of ineligibility by mail, phone, e-mail or in
person. Students will also be notified in person by the coach or sponsor. During a
conference with the teacher, the coach/sponsor will review with the student the
options for remediation available to the student in order to clear all academic
deficiencies and regain eligibility status.

Immediately following any grading interval in which a student is determined to be
academically ineligible, a period of ineligibility will be imposed and will last until all
scholarship grades are restored to passing on a cumulative basis unless the student
is ineligible for some reason other than academic performance.

If a student becomes ineligible, it will be the responsibility of the student and coach
to make arrangements with the classroom teacher involved to obtain additional help
to aid in reestablishing eligibility.

Coaches may run study tables during their season to aid students to stay or regain
eligibility.
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
Students whose behavior presents a problem or jeopardizes school discipline may be
ineligible for participation in extracurricular activities until such time as their
behavior warrants reinstatement.

School administration will arrange for notification of the student and parents of any
pending and actual ineligibility in a manner so as to protect the privacy of each
student.
ELEMENTARY SCHOOL ELIGIBILITY PROCEDURES
Before being allowed to participate in practice or athletic contests or other activities, every
student must be determined to be eligible.
HIGH SCHOOL ELIGIBILITY PROCEDURES

Each student will be required to receive a passing grade in all classes.

Student not meeting the grade requirement will become ineligible immediately and
remain ineligible until their grades have met the eligibility requirements. Grades will
be monitored every two weeks.

A pending and a failure list will be sent out every two weeks. The pending and failing
lists will be put in the teacher’s mailboxes during the week of the grade checks. If a
student is still failing during the second grade check and was pending they will be put
on the failing list. If the student was not put on the pending list, they will not be put
on the failing list.

If the student is passing, the teacher will sign and return the form to the Athletic
Director’s or supervising staff member’s office.

The grade check forms must be returned to the Athletic Director’s office or supervising
staff member’s office no later than 12:30 p.m. the Thursday of the same week.

Before being allowed to participate in practice, athletic contests, or other activity,
every student must be determined to be eligible through the Athletic Director or the
supervising staff member.

When the following information is in the Athletic Director’s or supervising staff
member’s office, the student will be issued an eligibility sheet. That sheet will then be
sent to the head coach in that sport or the head supervising staff member in the
activity and the student will be allowed to begin practice or to begin to participate.

Failure to raise a failing grade twice in the same class during the same season will
result in the removal from that season’s athletic team or from the student activity.

A student who becomes ineligible at the end of any grading interval will be permitted
to participate in practice sessions but may not participate in team or group
competition or performance.
 The student may attend club meetings but may not participate in any organized
activity or business discussions and may not maintain voting privileges until having
met eligibility requirements.
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Section 10.42 - Student Discipline
PROCEDURES
PROCEDURES
The discipline procedures and best practices in Behavior Management and Discipline of all
Students adopted by the Governing Board are incorporated by this reference. The discipline
procedures encompass disciplinary infractions, and permissible consequences.
Involving Staff Members
The principal is responsible for involving staff members of the school in the development of
a positive plan for student discipline. All staff members are responsible for implementing
the plan of student discipline for the school.
Any teacher, administrator, Board member, parent, or other person may report a violation of
student disciplinary rules to an administrator. The administrator will then make an
investigation of the charges as deemed appropriate and will institute appropriate
proceedings.
Refusal to readmit per A.R.S. 15-841:
Upon discussion, by the administrator with the teacher, of disciplinary action
implemented in conjunction with a temporary removal in accord with the rules
established by the Board, the teacher will be required to state an intent to readmit or
refuse to readmit the removed student. If the teacher refuses to readmit the student,
the reason shall be written by the teacher, explaining the conditions used to determine
the removal, and shall be provided to the administrator by the next business day
following the temporary removal.
Either of the following conditions must exist for a temporary removal per A.R.S. 15841:
The teacher has documented that the pupil has repeatedly interfered with the
teacher's ability to communicate effectively with the other pupils in the class or
with the ability of the other pupils to learn.
The teacher has determined that the pupil's behavior is so unruly, disruptive, or
abusive that it seriously interferes with the teacher's ability to communicate
effectively with the other pupils in the classroom or with the ability of the other
pupils to learn.
The matter will be referred to the school placement review committee (SPRC)
constituted in accord with statute if the conditions are consistent with those stated in
A.R.S. 15-841. Within three (3) business days following the date of temporary
removal, the SPRC shall determine to either place the student in a new class or return
the student to the existing class if that is the best or only practicable alternative.
If the student is qualified for educational services under the Individuals with
Disabilities Education Act (IDEA), any change in the student's individualized
education program (IEP) shall be determined by the IEP team in accord with federal
regulations.
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PROCEDURES
PROCEDURES
Behavior Management and Discipline of All Students
Practices and procedures for the behavior management and discipline of students shall be
determined and applied in accord with the following standards:
Behavior Management and Discipline
of All Students
Each school shall implement positive, evidence-based, safe, and timely plans and procedures
for all students including those who exhibit behaviors that interfere with learning or who
place themselves or others in danger. Administration, staff, parents and students are to be
engaged in the development of the plans. The purpose of the plan is to identify practices
that are agreed upon and complied with and reinforced by members of the school community,
including the Governing Board. An objective of the plan is to provide consistency in the
manner in which deviations from appropriate behavior are addressed. The plans are to be
submitted to the Superintendent.
Plans are to be:
Proactive: Students are to be taught the critical social skills needed for success.
Positive behavioral interventions and supports enable the school to set clear
expectations for behavior, to acknowledge and reinforce appropriate behavior,
and to implement a consistent continuum of consequences for challenging
behavior.
Comprehensive: Positive behavioral interventions and supports are to be
employed uniformly throughout the school, including non-instructional areas
such as the cafeteria, hallways, and buses. School personnel are to be trained
in positive behavioral interventions and supports, in data reporting, and receive
support in implementation of the practices. Appropriate school personnel are
to be trained in areas of crisis intervention such as use of restraints and
seclusion.
Data driven: The school is to rely on data for the development and modification
of its positive behavioral interventions and supports approach. The data is to
be tracked through office referrals as well as from classroom reports, schoolbased intervention teams, and crisis intervention documentation. Positive
behavioral interventions and support teams are to use the data to design specific
interventions to prevent challenging behaviors before they occur and to confirm
the effectiveness of interventions.
Plans are to ensure that parents of students enrolled in the school have comprehensive
information regarding behavioral expectations within the school and the planned
responses should the expectations not be met. Parents are to:
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have ready access to the school plan, and
be informed how to provide input into the plan.
Response
to
Intervention
The plans are to provide for and the school is to have in place a multi-level approach to
teaching students appropriate behaviors that provide progressively intense support for
students according to need.
Interventions shall be consistent with plans for creating and maintaining a positive
school climate.
Supports may include such strategies as increased and targeted social skills training,
increased monitoring and reinforcement systems, self-management techniques, and
family mentoring and involvement programs and small group direct instruction.
Provide a range of individualized interventions designed to address the specific
behaviors continuing to cause the student difficulty. These may include counseling,
more intense direct instruction, behavioral contracts, specific behavioral consequences,
alternative educational programming, consideration for a referral for an evaluation for
special education, and other strategies agreed upon with the parents. A functional
behavioral assessment (FBA) and a behavior intervention plan (BIP) may be included
and shall be required for students with disabilities when a manifestation
determination is necessary.
The FBA must identify the target behavior and what subsequent responses by
staff or other students reinforce the continuation of the challenging behavior.
The BIP should be developed from a functional behavioral assessment and
prescribe methods the staff will use to prevent, manage, replace, and monitor
changes to the behavior. The BIP must be based on evidence-based practices
and support the goal of making the challenging behavior irrelevant, ineffective
and inefficient. The BIP must be implemented with integrity by staff trained
to do so.
Crisis
Management
Crisis management in the context of behavior management is defined as the methods used
by school personnel to respond to imminent danger to the student, other students or staff.
The two (2) most commonly used methods of crisis management are restraint (either physical
or mechanical) or seclusion of the student.
Use of seclusion. Seclusion for the purpose of the plan is the confinement of a
student alone in any space from which the student is physically prevented from
leaving.
Seclusion means the involuntary confinement of a pupil alone in a room from which
egress is prevented. Seclusion does not include the use of a voluntary behavior
management technique, including a timeout location, as part of a pupil’s education
plan, individual safety plan, behavioral plan or individualized education program that
involves the pupil’s separation from a larger group for purposes of calming.
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The use of seclusion is to be used only in an emergency to protect persons from
imminent, serious physical harm.
Any area used for seclusion must be free of objects that could cause harm, must
provide for adequate visual and audio supervision of the student, must provide
adequate lighting and ventilation, and must not be locked.
Any area used for seclusion must comply with the State Fire Code.
School personnel must observe the student at all times during the seclusion
period and reassess the child's demeanor at age-appropriate intervals. When
seclusion continues beyond the second assessment, an administrator or the
administrator's designee must review and approve continued seclusion.
The student must be released from seclusion as soon as the student regains selfcontrol.
If seclusion is necessary, parents and administrators must be notified within the
same school day and a written notice that includes the circumstances that
preceded the behavior, the behavior, the length of time the student was secluded,
the location of the seclusion, and the person who observed the student during
the seclusion must follow. When a student has been in seclusion for longer than
one (1) hour, parent contact must be initiated immediately.
A debriefing with affected staff, parents, and, if appropriate, the student shall
be conducted within two (2) school days. During the debriefing, a determination
must be made regarding the need for a functional behavior assessment (FBA).
Each incident must be recorded in the student management system.
A student who has required crisis management by the school staff more than
three (3) times in a semester must have a functional behavior assessment (FBA)
and, if appropriate, a behavior intervention plan (BIP) within a reasonable time
following the third (3rd) incident.
The District and the school must have a strategy in place to support teams in
modifying a FBA and BIP when the existing plan is ineffective (e.g., continued
instances of the need for crisis intervention).
Prohibited uses of seclusion:
Seclusion is not to be used as punishment for violations of school rules, for
repetitive behaviors, or because of staff anger toward the student.
Seclusion is not to be harsh, severe, or out of proportion with the offense
committed and the age and physical condition of the student.
Seclusion is not to be used to prohibit reasonable access for the care of the
student's bodily needs.
Seclusion must not deny a free, appropriate public education to students with
disabilities through excessive or extensive use.
The use of seclusion is not to be limited, by policy or practice, to students with
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disabilities.
Use of physical and mechanical restraints: Restraint means any method or
device that immobilizes or reduces the ability of a pupil to move the pupil’s torso, arms,
legs or head freely, including physical force or mechanical devices.
Restraints used in schools for the purpose of providing support to students' orthopedic
and assistive technology needs in order to permit them to learn and participate in
school activities as identified in an individualized education program (IEP).
Restraints, such as weighted vests or blankets, identified by an IEP team as
appropriate for a student to enhance participation in learning activities.
Vehicle safety restraints used in accordance with state and federal regulations.
Restraints employed by law enforcement officers in school settings that are used in
accord with their policies and appropriate professional standards. These instances
are subject to the same reporting requirements by the school as restraints used by school
personnel.
Physical restraint is to be a last resort emergency safety measure used only
in an emergency situation when a student is imminently dangerous to
him/herself or others.
Personnel using the restraint must take extreme care to provide for the safety
and comfort of the student during the restraint procedure.
Personnel authorized to use restraints must maintain current training
certification. This training must be provided by personnel with current
approval by a training program with training in:
Alternatives to restraint (e.g., de-escalation strategies, and problemsolving techniques);
The proper use of the restraint; and
Safety precautions and procedures for continuous monitoring of a student
by a third party during restraint.
The student must be released from the restraint as soon as the student regains
self- control.
Parents and administrators must be notified as soon as possible within the same
school day, followed by a written notice stating the circumstances that preceded
the behavior, the behavior, the length of time the student was restrained, the
location of the restraint and the person(s) who observed the student during the
restraint.
A debriefing with affected staff and parents and, if appropriate, the student must
be conducted within two (2) school days. During the debriefing a determination
will be made regarding the need for a functional behavioral assessment (FBA).
An incident report of the event must be recorded in the student management
system.
A student who has required crisis management on the part of the school staff
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more than three (3) times in a semester must have a functional behavioral
assessment (FBA) and, if appropriate, a behavior intervention plan (BIP)
developed within a reasonable time following the third (3rd) critical incident.
The District and the school must have a strategy to support teams in modifying
a FBA and BIP when the existing plan is ineffective (e.g., continued instances of
the need for crisis intervention).
Prohibited uses of physical and mechanical restraints:
Physical and mechanical restraints, such as prone restraint, that places excess
pressure on the chest or back or impedes the ability to breathe or communicate
are prohibited.
The use of mechanical restraint by a staff member who has not been trained in
the use of restraints is prohibited.
Restraints that provide support to a student's orthopedic needs shall not used as
a means of punishment for noncompliant behaviors.
No policy or practice shall limit the use of restraints to students with disabilities.
Training in uses of seclusion and restraint procedures:
Personnel who use seclusion and/or restraints procedures must have training in
conflict prevention, crisis de-escalation, possible effects of seclusion, and any
local or state regulations regarding the seclusion space and its use.
The training of personnel must be recurrent with annual updates appropriate to
the type of school setting, to the age and developmental level of students. The
training must include information about commonly accepted standards for the
use of seclusion and restraint in the school setting.
The training must include content and skill development on the use of positive,
instructional, and preventive methods for addressing student behavior.
The training must include information about the effects of medications students
may be receiving and how seclusion and restraint procedures might affect the
physical well being of the student during seclusion or restraint.
The training must include multiple methods for monitoring a student's wellbeing during restraint and seclusion.
The training must include the requirement to call on a staff member with
certification in First Aid and cardiopulmonary resuscitation (CPR) in the event
of an emergency during seclusion or restraint.
The training must include the requirements for reporting to parents and
administration.
Corporal punishment: For the purposes of this procedure corporal punishment is
defined as the deliberate infliction of pain intended to discipline or reform a person's
bad attitude and/or behavior.
Corporal punishment is prohibited.
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PROCEDURES
PROCEDURES
Student Records
Each principal shall establish and retain complete records of student disciplinary actions and
procedures. Records regarding student disciplinary actions shall be retained for at least two
(2) years after last attendance date.
The accounting for students subject to disciplinary action on discipline record card shall
contain an entry of:
The full name of the student.
The racial/ethnic and sex designations of the student.
The time, place, and date of the offense or offenses, or observed behavior.
Descriptions and dates of other offenses or observed behaviors if not previously
reported.
The names of witnesses or others involved.
Specific measures taken by person or persons reporting the offense or offenses to effect
an adjustment, including the specialized help secured before referral, such as
conferences with parents, conferences with the principal, and conferences with other
school personnel.
The name and title of the person or persons reporting the offense or offenses.
The alternatives, if any, that were considered prior to the imposition of the disciplinary
action taken by the principal.
The final disposition of the case.
The name and title of the person or persons imposing the action or actions.
The kinds of disciplinary actions for which an accounting should be kept shall include, but
not be limited to:
Suspensions and/or expulsion.
Corporal punishment.
Placement in work room or detention (for disciplinary reasons).
Transfer to another class (for disciplinary reasons).
Transfer to another school (for disciplinary reasons).
Referrals of cases to police and juvenile authorities.
Others as required.
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The school principal shall have the responsibility of maintaining the necessary discipline
records to include:
Discipline record card (each reported incident). Student discipline list (cumulative).
Log of corporal punishments (each incident).
Summary of corporal punishments: monthly report, retained by the principal; yearly
summary, copy to the District office.
Log of suspensions (cumulative).
Summary of suspensions: monthly report, retained by the principal; yearly summary,
copy to the District office.
Log of expulsions and referrals to courts (cumulative).
Log of Governing Board expulsions (each incident).
Summary of expulsions: monthly report, retained by the principal; yearly summary,
copy to the District office.
Log of student withdrawals (cumulative).
Summary of withdrawals: monthly report, retained by the principal; yearly summary,
copy to the District office.
Log of dropouts (cumulative): use only W5's as dropouts; use of this form is optional.
All monthly summary forms shall be completed at the close of each attendance month.
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PROCEDURES
PROCEDURES
Form 10.42 - Referral of Student to Principal
____________________
Student's Name
Period/Room
__________________ _____________
Date/Time Sent
_______________
Teacher
Purpose for which the student is being referred ______________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
If the referral is for misconduct, have you previously referred this student for the
same, or similar, reason(s)?  Yes  No
Do you desire to confer with the principal, or the principal's designee, before
disciplinary action is taken?  Yes  No
Is it your intent to file a Notice to Principal of Refusal to Readmit Student?
 Yes  No  Possibly
REMINDER: All documentation substantiating the reason(s) and condition(s) for a
refusal to readmit the student following the student's temporary removal pursuant
to A.R.S. 15-841 must be provided by the next business day following the temporary
removal.
___________________________________
Teacher's Signature
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PROCEDURES
PROCEDURES
Form 10.42 - Notice to Principal of Refusal to Readmit Student
(Must be submitted by next business day following temporary removal)
Teacher ___________________________ Student____________________________
School _____________________________ Class _______________ Period ______
Under the provisions of A.R.S. 15-841, I am refusing to readmit the above-named
student to the identified class. The temporary removal was made under the
following condition (one [1] of the two [2] conditions must be selected and
substantiated):

1. The pupil has repeatedly interfered with my ability to communicate
effectively with the other pupils in the classroom or with the ability
of the other pupils to learn.

2. The pupil's behavior is so unruly, disruptive, or abusive that it
seriously interferes with my ability to communicate effectively with
the other pupils in the classroom or with the ability of the other
pupils to learn.
Instructions: Describe the incidents that have prompted the decision to remove the
student from the class. It is important that complete and detailed information is
provided, as it will be used (1) by the principal in determining the appropriate
discipline management techniques, consistent with Governing Board rules, to be
applied to this case, and (2) by the placement review committee to determine whether
the student should be placed back in the class if the teacher and principal cannot
reach consensus that acceptable corrective measures have been accomplished to effect
the student's return to class.
To the extent possible, report literal disruptive remarks made by the student, and list
contributing factors such as the student's facial or bodily expressions, gestures,
sounds, and so forth. Explain how the student attempted to divert the attention of
other students, to encourage their participation in the misbehaviors, and to otherwise
interfere with the classroom management, teaching, and learning processes. State
the techniques, both successful and unsuccessful, that have been attempted to
restrain the student's misconduct, gain the student's cooperation, or otherwise
control the situation. List the dates of and summarize the communications and
conferences with the student's parent(s) or other responsible adult(s) to elicit their
assistance in resolving the difficulties with the student.
If the space on this form is inadequate, check the box on the following page and
indicate the number of supplemental sheet(s) you are attaching to this notice.
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Date of misbehavior:
Description of incident:
Techniques attempted:
Parental conference held?
outcome.
Date of misbehavior:
 Yes
 No
If yes, date held and summary of
Description of incident:
Techniques attempted:
Parental conference held?
outcome.
Date of misbehavior:
 Yes
 No
If yes, date held and summary of
Description of incident:
Techniques attempted:
Parental conference held?
outcome.
 Yes
 Additional space is needed.
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 No
If yes, date held and summary of
______ supplemental sheets are attached to
this notice.
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Express your opinion of the action(s) that will be most effective with the student and
state your expectation for the outcome of your decision to remove the student from
your class.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________
Teacher's Signature
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SUPPLEMENT TO
NOTICE TO PRINCIPAL OF REFUSAL TO READMIT STUDENT
Teacher
School
______________________ Student
____________________ Date ______
_____________________________ Class
Date of misbehavior:
_______________ Period ______
Description of incident:
Techniques attempted:
Parental conference held?
Date of misbehavior:
Yes
No If yes, date held and summary of outcome.
Description of incident:
Techniques attempted:
Parental conference held?
Yes
No If yes, date held and summary of outcome.
______ of ______ Supplemental Sheets
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Section 10.44 - Student Suspension
PROCEDURES
PROCEDURES
Hearing Officer Responsibilities
Role Description
Hearing Officer
for
the
The hearing officer plays a vital role in student disciplinary actions. This procedure
describes the role the hearing officer plays in assisting the student and the District in
obtaining fair and impartial decisions or recommendations.
Administration Recommends
Long Suspension
In this context the hearing officer is a decision maker. A student disciplinary matter is
referred to a hearing officer if:
the administrator has reviewed the facts, provided the student/parent the opportunity
to discuss the situation and then determined that good cause exists for long suspension
in keeping with the disciplinary handbook adopted by the Board.
the student/parent has made a direct request for a formal hearing.
a long suspension is stipulated by the adopted discipline handbook.
The hearing officer's duties are:
to determine if the alleged violation(s) of established rules occurred.
to make certain the student has been afforded due process.
to determine if good cause exists for long suspension.
to make a recommendation based on the adopted discipline handbook.
If the hearing officer determines the alleged violation(s) of established rules occurred, but
that a long suspension is not appropriate, the hearing officer may impose a lesser disciplinary
action. If the hearing officer finds the alleged violation(s) occurred and a long suspension is
appropriate, a written decision supporting the administration's recommendation, in
accordance with the disciplinary handbook, shall be prepared.
In all of the above situations the hearing officer's written decision is final unless an appeal is
filed with the Governing Board by the student/parent or administration. The Governing
Board is the ultimate authority in the District and is not bound to affirm the hearing officer's
decision.
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Section 10.46 - Student Wellness
PROCEDURES
PROCEDURES
The District recognizes the importance of mental and physical health in support of student
learning. School staff will implement these procedures and those in the curriculum and
instructional programs in support of student health and fitness.
Food and Nutrition Overview
All schools must comply with the rules and regulations set forth by the Maricopa County
Health Code and with the US Department of Agriculture federal guidelines.
Fundraising Guidelines
All Foods:
Fundraising activities shall not compete with the Nutrition Department. All food items being
sold must come from a commercial business (supermarket, restaurant) with an approved
Maricopa County health permit. Products sold cannot come from a residential kitchen.
Entrees of any kind will not be allowed for sale during the breakfast or lunch period at any
location on campus (i.e. selling pizza or burritos as a fundraiser). The location of the
fundraiser cannot take place inside the cafeteria or an area leading to the cafeteria during
the breakfast or lunch period.
Competitive food sales and marketing will be consistent with nutrition education and
promotion.
Vending:
Vending sales must comply with USDA Federal guidelines and DUSD Board Policy 5.28. The
following guidelines will assist in this process:
All items being sold in vending machines during the school lunch hour are ADE compliant
with the Child Nutrition Program.
Entrée items are not allowed for sale in vending machines.
All vending machines inside the school cafeteria must be set on timers and turned off during
the breakfast and lunch serving period. Vending machines accessible to Elementary students
(k-8) during the normal school day will only dispense foods that meet nutrition standard
guidelines as set forth by the ADE and USDA. A normal school day is defined as beginning
with the start of the first breakfast period and ending with the last bell of the instruction
period.
When all of these guidelines are followed by the various school groups regarding fundraisers,
vending, and BBQs, our students and adult customers will be safer and our school functions
will be compliant with the various Government agencies and Board policies.
Foods of Minimal Nutritional Value (FMNV)
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Restricted foods cannot be sold during the normal school day. These foods include: soda water,
water ices, chewing gum and certain hard candies.
After Hours Barbeques/Carnivals
These functions need to be compliant with the Maricopa County Health Department. In order
to operate a barbecue/carnival function where food is being served, a County permit is
needed. There are three options schools can pursue. They are:
Hire a Dysart or Dysart Contracted food service employee to assist with the function. All
DUSD schools have an approved permit to operate these functions when a certified employee
is present.
The school can obtain their own Maricopa County health permit to operate. The fees for this
permit range from $70- $260 per year depending on the type of permit. Any permit must also
be accompanied by a person who can become certified in an approved Maricopa County
sanitation course. Access to the school kitchen will require additional fees.
Hire a vendor catering company with an approved Maricopa County permit to service the
function. The vendor must possess the proper permit to cater a barbeque/carnival. The vendor
must have all necessary supplies for the function and be able to comply with Maricopa County
regulations with regard to sanitation safety and comply with all other applicable state and
local regulations without assistance from District staff.
Classroom Parties
These guidelines are established to ensure safety and compliance with the Maricopa County
Health Department. The County has strict regulations about food being prepared in
residential kitchens served at classroom parties. It is not allowed. All food brought onto
campuses for classroom parties must originate from certified kitchens, commercial
institutions or commercial food service stores.
All foods offered must originate from a Maricopa County Health Department approved
kitchen or institution. Examples would be products prepared at a supermarket bakery, retail
location or from a commercial restaurant. For example, cupcakes prepared at home are not
an approved item for a classroom party.
All food offered is delivered at the proper temperature and unwrapped food is served with a
gloved-hand or utensil. Example would be a pizza party from an approved vendor, which is
served by a gloved hand or with a serving utensil.
All food offered is being consumed within a reasonable time and is maintained at proper
temperature. No contact is to be made by a non-gloved hand with any food items that are not
pre-wrapped.
An annual report shall be made to the Board on the District's compliance with law and
policies related to student wellness. The report may include but not be limited to:
Evaluation of the food services program.
Recommendations for policy and/or program revisions.
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Review of all foods and beverages sold in schools for compliance with established
nutrition guidelines.
Assessment of school environment regarding student wellness issues.
Listing activities and programs conducted to promote nutrition and physical activity.
Providing feedback received from District staff, students, parents/ guardians, and
community members.
In accordance with the National School Lunch Act (42 U. S. C. 1751 et seq.) and the Child
Nutrition Act (42 U.S.C. 1771 et seq.), as amended, an assurance that District guidelines for
reimbursable meals are not less restrictive than regulations and guidelines issued for schools
in accordance with federal law shall be provided annually.
Nutrition education will involve sharing information with families and the community.
Parents will be provided with nutrition education including handouts, menus, postings on
the District website, and/or presentations. The cafeteria will be used to present nutrition
and wellness education as well, utilizing posters, demonstrations and handouts.
In order to reinforce and support nutrition education efforts, the guidelines will ensure that:
Nutrition instruction provides sequential, comprehensive health education in
accordance with the Arizona Department of Education curriculum regulations and
academic standards;
Cooperation with agencies and community organizations is encouraged to provide
opportunities for appropriate student projects related to nutrition;
Consistent nutrition messages are disseminated from the District throughout the
schools, communities, homes and media; and
Nutrition education is extended beyond the school environment by engaging and
involving families and community.
In keeping with the District's nutrition program goals, only food approved or obtained by the
District's food services program should be served. This includes classroom reward or
incentive programs involving food items as well as foods and beverages offered or sold at
school-sponsored events outside the school day. Approval is required to ensure that the
foods served meet the requirements of the District's nutrition policy and procedure (i.e., all
foods served fit in a healthy diet and contribute to the development of lifelong healthy eating
habits for the District's students).
Implementation
and
Monitoring
With the purposes of monitoring the implementation of this policy, evaluating policy
progress, serving as a resource to school sites, and revising the policy as necessary, a wellness
policy committee has been established. The committee will meet a minimum of two (2) times
annually. It is recommended the membership at a minimum includes the following:
Facilitator, Nutrition Coordinator
Director of Food Service
Parent representative from each school level
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Student representative from each school level
Administrative Representative
Physical Education staff member
Nursing staff member
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PROCEDURES
PROCEDURES
Health and Fitness Overview
Students will benefit from instruction in both health and fitness in order to gain knowledge
regarding how to gain and maintain their physical health. The principal shall ensure that
all students have access to the health and fitness curriculum adopted by the Governing
Board. In addition, the principal is directed to review the needs for professional
development and provide support within available resources.
Physical Activity Goals
Physical education and activity shall be an essential element of each school's instructional
program. The program shall provide the opportunity for all students to develop the skills
and knowledge necessary to participate in a lifetime of healthful physical activity.
Opportunities should be provided to support all kindergarten (K) through grade twelve (12)
students to be physically active on a regular basis. The primary goal for the District's
physical activity component is to provide opportunities for every student to develop the
knowledge and skills for specific physical activities, maintain physical fitness, regularly
participate in physical activity, and understand the short- and long-term benefits of a
physically active and healthy lifestyle.
Physical activity outside of physical education: Schools may offer after-school
intramural programs and/or physical activity clubs that meet the needs and interests of all
students, including those who are not athletically involved or those with special health care
needs.
Prohibition of use of punishment: The District prohibits the use of physical activity as
punishment, the withholding of participation in physical education class as punishment, or
the use of physical education class time to complete assignments from other classes.
After-school programs: The District shall encourage after-school programs to provide
developmentally appropriate physical activity for participating children and reduce or
eliminate the time spent in sedentary activities such as watching television or videos.
Community use: The District shall encourage community access to, and student and
community use of, the school's physical activity facilities outside the normal school day.
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Section 10.47. – Student Insurance Programs
PROCEDURES
PROCEDURES
If a student health benefits insurance program is available, information will be provided to
parents and guardians by the following procedures:

Informational flyers are placed in packets that go home with students the first day of
school each year.

Flyers reference an application available on district website.

The application and payment are made directly to the insurance company not
processed through the school office.
Applications are held at the schools for parents who may not have access to computers and
for distribution by coaches for athletic programs and school health offices.
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Section 10.48 – Student Health Services and Requirements
PROCEDURES
PROCEDURES
A Health Services Procedure Manual has been developed to provide guidelines for healthcare
staff in the treatment of injuries and illness within the school setting.
Information in the Manual is based on current recommendations regarding care and in
accordance with Dysart Unified School District policies and procedures. The Manual is
reviewed and updated annually.
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Section 10.49 - Immunizations of Students
PROCEDURES
PROCEDURES
Subject to the exemptions in A.R.S. 15-873, immunization against each of the following
diseases is required for attendance of a child in any school:
Diphtheria;
Tetanus;
Hepatitis B;
Pertussis;
Poliomyelitis;
Measles (rubeola);
Mumps;
Rubella (German measles);
Haemophilus influenzae type b (Hib);
Varicella; and
Meningococcal.
Hepatitis A, for a child one (1) through five (5) years of age in a day care program in
Maricopa County.
The preceding schedules will remain in effect unless the school is notified by the Arizona
Department of Health Services of a modification to the schedule.
A child is in compliance with the requirements if the child has met the criteria of the
appropriate immunization schedule as recommended by the Department of Health Services
or is actively in the process of meeting such criteria as evidenced by having received one (1)
dose of each of the required immunizations and has established a schedule for completion of
the required immunizations.
A child shall not be allowed to attend school without submitting documentary proof to the
school administrator unless the child is exempted from immunization pursuant to section 15873. Upon enrollment, schools shall forbid attendance or (suspend) a student not meeting
the requirements for immunization or exemption from immunization. Homeless students
shall be referred to the liaison for homeless students and shall not be required to comply with
the immunization requirements until the fifth (5th) calendar day after enrollment.
The admitting official shall deem the student to be in compliance with the requirements of
this procedure if:
The student's immunization record complies with the documentary proof required
pursuant to A.A.C. R9-6-704, and the student has received or is in the process of
receiving all required age-specific vaccine doses according to Policy Procedure 10.49 –
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Immunization of Students; or
An exemption from immunization is submitted in accordance with the procedures set
forth in R9-6-706.
When the student's immunization record is not available at the time of enrollment, the school
shall provide the responsible person with the following:
Notification of the lack of compliance with the immunization requirements;
A written notice that specifies when the required doses shall be completed, notes the
availability of exemptions to immunization, and refers the student to a physician or
local health department for review of the student's immunization history and provision
of immunizations as needed; and
Notification that the student is suspended in accordance with 15-872 until an
acceptable immunization record that meets the standards of documentary proof is
presented to the school.
When immunization records are presented that do not comply with the standards for
documentary proof, the school shall:
Notify the responsible person of the lack of compliance with the immunization
requirements; and
Obtain a review and verification of the student's immunization record by or in
consultation with a certificated school nurse, a public health nurse, a licensed
physician, or an authorized representative of a local health department.
If the admitting official is unable to verify the accuracy of the student's immunization record
pursuant to the preceding paragraph, the school shall provide to the responsible person:
A written referral to a physician or local health department for further review of the
student's immunization history and provision of immunizations as needed; and
Notification that the student is suspended until an immunization record that meets
the standards of documentary proof is presented to the school.
Each school shall maintain a current list of students without evidence of immunization or
immunity to the diseases listed in R9-6-702, which shall include the names of all students
with incomplete immunization histories or exemptions for personal, religious or medical
reasons where evidence of immunity has not been provided.
Schools shall forbid attendance by a student lacking proof of immunization or immunity
against any of the immunization-preventable diseases as determined by the State
Department of Health Services or local health department during periods of outbreaks of the
diseases for which immunity is lacking. The announcement of an outbreak of disease and
the length of the period of communicability shall be as declared by the state or local health
department.
Standards
for
Documentary
Proof
Proof of immunity to the diseases listed in R9-6-702 shall be documented in accordance with
R9-6-704.
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Immunization records or statements of immunity shall be signed by a physician or authorized
representative of a health agency.
Exemptions
to
Immunizations
Students who have reached their fifth (5th) birthday shall be exempt from the Hib
immunization requirement.
Students who have reached their seventh (7th) birthday shall be exempt from the pertussis
immunization requirement.
Any student with laboratory evidence of immunity shall not be subject to immunization
against that disease as a condition for attending school, provided that such evidence is
submitted to the school.
In accordance with A.R.S. 15-873, documentary proof is not required for a student to be
admitted to school if one (1) of the following occurs:
The parent or guardian of the student submits the appropriate exemption form to the
school administrator stating the parent or guardian has received information about
immunizations provided by the Department of Health Services, understands the risks
and benefits of immunizations and the potential risks of non-immunization, and that,
due to personal or religious beliefs, the parent or guardian does not consent to the
immunization of the student.
The school administrator receives the appropriate exemption form, signed by the
parent or guardian and by a physician, that states one (1) or more of the required
immunizations may be detrimental to the student's health and indicates the specific
nature and probable duration of the medical condition or circumstance that precludes
immunization.
Parents whose personal or religious beliefs do not allow immunization must sign a personal
beliefs or religious beliefs exemption form. A medical exemption form must be signed by the
child’s doctor if there is lab evidence of immunity or a medical reason why the child cannot
receive shots. A copy of the lab results must be kept on file to prove the child’s immunity.
An exemption pursuant to the preceding subparagraph is valid only during the duration of
the circumstance or condition that precludes immunization.
If a medical exemption is granted in accordance with A.R.S. 15-873, it shall be defined by the
grantor as either permanent or temporary.
A permanent medical exemption may be provided for one (1) or more vaccines.
A temporary medical exemption shall specify the date of its termination. A student
with a temporary medical exemption shall be allowed to attend school on the condition
that the required immunizations are obtained at the termination of the exemption.
The responsible person shall be notified of the date by which the student shall complete
all required immunizations.
Any exemption granted in accordance with A.R.S. 15-873 shall be recorded on the school
immunization record in the student's permanent file.
Students who lack documentary proof of immunization shall not attend school during
outbreak periods of communicable immunization-preventable diseases as determined by the
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Department of Health Services or local health department. The Department of Health
Services or local health department shall transmit notice of this determination to the school
administrator responsible for the exclusion of the students.
Reporting
Communicable
Diseases
The administrator of a school shall submit by telephone a report to the local health
department any case, suspected case, or outbreak of a communicable disease as follows:
Within twenty-four (24) hours after detecting a case or suspected case of:
Cryptosporidiosis
Enterohemorrhagic Escherichia coli
Haemophilus influenzae: invasive disease
Hepatitis A
Measles
Meningococcal invasive disease
Mumps
Pertussis (whooping cough)
Rubella (German measles)
Salmonellosis
Shigellosis
Within twenty-four (24) hours after detecting an outbreak of:
Conjunctivitis: acute
Diarrhea, nausea, or vomiting
Scabies
Streptococcal Group A infection
Within five (5) working days after detecting a case or a suspected case of:
Campylobacteriosis
Varicella (chicken pox)
The report shall include:
The name and address of the school
The number of individuals having the disease, infestation, or symptoms
The date and time the disease or infestation was detected or the symptoms began
The number of rooms, grades, or classes affected and the name of each
Information about each affected individual to include:
Name,
Date of birth or age,
Residential address and telephone number,
Whether the individual is a staff member, student, child in care, or a resident,
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The number of individuals attending or residing in the school, and
The name, address, and telephone number of the person making the report.
Other
Required
Reports
By November 15 of each year, the Superintendent shall submit a report on the immunization
status of students to the state or local health department on a form provided by the
Department.
Each Superintendent of a school whose nurses are authorized to administer vaccines or
immunizing agents shall submit monthly reports to the county health department in
accordance with the procedures set forth in R9-6-707. Reports are due by the fifth (5th) day
of the following month.
An immunization record shall be maintained for each student in the school.
immunization record shall include the following information:
Each
Name of the student;
Date of birth;
The date of the student's admission to the school;
The month and year in which each vaccine was received, except for measles, mumps,
and rubella, for which the day, month, and year are required.
The type of immunizing agents administered to the student;
The date each dose of immunizing agent is administered to the student; and
The established schedule for completion of immunizations if the student is admitted to
or allowed to continue to attend a school pursuant to section 15-872, subsection E.
By November 15 of each year, each administrator of a public-school-based day care program
or preschool shall submit a report to the state or local health department on a form provided
by the Department.
A school shall transfer an immunization record and signed requests for provision of
immunizations, including any revocations thereof, with the mandatory permanent student
record and provide at no charge, on request, a copy of the immunization record to the parent
or guardian of the pupil.
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Section 10.50 – Communicable / Infectious Diseases
PROCEDURES
PROCEDURES
An infectious disease is caused by the presence of certain microorganisms in the body.
Infectious diseases may or may not be communicable or in a contagious state. Diseases in a
contagious state may be controlled by the exclusion of the infected student from the classroom
or by referral for medical attention. Staff members of a school must advise the
principal/school nurse when a student possesses symptoms of an infectious disease. The
principal/school nurse must be provided with as much health information as is known about
the case in a timely manner so that appropriate action can be initiated
Selected diseases must be reported to the Maricopa County Department of Public Health at
the time a case is suspected or diagnosed. A current list and reporting schedule of notifiable
conditions may be found at http://azdhs.gov/phs/oids/pdf/rptlist_schools.pdf or by contacting
the local health department.
Reporting procedures for school staff are as follows:

Determine if and when condition should be reported.

Document information regarding the case; the Department of Public Health will need
the following:
o
Name, age, grade level of individual involved
o
Who reported findings to the school
o
When, where and by whom was the diagnosis made
o
Was the individual hospitalized; supply name of hospital

For reporting: call 602-506-6767, follow instructions as directed by the county RN; fill
out appropriate forms (if applicable) and fax to 602-506-8444.

An outbreak is defined as 10% of individuals in a group setting with similar signs or
the same diagnosis.

Parent notification letters are sent out under the direction of the Maricopa County
Department of Public Health (MCDPH) and most often are sent only if 10% of the
school population or 5 students per classroom are involved (per MCDPH).

Notify Lead Nurse; an approved District parent alert letter will be provided. Parent
alert letters from MCDPH must be reviewed by Lead.

A generic “Parent Alert” letter is used as correspondence UNLESS the County
requests and sends specific letters.

One physician confirmed case of measles would be an outbreak. Parent notification
letters should be sent to students within the involved class.
Head Lice (Pediculosis)
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Procedure:
A suspected case, either reported by teacher observation or parent referral, will initiate the
following:
Check the student’s head for visual signs of live lice or the presence of nits.
A positive finding of either a lice insect or an egg (nit) will require the following:

Head check of all students in the child’s classroom

Head check of high school student, siblings and close friends

Check siblings or other household member attending school

Call schools in district who have siblings of child

Notify the parent/guardian of exclusion from school

Give the parent/guardian a lice information fact and treatment sheet

Discuss with parent/guardian various over-the-counter treatment options or refer
them to the local pharmacist

If a parent/ guardian cannot be reached, leave a message for the parents to call
the Health Office. Attempt to reach someone to pick up the child by calling all
the adults listed by the parents on the Emergency contact list. If no one can be
reached, the child will be kept in the Health Office until the end of the school day,
then send the child home using the usual dismissal method. Send information
with the child.

Send the standard letter to parents of all student’s in the child’s classroom to alert
them to watch for signs of lice infestation.

Recheck, in 7-10 days, students who were sent home with live lice or nits.
When a parent/guardian calls/emails or comes to the Health Office and states that his/her
child had lice over the weekend or they found lice on the child’s hair, the entire class of that
student should be checked that day.
Should lice/nits be found the above protocols will be followed.
On readmission to school, the student will have a head check with the parent/ guardian
present. If there are no live lice or nits, the student will be given a clearance slip for the
teacher. If nits are still present, the child will be sent home and excluded from school until
there are no nits present.
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Section 10.52 - Administering Medicines to Students
PROCEDURES
PROCEDURES
(Medication Procedures)
Prescription
Drugs
For occasions when it is necessary for a student to receive a prescription drug during the
school day, the following procedure has been established to ensure the protection of the school
and the student and to assure compliance with existing rules and procedures:
Administration by school personnel:
The medication must be prescribed by a physician.
The parent or guardian must provide written permission to administer the medicine to
the student. Appropriate forms are available from the school office.
The medication must come to the school office in the prescription container as put up
by the pharmacist. Written directions from the physician or pharmacist must state
the name of the patient, the name of the medicine, the dosage, and the time it is to be
given.
An administrator may designate a school employee to administer the medication.
 Any medication administration services specified in the child's diabetes medical
management plan shall be provided.

Two (2) or more school employees, subject to final approval by the student's parent
or guardian, may volunteer to serve as diabetes care assistants in an emergency as
follows:. Voluntary diabetes care assistants are allowed to administer insulin,
assist the pupil with self-administration of insulin, administer glucagon in an
emergency situation to a pupil or perform any combination of these actions if all of
the following conditions exist:


A school nurse or another health professional who is licensed pursuant to
statute or a nurse practitioner who is licensed pursuant to statute is not
immediately available to attend to the pupil at the time of the emergency.
If the voluntary diabetes care assistant is authorized to administer glucagon,
the parent or guardian must provide to the school an unexpired glucagon kit
prescribed for the student by an appropriately licensed health care professional
or nurse practitioner.
The volunteer diabetes care assistant has provided to the school a written
statement signed by an appropriately licensed health professional that the
voluntary diabetes care assistant has received proper training in the
administration of glucagon, including the training specified in A.R.S. 15344.01.
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If the voluntary diabetes care assistant is authorized to administer insulin, the
parent or guardian of the pupil has provided insulin and all equipment and
supplies that are necessary for insulin administration by voluntary diabetes
care assistants.

The training provided by an appropriately licensed health professional must
include all of the following:

An overview of all types of diabetes.

The symptoms and treatment of hyperglycemia and hypoglycemia.

Techniques for determining the proper dose of insulin in a specific
situation based on instructions provided in the orders submitted by the
pupil's physician.

Techniques for recognizing the symptoms that require the administration
of glucagon.

Techniques on administering glucagon.

A District employee shall not be subject to any penalty or disciplinary action
for refusing to serve as a voluntary diabetes care assistant.

The District, employees of the District, and properly licensed volunteer health
professionals and nurse practitioners are immune from civil liability for the
consequences of the good faith adoption and implementation of policies and
procedures pursuant to District policy and this regulation.
Each administration of prescription drugs must be documented, making a record of the
student having received the medication.
Drugs must be kept in their original containers in a locked medicine cabinet.
Self-administration:
When the physician feels it is necessary for the student to carry and self-administer
the medication, the physician shall provide written recommendations, to be attached
to the signed parent permission form except in the case of medication for diagnosed
anaphylaxis and breathing disorders requiring handheld inhaler devices. In these
cases the student's name on the prescription label is sufficient for the physician's
recommendation.
 The student's diabetes medical management plan provided by the parent or
guardian shall be signed by the appropriately licensed health professional or nurse
practitioner and shall state that the student is capable of self-monitoring blood
glucose and shall list the medications, monitoring equipment, and nutritional
needs that are medically appropriate for the pupil to self-administer and that have
been prescribed or authorized for that student. The student must be able to practice
proper safety precautions for the handling and disposal of the equipment and
medications that the student is authorized to use under these provisions. The
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pupil's diabetes medical management plan shall specify a method to dispose of
equipment and medications in a manner agreed on by the parent or guardian and
the school.
The parent or guardian must provide written permission for the student to selfadminister and carry the medication. Appropriate forms are available from the school
office.
The medication must come in the prescription container as put up by the pharmacist.
Over-the-Counter
Medication
When it is necessary for a student to receive a medicine that does not require a prescription
order but is sold, offered, promoted, and advertised to the general public, the following
procedure has been established to ensure the protection of the school and the student:
Administration by school personnel:
Written permission must be provided by the parent or guardian for the administration
of specific over-the-counter drugs.
Any over-the-counter drug or medicine sent by the parent to be administered to a
student must come to the school office in the original manufacturer's packaging with
all directions, dosages, compound contents, and proportions clearly marked.
An administrator may designate a school employee to administer a specific over-thecounter drug.
Each instance of administration of an over-the-counter drug must be documented in
the daily log.
Over-the-counter drugs must be kept in their original containers in a locked medicine
cabinet.
Self-administration:
Written permission must be provided by the parent or guardian for the administration
of specific over-the-counter drugs by the student.
Over-the-counter drugs or medicine sent by the parent to be administered by the
student must be kept by the student in the original manufacturer's packaging, with all
directions, dosages, compound contents, and proportions clearly marked.
Necessity for self-administration of an over-the-counter drug or medicine shall be
determined by the student's physician and must be verified by a signed physician's
statement attached to the parent or guardian permission form, indicating the specific
drug or medicine.
Protection
of
Students
Use or administration of medication on school premises may be disallowed or strictly limited
if it is determined by the Superintendent, in consultation with medical personnel, that a
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threat of abuse or misuse of the medicine may pose a risk of harm to a member of the student
population.
The student shall take extraordinary precautions to keep secure any medication or drug, and
under no circumstances shall make available, provide, or give the item to another person.
The student shall immediately report the loss or theft of any medication brought onto school
campus. Violation of this procedure may subject the student to disciplinary action.
Emergency Administration of Epinephrine
Epinephrine auto-injectors (also known as Epi-pens or other brand names) are prescribed for
specific students who have had a documented reaction to a known allergen which could result
in a life-threatening emergency. That information is provided by the parent/ doctor when
the epinephrine auto-injectors is given to the health office staff. Epinephrine auto-injectors
are located in the Health Office, however, parents/guardians may request that the
epinephrine auto-injectors stay with the student at all times. A parent/guardian may sign a
self carry consent form permitting the student to carry the medication.
If the student has been exposed to the known allergen, signs of impending severe anaphylaxis
include:

Swelling of the throat, lips, tongue, or around the mouth

Difficulty breathing or swallowing

If related to an insect bite – there may be generalized flushing, itching, or
redness of the Skin

Increased heart rate

A metallic taste or itching in the mouth
Late signs include:
 A sudden feeling of weakness

Abdominal cramps, nausea, vomiting, or diarrhea

Anxiety or an overwhelming sense of doom

Blue color to lips/face, not breathing

Collapse- UNCONSCIOUSNESS
Procedures for administration of the epinephrine are as follows:

Remove epinephrine auto-injector from box and plastic tube

Remove safety cap from the end opposite the tip where the needle will appear (has a
hole in the cover)

Jab tip firmly into lateral aspect of the thigh so it “clicks”, hold in place for
approximately 10 seconds. This results in the cover over the needle moving back,
exposing the needle, and injecting the medication.

Designate someone to call 9-1-1, then notify parent

Re-evaluate patient for worsening/ diminishing symptoms

Document time given on med sheet

Document incident in Infinite Campus
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
Complete Incident Report
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PROCEDURES
PROCEDURES
Form 10.52 - Parental Consent for Giving Medicine at School
Name ________________________________________ Grade _________________
Teacher ______________________________________ School _________________
Medication _____________________________________________________________
Amount to be given ____________ Route (by mouth, inhaled, etc.) _______________
Diagnosis/reason for giving
_____________________________________________
Time to be given _______________ a.m. Time to be given _______________ p.m.
Dates from___________________________ to _______________________________
Prescription medication must be in the original container as prepared by a pharmacist and
labeled, including the patient name, name of medication, dosage, and time to be given. An
over-the-counter medication must be in the original packaging, with all directions, dosages,
compound contents, and proportions clearly marked. Student misuse of medication being
self-administered may result in seizure and disciplinary action.
A signed physician's statement indicating the necessity must accompany any request for selfadministration of medicine, whether it is prescription or over-the-counter medicine except in
the case of medication for diagnosed anaphylaxis and breathing disorders requiring handheld
inhaler devices. In these cases the student's name on the prescription label is sufficient for
the physician's recommendation.
I understand and agree that in the event of a medication related emergency, one (1) of the
following individuals will be contacted. If the Individuals are unavailable, 911 (Emergency
Medical Services) will be called.
Name
Relation
Home/Work/Cell
___________________________________________________________________________
___________________________________________________________________________
__________________________________________
Signature (Parent/Legal Guardian)
________________________
Date
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PROCEDURES
PROCEDURES
Form 10.52 - Parental Consent for Self-Administration of Medication
Name ________________________________________ Grade _________________
Teacher ______________________________________ School _________________
Medication _____________________________________________________________
Amount to be given ____________ Route (by mouth, inhaled, etc.) _______________
Diagnosis/reason for giving
_____________________________________________
Time to be given _______________ a.m. Time to be given _______________ p.m.
Dates from___________________________ to _______________________________
Prescription medication must be in the original container as prepared by a pharmacist and
labeled, including the patient name, name of medication, dosage, and time to be given. An
over-the-counter medication must be in the original packaging, with all directions, dosages,
compound contents, and proportions clearly marked. Student misuse of medication being
self-administered may result in seizure and disciplinary action.
A signed physician's statement indicating the necessity must accompany any request for selfadministration of medicine, whether it is prescription or over-the-counter medicine except in
the case of medication for diagnosed anaphylaxis and breathing disorders requiring handheld
inhaler devices. In these cases the student's name on the prescription label is sufficient for
the physician's recommendation.
Parents accept full responsibility and liability for their student's actions in regard to use of
medication at school and school functions.
I understand and agree that in the event of a medication related emergency, one (1) of the
following individuals will be contacted. If the Individuals are unavailable, 911 (Emergency
Medical Services) will be called.
Name
Relation
Home/Work/Cell
__________________________________________________________________________
__________________________________________________________________________
__________________________________________
Signature (Parent/Legal Guardian)
__________________________
Date
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PROCEDURES
PROCEDURES
Form 10.52 - Physician's Statement
I, ________________________________ have instructed ______________________
Physician's Name
Student
in the proper use of _______________________________. It is my professional
Medication
opinion that _______________________________ should be allowed to carry and
Student
use noted medication by him/herself.
__________________________________________
Physician Signature
Date
__________________________
-------------------------------------------------------I, __________________________________________ accept full responsibility and
Parent
liability for ___________________________________ actions in regard to use of
Child
medication at school and school functions.
__________________________________________
Parent Signature
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Section 10.53 - School Counselors and Psychologists
PROCEDURES
PROCEDURES
(Psychological Reports)
Psychological reports or case study evaluations are confidential. Such information will be
kept locked in the appropriate records location when not in use by authorized personnel.
Teachers may review a student's file under the cognizance of an administrator.
Psychological reports shall not be taken from the office of the department responsible for the
preservation of records.
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Section 10.54 - Reporting Child Abuse/Child Protection
PROCEDURES
PROCEDURES
Abuse means the infliction or allowing of physical injury, impairment of bodily function, or
disfigurement, or the infliction of or allowing another person to cause serious emotional
damage as evidenced by severe anxiety, depression, withdrawal, or untoward aggressive
behavior, and which emotional damage is diagnosed by a medical doctor or psychologist
pursuant to A.R.S. 8-821, and which is caused by the acts or omissions of an individual having
care, custody, and control of a child. Abuse shall include inflicting or allowing sexual abuse
pursuant to A.R.S. 13-1404, sexual conduct with a minor pursuant to A.R.S. 13-1405, sexual
assault pursuant to A.R.S. 13-1406, molestation of a child pursuant to A.R.S. 13-1410,
commercial sexual exploitation of a minor pursuant to A.R.S. 13-3552, sexual exploitation of
a minor pursuant to A.R.S. 13-3553, incest pursuant to A.R.S. 13-3608, or child prostitution
pursuant to A.R.S. 13-3212.
Child, youth, or juvenile means an individual who is under the age of eighteen (18) years.
Abuses classified by statute as "reportable offenses" are:
Indecent exposure [A.R.S. 13-1402]
Public sexual indecency to a minor [A.R.S. 13-1403]
Sexual abuse [A.R.S. 13-1404]
Sexual conduct with a minor [A.R.S. 13-1405]
Sexual assault [A.R.S. 13-1406]
Molestation of a child [A.R.S. 13-1410]
Furnishing items that are harmful to a minor via the internet [A.R.S. 13-3506.01]
Surreptitious photographing, videotaping, filming, or digitally recording of a minor
[A.R.S. 13-3019]
Incest [A.R.S. 13-3608]
Child prostitution [A.R.S. 13-3212]
Commercial sexual exploitation of a minor [A.R.S. 13-3552]
Sexual exploitation of a minor (concerning visual depiction of a minor engaged in
exploitive exhibition or other sexual conduct) [A.R.S. 13-3553]
Luring a minor for sexual exploitation [A.R.S. 13-3554]
Admitting a minor to public displays of sexual conduct [A.R.S. 13-3558]
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PROCEDURES
PROCEDURES
Emergency Child Abuse and Neglect Reports
CALL:
1-888-SOS-CHILD (1-888-767-2445)
If your concern involves an emergency situation, call 911 immediately.
Online Reporting Service for Mandated Reporters
https://www.azdes.gov/dcyf/cps/mandated_reporters/
Mandated reporters are required by law, as defined by ARS 13-3620, to report all concerns of
child abuse or neglect. The Division of Child Safety and Family Services provides a secure
website for mandated reporters of child abuse and neglect to report non-emergency concerns,
as authorized by ARS 13-3620. Non-emergency concerns are those in which a child is not at
immediate risk of abuse or neglect that could result in serious harm. This website is only for
mandated reporters to report situations that do not require an emergency response. An
emergency is a situation where a child faces an immediate risk of abuse or neglect that could
result in death or serious harm.
Reports shall provide the following information:
1. Your identification, and type of reporting source (i.e., - school, law enforcement, etc.)
2. Student Information
a. Name
b. Birthdate
c. Sex
d. Address
e. Names of parents, guardians
f.
3.
School/daycare or where the child(ren) can be located
Adult profile – who was involved in alleged abuse and/or neglect
4. What happened
5. Details about the child and adult functioning or any other details you think will help
ensure the safety of the child(ren) you are concerned about.
After submission of an on-line report you may print a copy of the document for records.
Any school employee reporting child abuse must provide written notification to the principal
of the oral report no later than the following workday of making the report.
A copy of the on-line report should be printed and provided to the principal and/or nurse office
for filing.
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Section 10.56 – Student Insurance Programs
PROCEDURES
PROCEDURES
Use of Bicycles
Students are expected to follow all local laws when traveling to and from school and are
encouraged to wear appropriate safety equipment including helmets. Bicycles and scooters
must be walked in crosswalks and once on the school grounds. Skateboards, rollerblades, etc.
must be similarly carried. It is recommended students in K-2 be accompanied by a
parent/guardian or a rider in grades 3-8.
Students who are eligible to ride bicycles to school are responsible for following common
bicycle safety practices.

Walk bicycle from edge of school property and across crosswalks; bicycles and
scooters must be walked in crosswalks and once on the school grounds. Skateboards,
rollerblades, etc. must be similarly carried.

one rider per bike

park in racks provided

lock the bike
Schools WILL NOT store skateboards, scooters, rollerblades, etc. in the office or classroom
areas. If a student chooses to use this mode of transportation to/from school, the item must
be able to be secured with a locking mechanism in the bike rack area. Bicycles must also be
secured in the bike area. The school will not be responsible for the loss or theft of any of
these items.
Motorized vehicles including scooters are not allowed at any time.
Conduct of Students to and from School
The Board has adopted policies and procedures governing student behavior and has
authorized each school to develop school rules consistent with Board policies. These policies
and procedures apply to students during the school day; while students are going to or
returning from school, whether the student is walking, waiting for, or riding a school bus or
a private vehicle; and while the student is participating in or attending any school sponsored
activity, whether at school or elsewhere. These policies and procedures also apply to students
whose conduct at any time or place interferes with or obstructs the mission or operation of
the schools, or the safety or welfare of students, employees, or property.
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Section 10.58 - Student Dismissal Precautions
PROCEDURES
PROCEDURES
(Student Release Requirements)
Overview
At the time of school admission, the principal must complete the student's permanent record
form, which will identify the student's legal name and the name, address, and telephone
number of the student's lawful custodian(s).
Before releasing a student during the school day, the principal shall be responsible for the
verification of the identity of any lawful custodian or any representative seeking release of a
student.
If a lawful custodian, as indicated on the student's permanent record, is not recognized by
sight, the principal shall require satisfactory identification before such release. If there is a
doubt, release may not be granted.
In the case of a written or verbal authorization by a lawful custodian of record, the principal
shall require satisfactory verification of the message as being from the lawful custodian of
record. If there is a doubt, release may not be granted.
If an unauthorized person refuses to honor the decision of the principal, the principal shall
call the local police authority.
If, in the granting of a release of a student, a change in the record of the student's lawful
custodian(s) becomes apparent and is verified to the satisfaction of the principal, such change
shall immediately be entered on the student's permanent record.
If any police or court official requests the release of a student during school hours, parents
should be notified as soon as possible.
Students must always be signed out through the school office prior to leaving campus. Failure
to do so will be a violation of the District’s disciplinary procedures as the student will have
left the campus without authorization.
For Elementary Students, the parent/guardian or other emergency card-approved person
must appear in the office to sign the student out and must provide an appropriate photo ID.
High school students must check out through the office prior to leaving campus and have
verbal approval from the parent/guardian that is confirmed through the office. The
Attendance Clerk or other office staff member shall validate the request as deemed
appropriate.
Custody
The District shall adhere to all court orders regarding the custody of students. Typically,
courts adjudicating custody of students will define the parental rights applicable to each
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situation. If a court order limits the right of one parent in custody matters, a copy of that
order must be on file in the school office. Unless there is a court order stating otherwise, a
non-custodial parent typically has the right to review student records, meet with teachers,
visit the child on campus and, with identification, check the child out of school as defined by
the parameters of the applicable court order.
There may some circumstances when parental rights have been severed; District Student
Services department should be contacted regarding unique circumstances. If the court has
appointed an individual as a legal guardian, a copy of that order must be on file in the school
office.
Illness
If a student is ill, the following procedure should be followed:
1. The parent/guardian/emergency contact person shall immediately be contacted.
2. If no contact can be made, the nurse shall supervise the student until adult contact
can be made. Cases of potentially contagious illnesses should be isolated.
3. At no time should a sick student be taken or sent to an empty home.
4. At the end of the regular school day if no contact with a parent/guardian/emergency
contact person has been made, the building administrator will be notified to render a
decision regarding what to do with the child.
5. All attempts to reach the parent should be documented.
Under no circumstances should a student be released to walk home during the regular school
day. Parents/Guardians must make alternative arrangements. All requests from a
parent/guardian to have the child released from school to walk home should be addressed
directly by a school administrator.
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Section 10.59 - Student Automobile Use and Parking
PROCEDURES
PROCEDURES
Registration
Students will register their vehicles if they intend to drive to school. The registration will
require that the owner of the vehicle sign the forms and acknowledgments. Registration
stickers will be affixed to the vehicles in a manner specified by the school administration.
Students who fail to register their vehicles or who fail to follow school policy and procedures
related to use of vehicles may have their vehicles towed away. Any expense related to such
towing will be the responsibility of the student. The authorizing school personnel will notify
the law enforcement agency of the jurisdiction of the school within one (1) hour of the time
the vehicle is moved or towed.
Automobile
Searches
Students are permitted to park on school premises as a matter of privilege, not of right. The
school retains authority to conduct routine patrols of student parking lots and inspections of
the exteriors of student automobiles on school property. The interiors of student vehicles
may be inspected whenever a school authority has reason to believe that illegal or
unauthorized materials may be contained inside. Such patrols and inspections may be
conducted without notice, without student consent, and without a search warrant.
Seizure
of
Illegal
Materials
If a properly conducted search yields illegal or contraband materials, such findings shall be
turned over to proper legal authorities for ultimate disposition.
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PROCEDURES
PROCEDURES
Form 10.59 - Acknowledgment Concerning Use of Student Parking Lots
I acknowledge and understand that:
Students are permitted to park on school premises as a matter of privilege, not
of right.
The District retains authority to conduct routine patrols of student parking lots
and inspections of the exteriors of student automobiles on school property.
The District may inspect the interiors of student automobiles whenever a school
authority has reasonable suspicion to believe that illegal or unauthorized
materials are contained inside the automobiles.
Such patrols and inspections may be conducted without notice, without student
consent, and without a search warrant.
A student who fails to provide access to the interior of the car upon request by
a school official will be subject to school disciplinary action.
If the student fails to follow school policy and procedure related to use of
vehicles, the vehicle may be towed away and stored, at the owner's expense.
________________________________________________
Signature of the Student
__________________
Date
________________________________________________
Signature of the Parent/Guardian
__________________
Date
________________________________________________
Signature of the Vehicle Owner
__________________
Date
Vehicle license number: _______________________
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Section 10.60 - Sex Offender Notification
PROCEDURES
PROCEDURES
Sex Offender and Dangerous Juvenile Offender
Notification and Protective Measures
To fulfill the requirements of Policy Section 10.60 the following procedures are to be
implemented.
Registered Sex Offender
Community Notification
When the local law enforcement agency notifies the District pursuant to of a registered sex
offender's presence in the community, the District administration shall distribute the notice
to all schools regardless of the city or zip code where the offender resides. Notification flyers
provided by the law enforcement agency display the offender’s photograph and disclose the
offender’s exact address, status summary and criminal background to nearby schools and
departments. The District may employ the following procedures with respect to notification:

Schools typically have a sign that says “Sex Offender Notices” that is posted on a
bulletin board or wall in the front lobby area. Immediately below that sign on the
counter or on a table should be a very large binder with a cover sheet that says, “Sex
Offender Notices.” All Sex Offender Notices should be included in the binder
regardless of school boundaries.

There are no statutory guidelines for how long to post notices. The district office of
Student Services will periodically run a check of the website and verify whether or
not the offender still lives in the district.

The notices should be available to be shared with anyone who is responsible for
students outside of the school day.
When the registered sex offender described in the notice is also a student within the
District, then the statutes pertaining to juvenile (youthful) dangerous offenders and
sex offenders shall also be followed, except that the restrictions against disclosure of
information shall not apply to the information obtained in the community notification
received from the local law enforcement agency.
Students, staff members, and parents/guardians are advised that listings of sex offenders in
the area are available at the Arizona Department of Public Safety Sex Offender Infocenter,
www.az.gov/webapp/offender, and at the United States Department of Justice National Sex
Offender Public Registry, www.nsopr.gov/, as well as various other websites.
District Restrictions
Sex Offenders
on
Registered
An adult registered sex offender may not be present on school property, including school
buildings, grounds, and vehicles, except when:
The offender is the parent or guardian of a student attending the school and the
offender is:
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Attending a conference with school personnel to discuss the academic or social
progress of the offender's child; or
Participating in child review conferences in which special education evaluation
and placement decisions may be made with respect to the offender's child; or
Attending conferences to discuss other issues relating to the offender's child,
such as student discipline, retention or promotion; or
The offender has obtained prior written permission from the Superintendent.
When a registered sex offender is present on school property under any of the circumstances
described above, the offender must comply with the following requirements:
Notify the principal's office immediately upon arrival on school property;
Remain at all times under the direct supervision of the principal or a person designated
by the principal; and
Notify the principal's office when the offender is departing from school property.
A staff member who observes a person or a situation that leads the staff member to a
reasonable belief that the person may be a sex offender, or that a sexual assault or abuse
might occur, is to promptly notify a school official of his or her belief and to comply with all
requisite reporting obligations. The staff member is not to confront a suspected abuser;
investigation and determination is to be left to proper authorities.
When the individual under suspicion is a student in the District, the Superintendent may,
pursuant to A.R.S. 8-350, request from the juvenile court the criminal history of the student
to determine if the student has been adjudicated delinquent for or convicted of a dangerous
offense or a violation of A.R.S. 13-1405, 13-1406, 13-1410, or 13-1417. If the criminal history
provided by the court shows such an adjudication or conviction, then the District shall
implement the procedures outlined below for juvenile (youthful) dangerous offenders and sex
offenders.
Juvenile (Youthful) Dangerous
Offenders and Sex Offenders
When the District is notified by a juvenile court pursuant to A.R.S. 8-350 that a student
attending a school in the District has been adjudicated delinquent for or convicted of and
placed on probation for a dangerous offense or sexual conduct with a minor, sexual assault,
molestation of a child, or continual sexual abuse of a child the Superintendent shall promptly
notify the principal of the school where the student is in membership. The District
administration may take additional steps and notify additional personnel as necessary to
address the needs of all students.
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Section 10.61 – Student Donations and Gifts
PROCEDURES
PROCEDURES
Gifts to School Personnel
Parents and students with a sincere wish to honor or express appreciation to their teachers,
administrators, and other school personnel want to give gifts or solicit donations in order to
purchase gifts for school employees. Persons inclined to show appreciation to district
personnel are encouraged to show that appreciation through letters or notes to the individual,
or individual’s superiors regarding the individual, or to make gifts to the donor’s choice in
the name of the individual to be honored. In order to ensure that gifts given by students or
their parents to staff members do not influence the ability of district employees to treat
students equitably, principals and teachers should advise their classes and parents that gifts
to school personnel are not expected. The following guidelines will apply to student and
parent gifts to school personnel:

Staff members may accept gifts of a modest value from students or parents or school
support organizations.

If the class, or any part thereof, makes a joint gift to a staff member, the gift must be
of a modest value per student.
Gifts from Students to Students
Gifts from groups of students to other student(s) will be limited to small expressions of
condolence, remembrance, or appreciation with negligible monetary value.
Charges
NOTE: These procedures do not apply to site-purchased textbooks (class copies) or novels.
Board Policy states students shall pay for lost or damaged District-provided instructional
materials. Cost of replacement is maintained in the Board-Adopted Textbook and
Supplementals list. Dysart Unified School District textbooks and library books are
inventoried once a year to maintain an accurate record of textbook availability. Inventories
must be finished and a report indicating the unaccounted for copies submitted to site
administrators within one week of students’ last day of school.
Collecting Fines
The designated school personnel will complete the Lost or Damaged Textbook Fees form, give
a copy to the parent/guardian, keep a copy for the school records, and provide a copy to the
site staff who will receive payment. The school is required to maintain this form as proof that
recovery cost was attempted. Additionally, the textbook will be coded as “lost” in the
inventory system and assigned a fine.
Upon receiving proof of payment of the fine, payment will be noted in the inventory system.
The student should make the payment to the site personnel responsible for receiving monies
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at the school (secretary, bookstore manager, etc.). The student is to be issued a receipt upon
payment of the fine. The payment is to be deposited into the central account.
Board-adopted textbooks that have been paid for in full by a student become the property of
the student and shall not be part of the campus inventory. Once the fine has been paid, a
copy of the Lost or Damaged Textbook Fees form and a copy of the receipt must be sent to
the district Fixed Assets Department. If multiple fines are deposited together, there should
be a clear breakdown of all fines deposited, and all associated paperwork (copies of “Lost or
Damaged Textbook Fees” form and receipt) should be sent together.
Textbook fine payments for the cost of replacing an entire book (not repair costs) are to be
deposited into the central account. These funds will be used on instructional materials as
required by law.
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Section 10.62 - Student Fees, Fines, and Charges
PROCEDURES
PROCEDURES
Student Fees
Areas where fees may be charged include, but may not be limited to:
Optional extracurricular activities, which are defined as any optional, noncredit,
educational or recreational activity that supplements the education program of the
school, whether offered before, during, or after regular school hours.
Optional programs conducted when school is not in session.
Fine arts courses (high school only).
Vocational education courses (high school only).
Other courses, fees for optional services, equipment, and materials offered to the
students beyond those required to successfully complete the basic requirements of the
course (high school only).
Pursuant to A.R.S. 15-342, a school district may charge fees for the activities described above
if:
The fees are reasonable.
The fees do not exceed the actual costs of the activities, programs, services, equipment,
or materials.
A notice of the proposed fees is given to all parents of students enrolled at schools in
the District before the Governing Board acts to adopt fees.
The fees are then adopted by the Governing Board.
The Governing Board includes in its action a grant of authority to the principals to
waive the assessment of all or a part of any fee if it creates an economic hardship for a
specific student.
No fees are charged for students' access to or use of computers or related materials.
.
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PROCEDURES
PROCEDURES
Tax Credit Contributions
Pursuant to A.R.S. 43-1089.01, a taxpayer is allowed a credit for the amount of any fees or
cash contributions made to a public school for the support of extracurricular activities or
character education programs. Donations are limited to the amounts of two hundred dollars
for a single individual or a head of household and four hundred dollars for a married couple
filing a joint return. A contribution for which a credit is claimed and that is made on or
before April 15 following the taxable year may be applied to either the preceding taxable year
or to the current year.
“Extracurricular activities,” as defined in A.R.S. 15-342 and A.R.S. 43-1089.01, are any
optional, noncredit, educational, or recreational activities that supplement the education
program of the school, whether offered before, during, or after regular school hours. They
are school-sponsored activities that require enrolled students to pay a fee in order to
participate.
At least some monetary amount must be levied to participate in an
extracurricular activity in order for the tax credit to be available. A blanket waiver of all
activity fees would make the activity ineligible for the tax credit.
Examples of
extracurricular activities include paying fees for band uniforms, equipment or uniforms for
varsity athletic activities, scientific laboratory materials, and in-state or out-of-state trips
that are solely for competitive events. Extracurricular activities do not include any senior
trips or events that are recreational, amusement or tourist activities.
“Character education programs,” as defined in A.R.S. 15-719, must include instruction in the
definition and application of at least six of the following character traits: truthfulness,
responsibility, compassion, diligence, sincerity, trustworthiness, respect, attentiveness,
obedience, orderliness, forgiveness, virtue, fairness, caring, citizenship, and integrity. The
course of study for each grade, kindergarten through twelfth, may be developed by the
district. Activities, discussions, and visual media and literary presentations should be used
to illustrate and reinforce the application of the character traits, and presentations should
be made by teachers or mentors who demonstrate the character traits.
Using forms prescribed by the Arizona Department of Revenue, a recipient school of any
contribution must provide the following information to the Department by February 28 of
each year:

The total number of fee and cash contribution payments received during the previous
calendar year.

The total dollar amount of fees and contributions received during the previous
calendar year.

The total dollar amount of fees and contributions spent by the school during the
previous calendar year, categorized by specific extracurricular activity or character
education program.
In addition to this report to the Department, schools should issue a receipt to the taxpayer
for any fees or cash contributions received. The receipt should include the public school
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name, school district name and number, taxpayer name and address, fees paid or amount
contributed, date paid or contributed, and a description of the activity being supported.
The use of contributions that are not designated for a specific purpose shall be determined
by the site council of the public school that receives the contributions. In the absence of a
site council, the principal, director, or chief administrator of the school shall make the
determination. If, at the end of a fiscal year, there remain any unspent contributions that
were previously designated for a specific purpose of program, and that purpose of program
has been discontinued or has not been used for two consecutive fiscal years, these
contributions shall be considered undesignated in the following fiscal year.
GUIDELINES OF THE PUBLIC SCHOOL EXTRACURRICULAR ACTIVITY (ECA) TAX
CREDIT-AZDOR LINK:
https://www.azdor.gov/Portals/0/RefundCredits/Public_School_ECA_Tax_Credit_Guidel
ines.pdf
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Section 10.63 - Student Records
PROCEDURES
PROCEDURES
STUDENT
RECORDS
This procedure is designed to meet the provisions of the Family Educational Rights and
Privacy Act (FERPA) and the Individuals with Disabilities in Education Act (IDEA). All
personnel in the District are expected to fulfill the requirements of policy and the following
procedures in order to protect the confidentiality of personally identifiable information at
collection, storage, disclosure, and destruction stages [34 C.F.R. 300.612].
The Superintendent has the responsibility for ensuring the confidentiality of any personally
identifiable information [34 C.F.R. 300.612].
All rights and protections given parents under the FERPA and this procedure transfer to the
student upon reaching age eighteen (18) except where the student continues as a dependent
under specified circumstances, or enrolling in a postsecondary school. The student then
becomes an "eligible student" [34 C.F.R. 99.5 and 300.625].
Definitions
For the purpose of the procedure, the District has used the following definitions of terms:
Student - Any person who attends or has attended a program of instruction sponsored
by the District and for whom the District maintains education records.
Eligible student - A student who has reached age eighteen (18) or is attending a
postsecondary school.
Parent - Either the natural parent of a student, unless the parent's rights under the
FERPA have been removed by a court order, statute, or other legal document, or a
guardian, or an individual acting as a parent or guardian in the absence of the
student's parent or guardian. The District may presume that the parent has the
authority to inspect and review education records relating to his or her child unless the
District has been advised that the parent does not have authority under applicable
law.
Education records - Any information directly related to a student recorded in any way
including, but not limited to, handwriting, print, computer media, video or audio tape,
film, microfilm or microfiche, that is maintained by the District, an employee of the
District, or any agent of the District except:
Personal records kept by an employee of the District that meets the following
tests:
It is used only as a personal memory aid.
It is kept in the personal possession of the individual who made it.
It is not accessible and has never been revealed to any other person except
the employee's temporary substitute.
Medical treatment records maintained for "eligible students."
Records collected and maintained by a law enforcement unit of the school.
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Records containing only information about a person after that individual is no
longer a student in the District.
An employment record that is used only in relation to a student's employment
by the District. (Employment for this purpose does not include activities for
which a student receives a grade or credit in a course.)
Related alumni records after the student no longer attends classes provided by
the District, and the records do not relate to the person as a student.
Personally identifiable information - Any data or information that makes the subject
of a record known. This includes the student's name, the name(s) of the student's
parent(s) or other family member(s), the student's address, the student's Social
Security number, a student number, a list of personal characteristics, or other
information that would make the student's identity easily traceable.
Signed and dated written consent - May include a record and signature in electronic
form that:
Identifies and authenticates a particular person as the source of the electronic
consent.
Indicates such person's approval of the information contained in the electronic
consent.
Locations
of
Education
Records
A list of types and locations of education records collected, maintained, or used will be
provided to the parents on request [34 C.F.R. 300.616]. See Policy Procedure 10.63 –
Student Records.
Procedure to Inspect
Education Records
Parents of a student, the designated representative of the parents, and an eligible student
may inspect and review the student's education records that are collected, maintained, or
used by the District [34 C.F.R. 300.501]. In some circumstances it may be mutually more
convenient for the record custodian to provide copies of records. Charges for the copies of
records will be costs of copying unless the fee would effectively prevent the parent from
exercising rights to inspect and review those records [34 C.F.R. 300.613 and 300.617].
Since a student's records may be maintained in several locations, the school principal will
offer to collect copies of records or the records themselves from locations other than a
student's school so they may be inspected at one (1) site. However, if parents and eligible
students wish to inspect records where they are maintained, the school's principal will make
every effort to accommodate their wishes.
Parents, the designated representative of the parents, or the eligible student should submit
to the student's school principal a signed and dated written request that identifies as
precisely as possible the record or records wanted for inspection. The District will respond
to any request without unnecessary delay before any meeting regarding any individual
education program or hearing relating to the identification, evaluation, placement of a
student, or the provision of a free appropriate public education, and in no case more than
forty-five (45) days after the request has been made [34 C.F.R. 300.613 and 99.10]. See
Policy Procedure 10.63.
The principal, or other education records custodian, will contact the parent of the student or
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the eligible student to discuss how access will be best arranged (e.g., copies, at the exact
location, or records brought to a single site).
Parents have the right, upon reasonable request, for explanations and interpretations of the
information contained in the records and a right to request copies of the records containing
the information, if not in violation of stated policy of FERPA. Parents have the right to have
a representative of the parent to inspect and review the records [34 C.F.R. 300.613 and 99.10].
The principal, or other education records custodian, will make the needed arrangements as
promptly as possible and notify the parent or eligible student of the time and place where the
records may be inspected. This procedure must be completed in forty-five (45) days or less
after receipt of the request for access [34 C.F.R. 300.613].
If for any valid reason, such as working hours, distance between record location sites, or
health, the parent or eligible student cannot personally inspect and review a student's
education records, the District will arrange for the parent or eligible student to obtain copies
of the record. See below for information regarding fees for copies of records [34 C.F.R.
300.613 and 99.10].
When a record contains information about students other than a parent's child or the eligible
student, the parent or eligible student may not inspect and review the records of the other
students [34 C.F.R. 300.615, 99.5 and 99.12].
Fees
for
Copies
of
Records
All records subject to disclosure under this procedure shall be available for inspection free of
charge. If copies are desired, they shall be furnished by the District to the parent or eligible
student on request and free of charge. Additional copies may be sent to other schools or
agencies without charge. However, the District reserves the right to charge up to thirty-five
cents (35¢) per page for multiple or excessive requests. Copies of available records shall be
produced as promptly as possible upon receipt of the request. No fee will be charged for
search and retrieval of records [34 C.F.R. 300.617 and 99.11].
The District will provide copies of records:
When the refusal to provide copies effectively denies access to the records by the parent
or eligible student [34 C.F.R. 300.617].
At the request of the parent or eligible student, when the District has provided the
records to third parties by the prior consent of the parent or eligible student.
At the request of the parent or eligible student when the District has forwarded the
records to another school where the student seeks or intends to enroll.
Directory
Information
The District designates the following personally identifiable information contained in a
student's education records as "directory information" and may disclose that information
without prior written consent [20 U.S.C. 1232g(a)(5)(A)]:
The student's name.
The student's address.
The student's telephone listing.
The student's date and place of birth.
The student's electronic mail address.
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The student's photograph.
The student's grade level.
The student's major field of study.
The student's dates of attendance.
The student's enrollment status (e.g., part time or full time).
The student's participation in officially recognized activities and sports.
The student's weight and height if a member of an athletic team.
The student's honors and awards received.
The student's most recently attended educational agency or institution.
Within the first three (3) weeks of each school year the District will publish in a District
communication or send home with each student the above list, or a revised list, of the items
of directory information designated as directory information. For a student who enrolls
after the notice is published, the list will be given to the parent or eligible student at the time
and place of enrollment. See Policy Procedure 10.63.
After the parents or eligible student have been notified, they will have two (2) weeks to advise
the District in writing (a letter to the Superintendent's office) of any or all of the items they
refuse to permit the District to designate as directory information about that student.
According to state and federal law if the Governing Board permits the release of directory
information relating to students to persons or organizations who inform students of
educational or occupational opportunities, then the Governing Board shall provide access to
directory information on the same basis to military official recruiting representatives for the
purpose of informing students of educational and occupational opportunities available to
them, unless the parent or eligible student requests in writing to the District (a letter to the
Superintendent's office within two (2) weeks after notification) not to release directory
information to any person or organization without prior signed and dated written consent.
If the parent or eligible student refuses to allow the release of directory information without
prior signed and dated written consent, then the District will not provide military recruiters,
upon request, directory information containing the student's name, addresses and telephone
listings.
At the end of the two (2)-week period, if the parent or eligible student has not returned the
form indicating refusal to allow the release of directory information, the District will assume
it has their permission to release the above-mentioned information. This designation will
remain in effect until it is modified by the prior signed and dated written direction of the
parent or eligible student. The student's records will be appropriately marked by the records
custodian to ensure compliance with the parents' or eligible student's request.
Use of Student
Records
Education
To carry out their responsibilities, school officials will have access to student education
records for legitimate educational purposes. The District will use the following criteria to
determine who are school officials [34 C.F.R. 99.31]:
A person duly elected to the Board (under limited circumstances).
A person certificated by the state and appointed by the Board to an administrative or
supervisory position.
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A person certificated by the state and under contract to the Board as an instructor.
A person employed by the Board as a temporary substitute for administrative,
supervisory, or instructional personnel for the period of such performance as a
substitute.
A person employed by or under contract to the Board to perform a special task, such as
a secretary, a clerk, the Board attorney, or auditor, for the period of such performance
as an employee or contractor.
School officials who meet the criteria listed above will have access to a student's records
if they have a legitimate educational interest in doing so [34 C.F.R. 99.32]. A
"legitimate educational interest" is the person's need to know in order to:
Perform an administrative task required in the school employee's position description
approved by the Board.
Perform a supervisory or instructional task directly related to the student's education.
Perform a service or benefit for the student or the student's family, such as health care,
counseling, student job placement, or student financial aid.
Records of students placed in special educational programs will be under the direct
supervision of the program administration. All persons collecting or using personally
identifiable information in records of students determined to be a student with a disability
will receive training or instruction regarding Arizona's policies and procedures for the
protection of these records at the collection, storage, disclosure, and destruction stages in
accordance with FERPA and IDEA [34 C.F.R. 300.623].
The District will maintain for public inspection a current listing of the names and positions
of employees who have access to personally identifiable information maintained on students
placed in special education [34 C.F.R. 300.623]. When the information maintained in these
records is no longer needed to provide educational services to the student, the District will
notify the parents of their right to have the personally identifiable information destroyed [34
C.F.R. 300.624]. However a permanent record of a student's name, address, phone number,
grades, attendance record, classes attended, grade level completed, and year completed will
be maintained [34 C.F.R. 300.624]. Destruction of records will be accomplished in
accordance with the requirements of Arizona law and regulations of the Department of
Library, Archives, and Public Records [34 C.F.R. 300.623].
The District will release information from or permit access to a student's education records
only with a parent's or eligible student's prior signed and dated written consent, except that
the Superintendent or a person designated in writing by the Superintendent may permit
disclosure [34 C.F.R. 99.30, 99.31, 99.34, and 99.37]:
When a student seeks or intends to enroll in another school district or a postsecondary
school the District will not further notify parents or eligible students prior to such a
transfer of records. Parents and student have a right to obtain copies of records
transferred under this provision. See Policy Procedure 10.63.
When certain federal and state officials need information in order to audit or enforce
legal conditions related to federally supported education programs in the District.
To parties who provide or may provide financial aid to a student to:
Establish the student's eligibility for the aid.
Determine the amount of financial aid.
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Establish the conditions for the receipt of the financial aid.
Enforce the agreement between the provider and the receiver of financial aid.
If a state law adopted before November 19, 1974, required certain specific items of
information to be disclosed in personally identifiable form from student records to state
or local officials.
If a state law adopted before November 19, 1974, required certain specific items of
information to be disclosed in personally identifiable form from student records to state
or local officials of the juvenile justice system and the officials certify in writing that
the information will not be disclosed to any other party, except as provided under state
law, without prior signed and dated written consent of the parent or the eligible
student.
When the District has entered into a written agreement or contract for an organization
to conduct studies on the District's behalf to develop tests, administer student aid, or
improve instruction.
To accrediting organizations to carry out their accrediting functions.
To parents of an eligible student if the parents claim the student as a dependent as
defined by the Internal Revenue Code of 1954.
To comply with a judicial order or lawfully issued subpoena. The District will make a
reasonable effort to notify the parent or the eligible student before making a disclosure
under this provision unless directed otherwise by a court of competent jurisdiction.
To comply with an ex parte order from a court of competent jurisdiction requiring the
District to permit the U.S. Attorney General or U.S. Attorney General's designee to
collect education records in the possession of the District that are relevant to an
authorized investigation or prosecution of an offense listed in 18 U.S.C. 2332b(g)(5)(B)
for an act of domestic or international terrorism as defined in 18 U.S.C. 2331. An ex
parte order is an order issued by a court of competent jurisdiction without notice to the
adverse party. A disclosure pursuant to an ex parte order will not be recorded as a
disclosure of information from a student's education records by the District.
If the District initiates legal action against a parent or student, the District may
disclose to the court, without a court order or subpoena, the education records of the
student that are relevant for the District to proceed with the legal action.
If a parent or eligible student initiates legal action against the District, the District
may, without a court order or subpoena, disclose the student's education records that
are relevant for the District to defend itself.
To comply with the request of authorized law enforcement officials conducting an
investigation of acts of terrorism.
The disclosure is in connection with a health or safety emergency. Time is an
important and limiting factor in determining whether the disclosure is in connection
with a health or safety emergency. The District will permit any school official to make
the needed disclosure from student education records in a health or safety emergency
if:
The official deems the disclosure is warranted by the seriousness of the threat to
the health or safety of the student or other persons.
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The information is necessary and needed to address the emergency.
The persons to whom the information is to be disclosed are qualified and in a
position to deal with the emergency.
The District may release student attendance, disciplinary, and other education records
to a law enforcement agency and county attorney pursuant to an intergovernmental
agreement between the District, the law enforcement agency, the county attorney, and
other state, local, or tribal government agencies to create a local or tribal juvenile
justice network for the purpose of:
providing appropriate programs and services to intervene with juveniles
currently involved in the juvenile justice system
providing appropriate programs and services designed to deter at-risk juveniles
from dropping out of school or other delinquent behavior
increasing the safety and security of the community and its children by reducing
juvenile crime.
Education records provided pursuant to an intergovernmental agreement entered into
in accord with the above provisions shall be used solely for the purposes of the
agreement and shall not be disclosed to any other party, except as provided by law.
A District school official may release information from a student's education records, other
than directory information, to a third party if the parent or the eligible student gives prior
signed and dated written consent for the disclosure and the third party agrees that the
information will not be disclosed to any other party without the prior consent of the parent
or eligible student. The signed and dated written consent must include at least:
A specification of the records to be released.
The reasons for the disclosure.
The person or the organization or the class of persons or organizations to whom the
disclosure is to be made.
The signature of the parent or eligible student.
The date of the consent and, if appropriate, a date when the consent is to be terminated.
The parent or the eligible student may obtain a copy of any records disclosed under this
provision, unless otherwise provided.
Records of Requests for Access
and Disclosures Made from
Education Records
The District will maintain an accurate record of all requests for it to disclose information
from or to permit access to a student's education records, and of information it discloses and
access it permits, with some exceptions as listed below. This record will be kept with, but
will not be a part of, each student's cumulative school records. It will be available only to
the record custodian, the eligible student, the parent of the student, or to federal, state, or
local officials for the purpose of auditing or enforcing federally supported educational
programs [34 C.F.R. 99.32]. See procedure 10.63 – Student Records.
The record will include at least:
The name of the person, organization or agency that made the request.
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The interest the person, organization or agency had in the information.
The date the person, organization or agency made the request.
Whether the request was granted and, if it was, the date access was permitted or the
disclosure was made.
The District will maintain this record as long as it maintains the student's education records.
The record will not include requests for access or access granted to:
the parent or eligible student,
authorized law enforcement officials conducting an investigation of acts of terrorism,
school officials who have a legitimate educational interest in the student,
requests for or disclosures of information contained in the student's education records
if the request is accompanied by or authorized by the prior signed and dated written
consent of the parent or eligible student, or
for requests for or disclosures of directory information designated for that student.
Procedures to Seek to
Education Records
[34 C.F.R. 99.20 and 99.21]
Correct
Parents of students and eligible students have a right to seek to change any part of the
student's record they believe is inaccurate, misleading, or in violation of student rights [34
C.F.R. 300.618 and 99.20]. (Note: Under the FERPA, the District may decline to consider
a request to change the grade a teacher assigns for a course.)
For the purpose of outlining the procedure to seek to correct education records, the term
incorrect will be used to describe a record that is inaccurate, misleading, or in violation of
student rights. The term correct will be used to describe a record that is accurate, not
misleading, and not in violation of student rights. Also, in this section, the term requester
will be used to describe the parent of a student or the eligible student who is asking the
District to correct a record.
To establish an orderly process to review and correct education records for a requester, the
District may make a decision to comply with the request for change at several levels in the
procedure [34 C.F.R. 300.618 and 99.20].
First-level decision. A parent of a student or an eligible student who finds an item in the
student's education records that appears to be inaccurate, misleading, or in violation of
student rights should immediately ask the record custodian to correct it. If the record is
incorrect because of an obvious error and it is a simple matter to make the record change at
this level, the record custodian will make the correction. However, if the record is changed
at this level, the method and result must satisfy the requester.
If the custodian cannot change the record to the requester's satisfaction or the record does
not appear to be obviously incorrect, the custodian will:
Provide the requester a copy of the questioned record at no cost.
Ask the requester to initiate a written request for the change.
Follow the procedure for a second-level decision.
Second-level decision.
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through the procedure at this level should specify the correction the requester wishes the
District to make. It should at least identify the item thought to be incorrect and state
whether the requester believes the item:
Is inaccurate and why,
Is misleading and why, or
Violates student rights and why.
The request will be dated and signed by the requester.
Within two (2) weeks after receiving a written request, the record custodian will study the
request, discuss it with other school officials (the person who made the record or those who
may have a professional concern about the District's response to the request), make a decision
to comply or decline to comply with the request, and complete the appropriate steps to notify
the requester or move the request to the next level for a decision.
If, as a result of this review and discussion, a decision is reached that the record should be
corrected, the record custodian will affect the change and notify the requester, in writing, of
that action. Each such notice will include an invitation for the requester to inspect and
review the student's education records to make certain the record is in order and the
correction is satisfactory.
If a decision is reached that the record is correct, the custodian will make a written summary
of any discussions with other officials and of the findings in the matter. This summary and
a copy of the written request will be transmitted to the Superintendent.
Third-level decision.
The Superintendent will review the material provided by the
record custodian and, if necessary, discuss the matter with other officials such as the school
attorney or the Board (in executive session unless otherwise requested by parent[s]). The
Superintendent will then make a decision concerning the request and complete the steps at
this decision level. Ordinarily, this level of the procedure should be completed within two
(2) weeks. If it will take longer, the Superintendent will notify the requester in writing of
the reasons for the delay and a date when the decision will be made.
If the Superintendent decides the record is incorrect and should be changed, the record
custodian will be advised to make the changes. The record custodian will advise the
requester of the change.
If the Superintendent decides the record is correct, a letter to the requester will be prepared
that will include [34 C.F.R. 300.619 and 99.20]:
The District's decision that the record is correct and the basis for the decision.
A notice to the requester explaining the requester's right to ask for a hearing to present
evidence that the record is incorrect and that the District will grant such a hearing.
Instructions for the requester to contact the Superintendent to discuss acceptable
hearing officers, convenient times, and a satisfactory site for the hearing. (The
District will not be bound by the requester's positions on these items but will, as far as
possible, arrange the hearing as the requester wishes.)
Advice that the requester may be represented or assisted in the hearing by other
parties, including an attorney, at the requester's expense.
Fourth-level decision.
After the requester has submitted (orally or in writing) any wishes
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concerning the hearing officer and the time and place for the hearing, the Superintendent
will, within one (1) week, notify the requester when and where the District will hold the
hearing and whom it has designated as the hearing officer [34 C.F.R. 300.621, 99.21, 99.22,
and 99.34].
At the hearing, the hearing officer will provide the requester a full and reasonable
opportunity to present material evidence and testimony to demonstrate that the questioned
part of the student's education records is incorrect as shown in the requester's written request
for a change in the record (second level).
Within one (1) week after the hearing, the hearing officer will submit to the Superintendent
a written summary of the evidence submitted at the hearing. Along with the summary, the
hearing officer will submit recommendations, based solely on the evidence presented at the
hearing, that the record should be changed or should remain unchanged.
The Superintendent will prepare the District's decision within two (2) weeks after the
hearing. That decision will be based on the summary of the evidence presented at the
hearing and on the hearing officer's recommendation. However, the District's decision will
be based solely on the evidence presented at the hearing. Therefore, the Superintendent
may overrule the hearing officer if the hearing officer's recommendation is deemed
inconsistent with the evidence presented. As a result of the District's decision, the
Superintendent will take one (1) of the following actions:
If the decision is that the District will change the record, the Superintendent will
instruct the record custodian to correct the record. The record custodian will correct
the record and notify the requester as at the second-level decision [34 C.F.R. 300.620
and 99.21].
If the decision is that the District will not change the record, the Superintendent will
prepare a written notice to the requester that will include [34 C.F.R. 300.620 and
99.21]:
The District's decision that the record is correct and will not be changed.
A copy of a summary of the evidence presented at the hearing and a written
statement of the reasons for the District's decision.
Advice to the requester that an explanatory statement may be placed in the
student's education records stating the reasons for disagreement with the
District's decision and/or the reasons for believing the record to be incorrect.
Final administrative step in the procedure.
When the District receives an explanatory
statement from a requester after a hearing, it will maintain that statement as part of the
student's education records as long as it maintains the questioned part of the record. The
statement will be attached to the questioned part of the record and whenever the questioned
part of the record is disclosed the explanatory statement will also be disclosed [34 C.F.R.
300.620 and 99.21].
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Form 10.63 - Annual Notification to Parents
Confidentiality of Student Education
Records [34 C.F.R. 300.612]
Regarding
Dear Parent:
The Family Educational Rights and Privacy Act (FERPA) affords parents and students over
18 years of age ("eligible students") certain rights with respect to the student's education
records. The Governing Board has established written policies regarding the collection,
storage, retrieval, release, use, and transfer of student educational information collected and
maintained pertinent to the education of all students to ensure the confidentiality of the
information and to guarantee parents' and students' rights to privacy. These policies and
procedures are in compliance with:
The Family Education Rights and Privacy Act; Title 20, United States Code, Sections
1232g and 1232h; and the Federal Regulations (34 C.F.R., Part 99) issued pursuant
to such act;
Uniting and Strengthening America by Providing Appropriate Tools Required to
Intercept and Obstruct Terrorism Act of 2001 (USA PATRIOT ACT);
No Child Left Behind Act of 2001 (NCLB);
The Individuals with Disabilities in Education Act; 20 U.S.C. Chapter 33; and the
Federal Regulations (34 C.F.R. Part 300); and
Arizona Revised Statutes, Title 15, sections 141 and 142.
Student education records are collected and maintained to help in the instruction, guidance,
and educational progress of the student, to provide information to parents and staff members,
to provide a basis for the evaluation and improvement of school programs, and for legitimate
educational research. The students' records maintained by the District may include - but
are not necessarily limited to, identifying data, report cards and transcripts of academic work
completed, standardized achievement test scores, attendance data, reports of psychological
testing, health data, teacher or counselor observations, and verified reports of serious or
recurrent behavior patterns.
These records are maintained in the office of the District under the supervision of the school
administrator and are available only to the teachers and staff members working with the
student. Upon request, the School discloses education records, including disciplinary
records, without consent to officials of another school district in which a student seeks or
intends to enroll. Otherwise, records are not released to most agencies, persons or
organizations without prior signed and dated written consent of the parent [34 C.F.R. 99.7].
The signed and dated written consent may be in electronic form under certain conditions [34
C.F.R. 99.30].
You shall be informed when personally identifiable information collected, maintained, or
used is no longer needed to provide educational services to your child. The information must
be maintained for two (2) years after the date your child was last enrolled in this school
district.
You have the right to inspect and review any and all records related to your child within
forty-five (45) days of the day of receiving a request for access, including a listing of persons
or organizations who have reviewed or have received copies of the information [34 C.F.R.
99.7]. Parents who wish to review their children's records should contact the principal for
an appointment or submit to the principal a written request that identifies the record(s) you
wish to inspect. School personnel will make arrangements for access and notify you of the
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time and place where the records may be inspected. School personnel will be available to
explain the contents of the records to you. Copies of student education records will be made
available to parents when it is not practicable for you to inspect and review the records at
the school. Charges for the copies of records will be costs of copying unless the fee prevents
the parent from exercising rights to inspect and review those records.
You have the right to request that an amendment be made to the student's education records
and to add comments of your own if you believe information in the record file is inaccurate or
misleading [34 C.F.R. 99.7(a)(1)]. You should write the principal, clearly identify the part
of the record you want changed, and specify why it is inaccurate or misleading. If the School
decides not to amend the record as requested by you, the School will notify you of the decision
and advise you of the right to a hearing regarding the request for amendment. Additional
information regarding the hearing procedures will be provided to you when notified of the
right to a hearing.
You have the right to consent to disclosures of personally identifiable information contained
in the student's education records, except to the extent that FERPA authorizes disclosure
without consent. One exception, which permits disclosure without consent, is disclosure to
school officials with legitimate educational interests. A school official is a person employed
by the School as an administrator, supervisor, instructor, or support staff member (including
health or medical staff and law enforcement unit personnel); a person serving on the School
Board; a person or company with whom the School has contracted to perform a special task
(such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving
on an official committee, such as a disciplinary or grievance committee, or assisting another
school official in performing his or her tasks. A school official has a legitimate educational
interest if the official needs to review an education record in order to fulfill his or her
professional responsibility.
Copies of the District student education records confidentiality policies and procedures may
be reviewed in the assigned office in each school [34 C.F.R. 99.7]. You have the right to file
a complaint with the Family Educational Rights and Privacy Act Office in Washington, D.C.,
concerning alleged failures by the School to comply with the requirements of FERPA [34
C.F.R. 99.7]. The name and address of the Office that administers FERPA are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-4605
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PROCEDURES
PROCEDURES
Form 10.63 - Locations of Education Records
Types
Location
Custodian
Cumulative File
(through 4th year after
last attendance)
School office
Principal
Cumulative File (after
4th year of last
attendance)
Archives
District Records
Health Records – Active
School Health Office
Site Health Staff
Speech Therapy Records
Exceptional Student
Services Office
Director of Exceptional
Student Services
Psychological Records
Exceptional Student
Services Office
Director of Exceptional
Student Services
Special Test Records
Exceptional Student
Services Office
Director of Exceptional
Student Services
Gifted Records
School office
Principal
School Transportation
Records
Transportation Office
Director Of
Transportation
Occasional records:
education records not
identified above, or in
the personal possession
of teachers (examples:
discipline records, honor
awards)
School Office
Principal
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PROCEDURES
PROCEDURES
Form 10.63 - Designation of Directory Information
During the school year, District staff members may compile nonconfidential student directory
information specified below.
According to state and federal law the below-designated directory information may be
publicly released to educational, occupational or military recruiting representatives without
your permission. If the Governing Board permits the release of the below-designated
directory information to persons or organizations who inform students of educational or
occupational opportunities, by law the District is required to provide the same access on the
same basis to official military recruiting representatives for the purpose of informing
students of educational and occupational opportunities available to them, unless you request
in writing that the school not release the student's information without your prior signed and
dated written consent. If you do not object to the release of any and all of the belowdesignated information in writing, then the District must provide military recruiters, upon
request, directory information containing the student's names, addresses and telephone
listings.
If you do not want any or all of the below-designated information about your son/daughter to
be released to any person or organization without your prior signed and dated written
consent, you must notify the District in writing to the Principal, within two (2) weeks of
receiving this form. If the School District does not receive this notification from you within
the prescribed time, it will be assumed that your permission is given to release your
son's/daughter's designated directory information.
TO: Principal
I
do
not
want
the
information
below
concerning
(student's
name)
_________________________________designated as directory information and released to any
person or organization without my prior written consent:
 Name
 Address
 Telephone listing  Electronic mail address
 Date and place of birth
 Grade level
 Photograph
 Dates of attendance
 Major field of study
 Honors and awards received
 Enrollment status (e.g., part time or full time)
 Participation in officially recognized activities and sports
 Weight and height of members of athletic teams
 Most recent educational agency or institution attended
______________________________________
(Parent/guardian signature)
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PROCEDURES
PROCEDURES
Form 10.63 - Record of Access
(To be Placed Inside the Student's Record File.)
Requester
(Name or
Agency
DYSART
Date of
Request
UNIFIED
Date
Request
Filled
SCHOOL
Records
Requested
DISTRICT
Method of
Access (C- Educational
copy, EInterest or
Purpose
examine, VVerbal)
NO.
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Date
Parents
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PROCEDURES
PROCEDURES
Form 10.63 – Transcript Release
This form is used to request transcripts for students who last attended Dysart Unified School
District schools. Please complete the information requested below. A signature is
required.
STUDENT INFORMATION
Name(s) used while attending school _____________________
Last Name (Maiden Name)
Current Name (if different from above ____________________
Last Name (Maiden Name)
Student’s Date of Birth: _______________________
_____________ __________________
First Name
Middle
______________ _________________
First Name
Middle
Student ID # (if known _______________________
Last Dysart School Attended:__________________ Last Year Attended or Graduation Year __________
Parent(s)/Guardian Name: __________________________________________________________________
TRANSCRIPTS MAY BE RELEASED TO THOSE INSTITUTIONS INDICATED BELOW
(check all that apply)
Postsecondary Institutions
State Militia (National Guard)
United States
Armed Forces
Employment
Personal Use
Other ___________
INDICATE WHERE YOU WANT THE RECORDS SENT
Mail
FAX document(s) to:
Self or
Name of Institution _________________________________________________________
Address_____________________________________________________________________________________
City _________________________ State ________ ZIP Code __________ FAX # _________________
Pick-up Records may be picked up by (name/phone) ____________________________________
ASSURANCE STATEMENT AND SIGNATURE
In making this request, the undersigned agrees that a transcript requested by a party meeting the
description indicated above may be transmitted upon such party’s request without further
authorization (per A.R.S. 15-142). The parent must sign this request if the student is under 18
years of age. Only the student needs to sign if over 18 years of age
By my signature below I certify, under penalties of perjury, that I am the former student requesting
my records, or the parent/guardian of a former student (who is under the age of 18 or meets other
statutory requirements) requesting records of said student. I have provided a copy of my driver’s
license or other form of picture identification.
Student _________________________________ ______________________________________ _________
(Print Name)
(Authorized Signature)
(Date)
Parental Consent Statement:
I, ______________________________________, as the parent of ______________________________________
(Parent Name)
(Student Name)
consent to the release of transcripts to the party named above. I am aware of my rights to review
the records and receive a copy at my expense, if I so request.
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Section 10.64 - Request for Transfer of Records
PROCEDURES
Requesting
PROCEDURES
Records
of
Transfer
Students
Upon enrollment of a transfer student from a private school or from a public school in another
district, the principal shall request that the student's parent or guardian (or an emancipated
student) authorize consent for the request for the student's education records on form 10.63.
Within five (5) school days after enrolling a transfer student from a private school or from a
public school in another district, the principal shall request, directly from the student's
previous school, a certified copy of the student's record.
Responding
to
Requests
for
Student
Records
Upon receiving a request for the records of a student who has withdrawn from school, the
principal shall comply and forward the record within five (5) days after receipt of the request,
unless:
The record has been flagged pursuant to A.R.S. 15-829, in which case the record shall
not be forwarded and law enforcement officials shall be notified.
The request does not conform to the requirements related to proper release of records
by an emancipated student or parent.
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FORM 10.64 - REQUEST FOR STUDENT EDUCATION RECORDS
This form is used to request student education records for students attending or who have attended Dysart Unified
School District schools. Please complete the information requested below. A signature is required.
REQUESTED FROM_________________________________________
Name of Agency
REQUESTER _____________________________________________
Name of Authorized Person
_______________________________________
Agency Address
_________________________________________
Telephone Number
STUDENT INFORMATION
____________________________________________ ______________________________
Last Name
First Name
______________________
Middle
ADDRESS:_________________________________________________________________________________________
PARENT/GUARDIAN NAME: ______________________________________________________________________
ADDRESS (if different than
student’s)____________________________________________________________________________________________
PURPOSE FOR REQUEST
 No information available about previous
school program
 Need verification that the student has a
disability
 Need evaluation information for immediate
special education placement
TYPE OF INFORMATION REQUESTED
 Permanent Record Data
Basic identifying data, attendance data and
academic data
 Special Education Placement Records
All records of placement if special education
 Suspension and/or expulsion
All records of suspension aRend/or expulsion
 Need information to prepare an educational program for
the student
 Need assistance in understanding complex behavior
 Other:________________________________________
_____________________________________________
 General Cumulative Data
General administrative data and results of group tests
 Specialized Student Data
Individualized evaluation records and specialized reports
 Immunization Records
ASSURANCE STATEMENT AND SIGNATURES
In making this request, the undersigned agrees that the information received will be used only by the
professional school staff members who are assigned to work with the student in the educational program and
will not be released to any other party without the prior written consent of the parent or eligible student.
__________________________________
Date Requested
______________________________________________________________
Authorized Signature
PARENTAL /GUARDIAN CONSENT
I, __________________________, as the parent/guardian of ___________________________________, consent to the
release of records listed above to the party named above. I am aware of my rights to review the records and
receive a copy at my expense, if I so request.
___________________________________________________________
Parent/Guardian Signature
________________________________________
Date
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Section 10.65 - Student Biometric Information
PROCEDURES
PROCEDURES
The Superintendent or designee may recommend the utilization of biometric information in
the identification of students, as well as to enhance student safety and security and protect
against instances of fraud throughout the school district. Biometric information means the
noninvasive electronic measurement of any physical characteristics that are attributable to
a single person, including fingerprint, hand geometry, voice, or facial recognition or iris or
retinal scans.
Before collecting student biometric information, the District shall obtain written permission
from the person having legal custody or the student (if over the age of 18). Upon a student’s
18th birthday, the District shall obtain written permission from the student to collect student
biometric information. Failure to provide written consent to collect biometric information
shall not be the basis for refusal of any services otherwise available to a student.
All collected biometric information shall be stored and transmitted in a manner that protects
it from disclosure. Sale, lease, or other disclosure of biometric information to another person
or entity is strictly prohibited.
The District will discontinue use of a student’s biometric information and destroy all collected
biometric information within 30 days after: (1) the student graduates or withdraws from the
District, or (2) the District receives a written request to discontinue use of biometric
information from the person having legal custody of the student or the student (if over the
age of 18).
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SECTION 11 - SCHOOL - COMMUNITY
RELATIONS
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Section 11.1 - Parental Involvement in Education
PROCEDURES
PROCEDURES
Parent and Teacher Cooperation in
Homework, Attendance, and Discipline
When homework, attendance, and discipline rules are being considered, a procedure
similar to, but not limited to, the following shall be used:
An ad hoc committee shall be appointed by the appropriate administrative
officer under the provisions of Board policy. The committee will study the
issue and make recommendations to the appointing administrator. The
committee will be dissolved when the final report is submitted.
School staff members, including teachers, will be appointed to study the issues
and report to the appointing administrator. The administrator will schedule
hearings on the staff report, give parents sufficient notice, and conduct hearings
to permit parent reaction to the staff report, copies of which shall be readily
available for parent review. Following the hearings, the administrator will
prepare recommendations that give careful consideration to the views of
teachers and parents. Such recommendations will be submitted to the
Superintendent unless the recommendations are prepared by the
Superintendent, in which case the recommendations will be submitted to the
Board.
Parents' Access to Courses
and Learning Materials
of
Study
Parents who wish to learn about the course of study for their children or to review
learning materials shall do so under provisions of Board Policy Section 9.21 –
Instructional Resources and Materials and supporting procedures.
Parental Objections to
Activities or Materials
Learning
Parents who wish to object to any learning activities or learning materials may do so
under provisions of Board Policy Section 9.21 – Instructional Resources and Materials
and supporting procedures.
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Availability of Instructional
Employee Resumés
The administration shall inform parents of the availability of each teaching
employee's resumé and make that document available for inspection upon request of
parents or guardians of pupils enrolled at a school. Such information shall not
include teacher address, salary, social security number, and telephone or other
personally identifiable information as determined by the District.
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Section 11.1.F.1 – Instructional Employee Resume’s Outline
FORMS
FORMS
Instructional Employee Resumés
Outline
Instructor Identification
______________________________________
Name
teaching assignment(s)
___________________________________
Current
________________________________________________
Professional Preparation
Certificated to teach in current assignment
Emergency or provisional status
yes no
yes no
Institution
Institution
Bachelor Degree ____________________
Doctorate Degree ____________________
Masters Degree ________________
Other
_______________________
Education/ _____________________
Training
_____________________
________________________________________________
Professional Experience
Grade Level or Academic Content Subject Area*
Years Taught
*Grade Level for self-contained classroom; Subject Area for departmentalized courses.
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Section 11.1.F.2 – Parents’ Bill of Rights
FORMS
FORMS
PARENT'S BILL OF RIGHTS*
(Enacted by the 49th Arizona Legislature,
2nd Regular Session (2010)
Session Law SB1309, Chapter 307
Arizona Revised Statutes 1-601 and 1-602)
Parents'
Rights
Protected
The liberty of parents to direct the upbringing, education, health care and mental
health of their children is a fundamental right.
This state, any political subdivision of this state or any other governmental entity
shall not infringe on these rights without demonstrating that the compelling
governmental interest as applied to the child involved is of the highest order, is
narrowly tailored and is not otherwise served by a less restrictive means.
Parents'
Bill
of
Rights;
definition
All parental rights are reserved to a parent of a minor child without obstruction or
interference from this state, any political subdivision of this state, any other
governmental entity or any other institution, including, but not limited to, the
following rights:
The right to direct the education of the minor child.
All rights of parents identified in Title 15, including the right to access and
review all records relating to the minor child.
The right to direct the upbringing of the minor child.
The right to direct the moral or religious training of the minor child.
The right to make health care decisions for the minor child, including rights
pursuant to sections 15-873, 36-2271 and 36-2272, unless otherwise prohibited
by law.
The right to access and review all medical records of the minor child unless
otherwise prohibited by law or the parent is the subject of an investigation of a
crime committed against the minor child and a law enforcement official
requests that the information not be released.
The right to consent in writing before a biometric scan of the minor child is
made pursuant to section 15-109.
The right to consent in writing before any record of the minor child's blood or
DYSART UNIFIED SCHOOL DISTRICT NO. 89
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deoxyribonucleic acid is created, stored or shared, except as required by section
36-694, or before any genetic testing is conducted on the minor child pursuant
to section 12-2803 unless authorized pursuant to section 13-610 or a court order.
The right to consent in writing before the state or any of its political
subdivisions makes a video or voice recording of the minor child, unless the
video or voice recording is made during or as a part of a court proceeding, during
or as part of a forensic interview in a criminal or child protective services
investigation or to be used solely for any of the following:
Safety demonstrations, including the maintenance of order and discipline
in the common areas of a school or on pupil transportation vehicles.
A purpose related to a legitimate academic or extracurricular activity.
A purpose related to regular classroom instruction.
Security or surveillance of buildings or grounds.
A photo identification card.
The right to be notified promptly if an employee of this state, any political
subdivision of this state, any other governmental entity or any other institution
suspects that a criminal offense has been committed against the minor child by
someone other than a parent, unless the incident has first been reported to law
enforcement and notification of the parent would impede a law enforcement or
child protective services investigation. This paragraph does not create any new
obligation for school districts and charter schools to report misconduct between
students at school, such as fighting or aggressive play, that are routinely
addressed as student disciplinary matters by the school.
The right to obtain information about a child protective services investigation
involving the parent pursuant to section 8-807.
This section does not authorize or allow a parent to engage in conduct that is
unlawful or to abuse or neglect a child in violation of the laws of this state. This
section does not prohibit courts, law enforcement officers or employees of a
government agency responsible for child welfare from acting in their official
capacity within the scope of their authority. This section does not prohibit a
court from issuing an order that is otherwise permitted by law.
Any attempt to encourage or coerce a minor child to withhold information from
the child's parent shall be grounds for discipline of an employee of this state,
any political subdivision of this state or any other governmental entity, except
for law enforcement personnel.
Unless those rights have been legally waived or legally terminated, parents
have inalienable rights that are more comprehensive than those listed in this
section. This chapter does not prescribe all rights of parents. Unless otherwise
required by law, the rights of parents of minor children shall not be limited or
denied.
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For the purposes of this section, "parent" means the natural or adoptive parent
or legal guardian of a minor child.
Reference:
Section 10.65 – Policy
Section 11.1 - Policy
Dysart Student and Parent Handbook
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Section 11.3 - Public Gifts/Donations to Schools
PROCEDURES
PROCEDURES
To be acceptable, a gift must satisfy the following criteria:
It will have a purpose consistent with those of the school.
It will be offered by a donor acceptable to the Board.
It will not begin a program that the Board would be unwilling to take over when
the gift or grant funds are exhausted.
It will not bring undesirable or hidden costs to the school system.
It will place no restrictions on the school program.
It will not imply endorsement of any business or product.
It will not be in conflict with any provision of the school policy or public law.
All gifts, grants, and bequests shall become District property and subject to policies
of the District.
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Section 11.5 - Public’s Right to Know/Freedom of Information
PROCEDURES
PROCEDURES
Public records of the District will be open for inspection by any person as provided by
law.
Public record means any recorded information that is made, maintained, or kept by,
or is in the possession of, the District. Such records include minutes of the
Governing Board, agendas, financial records, contracts, and statistical summaries.
The office of the Superintendent will be open to receive requests for records inspection
or copying during normal business hours.
Requests for access to records shall be made in writing and directed to the office of
the Superintendent.
All persons requesting inspection and/or copying of public records must attest that
they have not requested the public records of the District for a commercial purpose.
If the records are requested for a commercial purpose, the requester must provide a
statement, verified by the requester, setting forth the commercial purpose for which
the materials will be used.
The above declaration will be made and signed on the official form provided by the
District for requesting inspection and/or copying of public records.
The Superintendent shall permit access to, or provide for the copying of the records
requested promptly following receipt of the signed request or will provide an
explanation of a cause for further delay and will give notification of the time the
records will be available, or, if access is denied.
Requirements of access and inspection apply only to existing records and do not
require creation of new records. Public inspection of a document that otherwise
would be a public record may be denied by the Superintendent if (1) the record is
made confidential by statute, (2) the record involves the privacy interests of persons,
or (3) disclosure would be detrimental to the best interests of the District. If a public
record contains material that is not subject to disclosure, the District will delete such
material and make available to the requester such material in the record as is subject
to disclosure.
Records contained on a computer will be provided only in the form in which the
information can be made available using existing computer programs.
Copies of radio or recording tapes of discs, video or films, pictures, slides, graphics,
illustrations, or similar audio or visual items or devices will not be furnished unless
such items or devices have been shown or played at a public meeting of the Governing
Board.
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A fee shall be levied on each request to cover the cost of making copies. The fees will
be collected prior to releasing material.
The fees will be based upon the following:
50¢ per copy for materials indicated as Board minutes, agendas, financial
records, contracts, courses of study, or statistical summaries.
50¢ per copy for materials not listed above that require additional clerical
and/or professional staff time to make available.
Actual cost, if available, will be assessed.
Free copies shall be furnished if they are to be used in claims against the United
States.
Commercial Purpose
When a person requests copies, printouts or photographs of public records for a
commercial purpose, the person shall provide a statement setting forth the
commercial purpose for which the copies, printouts or photographs will be used.
Upon being furnished the statement, the Superintendent may furnish reproduction
of such requested records. The charge for such records shall include the following:
A. A portion of the cost for the District to obtain the original or copies of the
documents, printouts or photographs requested.
B. A reasonable fee for the cost of time, materials, equipment and personnel in
producing such reproduction.
C. The value of the reproduction on the commercial market as best determined by
the Superintendent.
If the Superintendent determines the intended commercial use is a misuse of the
requested public records or is an abuse of the right to receive public records, the
Superintendent may apply to the Governor requesting that the Governor, by
executive order, prohibit the furnishing of copies, printouts or photographs for such
commercial purpose. If the Governor determines that such public record shall not
be provided for commercial purpose, the Governor shall issue an executive order
prohibiting the providing of the requested records for such commercial purpose. If
no order is issued within thirty days (340) of the date of application, the
Superintendent shall provide reproductions of requested copies, printouts or
photographs upon being paid the fee determined pursuant to this regulation.
The Superintendent shall advise the Board when District records are requested for
commercial purposes.
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Section 11.5.F – Public Records Request
FORMS
FORMS
Public Records Request
Name _____________________________________________ Date_______________
Address
________________________________________________________________
(street)
(city)
(state)
(zip)
Phone: Home _________________________
E-mail address
Work _________________________
_________________________________________________________
Nature of request:
 Opportunity to review records (no original record may leave the custodian's
office)
 Copies of records.
Please read and sign the following statement:
I have requested public records of the school district for a noncommercial
purpose. I understand that if the records should be used for a commercial
purpose, a verified statement of the purpose must be submitted per A.R.S. 39121.03.
________________________
(Date)
____________________________________
(Signature)
Notice: A fee will be charged for copying based upon actual cost for providing the
information.
Records requested (please be as explicit as possible as to the records you desire):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Section 11.6 – School Sponsored Information Media
PROCEDURES
PROCEDURES
Dysart Unified School District values the ongoing commitment to public information
about our schools, programs, and activities. Since the media plays a key role
informing our students, families, and the community, the following procedures are
structured to ensure an ethical and transparent relationship with the media that
respects all stakeholders.
Official Spokespersons
The Superintendent serves as the official spokesperson for the Dysart Unified School
District regarding significant matters of policy and public interest. Depending on
specific issues, the Superintendent or his/her designee may designate another
member of the administration or staff from the Communications and Public Relations
(CPR) Department to serve as an official district spokesperson on a specific issue.
The Communications and Public Relations Department is responsible for the
distribution of all news releases and official statements. As part of the District’s
communications policy, staff should not distribute news releases independently and
should report any media inquiries to the Communications and Public Relations
Department.
Working With the Communications and Public Relations Department
The media frequently contacts Communications and Public Relations with requests
for information about the Dysart Unified School District, individual school sites, or
members of the district or school communities. Often, those requests require
Communications to contact various faculty and staff members to obtain that
information. The Communications and Public Relations Department will work in
cooperation with the staff member in responding to those requests in a timely fashion.
Faculty and Staff
Reporters should always be referred to Communications and Public Relations. If
administrators, faculty or staff are contacted by the media on any story that can be
linked to the district or to an individual’s position in the district, the individual is
expected to refer media inquiries to the Communications and Public Relations
Department (CPR). Faculty and staff should also notify the site/department
administrator. If appropriate, CPR will coordinate with the appropriate staff about
speaking to reporters on matters related to their areas of expertise, events, and
teaching or professional experience. Notifying CPR is important if follow-up requests
are made with district staff or students to ensure a coordinated response.
Additionally, such notifications allow the District to track media placement and
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promote newsworthy events to the community.
It is critical that administration, faculty and staff notify Communications and Public
Relations immediately about issues that have the potential to generate media
inquiries or interest.
Privacy
Personnel records and proceedings as well as student records and health care
information remain confidential as prescribed by law and, thus, are not subject to
public disclosure. Employees should direct all questions about confidentiality of
information to their site administrator or the Director of Communications and Public
Relations.
Media Guidelines
The following guidelines provide best practices for working with the media:



Request the name of the reporter, his/her media organization and contact
information. Notify Communications and Public Relations by calling
623.876.7196 or emailing [email protected]
When contacted by a reporter, one should be aware that:
 Nothing is ever “off the record.” Anything you say could be quoted. Avoid
sharing “off the record” or “background” information if you do not wish
for such information to be published or attributed to you.
 Limit your responses to areas within your area of expertise or
responsibility.
 Be collegial with regard to colleagues or other institutions or
organizations.
 When contacted by telephone unexpectedly, you can ask for time to
prepare a response.
When participating in a district sanctioned interview:
 Be sure you understand a reporter’s question before answering. If you
feel you cannot answer or are uncomfortable, tell the reporter that
someone who can provide the information will contact him/her as soon
as possible. At that point, contact Communications and Public Relations
with your concerns and the contact information for the reporter.
 Never answer with “no comment.”
 Remember that in responding to the media, you can be seen as
representing and speaking for the District. Personal opinions should be
clearly and carefully identified as such.
 Never “guess” or speculate when asked a question. While it is important
not to underestimate a reporter’s intelligence, make sure the reporter
understands your responses. Be willing to provide the Communications
and Public Relations phone number and/or e-mail address for follow-up
questions.
Crisis Communications
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Accuracy when communicating in a crisis situation is critical to preventing over
reaction, high anxiety and confusion. Additionally, a crisis situation can have a
lasting impact on a school or department. Therefore, it is important that we relay
information to the media in a crisis situation with extreme care.
When information is released, every effort must be made to avoid misunderstanding,
misinterpretation or panic. Once a misconception takes root, it is difficult and often
impossible to make a full correction.
In the event of a major crisis on campus, it is essential that an effective
communications plan be put into effect to disseminate timely, accurate information
and to ensure that inquiries are routed to the appropriate sources.
Communications and Public Relations and Student Services, working in conjunction
with district leadership, is responsible for developing and distributing all Dysart
Unified School District communications during a campus emergency. Such
communications may include internal communication with students, faculty and staff
as well as interactions with the media. During a crisis, Communications and Public
Relations will place priority on communicating with the media and will provide
complete, accurate and confirmed information about the emergency situation and the
District’s response.
In the event of an emergency, the district website will be used to update the public
with details about the situation and the district's response. All communications on
the website will be replicated for staff, parent, and community updates through
email, autodialers, social media, and text messaging.
During a campus emergency faculty, staff and students have a right to not speak with
the media. The media has access only to the public areas outside of our school sites
and must remain off campus unless access is coordinated with the Director of
Communications and Public Relations. Any situations where individuals feel a
reporter has abused their rights should be reported to the Director of
Communications and Public Relations.
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Section 11.10 - Public Concerns and Complaints
PROCEDURES
PROCEDURES
If a member of the community has a complaint, the following procedures are intended
to assist in its resolution:
If the matter relates to a student, and it is appropriate, talk with the student's
teacher. If the matter remains unresolved, talk with the school administrator.
If resolution of a problem cannot be accomplished at the building level, either
party may refer the matter to the next level of supervision for review.
When a complaint is made directly to the Board as a whole or to a Board
member as an individual, it will be referred to the school administration for
study and resolution, if possible.
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Section 11.10.F – Public Concerns and Complaints
FORMS
FORMS
Public Concerns and Complaints
(This Form to be Submitted to the Superintendent)
Person(s) or group filing complaint
____________________________________
Complainant's address _________________________ Phone ________________
Complainant's E-mail address
Date complaint is filed
________________________________________________
________________________________________________
Has problem been discussed with the administration?
 Yes  No
Date
__________________________________________
Summary of the charges (description of incident or event, including date, place, time,
additional persons, alleged problem, and suggested solution):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Identification of other witnesses or persons with information about concern:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Section 11.11 - Public Concerns/Complaints About Personnel
PROCEDURES
Required
PROCEDURES
Information
The following information concerning a complaint is required:
The name(s) of the person(s) making the complaint.
Whether the person(s) making the complaint represents an individual or a
group. If a group is represented, information shall be provided about the
nature of the group and the manner in which the group has reviewed and taken
a position on the matter.
Whether the person(s) making the complaint has discussed the problem with
the employee in question.
A summary of the complaint(s) and of the above three (3) items.
Processing of Complaint(s)
Written Summation
Following
The complaint shall be presented to the employee toward whom it is directed,
together with a suggested solution, personally and in writing, by the person(s) filing
the complaint. It is the responsibility of the employee's supervisor to keep the
Superintendent informed as the matter is reviewed at the various administrative
levels.
The employee will have a minimum of five (5) working days in which to reply to the
complaint at each administrative level at which the matter is reviewed.
If the complaint is not resolved between the originator of the complaint and the
employee, either party may request that the complaint be reviewed by the
employee's supervisor. Any person filing a complaint can present any relevant
evidence or witnesses to the employee’s supervisor and the employee’s supervisor will
consider this evidence. The employee’s supervisor shall have five (5) working
days to respond to the complaint. A written response shall be submitted to
both parties.
Either party may appeal the response of the employee’s supervisor to the
Superintendent or the Superintendent’s designee. The Superintendent shall have
five (5) working days to respond to the complaint. A written response shall be
submitted to both parties. The Superintendent shall be the final administrative
level.
Following the decision of the Superintendent, either party may refer the complaint
to the Board within ten (10) working days following the Superintendent's decision
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by filing a written request for review.
The Board and/or the supervising administrator shall consider all facts and provide
the employee with all elements of due process in reaching a decision. If the
investigation and evidence warrants, the District may impose discipline under Policy
Section 7.46 or 7.64, as applicable. The District may recommend a reprimand,
suspension without pay, dismissal, or impose other appropriate discipline.
District personnel participating in an investigation or resolution of a complaint filed
under this procedure shall maintain confidentiality to extent permitted by law. If
any individual assigned to participate in reviewing a complaint has a conflict of
interest, another individual shall be assigned.
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Section 11.11.F – Public Concerns / Complaints About Personnel
FORMS
FORMS
Public Concerns / Complaints about Personnel
(This Form to be Submitted to the Employee's Supervisor)
Person against whom the complaint is made ______________________________
Employee's position ________________ School/dept. ________________________
Person(s) or group filing complaint
____________________________________
Complainant's address _________________________ Phone ________________
Complainant's E-mail address
Date complaint is filed
________________________________________________
________________________________________________
Has problem been discussed with the employee?
 Yes  No
Date
__________________________________________
Has problem been discussed with the employee's supervisor?
 Yes  No
Date
__________________________________________
Summary of the charges (description of incident or event, including date, place, time,
additional persons, alleged improper conduct, and suggested solution):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Section 11.12.F - Public Concerns/Complaints About
Instructional Resources
FORMS
FORMS
Citizen's Request for Reconsideration
of Instructional Material
Author______________ Hardcover____ Paperback_____ Other media _______
Title__________________________________________ Copyright date __________
Publisher (if known)
____________________________________________________
Request initiated by____________________________ Telephone ______________
Address
________________________________________________________________
Complainant's E-mail address
________________________________________________
Complainant
represents: himself or herself
(name organization): _____________________________________
(identify other group): ____________________________________
Please
use
the
reverse
side
for
additional
space
or
comments
To what in the material do you object? (Please be specific; cite pages.)
What do you feel might be the result of the use of this material?
For what age group would you recommend this material?
What do you feel is good about this material?
Did you review the entire material?______
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Are you aware of the judgment of this material by literary critics?
What do you believe is the theme of this material?
Are you aware of the instructional purpose in using this work?
What would you like the District to do about this material?
Do not assign or recommend it to my child (children).
Do not assign it to students.
Withdraw it from all patrons of the library.
Refer it to an official committee for reevaluation.
In its place, what material of equal literary quality would you recommend that would
convey as valuable a picture and perspective?
_________________________________________________
Signature of complainant
__________________
Date
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Section 11.13 - Public Concerns/Complaints About Facilities and Services
PROCEDURES
PROCEDURES
Citizens of the District who have complaints about District facilities or services may
register such complaints with the site administrator.*
Required information concerning complaint:
Name(s) of person(s) making the complaint.
Whether the person(s) represents an individual or group.
Whether the person(s) making the complaint has discussed the problem with
the site administrator.
A summary of the complaint and suggested solution.
Processing of complaint:*
Level 1. The complaint shall be presented in writing, with a suggested
solution, to the site administrator. Five (5) working days will be allowed for a
reply.
Level 2. If a satisfactory response is not received within five (5) working days,
a copy of the complaint may be forwarded to the Superintendent, who will have
ten (10) working days to reply.
Level 3. If a satisfactory response is not received within ten (10) working days,
a copy of the complaint may be forwarded to the Governing Board for its
consideration. Consideration as to the disposition of the complaint will be
given within thirty (30) days.
*If the matters of concern are eligibility and related procedures, procedural
safeguards, or provision of a free and appropriate public education, the matter may
be referred at any juncture in the procedure to the appropriate compliance
coordinator.
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Section 11.13.F – Public Concerns / Complaints about Facilities and
Services
FORMS
FORMS
Public Concerns / Complaints about Facilities and Services
(Form to File Complaint)
Complainant
__________________________________________________________
Representing
__________________________________________________________
Date of presentation
____________________________________________________
School (if appropriate)
__________________________________________________
Prior contacts with the site administrator or teacher
__________________
________________________________________________________________________
________________________________________________________________________
Statement of complaint:
Action requested:
Signature ____________________________________
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Section 11.14 – Community Use of School Facilities
PROCEDURES
PROCEDURES
Request for Use of School Facilities
The above referenced document may be found on the District Website.
Request for Use of School Facilities
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Section 11.19 – Advertising in Schools
PROCEDURES
PROCEDURES
Approved student sponsored activities may be allowed to utilize authorized business
partners that declare support for the school or school activity through the usage of
temporary signage or promotional materials. Unless otherwise prohibited by law
nothing herein shall be construed to prevent the District or a District school from the
sale of advertising space in accordance with A.R.S. 15-342 subject to the following
conditions:
Advertising – District Level

The District’s advertising agreement shall be entered into prior to any
advertising within the District.

All advertising designs and artwork shall be reviewed first by the Public
Relations department and approved by the Superintendent or the
Superintendent’s designee.

All fees for advertising are subject to a deposit or full payment in advance of
services rendered.

Such advertisements shall be age appropriate and not contain promotion of
any substance that is illegal for minors, such as alcohol, tobacco and drugs, or
gambling.

Advertisements shall comply with state sex education policy or abstinence.
The District and its schools will not allow advertisements that, in the judgment of the
Superintendent or the Superintendent’s designee, would:

Cause the District to violate and/or conflict with state or federal laws or its
Board policies, regulations and code of conduct such as the use of drugs,
alcohol, weapons and harassment.

Violate and/or conflict with student wellness policies and practices.

Proselytize a particular religious or political belief.

Promote illegal discrimination on the basis of gender, race, religion, national
origin, ethnicity, sexual orientation and/or disability.

Promote the businesses and educational institutions which compete with the
same services found within the organizations of Dysart Unified School District.
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
Promote illegal activity or inappropriate behavior of minors.

Contain words, symbols or images that would be regarded as lewd, obscene,
vulgar, or plainly offensive if communicated by an employee or student on
school grounds.

Defame a person or organization.

Threaten serious disruption of a school or school-sponsored activity.

Promote or oppose any political organization or religion. Advertisements that
refer to a religious affiliation, figure or event shall not be authorized. This
does not supersede any facility rental agreement where a religious
organization is permitted to place signage in accordance with that agreement.

Promote the nomination, retention or election of any person to public office.
This list is not all inclusive. The District reserves the right to refuse advertising
that would otherwise be inappropriate in the judgment of the Superintendent or the
Superintendent’s designee. The District does not intend to compete for advertising
revenue with the schools or support organizations.
Prior Approval of Advertising

All advertising must be submitted for approval to the Superintendent or the
Superintendent’s designee prior to its display on school vehicles.
All
advertising will be reviewed by the Public Relations Department.

The Superintendent or the Superintendent’s designee will approve or reject, in
accordance with these guidelines, every advertisement offered for placement
on school vehicles. To facilitate this process, the advertisement, including its
graphic design, must be submitted to the Superintendent or the
Superintendent’s designee in sufficient detail to determine the content and
general appearance of each advertisement. The Superintendent or the
Superintendent’s designee may direct the removal of advertising that causes
public criticism or is found offensive by students or members of the public.

The District may use all unsold advertising space at its sole discretion.
Advertising Disclaimer
Acceptance and posting of advertisements or product announcements does not imply
the District endorses any particular product, service or technique. Nor does it reflect
the opinion of the District regarding any such product, service or technique. The
District does not control the content of outside websites and does not sponsor or
endorse any messages, products or services contained on such websites.
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Advertising Fund
The District has an advertisement fund that is composed of revenues from the sale of
District advertising. The monies in the advertisement fund are not subject to
reversion.
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Section 11.20.F - Distribution/Posting of Promotional Materials
FORMS
FORMS
REQUEST TO DISPLAY/POST OR STACK MATERIALS
Date _____________________, 20____
________________________________________________________________________
Name of organization / group
We wish to display/post or stack promotional materials on the following dates: (Not
to exceed one [1] month.)
________________________________________________________________________
Month
Date(s)
Year
There  (will)  (will not) be a charge for the instruction/activity.
The person who may be contacted, if necessary, about the content of this literature,
by the school, parent, or other recipient of information is:
Name
_______________________________________________________
Address
_______________________________________________________
_______________________________________________________
City
State
Zip code
E-mail address
Phone: (work)
_______________________________________________________
________________________
(home)________________________
I/We hereby assure the school that the organization will:
Agree that any charges for the instruction/activities will be based on and not
exceed the cost of providing the instruction/activities;
Not use fighting words, obscenities, defamatory speech or encourage disruption
of the educational environment;
Not provide representations or visuals that are inappropriate as described in
The Children's Internet Protection Act;
Remove the material on a date certain not more than one (1) month after it has
been displayed/posted/stacked or five (5) days after the activity begins,
whichever is earlier;
Label all material with the name of the sponsoring organization;
Provide the name, address and telephone number of the local representative for
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the organization prominently on the promotional material;
Have an authorized representative of the organization sign the written
assurances.
The promotional material and assurance form affirming compliance shall be provided
to the school office at the same time.
This request must be submitted to the school office at least two (2) weeks prior to the
requested date(s).
______________________________________________________________________
______________________________________________________________________
Signatures and titles of organization representatives
FOR SCHOOL USE ONLY
Date:__________________________ Principal _______________________________
Action
______ Denied or requested alteration for the following reason(s):
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______ Approved
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Section 11.21 - Visitors to Schools
PROCEDURES
PROCEDURES
Parents are encouraged to visit the schools.
All visitors to any school must report to the school office upon arrival.
For those who wish to visit a classroom during the school day, please reference
Procedure 9.48, Class Interruptions.
No person may enter onto school premises, including visits or audits to a classroom
or other school activity, without approval by the principal. Neither will any person
be allowed to conduct or attempt to conduct any activity on school premises that has
not had prior approval by the principal.
Anyone who is not a student or staff member of the District schools, and is in violation
of this policy, may be asked to leave the property of the District. Failure to comply
with the lawful directions of District officials or of District security officers or any
other law enforcement officers acting in performance of their duties, and failure to
identify oneself to such officials or officers when lawfully requested to do so, will be
against District procedures. Failure to obey such instructions may subject the
person to criminal proceedings applicable under law.
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SECTION 12
RELATIONS
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Section 12.1 - Relations with Education Research Agencies
PROCEDURES
PROCEDURES
In order to assure that the District cooperates with recognized research agencies to
promote useful research, that compliance with all statutory requirements is
maintained, and students are assured of data security, the following approval and
participation process shall be followed:

Research proposals shall be submitted to the District Department of Research
and Accountability for review.

The Department of Research and Accountability will submit recommendations
for approval of research proposals to the Superintendent’s cabinet.

When a proposal is approved, the Department of Research and Accountability
will be responsible for coordination and oversight of the research, including
compliance with the Protection of Pupil Rights Amendment (PPRA) and other
standards for conducting human subject research.
Proposal Application Requirements

Research should have potential benefit for students.

Results should be available to the District.

Student data with potential privacy invasion must have advance authorization
of parents or guardians.

Research should not interrupt instructional activities.

Student research must have faculty approval and supervision.

Proposals must include explicit language regarding what data is to be collected
and for what purpose.

Agreement to participate with education research agencies must restrict use
of data to the proposing agency and prohibit sharing with any other third party
without the express consent of the District.
Procedures to Protect Privacy

District policies regarding these rights and procedures to protect these rights
will be communicated to parents and eligible students at the start of each
school year and after any substantive changes.

The PPRA provides certain rights to parents and students or emancipated
minors regarding the administration of surveys, collection and use of
information for marketing purposes, and certain physical exams.

The District Department of Research and Accountability will assure that
researchers communicate and obtain informed consent concerning the
following areas of PPRA rights before students are asked to complete a related
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survey or other form of data collection:
o Political affiliations or beliefs of the student or student’s parent.
o Mental or psychological problems of the student or student’s family.
o Sex behavior or attitudes.
o Illegal, anti-social, self-incriminating or demeaning behavior.
o Critical appraisals of others with whom respondents have close family
relationships.
o Legally recognized privileged relationships such as lawyers, doctors, or
ministers.
o Religious practices, affiliations, or beliefs of the student or parents.
o Income other than as required by law to determine program eligibility.

The District Department of Research and Accountability will provide notice
and opportunity for parents/guardians/emancipated students to opt a student
out of:
o Any other protected information survey, regardless of funding.
o Any non-emergency, invasive physical exam or screening required as a
condition of attendance, administered by the school or its agent, and not
necessary to protect the immediate health and safety of a student,
except for hearing, vision, or scoliosis screenings, or any physical exam
or screening permitted or required under state law; and
o Activities involving collection, disclosure, or use of personal information
obtained from students for marketing or to sell or otherwise distribute
the information to others.

The District Department of Research and Accountability will receive/inspect
upon request and before administration or use:
o Protected information surveys of students.
o Instruments used to collect personal information from students for any
of the above marketing, sales, or other distribution purposes.
o Instructional material used as part of the educational curriculum.
Parents/eligible students who believe their rights have been violated may file a
complaint with:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-4605
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Application FAQs
PROCEDURES
PROCEDURES
Application Procedures to Conduct Research
Within the Dysart Unified School District
Frequently Asked Questions
What are the Requirements to Conduct Research in Dysart Unified School
District?
In order to conduct research in the Dysart Unified School District, the following
requirements must be met:

Submit the Application to Conduct External Research to the Director, Dysart
Unified School District Office of Research and Accountability, 15802 N
Parkview Pl, Surprise, AZ 85374.

Receive written notification of approval from the District Director of Research
and Accountability.

Upon Approval, provide written notification to all study participants indicating
the purpose, procedures, outcomes of the study, and a declaration of voluntary
participation.

Provide copies of signed parents/guardian, and applicable student consent
forms to the Director of Research and Accountability for every person under
the age of 18 participating in the study.

Other notifications of compliance as required by the District.
What is the Research Application Process?

Make initial contact with the District Department of Research and
Accountability to obtain an application to conduct external research.

Complete and sign the Application to Conduct Research within the Dysart
Unified School District cover sheet and attach the study’s documentation
following the outline presented under Research Application Format including
all required attachments.

Read, sign and submit your application with the following declarations:
o General Understandings, Stipulations and Conditions for Application
form
o Data Confidentiality Form
o Affidavit of Review and Understanding of the Code of Federal
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Regulations, Title 45, Public Welfare, Department of Health and Human
Services, National Institutes of Health, Office for Protection From
Research Risks, Part 46, Protection of Human Subjects and the
Protection of Pupil Rights Amendment (PPRA) (20 U.S.C. § 1232h; 34
CFR Part 98)

Submit all materials to the Director, Dysart Department of Research and
Accountability, 15802 N Parkview Pl, Surprise AZ 85374.

The Director, Dysart Department of Research and Accountability will review
the application for completeness. If omissions are found, notification will be
made to the applicant. Once the application is determined to be complete it
will be forwarded to the reviewers for official recommendation and submission
to the Superintendent.
What is the Timeline for Submitting a Research Request?

Submit all materials to the Department of Research and Accountability at
least four weeks prior to the proposed start date.

Applications to conduct research that involve student-participant data
collections and/or disruptions to the instructional environment that are to take
place in the spring of the current academic within six weeks of the first day of
the state-administered assessment will generally not be accepted.
What Are the Requirements for Conducting Student Interviews?

If students are participating in the study, no data collection activity of any kind
may take place until:
a. The research request has been approved by the District Superintendent.
b. A complete inventory of all parent/guardian consent forms are
submitted to the Director, Department of Research and Accountability.
No enrolled student may participate in the study until a signed
parent/guardian consent form is on file as described above.

Confidentiality of participants must be maintained throughout the study and
with publication of the results.

All data associated with individuals (staff, students or parents) participating
in the study MUST be destroyed at the conclusion of the study. Personally
identifiable information may not be retained by the researcher after
completion of the study.

Individuals conducting research must abide by the standards of professional
conduct at all times.
 The researcher must abide by any and all conditions imposed by Dysart
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Unified School District.

Data collection activities which require direct interviews/discussions with
students MUST be done in the presence of at least one of the student’s
Principal, Assistant Principal, or a representative explicitly authorized by the
Principal as their representative.

Lines of questioning or discussions concerning student home
parent/guardian attitudes or behaviors, are generally not permitted.

All interview questions or discussion topics must be submitted as part of the
application process. No significant deviation from the previously identified
topics/questions is permitted without prior authorization from the Director,
Dysart Department of Research and Accountability.
life,
What happens after the study is completed?

Copies for final reports and associated publications must be sent to the
Director, Department of Research and Accountability.

All data associated with individuals (staff, students or parents) participating
in the study are destroyed and notification is sent to the District to this effect.
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Application Cover Sheet
PROCEDURES
PROCEDURES
Application to Conduct Research Within the
Dysart Unified School District
Cover Sheet
This application is a request to conduct research within the Dysart Unified School
District. All applications must be sent to the Director, Department of Research and
Accountability, Dysart Unified School District, 15802 N Parkview Pl, Surprise AZ
85374, 623-876-7000 at least four weeks prior to the proposed start date of the project.
Applications received within six weeks of the first day of state-administered
assessments will generally not be accepted but may be considered for the following
school year. Applications will not be considered unless all required materials are
submitted and documented.
Title of Proposed Research Study:
Name of Applicant:
Street Address:
City, State, Zip
Phone Number:
Email Address:
Signature
Date
Application Materials Checklist
 Signed Application Cover Sheet
 Completed Application Document: Application to Conduct Research Within the
Dysart Unified School District
 Signed Dysart Unified School District Form of General Understandings,
Stipulations, and Conditions for Applications
 Signed Affidavit of Data Confidentiality
 Signed Affidavit of Review and Understanding of the Code of Federal
Regulations, Title 45, Part 46, Protection of Human Subjects and the Protection
of Pupil Rights Amendment (PPRA) (20 U.S.C. § 1232h; 34 CFR Part 98)
 Sample Parental Consent Form (If applicable)
 Letter of Approval Regarding Human Subjects Research from Affiliated
Institution (if applicable)
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Application Minimums
PROCEDURES
PROCEDURES
Application to Conduct Research Within the
Dysart Unified School District
All applications to conduct external research within the Dysart Unified School
District must contain (at a minimum) responses to the following items in the order
presented. Please use the outline below as headers to organize the written
application. Respond to each bulleted item under each heading. Failure to follow
these guidelines may hold up review of the application.
Part 1:
Overview of Study [Insert information directly under each heading]
1. Title of Proposed Research Study
2. Purpose & Summary of the Study
3. Rationale for the Study (How will the study contribute to this area of education
research and knowledge?)
4. Primary Research Questions or Hypotheses
5. Proposed Project Starting Date, Ending Date, and timelines for each phase of the
study.
6. Identify by name, affiliation, and contact information all persons who will be in
contact with the data being collected and/or reviewing information associated with
the project.
Part 2:
Methodology
A. Participants: Number, Selection, and Activities

Required Number of Participants
o
o
o
o
o
o
Students:
Teachers:
Schools:
Administrators:
Support Staff:
Parents:
Number _______
Number _______
Number _______
Number _______
Number _______
Number _______
Grade Level(s): ___________________

How will participants be selected for the research project?

How much time will be required for individuals participating in the study?
Provide a breakdown of required time by each category of participant.
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
What will participants be asked to do? Be as specific as possible as to the
conditions under which the data will be collected. Will this activity disrupt or
occupy classroom instructional time for either students or teachers?

Identify separately the potential benefits and risks for participants that might
result from participating in this research project.
B. Research Design Information

Type of study:

Briefly describe the research design:

Describe/Define Research Variables:
 Quantitative
 Qualitative
 Mixed Method
C. Data Collection and Analysis

List, identify, and/or describe the data elements that will be collected for this
study. Include a copy of all surveys, interview protocols, tests, checklists or
other data collection instruments.

Describe data analysis procedures/methods to be employed. Identify the
inferential statics/methods that will be used to test the hypotheses.
D. Reporting, Publication, and Dissemination of Results

Describe how and to whom the study’s results will be disseminated.
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Declaration of General Understandings
PROCEDURES
PROCEDURES
Declaration of General Understandings
Stipulations and Conditions for Application
All applicants must read the following information. By signing this affidavit, the
applicant declares understanding and agreement of all conditions and stipulations
descripted.
All external research requests must be determined to:
1. Agree to follow all state and federal laws as related to data confidentiality
including, but not restricted to, the Pupil Rights and Privacy Act (PPRA),
Federal Education Rights and Privacy Act (FERPA); Health Insurance
Portability and Accountability Act (HIPAA), and procedures/actions/protocols
consistent with guidelines set forth by the Health and Human Services (HHS)
and National Institutes of Health (NIH) for conducting research involving
human subjects.
2. Not disrupt or significantly interfere with the instructional duties of teachers,
students, or administrators.
3. Not interfere, delay, harm, or otherwise negatively impact student learning.
4. Address substantive, relevant, and valued educational topics and qualify, as
determined by the District, as making a worthwhile contribution to the body
of educational knowledge and understanding.
5. Not require expenditure of District monies or occupy significant expenditure of
staff time during work hours.
6. Adhere to all stipulations specified by the District as conditions of approval.
7. Follow rules of informed consent: No data or information may be obtained from
Dysart Unified School District students without a signed written agreement
(Parental Consent Form) from the student’s parent/guardian regardless of the
age of the student.
8. Make adequate provisions for monitoring collected data and ensure the privacy
of subjects.
9. In the case of university-aligned research involving students, provide signed
written approval from that institution’s Internal Review Board (IRB)
regarding Human Subjects Research.
10. Provide a written copy of the final report to the District at no charge to the
District.
11. Provide a statement assuring that all personally identifiable information
collected during the research activity will be either (1) turned over to the
District or (2) destroyed after the study is completed.
12. Agree that permission to conduct the research study may be withdrawn at any
time without prior notification or explanation at the discretion of the Dysart
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Unified School District Governing Board, the Superintendent, or a designee
appointed by the Superintendent.
13. Agree that any individual participating in the study may elect to withdraw
from the study at any time for any reason without penalty.
14. Submit the application no later than six weeks prior to the first day of state
achievement testing of the current school year and at least four weeks prior to
the start of the proposed project.
15. Not require participation of staff or students at least six weeks prior to
administration of the state’s academic assessment.
For the purpose of this application, references in Federal Guidance to IRB is inferred
to mean internal review by Dysart Unified School District.
Parent/Student Consent Forms: All research studies involving students must
include written permission from the student’s parent/guardian. Communication
with the parent/guardian must disclose the exact nature of the research activity, the
questions/information, and a statement explaining how confidentiality of responses
will be ensured.
All research studies involving students-as-participants must include similar written
permission. For students who do not agree to participate in the study, no data
collections may take place regardless of prior parent approval. For students in
grades PS-5, verbal explanation and agreement may be conducted. The specific
approach for obtaining consent from younger students must be reviewed and
approved by the District.
Copies of a signed Parent and Student Consent Forms must be forwarded to the
Director, Department of Research and Accountability prior to any student-level data
collection activity. A copy of a sample Parental Consent Form is attached for review.
District-Appointed Oversight: All external research activities will be overseen
by the Director, Department of Research and Accountability. Communications
concerning each step in the research study must be made to this office: data collection
dates, communications with site administrators, completion of significant mile posts
in the study’s timeline, etc… The Director, Department of Research and
Accountability will maintain all documentation regarding the proposed study
including all contacts, Informed Consent Agreements, and monitor progress during
the study’s implementation.
Additional Conditions: With respect to any externally-initiated research study, the
District may impose additional conditions prior to, or at any time during the course
of the study when, in the judgment of the District, additional conditions are
necessary.
Local Site Approval: For research projects requiring participation of school staff
and/or students, the request must also be approved by the local school principal.
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Conditions for Review and Approval: All applications will be reviewed by the
Director, Department of Research and Accountability. Considerations for review will
include relevance of the proposed study to educational research and practice,
disruption and/or impact on staff, students, schools, relevance of the topic to specific
programs and practices in the District, the number of current external research
studies on-going in the District, timeline within the school year, and other factors as
determined to be of consideration. The Director of Research and Accountability will
formulate a recommendation on the application and forward it to the Superintendent
for final consideration. Final decision will rest with the District Superintendent. No
request will be considered without complete documentation.
Acknowledgement of review and agreement with the
Understandings, Stipulations and Conditions for Application.
General
Signature of Applicant: _____________________________________________
Date of Signature:
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Affidavit of Review and Understanding
PROCEDURES
PROCEDURES
Affidavit of Review and Understanding of the Code of Federal Regulations,
Title 45, Public Welfare, Department of Health and Human Services,
National Institutes of Health, Office for Protection from Research Risks,
Part 46, Protection of Human Subjects
This declares that I, ___________________________________, have read and
understand the restrictions and limitations concerning use of human subjects as
outlined under the code of Federal Regulations, Title 45, Public Welfare, Department
of Health and Human Services, Part 46, Protection of Human Subjects, sections
46.111, 46.116, and 46.19 and the Protection of Pupil Rights Amendment.
http://www.hhs.gov/ohrp/humansubjects/guidance/45cfr46.html
http://www2.ed.gov/policy/gen/guid/fpco/ppra/index.html
I acknowledge agreement with these conditions in so much as they apply to the
proposed research project being submitted to Dysart Unified School District.
Research Applicant Signature:
Date of Signature:
DYSART
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_____________________
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Affidavit of Data Confidentiality
PROCEDURES
PROCEDURES
Dysart Unified School District
Affidavit of Data Confidentiality
I understand that any unauthorized disclosure of confidential information is illegal
as provided in the Family Educational Rights and Privacy Act of 1973 (FERPA) and
in the implementing federal regulations found in 34 CFR Part 99. As condition for
conducting research within the Dysart Unified School District, I acknowledge the
following understandings:
1. That I have reviewed, understand, and will follow all data confidentiality
conditions set forth under the Family Educational Rights and Privacy Act.
2. That participation in a research study by students, parents, and school staff is
strictly voluntary.
3. That any data, datasets or outputs that I, or any authorized representative, may
generate from data collection efforts throughout the duration of the research study
are confidential and the data are to be protected.
4. That I will not distribute to any unauthorized person any data or reports that I
have access to or may generate using confidential data.
5. That student-identifiable information may not be disclosed in any type of research
report, communication, presentation, and/or any other type of dissemination
outside the immediate framework of study. Information identifying staff, schools,
and/or the District may not be released in any form without prior authorization.
6. That data/information containing names or other identifiers (such as student
numbers) will be disposed of when their use is complete.
I understand that by agreeing to these conditions this in no way obligates the Dysart
Unified School District to approve or participate in the proposed research study.
Research Applicant Signature:
___________________________________________
Date: _________________
Completed Application and Agreement may be sent to:
Dysart Unified School District
Department of Research and Accountability
15802 N. Parkview Pl, Surprise AZ 85374
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Sample Parent Communication Letter
PROCEDURES
PROCEDURES
Sample Parent Communication Letter
I understand the purpose of the research project will be [describe the purpose] and
that my child will participate in the following manner [list what the student will
be asked to do]:
1. …
2. …
3. …
Potential benefits of the study are …
I agree to the following conditions with the understanding that I can withdraw my
child from the study at any time should I choose to discontinue participation:

The identity of participants will be protected. [Describe how you will
protect the identity of participants.]

Information gathered during the course of the project will become part of the
data analysis and may contribute to published research reports and
presentations.

There are no foreseeable inconveniences or risks involved to my child
participating in the study.

Participation in the study is voluntary and will not affect either student grades
or placement decisions. If I decide to withdraw permission after the study
begins, I will notify the school of my decision.
If further information is needed regarding the research study, I can contact [provide
contact information, including phone numbers and addresses.]
My signature below indicates that I have read the information provided and have
decided to allow my child to participate in the study titled “name of research
project” to be conducted at my child’s school between the dates of [Start Date] and
[End Date.]
Parent/Guardian Signature ___________________________ Date: _______________
Principal Signature: __________________________________ Date: ______________
Classroom Teacher Signature: _______________________ Date: _______________
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Section 12.3 – Student Teaching and Internships
PROCEDURES
PROCEDURES
Student Teaching and Internships
I.
General
Dysart Unified School District encourages and supports partnerships with state
universities in an initiative to provide sources of learning in lesson planning,
instruction and classroom management techniques hosted by District mentor
teachers to university or college students.
a. The Human Resources department shall be responsible for maintaining a
log of eligible mentor teachers and students.
b. The District shall present a university/college agreement to the governing
board prior to placement requests.
c. Students fulfilling education requirements shall complete the time during
non-compensable time.
d. The Human Resources department shall comply with the approved
agreement with each university/college to provide services when available
to students.
e. Requests may include, but are not limited to, student teaching placement,
observation or practicum hours, field experience and internships.
f. The District reserves the right to assign placement in the site and Districts
best interest.
g. The District reserves the right to refuse or remove a student teacher from
current and future assignments.
II.
Roles and Responsibilities
a. A representative from Human Resources will request mentor teachers from
site principals no less than once per school year.
b. It is desirable that mentor teachers are continuing District teachers with at
least three (3) or more years of teaching experience. Mentor teachers must
have a current effective teacher evaluation rating. Additionally, the mentor
teacher may be required to meet the requirements of the university/college
student placement requests (i.e., evaluations of student, surveys, etc.).
c. Administration shall approve mentor teacher candidates before student
placements.
d. The Human Resources department shall receive university/college requests
for assignment from the designated university/college liaison. Requests
shall include: the student name, university/college, type of request (i.e.
practicum, observation, etc.), specific hours or program requirements and a
copy of a valid Arizona Department of Public Safety (DPS) Level 1 or IVP
fingerprint clearance card. Additionally, some placements may require
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additional documentation of the student to comply with federal and state
regulations.
e. The Human Resources department shall review the current status of the
student’s fingerprint clearance card, record results and maintain a copy in
a secured location during the corresponding school year.
f. If a student is a District employee, position expectations and responsibilities
of the position must be satisfied. If an employee’s schedule or duties of the
position cannot be maintained, employee my request an unpaid leave of
absence pursuant to Policy 7.28.
g. Human Resources will work with site administrators to establish and
provide oversight for student teaching and internship assignments.
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Section 12.4 - Relations with State Education Agencies
PROCEDURES
PROCEDURES
Waiver from Administrative Rules
A school or school district with a waiver approved by the State Board of Education
shall document progress obtained as a result of the waiver and shall report on or
before June 30 of each year to the State Superintendent of Public Instruction.
A school district having a school with an approved waiver may report the effects that such
waiver has had on the operation of the school district. Reports shall be submitted on or
before June 30 of each year to the State Superintendent of Public Instruction.
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