1. education
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AZ Compass Prep School (7-12)
Skyline Prep High School (9-12)
Celebrating 15 Years of
Educational Service to Our
Communities
Policies and
Procedures Manual
2014-2015
The Board of Trustees of Skyline Education, Inc. and its schools reserve the right to hold the
policies and procedures as subject to change without prior notice.
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School Contact Information
South Phoenix Campus
Grades
9-12
School
Email Address for Absences
Skyline Prep and Arts Academy
7500 S. 40th Street
Phoenix, AZ 85042
Phone: 1 (877) 225-2118
Fax: 1 (877) 821-5462
[email protected]
Chandler Campus
7-12
K-12
Day School
AZ Compass Prep School
2020 N. Arizona Ave. Suite 206
Chandler, AZ 85225
Phone: 1 (877) 225-2118
Fax: 1 (877) 821-5462
Education Works Day School
2020 N. Arizona Ave. Suite 5
Chandler, AZ 85225
Phone: 1 (877) 225-2118
Fax: 1 (877) 821-5462
[email protected]
[email protected]
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Skyline Education, Inc.
District Mission and Philosophy
Mission
Philosophy
Our mission is to provide each student and family we serve
with high quality college preparatory educational
programs and services designed to stimulate life-long
learning while developing character through academics,
athletics, and the arts.
Our charter schools are founded on the premise that all
students can be successful in college. For this to become
reality, we must provide children with a focused, college prep
curriculum beginning with the elementary grades. Student
mastery will be achieved through scientifically-based and
content-rich curriculum that imparts core knowledge and
essential learning skills. In order to achieve academic
excellence, our program must also have a specific focus on
character development through academics, athletics, and the
arts. Combining the constant focus on character development
and academic excellence will lead our students to be prepared
for the challenges that lie ahead of them in education and in
life. As a vector, with dynamic effort and direction, all
students will strive to reach their full potential and be
empowered to lead successful and productive lives.
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School Accomplishments and Associations
Our high schools are accredited by the North Central Association
Skyline Schools is sponsored by the Arizona State Board of Charter
Schools
Member of the Arizona Charter School Association
501-C3 Non-Profit Organization
State Champions in the Science Fair: 2003, 2004, 2005, 2008, 2010,
2011, 2012, 2014
Vocational Industrial Clubs of America (VICA)
National Honor Society (NHS)
National Association of Student Councils (NASC)
Recognized by Northern Arizona University, University of Arizona,
Grand Canyon University and Arizona State University for
transcripts and credits
A Partner with Grand Canyon University for Dual-Enrollment Classes
1st Place in the 2014 Starz Universal Cheer & Dance Division
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Skyline Education, Inc.
Policies and Procedures
Positive School
Climate
Skyline Education, Inc. and its schools believe that each person has the right to a
safe, nurturing, and supportive environment that promotes creative growth and
learning, and acknowledges the self-worth of each individual in the community.
This belief is based on the following rights:
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We Are a
Closed
Campus
Credits
Offered
Student
Safety
Each person has personal space that is not to be invaded without
permission.
Each person has the right to feel safe and be free of rumor, slander,
harassment, threat and injury.
Each person has personal property that is not to be accessed or
acquired without permission.
Each person has the right to bring charges against an offender and to
receive satisfaction.
Each person has the right to learn successfully.
Each person has the right to feel good about him or herself.
Each person has the right to develop his or her talents in a positive
environment that promotes excellence.
Once students arrive at school, they are to stay at school until they have been
released by their last teacher, or a parent has contacted the office for early
dismissal. Students are not allowed to go to their cars during school or breaks for
any reason or leave campus for lunch. Parents must call the front office to
dismiss their child.
-One-half unit of a credit (.5) is earned for each period for 9 week block (Prep)
Semester (AZCP).
-One-fourth unit of a credit (.25) is earned for each minor elective in 9 week block
(Prep).
-There are four blocks per school year at Prep. Two semester courses at AZCP.
-Each block is 9 to 10 weeks long.
-22 credits are required for graduation.
-One-half unit of credit (.5) is given based upon student’s competency.
-Grade levels are based on the original year of entry into high school, i.e.: cohort
year.
Skyline Education, Inc. and its schools believe student safety is our highest
priority. Because of this belief:
 Parents must call the front office for changes to transportation two (2)
hours prior to the change.
 Parents must sign students in and out when tardy and for early pickups.
 All guests must sign in at the front office and wear a visitor’s badge.
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Attendance
Policy
It is the family’s responsibility to contact the child’s teacher for assignments
missed during any absence. Students are required to complete all assignments
missed during their absence. Students with unexcused absences during the year
will not be given schoolwork prior to their absence. Schoolwork will be made up
at home after they return. Reduced credit will be given for this work which may
affect the grade they receive on their progress report.
Per Arizona Revised Statute (A.R.S. 15-802, 803), a student must attend a
minimum of 90% of the school calendar days. Excessive absences will result in a
letter going home and one put in the student’s permanent file. Students who
exceed an absence rate of 10% are considered truant, even if the absences are
excused. Excessive absences may result in zero credit and the student will
automatically be withdrawn from our roster.
Students with ten (10) absences in one school year may, at the sole discretion of
the administration, lose their standing in the school and are unable to preregister as a returning student and will have to register in open enrollments and
be entered into the lottery.
All students are expected to be in attendance on the first day of school. Students
who are not in attendance on the first day of school will not be guaranteed a spot
if there is a current wait list for that grade. Any open seats may be filled at the
sole discretion of the administration.
Under certain conditions, such as family emergencies, religious holidays, long term
illness, or disability, parents or guardians may request longer absences in writing
to the principal. Requests for absences due to illness or disability will require a
doctor’s note. If the reasons presented are satisfactory to the principal, the
principal may authorize the longer absence without jeopardy of the student losing
credit or being dropped from classes as long as the student is able to complete
makeup work and stay current with the class.
Absences
If your child needs to be absent from school, the following policies are in place:
 1-4 days: Parent is contacted for each absence, absence letter is sent home
informing of absences and policy.
 5th day: Parent is contacted and a conference is required with the
principal. A 10% absence rate has now been reached (a telephone
conference is acceptable) advising of the seriousness of continued
absences.
 6th day: Student may be assigned to ISS for the day, parent is contacted
advising of the seriousness of continued absences.
 7th day: Student may be dropped from the block and from school, student
is not allowed to return to school until the new block.
Arrival and
Dismissal
Procedures
Parents are encouraged to drop students off utilizing the drive-up circle and
refrain from entering the building unless absolutely necessary. If a parent does
need to enter the building, the parent MUST enter through the main office doors
and sign in at the front office. At no time during the school day will parents be
permitted on campus without having checked in at the office. Once school
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begins, any parents that wish to remain in the building must sign in at the front
office. Due to office staff assisting in helping student pick-up, the offices are
closed 15 minutes prior to dismissal.
At the end of the school day, the same procedure is expected. Because of
congestion, parents may not wait at the exit doors or in the building to pick up
students. Students should be picked up in the drive up circle.
Please:
 Do not talk to teachers or aides at dismissal time. They need to watch
children and cars.
 When using the drive up, pull up to the furthest available space. Do not
leave your car.
 For safety reasons, we will not release your child to you if you are not in
a line.
 Cell phone use is prohibited while in your car at arrival and dismissal
time.
Early Dismissals
If it is necessary for a student to be dismissed early from class, the parent or
guardian is required to call, write a note, or come to the school office and make
the request. Also at that time, arrangements need to be made for the student's
transportation from school. At the designated time of dismissal, a staff member
will go to the class and give the teacher an early dismissal pass and take the student
to the office, or the student will be called up to the office for the early dismissal.
The sign out sheet, located at the office front desk , must be completed
and signed by t he parent or guardian or by the student if they will be driving
from the school campus.
Sign-outs for any reason occurring in the first 45 minutes of a class will be
considered an absence for that class. Sign outs occurring during the last 45
minutes of a class will not be counted as an absence from class until three
occurrences of this nature have taken place.
Emancipated students may sign themselves out of class early for emergency
reasons with principal approval.
If the student becomes sick while at school, they should notify their teacher
and they will be allowed to go to the office and use the phone to call a parent
or guardian and arrange for their pick up and sign out from school. Students
are not allowed to use their cell phones during school hours to call
parents/guardians.
Tardies
Students are tardy if the class bell rings and they are not in class. All tardies are
counted except when a parent calls in to report that the student will be late prior
to the tardy.
 1st Tardy: Student reports to office to get a tardy pass first, then is sent
to classroom.
 3rd and 4th Tardy: Parent is contacted.
 5th Tardy: Student may receive ISS (In-School Suspension) for the day,
parent is contacted, and student gets class work from the teacher.
 6th Tardy: Student receives one day ISS (In-School Suspension), parent is
contacted, receives work from teacher and remains in ISS for that class.
 7th Tardy: Parent/student conference held with principal, student will
get work and remain in ISS for that class.
 8th Tardy: Parents are contacted by a counselor or principal, teacher
sends class work and student stays in ISS for that class.
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Behavior
91h Tardy: Student is dropped from the class, loss of credit occurs and
student is assigned to ISS room for remainder of block, parent contacted
by phone, email, and/or school letter, student is expected to attend ISS
or will be dropped from school.
Classrooms are meant to be a safe and orderly learning environment. Teachers
and the school set rules and standards for behavior that are achievable and
conducive to creating that environment. Students are expected to follow all school
and classroom rules. In the case of a class rule infraction or disruption to the
learning environment, the following procedures will occur:
 The teacher will give the student direction for changing the behavior, and
may keep the student behind a few minutes to discuss the disruption.
 If the behavior continues, the student will be given a second warning. The
teacher will write down the infraction in their parent log.
 After the third violation, the student will receive a referral to the academic
dean or principal. The student may receive a reprimand and/or ISS and a
letter or email will be sent to the parents.
 If a fourth violation occurs, the student will be assigned ISS (In-School
Suspension) for the entire day. The parents will be contacted again via
mail, phone, and/or email.
 A fifth violation of the classroom rules will result in a 1-5 day suspension.
Note: Violations will be cumulative, not counted by individual teacher infractions.
If there is a breach of school policies regarding more serious matters, the above
procedures may not be followed and the student may be sent directly to the
principal. The principal has final discretionary action in behavior policies and
suspensions and expulsions status.
Bullying
Bullying is defined as a power imbalance demonstrated by, but not limited to
behaviors of physical and verbal aggression, spreading rumors, purposely leaving
others out, calling names, threatening, teasing, cyberbullying, and taunting. At all
Skyline Education schools, we do not tolerate such acts and students will be
disciplined accordingly. Any student or family who feels intimidated by peers is
encouraged to seek the help of teachers, counselors, administration, staff, or any
adult who can mediate such instances to prevent escalation at the first
occurrence. We encourage bystanders to report any instances of bullying to
ensure the safety of all students, families, and faculty. The Skyline Education
Schools mission is to provide a safe and caring educational setting free of any
bullying or intimidation.
Career &
Technical
Education
Courses (CTE)
CTE programs prepare students to enter the workforce with the academic and
vocational skills needed to compete successfully in the job market. CTE courses
typically include competency-based learning. Career and Technical Education
programs that have been determined through the use of state labor market data
to be high skill, high wage and/or high demand career opportunities for students
are part of the Career Preparation sequence. Students enroll in the CTE program
that matches their career goals and complete a sequence of courses that leads to
the completion of industry-validated assessments and certifications. Business
Management courses will be offered in the 2014-15 school year.
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Communication
with Parents
The primary method of communication between Skyline Schools and parents is
email. Make sure your correct email address is on file with your child’s teacher
and the front office. Check your email daily.
It is important that parents and schools maintain daily communication about
student progress, school expectations and events, homework assignments, and
long-range projects.
Conferences
Conferences are held twice a year, but by no means should you feel that these
are the only times you can visit with your child’s teacher. Special meetings will
be scheduled at a time that is mutually convenient. Please email your child’s
teacher to schedule a meeting outside regular conference times.
Custody
In cases where custody/visitation affects school, the school shall follow the most
recent court order on file with the school. It is the responsibility of the custodial
parent or of parents having joint custody to provide the school with the most
recent court order.
ECAPS
An ECAP (Education and Career Action Plan) reflects a student’s current plan of
coursework, career aspirations, and extended learning opportunities in order to
meet the student’s individual academic and career goals. In accordance with
Arizona Administrative Code R7-2-302.05, effective for the graduation class of
2013, schools shall complete an ECAP for every student in grades 9-12 prior to
graduation. Schools shall develop an ECAP in consultation with the student and
the appropriate school personnel.
Extracurricular
Eligibility
Arizona Interscholastic Association Eligibility
A student is charged an activity participation fee for each interscholastic activity
or sport as established in School policy.
• Any student participating in extracurricular activities must pass all classes the
previous quarter.
 Eligibility for extracurricular activities that are sanctioned is determined
by the quarter grades for the preceding quarter. In order to be eligible
for participation in these activities a student must pass all courses with a
“C” or better the quarter prior to participation. This includes 9th graders.
(In addition, students may apply for eligibility reinstatement at three (3)
week intervals. The student must be passing all current classes in order
to be considered for reinstatement.)
Field Trips
We love to take the children on educational field trips that enhance their learning
or to invite guest speakers to share their knowledge. Only the classroom
teacher(s), his/her students, and the parent volunteers will be allowed to attend
field trips. Our drivers will transport as many students as will fit safely on the bus.
Field trips follow all bus rules and policies. Parents may not, under any
circumstance, drive only their child or meet us at the destination and drop
off/pick up their child. Siblings are never permitted to attend school sponsored
field trips. No exceptions. Students should wear their school uniform on all field
trips.
High School
Courses for
AZCP Students
Credit and grades may be included in the high school transcript for high school
courses taken by middle school students. Course selection and placement is
dependent upon student readiness and appropriate communication between
parents, students, teachers, and building administrators. The selection for high
school credit must be determined and approved prior to the start of the course.
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Head Lice
Honors Courses
As of the 2014-15 school year, 8th grade students taking Integrated Math or
Algebra I, Earth Science and/or any World Language Level I course may elect to
receive high school credit for these courses. This means students could start high
school with 1.0 credit for each of these courses toward their high school diploma.
Students must be free of head lice and nits in order to attend school. It is
important for parents to routinely check their children’s hair for lice. Please
remind your child not to share such things as hats, brushes, combs, or jackets
with other children.
Honors courses provide an in-depth study with a focus on critical thinking skills at
the highest levels and more challenging outside work than a regular high school
course. These courses are designed to prepare the student for Advanced
Placement. Because of the high caliber of curriculum, these courses carry a
weighted grade (5.0). Students must receive an 80% or better to receive
weighted GPA and eligibility for AP courses. Students changing to an Honors
track after their Freshman year must have the approval of the principal and have
a cumulative GPA of 3.5 or higher.
All Honors courses must comply with the following guidelines:
A. Provide a foundation for success in AP and/or ACT CCR and consistently align
with AP and/ACT CCR content.
B. Consistently align with college coursework.
C. Cover more breadth and depth in each subject area, thus requiring additional
effort and perseverance on the part of the student. Summer reading or other
outside activity is often
an expectation.
D. Consistently require thinking at the highest levels of Bloom’s Taxonomy
(application, analysis, synthesis, and evaluation).
E. Require students to demonstrate higher levels of reading comprehension,
analytical writing, oral communication, and test-taking skills across disciplines.
F. Require prior mastery of all prerequisite skills.
G. Require an end-of-course assessment.
Homework
We believe that homework is an essential part of the education process.
Homework extends and reinforces concepts taught in the classroom. In addition,
it helps establish a sense of responsibility, good organizational and study skills.
Parents, not school staff, are responsible for the timely completion of
homework. We expect parents will support homework policies and ensure
homework is returned on time. Homework does affect a student’s grade
average. Students who do not turn in homework on time may be in danger of
failing.
It is the family’s responsibility to contact the child’s teacher for assignments
missed during any absence. Students are require to complete all assignments
missed during their absences.
Homework for all grades may included additional work on outside projects and
may vary accordingly. All homework should reflect the student’s work and best
efforts- parents should play a supporting role. Reading is one of the most
important things you can do each day to help your child succeed.
Lost and Found
Lost items are stored for a reasonable period of time. The lost and found bin will
be empitied weekly and the school will call a charitable organization to pick up all
items. Please contact the school is something is lost at school. Skyline is not
responsible for lost items.
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Placement,
Promotion, and
Retention of
Students
All students registered for classes at any Skyline Education school will be required
to take benchmark test. These tests are used to determine students academic
level and class placement. Current students will be evaluated and tested yearly to
ensure proper placement for the next school year.
Promotion from one grade to the next (7-8 grade) is based upon the ability to
succeed at the next grade level. When formulating a recommendation, each
teacher will work closely with the school’s principal. Above all, the
recommendation must be in the best interest of the student.
Teachers will base their recommendation to promote or retain on the following
criteria:
 achievement of class assignments, projects, and tests
 attendance
 mastery of school objectives
 achievement on standardized tests
 age, maturity, and effort
Parent Action
Team (PAT)
Final promotion-rertention decision will be determined by Administration.
The Parent Action Team (PAT) is actively involved in providing extracurricular
activies, family events, and volunteer opportunities to help create and promote a
community environment. Parents/Guardians are encouraged to take an active
role in their child’s school life by becoming a member of the PAT.
Repeating
Courses
Grades achieved in repeatable courses are cumulative. Transcripts for students
repeating these courses will reflect the original and the repeated course grade.
The higher grade will be used in computing the GPA.
Reporting Child
Abuse
According to state law, school employees must report reasonable suspected
cases of neglect, non-accidental injury, or sexual offenses against children to the
Department of Child Safety or local law enforcement agencies. People who are
required to report reasonably suspected abuse are protected by state laws from
civil or criminal liability.
Restricted
Physical
Activities
If for any reason you feel your child should have restricted physical activity,
please provide the school with a doctor’s note stating the reason and length of
restriction. This information wil be forwarded to both the classroom and PE
teacher.
Student Aide
A student aide assignment is available to juniors and seniors in good standing.
The grade will be Pass/Fail (P/F) depending on regular attendance and the
student’s fulfilling the requirements of the position and will NOT be included in
the GPA. Students that pass may earn .25 credit each quarter. Course must be
approved by school administrator.
Lunch Program
We provide a lunch program for students every day at school. Lunches are free
to students and $3.25 for parents or volunteers. To comply with our lunch
program, the following policies are in place:
 No outside fast food is permitted on the premises. Parents may check
their child out of school and take them off campus during lunch;
however, no fast food is permitted at our charter schools.
 You may send a lunch to school with your child. If you do, please provide
a nutritious lunch for child. McDonald’s and Burger King, etc. need to
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Visitation and
Volunteering
stay out of our lunch room. Please provide a protein, vegetable, and
fruit for each lunch.
 Pizza is not allowed to be delivered to the school for students, unless
permission has been given by the principal for a special occasion.
 Students may buy milk at .50 or water for $1.00 at school. Sodas, energy
drinks, colored drinks, and sugar drinks are to be left at home.
 What students cannot have at schools for 7-8 grades during school
hours:
-No Candy
-No Sodas, Energy Drinks, Colored Drinks, or Sugar Drinks
-No Pastry Products
 Students are allowed to consume 1 snack-size bag of chips per school
day.
 Students may have a water bottle in the classroom.
 Teachers will allow only cupcakes or cookies on birthdays. No cakes are
permitted on the school premises.
 Teachers will have occasional parties in their rooms and will not permit
sodas or cakes.
According to the State and Federal Laws concerning the safety and well-being
of our students, the following guidelines will be observed by all visitors and
volunteers at our school. We graciously welcome volunteers and visitors.
However, in order to maintain a positive, academic environment, the following
rules will apply:
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All visitors must obtain permission to visit the school campus or
classrooms from the principal at least 24 hours before the actual visit
occurs. No friends or other students visiting our school’s students are
allowed. New students wanting to visit the school may do so at
predetermined set-up time and with designated teachers for one hour.
All visitors/volunteers must sign in with the front desk.
All visitors/volunteers must wear a badge/name tag at all times.
All volunteers must check with the front desk for volunteer duties.
All volunteers must work under the direction of the teacher.
All visitors/volunteers must leave any and all discipline to the teacher.
All visitors/volunteers must be as unobtrusive as possible in the
classroom.
All visitors/volunteers must keep opinions about students and teachers
to themselves.
All visitors/volunteers must be in direct view of the classroom teacher or
aide.
All visitors/volunteers must report any/all problems to the classroom
teacher.
Parents wishing to observe their child may do so. However, the
classroom teacher should schedule the time(s) of observation. This
allows teachers to prepare students for a visitor and minimizes the
disruptions of the classroom. We ask that observations be limited to one
per block. If parents desire a second observation in a given block, an
appointment can be requested.
Parents are welcome at any time in our school; however, you must sign
in at the front desk to spend time in your child’s classroom.
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Explanation of Grades
-All courses taught for credit receive a letter grade or a pass/fail option.
-Grade point values and the percentage used to determine each grade are as follows:
-The Grade Point Average (GPA) is determined by the sum of the numerical equivalent for the
grade divided by the total number of semester classes. Weighted GPA is used only to determine
class rank. Unweighted GPA is used for admission to most colleges, universities, and for
scholarships at in-state schools. -The PASS/FAIL option is only available for Student Aides.
Letter
Grade Point Honors Grade
Percentage
Explanation
Grade or
Average
Point Average
Code
Unweighted
Weighted
A
4.0
5.0
90-100%
B
3.0
4.0
80-89%
C
2.0
3.0
70-79%
D
1.0
NA
60-69%
Not a passing grade for Math and
English courses.
F
No credit
NA
0-59%
W/D
Withdrawn before grade was
available.
I
Incomplete. It turns into an “F”
after two weeks.
P
Pass and does not affect GPA
score.
College Admissions
While completion of the requirements for high school graduation will allow admittance to a
community college, it does not ensure entrance into all colleges and/or trade schools, etc. Anyone
planning to pursue higher education should determine the entrance requirements of the school
he/she plans to enter. This should be done by the end of the sophomore year for scheduling and
planning purposes. Admission requirements are subject to change.
Admission to Community Colleges
Admission to a community college in Arizona may be granted to any person who meets at least
one of the following criteria:
 Is a graduate of a high school which is accredited by a regional accrediting association as
defined by the United States Office of Education or approved by a State Department of
Education or other appropriate state educational agency.
 Has a high school certificate of equivalency
 Is a transfer student in good standing from another college or university
In-state/Arizona Universities
Students will be assured admission to an Arizona University if they rank in the top 25 percent of
their class and have no deficiencies in the 16 core academic classes. Students may receive
“delegated” admission with a core GPA of 3.0+ and no more than two deficiencies in the core
areas. All other applicants will be admitted after individual consideration of their transcript and
test scores.
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College Courses for High School Credit
Dual enrollment credit through Grand Canyon University is available for eligible juniors or seniors.
Concurrent enrollment credit through Grand Canyon University is only at the community college
camp. For information
about both of these opportunities, please contact the school counselor. Students may be granted
high school course credit for course work they complete in non-high school institutions such as
community college and universities. The following guidelines shall apply:
• The institution in which the course is taught must be accredited. The hours of the course must
correspond with the amount of time that would normally be spent in the high school for a given
course for which credit is to be granted. A college or community college course for credit must
carry three (3) hours or more of credit to be granted a .5 credit at the high school. College courses
may be combined to receive the .5 credit only with administrative approval.
• The student shall be limited to taking one course at the college level for high school credit per
semester of any given year, except when approved by the high school principal or his/her
designee.
• Prior approval of a building-level administrator is required prior to registering for the college
course.
• It shall be the student’s responsibility to have an official transcript from the college submitted to
the high school verifying that the student has successfully completed the course and received a
credit.
• Honors weight will not be assigned to courses taken outside the district curriculum unless the
course is designated an honors course and is offered within the school.
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High School Course Sequence 2014-15
Language Arts
Social Studies
Math
Science
English 1
Literary Forms
Integrated Math I
Earth & Space
Science
English 1 Honors
Literary Forms
Integrated Math I
Honors
Earth & Space
Science Honors
English 2
World Lit
World History &
Geography
Integrated Math 2
Chemistry
English 2 Honors
World Lit
World History &
Geography
Honors
AZ/US History
Integrated Math 2
Honors
Chemistry Honors
Integrated Math 3
Biology
English 3 Honors
American Lit
English 4
European Lit
AZ/US History
Honors
AZ/US Gov’t
Economics
Integrated Math 3
Honors
Integrated Math 4
Biology Honors
English 4 Honors
AZ/US Gov’t
Honors
Economics
ELECTIVES
-Intro to Native
American Studies
-Contemporary U.
S. History
Integrated Math 4
Honors
Physics Honors
ELECTIVES
-Statistics
-Trigonometry
-Pre-Calculus
-Calculus
-Advanced Algebra
with Financial
Applications
Math Required 4
Credits
ELECTIVES
--Ecology of the
Southwest
English 3
American Lit
ELECTIVES
-Craft of Writing
-Public Speaking
-Yearbook
ELA Required 4
Credits
Social Studies
Required 3
Credits
Total Credits to Graduate
-Anatomy &
Physiology or
-Physics
(Gradpoint)
Science Required 3
Credits
CTE
Introduction to
Business
Management and
Administrative
Services
Advanced Business
Management and
Administrative
Services
Business
Management and
Administrative
Services
Cooperative
Education
Business
Management and
Administrative
Services Internship
CTE/ Fine Arts
Required 1 Credit
Electives Required 7
Credits
22
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AZ COMPASS ELECTIVES
College &
Career
Duel
Enrollment
World
Languages
Spanish
The Arts
Music
Visual Arts
Technology
Arts
Choir
Strings
Performing
Arts
Ballet
Hip-Hop
Tap
Drama and
Theater Arts
PE/Sports/
Health
PE
Football
Basketball
Volleyball
Softball
Baseball
Soccer
Prep
ROTC
CTE
ACT/SAT
Prep
GED
ROTC
Business
Administration
SOUTH PHOENIX ELECTIVES
College &
Career
World
Languages
The Arts
Music
Performing
Arts
PE/Sports/
Health
Prep
Duel
Enrollment
Spanish
Visual Arts
Technology
Arts
Guitar
Ballet
Hip-Hop
Tap
Lyrical
Drama and
Theater Arts
PE
Basketball
Football
Wrestling
Volleyball
Softball
Baseball
Soccer
Sports Management
ACT/SAT
Prep
GED
*Other electives may be provided throughout the year via Gradpoint or teacher directed.
**Honors classes are full year courses for 1.0 credit and are weighted for GPA status. Students must
pass Honors courses with a 80% or above to receive weighted GPA.
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Course Catalog
Grades 7-12
-This course catalog is designed to enable all students to map out an Individual Graduation Plan (IGP) for
their high school education that is best suited to their interests and goals.
-The planning worksheet allows the students to plan ahead and insure that all of the requirements are met
for graduation.
-This catalog lists the courses which may be available throughout the school year for students.
-Even though a course is listed, it may not be offered each block if registration is not sufficient to hold that
class.
-Classes are subject to change without notice.
Grade 7-8 Mathematics Course Catalogue
Descriptions
Each course aligns to the College and Career Ready standards for mathematics and the
standards for mathematical practice. Students will be expected to write, complete
homework, learn vocabulary, formulas, math symbols, measures and properties. Many
math courses may integrate with science coursework. Honors students will individually be
scheduled into a math course on their level.
Mathematics Grade 7
In this course, you will learn ratio and rates,
proportional relationships, percent’s, rational
numbers, expressions and equations, geometry,
statistics and probability.
Mathematics Grade 8
In this course, you will learn the number
system, expressions and equations, functions,
geometry and statistics.
Mathematics Accelerated Grade 7
In this course, you will learn rational numbers and
exponents, proportionality and linear
relationships, sampling and inference, and
creating, comparing and analyzing geometric
figures.
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Grade 9-12 Mathematics Course Catalogue
Descriptions
Many of the math courses in high school require the use of a graphing calculator (Texas
Instruments TI-84 Plus), Microsoft Word, Power Point, Excel and Access. All courses will
require vocabulary tests and homework. Many courses may integrate with science
coursework.
Integrated Math I (1.0 credits) Grade 9
This course teaches students to solve linear
systems of equations and inequalities; it explains
the concept of functions and elaborates linear,
exponential and radical functions in detail; it
introduces the basics of data analysis and the
tools of geometry. The course also teaches linear
programming, transformations, connects
algebra and geometry, introduces reasoning and
proof, teaches how to prove theorems about
lines, angles, triangles; and finally explores
congruent triangles.
Algebra I (1.0 credits) Elective
This course covers key concepts as variables,
function patterns, graphs, operations with
rational numbers, and properties of rational
numbers. Students solve linear equations and
inequalities, and study slope, and graphing
linear functions. This course also covers
exponents, polynomials, and factoring. It also
helps students study quadratic equations and
functions, radical expressions and equations,
rational expressions and basic rational
functions and equations. Finally, the course
introduces the fundamental counting principle
with permutations and combinations. This
course is provided through Gradpoint.
Integrated Math II (1.0 credits) Grade 10
Geometry I (1.0 credits) Elective
In this course students will learn to use the
graphing calculator, study properties of
exponents including rational exponents,
fundamentals and factoring of polynomials,
quadratic and other types of functions, as well as
probability. Students will also learn about
geometric relationships in reasoning and proof;
prove theorems about lines, angles, triangles,
similarity of plane figures, right triangles, right
angle trigonometry and circles; areas of plane
figures; and finally surface area and volumes of
three dimensional objects.
This course addresses basic skills in geometry
including reasoning, developing proofs,
identifying geometric figures, and constructing
figures, introduces reasoning and proof,
proving theorems about lines, angles, triangles
and quadrilaterals; explores congruent
triangles, similarity of plane figures, right
triangles, right angle trigonometry and circles;
areas of plane figures; surface area and
volumes of three dimensional objects. This
course is provided through Gradpoint.
Integrated Math III (1.0 credits) Grade 11
Algebra 2 (1.0 credits) Elective
In this course students will use a graphing
calculator, power point and excel, review
graphing in the coordinate plane, graphical and
algebraic approaches to solving systems of
equations and constructions, isometric
In this course, students solve equations,
inequalities, systems and problems using
matrices, inverse matrices, matrix operations,
and determinants. Students also learn about
different functions are introduces to the
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transformations, symmetry, and dilations. This
course also teaches students about a variety of
nonlinear relationships, circles, and conic
sections, arithmetic and geometric sequences
and series, and how to solve quadratic
equations.
imaginary number I and find complex solutions
to equations. This course also introduces
exponential and logarithmic functions, conic
sections, permutations, combinations and
probability, statistics, sequences, and series.
This course is provided through Gradpoint.
Integrated Math IV (1.0 credits) Grade 12
Advanced Algebra with Financial Applications
In this course students will use power point and
excel, learn about analyzing data, standard
deviation, and normal distributions. They will
also learn about arithmetic and geometric
sequences and their series, rational and inverse
functions, radians, degrees, and the unit circle.
This course also teaches students about
trigonometric identities, sum and difference
formulas, applications of trigonometry, polar
coordinates and vectors. They will also learn
about functions, polynomial functions,
exponential functions and logarithmic functions.
This course is provided through Gradpoint.
(1.0 credits) Grade 12 Elective
Trigonometry (1.0 credits) Elective
Statistics (0.5 credits) Elective
This course addresses descriptive statistics
topics including frequency distributions,
histograms, graphs, and measures of center
and spread. Probability topics include addition
rules, binomial distribution, and normal
distribution. Inferential statistics topics include
estimations for population measures,
hypotheses testing, correlation, goodness-offit, and statistical process control and
expected values.
This course addresses analyzing functions,
transformations and inverse functions. Students
will learn about radians, the unit circle, righttriangle trigonometry, trigonometric functions,
inverse trigonometric functions, trigonometric
identities and trigonometric equations.
Additional topics include vectors, conic sections,
parametric curves, and the polar coordinate
system. This course is provided through
Gradpoint.
This course is a non-linear, full credit advanced
course incorporating real world applications,
collaboration, and calculations using
technology, power point and excel. Students
will learn how to set financial goals and plan,
understand credit, savings, investing and
managing debt through projects, interviews,
simulations, activities and more. This course is
provided through Gradpoint.
Pre-Calculus (1.0 credits) Elective
Calculus (1.0 credits) Elective
This course presents students with a formal
study of functions, an analysis of sequences and
series, fundamental counting principle,
permutations and combinations the binomial
theorem and probability. Students will use
technology to employ multiple approaches to
problem solving and data modeling. This course
also includes topics on trigonometry, parametric
curves, the polar coordinate system, and
This course includes a study of limits,
continuity, and differentiations. It integrates
algebraic, trigonometric and transcendental
functions, and the applications of derivatives
and integrals. This course is provided through
Gradpoint.
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complex numbers in polar form. Students will
solve problems using the Laws of Sines and
Cosines and will also analyze vectors and conics,
study systems of equations and matrices, and
solve systems using matrices. Limits and
continuity, horizontal and vertical asymptotes,
zeroes and holes of rational functions are also
introduced. This course is provided through
Gradpoint.
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THE HONORS SEQUENCE is designed for students who are capable of handling abstraction and
who are willing to invest significant independent time exploring mathematical concepts in depth.
The program requires sustained and focused effort, often relying on students to work individually
or in groups developing and applying mathematical concepts. Daily independent reading of
resources is required. The honor sequence prepares students for college mathematics. It is
recommended that students take Integrated Math 1 or Algebra 1 in grade 8. Honors Algebra,
Geometry, Algebra II, Pre-Calculus, and Calculus may use Gradpoint.
Honors Integrated Math I or Honors Algebra 1
(1.0) Grade 8
This course covers key concepts as variables,
function patterns, graphs, operations with
rational numbers, and properties of rational
numbers. Students solve linear equations and
inequalities, and study slope and graphing linear
functions. It also explores the basics of quadratic
equations, radical expressions and equations,
rational expressions and functions, introduces
the fundamental counting principle and
elaborates permutations, combinations and
probability. Technology will play a large part in
this course, especially hand-held graphing
calculators. This honors course is intended for
the student of high mathematical ability and
interest.
Honors Integrated Math II or Honors
Geometry (1.0) Grade 9
This honors course includes the rigorous study
of formal geometric proofs, polygons, circles,
coordinate geometry, solution of right triangle
trigonometry problems, Euclidean
transformations, and mathematical structure
and logic. An examination of algebraic,
geometric, and numeric relationships, the
concept of linear programming, analysis of
functions, and probability. Also covered in this
course are areas of plane figures along with
surface areas and volumes of three
dimensional objects. Students will be asked to
write formal proofs throughout the year. This
honors course is intended for the student of
high mathematical ability and interest.
Prerequisite: Excellent standing in previous
mathematics courses & Principal approval.
Prerequisite: Algebra 1 Honor
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Honors Integrated Math III or Algebra 2 &
Trigonometry (1.0) Grade 10
A study of advanced topics from algebra,
including an exploration of linear, quadratic,
exponential, logarithmic, and polynomial
functions and their graphs as well as an
introduction to trigonometric functions and
matrix algebra. Topics include angles and their
measure, right triangle trigonometry, oblique
triangle trigonometry, graphing, vectors,
complex numbers, parametric equations and
polar coordinates, proving identities. Additional
topics in mathematics will be covered in order to
prep for Honors Pre-Calculus.
Prerequisite: Honors Integrated Math II or Honors
Geometry
Honors Pre-Calculus (Grade 11)
This honors course includes a rigorous study
of angle measure, relations and graphs of
trigonometric functions, rectangular and
parametric coordinates and conversions
among them, rectangular and polar
coordinates, sketching parametric and polar
functions reduction formulae, fundamental
triangle solutions and trigonometric identities
and solutions of trigonometric equations,
complex numbers including DeMoivre’s
theorem, polynomial functions and their
properties, the real number line, basic
functions, exponential and logarithmic
functions. conic sections, sequences and
series, limits, continuity, horizontal and
vertical asymptotes, zeroes and holes of
rational functions, the concept of rate of
change, parametric and polar functions,
Technology will play a large part in this course,
especially hand-held graphing calculators. This
honors course is intended for the student of
high mathematical ability and interest.
Prerequisites: Honors Algebra 2 & Honors
Trigonometry
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Grades 7-8 English Language Arts (ELA)
Course Descriptions
Literacy proficiency is the key to all learning. All ELA courses are built to help students learn the
College and Career Ready Standards through rigor and relevance, text complexity, persuasive and
informational writing, and personalized learning. Reading passages for grades 7-8 are 45% literary
and 55% informative. Students use 35% of writing to persuade and explain information and 30% to
convey an experience. The lexile level for grades 7-8 is 925L-1185L. According to Lexile.com, a
Lexile measure is a valuable piece of information about either an individual's reading ability or the
difficulty of a text, like a book or magazine article. A student gets his or her Lexile reader measure
from a reading test or program. For example, if a student receives an 880L on her end-of-grade
reading test, she is an 880 Lexile reader. Higher Lexile measures represent a higher level of
reading ability. Students will also learn to use Microsoft Word, Power Point, Access and Excel. The
best way to build literacy proficiency is to read!
ELA Grade 7
This course is built to help students learn the
College and Career Ready Standards by reading
a mix of literary genres and informational text.
Students will learn content, word analysis,
literary terms, comprehension, vocabulary
development, fluency, writing, spelling,
listening & speaking and grammar utilizing an
interactive digital experience. See the Teacher’s
Syllabus for required readings.
ELA Grade 8
This course is built to help students learn the
College and Career Ready Standards by building
academic vocabulary, writing an objective
summary, comprehending complex texts, citing
evidence, analyzing and writing arguments, and
conducting research. See the Teacher’s Syllabus
for required readings.
Required Readings (Grades 7-8)
The Odyssey (Sterling Classics), King Arthur & His Knights (Sterling Classics); Julie of the Wolves,
Roll of Thunder, Hear My Cry, Island of the Blue Dolphins, The Adventures of Tom Sawyer, The
Diary of Ann Frank.
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Grades 9-12 English Language Arts (ELA)
Course Descriptions
THE FRESHMEN YEAR
How can literature deepen our understanding of the human experience and our own lives?
Reading: All freshmen have required reading. Beyond these core books, individual teachers select
from an extensive book list. Literature study emphasizes introduction to the major literary genres
(comedy, tragedy, novel, memoir, short story, poetry) and narrative point of view. Students
practice, with explicit guidance, the reading strategies necessary to comprehend a text. Students
read closely to discover the kinds of choices authors make, and they practice the shift from
concrete observation to interpretation.
Writing: The Freshman program moves students into expository writing about literature while also
providing opportunities for personal and creative writing. Students learn to revise carefully with
particular attention to the well-structured paragraph. Students practice making any kind of writing
more convincing through illustration, example, and evidence. They work on maintaining a lively
voice while shaping their work to communicate with an audience. In the short story unit, students
experiment by writing in the voice of different kinds of narrators, perhaps telling the same story
from different points of view. The study of vocabulary and grammar is emphasized. Students will
conduct research, use MLA style guidelines, as well as, Microsoft Word, Power Point and Publisher.
Speaking and Listening: Freshmen work on contributing thoughtfully to group discussion and on
listening and responding to their classmates. Discussions encourage students to move beyond an
immediate response and to consider others' ideas when discussing literature.
English 1 - Literary Forms (1.0 credits)
Honors English 1 - Literary Forms (1.0 credits)
Students will build content knowledge by
In this more demanding course, students are
reading a range of literary and informational
expected to display higher level thinking skills
complex texts ranging in size. Students will be
and advanced analytic skill in both reading and
required to read at home prior to class
writing. Students will be required to read at
instruction. Students will analyze the texts'
home prior to class instruction. Students will
academic language and vocabulary. They will
read a range of literary and informational
provide written argumentative, persuasive,
complex texts ranging in size. Students will
reflective and informative works as well as
analyze the texts' academic language,
provide oral responses to prompts that require vocabulary and will be required to read at home
the ability to cite evidence from the text using
prior to class instruction. They will examine
appropriate grammar instruction. Students
authors’ choices in different literary genres and
should be able to create 2-3 typed pages, use
read critical reviews of works. Students will write
Microsoft Word, Power Point and Publisher
argumentative, persuasive, reflective and
programs. Students will read text with a lexile
informative works as well as provide oral
level between 950-1200L by the end of the
responses to prompts that require the ability to
course. See English 1 syllabus for required
cite evidence from the text using appropriate
readings.
grammar. Students should be able to edit, revise,
and reflect on their own and other students
work. They will create 2-5 typed pages, use
Microsoft Word, Power Point and Publisher
programs. Students will read text with a lexile
level between 950-1200L by the end of the
course. See English 1 Honors syllabus for
required readings.
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THE SOPHOMORE YEAR
The sophomore program focuses on developing and sharpening reading and writing skills -particularly active reading and analytical writing. Our focus is identity, culture, and meaning. How
might a literary work help us examine both our culture and ourselves?
Reading: Students will identify and master approaches that experienced readers use to
comprehend a difficult text. Students will learn these strategies -- for example, how to ask
questions about a text, mark up a text (passage or poem), and move from observation to inference
and analysis. Students will also pay particular attention to figurative language in poetry and prose.
Writing: Students will write well-developed analytical essays with thesis statements, topic
sentences, and unified paragraphs with textual evidence to prove logical arguments. In addition,
students will write personal essays -- and occasional poems and fiction using specific detail to
illustrate general points. Students will also edit and revise their own work and works of others.
Speaking and Listening: Students will work on contributing thoughtfully to group discussion and
on listening and responding to their classmates. Discussions and presentations encourage students
to move beyond an immediate response and to consider others' ideas when discussing literature.
English 2 - World Literature (1.0 credits)
Honors English 2 - World Literature (1.0 credits)
In this course, students will examine how
In this more demanding course, students will
authors from different cultures and eras
display higher level thinking skills, independent
approach universal questions such as: What
work and develop advanced language and
does it mean to live a good life? Where do we
analysis skills. Students will be required to read
find joy and meaning? Students will consider
at home prior to class instruction. Students will
how literary works can help answer these
focus on the formal elements of literature
questions of importance in their own lives.
exploring identity, culture, and meaning by
Students will be required to read at home prior asking how authors reveal to us who we are.
to class instruction. Students will build content
Students will examine how authors from
knowledge by reading a range of complex texts different countries and eras approach universal
from around the world and throughout time
questions such as: How does culture influence
including Shakespeare, Winston S. Churchill and our values, attitudes, and behaviors? Students
more. They will write augmentative, persuasive, will build content knowledge by reading a range
reflective and informative types of texts.
of complex texts from around the world and
Prompts will require students to cite evidence
throughout time. They will write argumentative,
from the text, analyze and internalize the texts' persuasive, reflective and informative types of
academic language and vocabulary. Students
texts. Prompts will require students to cite
will develop skills in grammar, communication,
evidence from the text, analyze and internalize
speech making and presentations. Students will the texts' academic language and vocabulary.
write papers with 3-5 pages typed, using MLA
Students will develop skills in grammar,
style guidelines, Microsoft Word, Power Point
communication, speech making and
and Publisher. Students should be able to read
presentations. Students will write papers with 3text with a lexile level between 950-1200L. See
6 pages typed, using MLA style guidelines,
English 2 syllabus for required readings.
Microsoft Word, Power Point and Publisher.
Students will read text with a lexile level
between 950-1200L. See English 2 Honors
syllabus for required readings.
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THE JUNIOR YEAR
The Junior Program considers the factors shaping the American culture and point of view.
Reading and Thinking: What does America say that it stands for? What is the reality of who we are?
Discussion in this course centers on the tensions inherent in the “American Dream.” The ability to
step outside oneself is necessary for perspective and growth. At some crucial point in each of the
core books, the main characters must stand outside themselves and evaluate American truths.
Special emphasis is given to close reading of texts in the junior program. Authors have a number of
options but consciously choose the genre, the point of view, and even the best verb for their first
sentence. Students will analyze the ideas and language in one passage [microcosm], and then
consider how that passage relates to the book as a whole [macrocosm]. Students will study how
form is suited to content in both poetry and prose.
Writing: Building on the expository skills of sophomore year, juniors formulate and defend their
own thesis statements about literature. Although there is opportunity for creative and personal
writing, students concentrate on literary analysis: generating thesis statements about literature
and developing their ideas into coherent compositions with clear focus, well-developed
paragraphs, and sufficient documenting detail. The work on literary analysis culminates in the
Junior Paper, a major paper which compares and contrasts two pieces of literature; this exercise
helps prepare juniors for the more complicated Senior Paper. As they polish their papers and
prepare for the ACT/SAT writing component, students review the conventions of Standard Written
English. Students will research and use MLA style guidelines, Microsoft Word, Power Point and
Publisher.
English 3 - American Literature (1.0 credits)
Honors English 3 - American Literature (1.0
Although the American Dream usually refers to credits) (This is a yearlong course)
material success achieved through hard work,
Students must hold opposites in their minds as
many other dreams have fueled this country. In they explore the paradoxes of American life as
this course, students examine how characters
revealed in our literature. This course explores
in literature pursue their dreams and how they
some of the tensions inherent in American
readjust those dreams when they encounter
ideals. The course also highlights intellectual and
obstacles. Students may compare the dreams
historical eras and the people who formed them.
of Willy Loman and Troy Maxson (August
Students may learn about Transcendentalism
Wilson). What would Huck Finn say about Jay
through Emerson and Thoreau; the Harlem
Gatsby’s failed dream? What could Daisy
Renaissance through Langston Hughes and Zora
Buchanan learn from Pilate Dead (Toni
Neale Hurston; or the Westward Movement
Morrison)? The course also highlights American through Mark Twain and Willa Cather. Students
intellectual and historical eras and the people
will examine American ideals as they manifested
who formed them. Students will be required to themselves in different historical and
read at home prior to class instruction.
philosophical settings. Students will be required
Students should be able to read text with a
to read at home prior to class instruction.
lexile level between 1050-1500L. See English 3
Students should be able to read text with a lexile
syllabus for required readings.
level between 1050-1500L. See English 3 Honors
syllabus for required readings.
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THE SENIOR YEAR
A variety of year-long courses gives seniors the opportunity to pursue particular areas of interest in
English. The English department will do its best to honor seniors’ first choices, but due to the
challenges of scheduling, students should give serious consideration to their alternate choices.
THE SENIOR PAPER: In the spring of senior year, each student is required to complete a Senior
Paper, a culminating reading and writing project related to his or her senior English course.
Students will research and use MLA style guidelines, Microsoft Word, Power Point and Publisher.
The Senior Paper is a multi-step process which requires a minimum of 500 pages of independent
reading and culminates in a 6 to10-page analytic essay. Senior teachers use a common rubric to
evaluate the essay. The Senior Paper is a High School graduation requirement. Students who fail to
meet the Senior Paper requirement by the deadline will not graduate with their class and must take
an appropriate summer school course to complete the Senior Paper.
English IV -European Literature (1.0 credits)
Honors English IV – European Literature (1.0
Students will explore European history through credits)
the writings of Chaucer, Milton, Blake,
Students will explore European history through
Wordsworth, Dickens, Shakespeare, T. S. Eliot,
the writings of Chaucer, Milton, Blake,
Virginia Woolf and more. Students will read
Wordsworth, Dickens, Shakespeare, T. S. Eliot,
epics such as Beowulf & Gilgamesh. In
Virginia Woolf and more. Students will read epics
European Literature, students are introduced to such as Beowulf & Gilgamesh. The British Isles,
some of the greatest works of Western
though small in size, have brought forth one of
civilization. This literature and informational
the world’s greatest literary traditions—rich in
text, often challenging in content, style, or
comedy, tragedy (both in drama and fiction), and
structure, gives us insight into the roots of
lyric poetry. This course looks at some of the
modern consciousness. The course investigates major themes in European & British literature—
a wide range of themes such as romance, family particularly social class, love, and duty. Students
duty, crime and punishment, and the search for will also read and write about literature written
meaning in a complex world. While critical
in English from the former colonies—India,
reading and writing will be the major focus, this Africa, and the Caribbean. While critical reading
course also lends itself well to dramatic and
and writing will be the major focus, this course
creative projects. Students will be required to
also lends itself well to dramatic and creative
write narrative, argumentative essay, reflective projects. Students will be required to write
essay, short story, historical investigative
narratives, argumentative essays, reflective
report, and a multimedia presentation of an
essays, short stories, produce a historical
argument. Student reading will culminate in a 6 investigative report and a multimedia
to10-page typed analytic essay (Senior paper).
presentation of an argument. Student reading
Students should be able to read text with a
will culminate in an 8 to10-page typed analytic
lexile level between 1050-1500L.
essay (Senior paper). Students should be able to
read text with a lexile level between 1050-1500L.
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ELECTIVES
Craft of Writing (1.0 credit)
This course is intended for seniors who have a
serious interest in writing fiction and poetry.
Students examine published authors from the
perspective of a writer; in each unit, they study
the craft of a master writer's work and use it as
model and inspiration for their own work.
Writers studied may include Ernest Hemingway,
Virginia Woolf, Vladimir Nabokov, Dickinson and
many others. Students write regularly and edit
carefully. Students will pay close attention to
many particular elements of a writer's craft
such as: detail, structure, dialogue, point of
view, plot, endings, epiphanies, image,
ambiguity, rhythm, rhyme, lineation, and
randomness. Significant class time is devoted to
reading and critiquing each other's work.
Students will study an author of their choosing
for their Senior Paper and will also complete a
final creative project inspired by that author.
The course welcomes all students who will take
seriously their own writing and the writing of
others. Craft of Writing classes benefit if
students bring with them a wide range of
interests and styles.
Public Speaking (1.0 credit)
This course is designed for juniors or seniors who
wish to improve their abilities to inform,
persuade, and share their ideas through public
speaking. In this course, students will study the
craft and art of public speaking through the
examination of speeches in a number of
speaking genres. Students will then practice
writing and delivering speeches in these genres.
This course will focus on confidence-building,
emulation, and experimentation as ways to help
students develop their skills as public speakers in
both practical situations (giving a report, for
example) and more dramatic situations. The
course will include the study of storytelling,
argument, and persuasion. At the end of the
year the course shifts to more dramatic oratory,
culminating in the writing and presentation of a
culminating speech. Students will write (and
then deliver) a speech on a topic of their
choosing (one that they have read about over
the course) and then write an essay analyzing
their speech for technique, style, and influence.
Students will be writing, speaking, and revising
regularly. Students who enroll in this course are
not expected to have any prior experience in
public speaking. This course is designed to build
each student’s confidence and skills as a
speaker, regardless of their starting point.
Yearbook Staff (.5 credit)
This course is for students in grades 10, 11 or 12
who will produce the school yearbook. This will
include all planning, writing, photography and
page design for the book as well as its
distribution.
ELA PARCC PREP (.5 credit)
ACT/SAT PREP (.5 credit)
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Grades 7-8 Science
Course Descriptions
Welcome to the fascinating world of science! Science makes a positive impact on people’s lives and
the world around us. Scientists use their expertise to develop real solutions for real problems.
There are two branches of study in science. Life sciences are the study of living things and Physical
sciences are the study of non-living things. STEM (Science, Technology, Engineering and
Mathematics) concepts will be integrated throughout each course.
Environmental Science (Grade 7)
Environmental Science is the study of earth and
space science with a focus for solving
environmental problems. This course is
developed from the Next Generations Science
Standards and includes earth’s systems, history
of the earth, weather and climate, space
systems, and human impacts such as basic
ecology, pollution, natural resources,
conservation, technology and stewardship of
the environment. Students will be required to
compare current and past environmental
events and interpret data. Students will be
introduced to the Periodic Table.
Conceptual Physics (Grade 8)
Physics is the most basic of all the sciences. The
ideas of physics are fundamental to more
complicated sciences. In order to prepare for
Physics and Physics Honors in high school,
Conceptual Physics is taught in grade 8. This
course was developed from the Next Generation
Science Standards and incudes the structure and
properties of matter, chemical reactions, energy,
forces and interactions, waves and
electromagnetic radiation and engineering
design.
Students will be introduced to the Periodic
Table.
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Grades 9-12 Science
Course Descriptions
Welcome to the fascinating world of science! Science makes a positive impact on people’s lives
and the world around us. Scientists use their expertise to develop real solutions for real problems.
There are two branches of study in science. Life sciences are the study of living things and Physical
sciences are the study of non-living things. High school students in Arizona are required to obtain
three (3) credits of Science for graduation. University admissions require science courses to
include labs. Therefore, each of our science courses will include lab work. However, we encourage
students to obtain four (4) credits of science. Students will be required to read closely to
determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from text; summarize key
supporting details; write a variety of essays, reports, and take notes. They will also demonstrate
the conventions of standard English, grammar and vocabulary. Students may be required to use
mathematics, Microsoft Word, Excel, Access and/or Powerpoint in class.
Earth & Space Science (1.0 credit) Gr. 9
Honors Earth & Space Science (1.0 credit) Gr. 9
This course addresses major concepts such as
This course is based on the Next Generation
the materials which compose Earth, the rock
Science Standards. They are divided into three
cycle and types of rocks, Earth’s resources,
areas of Earth & Space Science (ESS). ESS1
formation and movement of soil, glaciers,
includes the universe and its stars, earth and
deserts, and alluvial landscapes, earthquakes,
the solar system and the history of planet Earth.
volcanoes, plate tectonics, mountain building
ESS2 involves earth materials and systems,
and geologic time. This course explores
plate tectonics, water, weather, climate, and
concepts such as the ocean floor, seafloor
bio-geology. ESS3 comprises of natural
sediments, waves, tides, and shoreline
resources, natural hazards, human impact on
processes, characteristics of the atmosphere,
Earth systems, and global climate change.
precipitation, air pressure and wind, storms,
Engineering and technology figure prominently
climate, early astronomy, Earth-Moon-Sun
as students use mathematical thinking to study
interactions, and Solar System. Careers in Earth science concepts. This course is taught using
Science are explored and key scientists are
Gradpoint.
studied.
Biology Grade (1.0 Credit) Grade 10
Biology is the study of the structure of
organisms and how they function. Major topics
of this course include the nature of science,
biochemistry, cell biology, heredity, evolution,
and ecology. Body systems are integrated
throughout the curriculum. This course is
designed with a focus on interactive lectures,
note-taking, laboratory exercises, and
classroom discussions with applications to
everyday life experiences. The scientific method
and foundational chemistry facts are presented
for support. Opportunities are provided for
students to conduct investigations and make
Honors Biology (1.0 Credit) Grade 10
This course is developed from the Next
Generation Science Standards. Honors Biology
is a more rigorous course that goes into greater
depth and requires more abstract thinking. It
prepares students for further studies in Biology.
This course is divided into four Life Science (LS)
concepts with a lab. LS1 includes structure and
function, growth and development of
organisms. LS2 comprises the understanding
interdependent relationships in ecosystems,
cycles of matter and energy transfer in
ecosystems. LS3 involves inheritance of traits
and variation of traits. LS4 involves evidence of
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connections between biological concepts and
their own life experiences. This course is
designed with a strong focus on group work,
discussion, writing, activities, and projects.
common ancestry and diversity, natural
selection, adaptation, biodiversity and humans.
This course is taught using Gradpoint.
Chemistry (1.0 credit) Gr. 11
Everything around you is made of matter.
Chemistry is the study of the composition of
matter and its changes. Chemistry affects all
aspects of life and most natural events because
all living and nonliving things are made of
matter. Chemistry is fundamental to
understanding many other sciences. This course
will study the structure of matter, its
properties, and changes in its properties as a
result of chemical reactions. The relationship
between the field of chemistry and the
scientific method is explored.
Honors Chemistry (1.0 credit) Gr. 11
Honors Chemistry is a rigorous, semimathematically oriented study of the physical
world of matter, and its interactions with
energy. It addresses key concepts and
processes of the state of matter, atomic theory,
organization of the periodic table, types of
chemical bonds and reactions, the naming and
formulas of chemicals and chemical reactions.
Laboratory work stresses observation, proper
and safe techniques, logical data interpretation,
and systematic acquisition of laboratory skills.
This course is taught using Gradpoint.
Physics (1.0 credit) Gr. 12
Understanding mathematics is an important
part of learning physics. This course addresses
concepts of mechanics, wave behavior and
thermodynamics. Newton’s Laws of motion,
thermal properties of matter, and
thermodynamic systems are also explored. And
yes, some of the basic concepts of quantum
physics are presented. The program will be
supported by an interactive laboratory
environment where students will gain hands-on
experience with the concepts being studied.
This course is taught using Gradpoint.
Honors Physics (1.0 credits) Gr. 12
Honors Physics is a more rigorous course that
goes into greater depth and requires more
abstract thinking supported by mathematical
problem-solving skills. It is designed for the
student desiring a stronger physics background
and preparing to take subsequent physics
courses. This course including lab work,
addresses concepts of matter and its
interactions, motion and stability, energy,
waves and applications in technologies,
mechanics, wave behavior, thermodynamics
and quantum physics. This course is taught
using Gradpoint.
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ELECTIVES
Southwest Ecology (.5 credit)
This course is the study of the common plants
and animals of the Southwest including their
distribution, adaptation, behavior, and ecology.
Introduction to basic field and laboratory
techniques used in the study of natural history.
Specific field problems presented dealing with
plant and animal analysis and ecological
interrelationships. Field trips are encouraged.
Human Anatomy and Physiology (1.0 credit)
This course is the study of structure and
function of the human body. Topics include
cells, tissues, integumentary system, skeletal
system, muscular system, and nervous system.
This course is for the student interested in the
areas of science, nursing, pre-med, health,
physical education and performing arts. An indepth study of all human systems, structure
and functions, is included. Major components
of this class are dissection lab work and writing
in-depth lab reports. A thorough study of cell
structure and function are incorporated in the
course.
Engineering Design (0.5) Gr. 12
This course was developed using the Next
Generation Science Standards. By the end of
grade twelve, students are expected to achieve
all four Engineering Design performance
expectations related to a single problem in
order to understand the interrelated processes
of engineering design. These include analyzing
major global challenges, quantifying criteria and
constraints for solutions; breaking down a
complex problem into smaller problems,
evaluating alternative solutions based on
prioritized criteria and trade-offs, using a
computer simulation to model the impact of
proposed solutions.
Honors Engineering Design (1.0 credit) Gr. 12
Engineering by Design is a project-based course
that will expose students to the fundamentals
of engineering, and the design and fabrication
process. Projects will be interdisciplinary in
nature and will draw from the fields of
Biomedical, Chemical, Electrical, Civil,
Environmental, Mechanical, and Materials
Science Engineering. Students will develop skills
in research, modeling, project management,
construction, programming, testing, and
marketing. Teams of students will collaborate
on projects, taking their ideas from abstraction,
to working prototypes, to a finished product for
a specific audience. This course is designed for a
broad spectrum of students who have fulfilled
their science requirements and have a solid
math background.
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Grades 7-8 Social Studies
Course Descriptions
History happens every day! Just think, you will be a part of the future’s history. Many successful
people are those who not only know what is happening around them, but who can also see the
possible consequences. Since “the world is flat” it is even more important than ever to
understand your world. How much do you know about events that changed the world? It is said
that history repeats itself. Understanding the past will help you understand the present and the
future. Begin to think like a historian by using types of evidence like primary and secondary
sources. Learn how to read informational texts, analyze the author’s purpose, distinguish
between fact and opinion, identify evidence, evaluate credibility, build your vocabulary and
reading skills.Remember, knowledge is power! Students in grades 7 and 8 will use Microsoft Word
and Power Point to make presentations.
World History (Grade 7)
Is there a connection between the past and the
present? This course is a study of world
cultures, governments, economics and politics.
Students will interpret historical data, construct
timelines, compare cultures, analyze cause and
effect and formulate questions. At the end of
this course, students should be able to identify
types of governments, major leaders and
important events.
World Geography (Grade 8)
This course is a study of the physical, cultural
and economic factors affecting the world
today. A description and analysis of spatial
variations in culture, social, economic, and
political phenomena in Eastern world regions
with an emphasis on the major cultural realms
of Europe, North Africa, and Asia. It is a study of
Western World Regions with an emphasis on
Sub-Saharan Africa, Latin America, and Anglo
America. Students will analyze human social
organization and its environmental
consequences. At the end of the course,
students should be able to identify the
countries within each continent, understand
environmental consequences of the human
footprint over time and identify geographer’s
tools.
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Grades 9-12 Social Studies
Course Descriptions
World History (Grade 9 or 10)
The first semester focuses on the pre-modern era explores the development of civilization
and the enduring beliefs of the world’s peoples. Offered for both standard and honors
credit, the course will help students acquire historical and social science literacy, writing and
research skills, and essential understandings necessary for a successful high school social
studies experience. The course will be interdisciplinary, with the social sciences, humanities,
and technology integrated into the study of history.
Second Semester focuses on the world's history from the Age of the Democratic
Revolutions to the post-Cold War era. Students will consider how they contributed to, and
were impacted by, world history in the realms of ideas, art, politics and economics. All
students will write a research essay in order to fulfill course requirements. Students will
compare events in history with current events and movements of today. This course may be
integrated with the World Literature course. Students will need to use Microsoft Word and
Power Point.
World History & Geography (1.0 credit) (Gr. 10)
The Pre-Modern Era will focus on skill
development as students engage the course
content. Note taking, organization and other
study skills will be emphasized along with an
important range of thinking skills. Teachers will
help students learn to develop thesis statements,
assemble evidence and write logically constructed
essays. While focused mainly on secondary source
material, students will learn to interpret primary
source historical material from a wide range of
cultures. The Modern Era will focus on classroom
discussion, sharing of work, and reading primary
sources. In this course, students will learn the
skills necessary to analyze cause and effect,
compare multiple perspectives, recognize the role
of human agency in history, and discern the
impact that economic, social, political, religious
and philosophical forces have had on modern
civilization. They will practice outlining and notetaking skills, and write short papers. Primary
sources will be introduced and moderately
difficult secondary sources will be required
beyond the textbook.
Honors World History & Geography (1.0 credit)
(Gr. 10)
Students will be expected to have achieved
proficiency in some of the skills necessary to
analyze social, political, and historical problems.
Through research and the writing of major
essays, they will analyze cause and effect,
compare multiple perspectives, recognize the
role of human agency in history, and discern the
impact that economic, social, political, religious
and philosophical forces have had on modern
civilization. The course will teach a variety of
advanced skills necessary to evaluate primary
and secondary sources, deal with more than
one primary source at a time and read many
secondary sources beyond the textbook.
Teachers will help students write critical and
analytical essays, which require analysis on both
factual and conceptual levels and a clear thesis
by the student.
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Arizona and United States History (Grade 11)
United States History surveys the development of the United States from the colonial period to the
end of the Cold War era, using both a chronological and thematic approach. By looking at Arizona
history and United States history through a variety of lenses -- social, economic, and constitutional -students will gain an in-depth understanding of the complex ways in which the past influences the
present. In studying the aspirations of the many different individuals and peoples who have forged
our nation’s history, the conflicts they have encountered and the contributions they have made,
students will be better prepared to play an informed and active role in a democracy. Students may
use Microsoft Word, Excel, Access and Power Point. This course may integrate with the American
Literature course.
AZ/US History (1.0) Gr. 11
Honors AZ/US History (1.0) Gr. 11
Standard level United States History students will Honor level United States History students will
further develop the skills necessary to analyze
be expected to have some of the skills
social, political and historical problems. They will
necessary to analyze social, political, and
practice outlining and note taking skills, and write historical problems upon entering the course.
short papers. Primary sources will be introduced
The course will teach a variety of advanced
and secondary sources will be required beyond
skills necessary to evaluate primary and
the textbook. Teachers will help students write
secondary sources, deal with more than one
essays that require analysis on both factual and
primary source at a time and read many
conceptual levels and a clear thesis by the
secondary sources beyond the textbook.
student.
Teachers will help students write essays that
This course contains lessons addressing historical
require analysis on both factual and conceptual
periods from the American Revolution to
levels and a clear thesis by the student.
globalization and the twenty-first century. Key
Students will look at some of the most
concepts include important historical figures and
profound questions that Americans still debate.
significant events to understand the political,
They will research many important events
economic, military and social structures of the
throughout the history of America.
early years of the US through its emergence as a
global superpower.
AZ/US Government (.5) Gr. 12
Honors AZ/US Government (.5) Gr. 12
This course includes the foundations of Arizona
and American government, political behavior, and
the three branches of state & federal
governments. It engages students in an in-depth
study of political science. Students study the
various institutions, groups, beliefs, and ideas that
make up the American political tradition. These
include the organizations, powers and policymaking process of the Congress, the President
and the executive bureaucracy, and the role of the
Supreme Court. Constitutional history, the
political values and behaviors of Americans,
formal and informal institutions of government,
and the development and defense of civil rights
and liberties are also addressed. A power point
presentation and debate is required.
This course engages students in an in-depth
study of political science. Students study the
various institutions, groups, beliefs, and ideas
that make up the American political tradition.
These include the organizations, powers and
policy-making process of the Congress, the
President and the executive bureaucracy, and
the role of the Supreme Court. Constitutional
history, the political values and behaviors of
Americans, formal and informal institutions of
government, and the development and defense
of civil rights and liberties are also addressed. A
power point presentation and debate is
required.
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Economics (.5 credit) Gr. 12
This course is an introduction to "economic
literacy”. The course examines various economic
systems of the past and the contemporary world.
Students study several economic theories, analyze
the "mixed economics" of Europe and Asia and
confront the economic dilemmas of international
development. It also addresses concepts of the
American free enterprise system. Students learn
about markets, business and labor, banking and
finance in the microeconomics sections,
measuring economic performance, the
government’s role in the economy, and
international trade and development in the
macroeconomics section. . Students must present
a power point comparing the economies of two
countries.
Honors Economics (.5 credit) Gr. 12
This course is an introduction to "economic
literacy." What is the "economic problem?"
What are land, labor, capital and
entrepreneurship? How do supply and demand
interact? How does the GNP, inflation,
recession, and "money supply" impact our daily
existence? What is the IMF? The course
examines various economic systems of the past
and the contemporary world. In addition, the
students study several economic theories,
analyze the "mixed economics" of Europe and
Asia and confront the economic dilemmas of
international development. This course is to
help students become more informed
consumers, producers, investors, and
taxpayers. Students are shown how their
choices directly affect their future. Students
must present a power point comparing the
economies of two countries.
ELECTIVES
Introduction to Native American Studies (.5)
Introduction to political, economic and social
structures of American Indian Nations. This course
provides an overview of American Indian tribal
cultures prior to contact, the impact of European
contact, and the influence of western social
systems on tribal nations today. It focuses on
groups located in Arizona and other selected
groups in relation to cultural, economic, political
and social continuity and changes. Topics include
the development and influence of federal policies,
past and present issues confronting Native
Americans and how Native American individuals
and communities maintain their identities as they
confront social changes. Students must research
and complete a power point presentation.
Contemporary U. S. History (.5)
This course examines the period from World
War II to the present. Through discussions,
simulations, speakers, films, videos, and reading
and writing experiences, students study the
social transformations and critical events of the
last five decades: The Cold War, the Arms Race,
McCarthyism, JFK, the Civil Rights Movement,
the Women’s Rights Movement, Vietnam Era,
Mass Culture and Counterculture, Watergate,
Multinational Corporations, 3rd World
Development, the conservative counterrevolution and the U. S. role in the world today.
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Rules and Policies
Search and Seizure
The new laws since the Columbine High School incident in Colorado states that when staff feels there
is reasonable suspicion to search, a search is permissible.
Expulsion
The principal or administrator has the authority to impose rules and policies including expulsions.
Expulsion means the permanent withdrawal of the privilege of attending Skyline Education, Inc.,
including all the campuses and subsidiaries.
Graffiti: Effective 01/28/02
The Board of Trustees of Skyline Education, Inc. has approved the following policy: Skyline
Education, Inc. is taking a “Zero Tolerance” stand on graffiti.
This policy prohibits participating in graffiti activities, being a secondary party to this act, defacing
school property or the school facility, or defacing the property and facilities of neighboring buildings
or businesses. It prohibits, but is not limited to, the students from having in their possession cans of
spray paint or large markers of any kind that are commonly used to produce graffiti. Markings made
by scratching or etching and the tools used for this type of marking, are also prohibited.
The Board of Trustees has authorized the Principals of Skyline Education, Inc. to immediately suspend
a student, pending expulsion, if a student is in violation of this policy. Restitution by the student
and/or parents will be sought and the matter will be referred to the police.
Insubordination
The Board of Trustees has clarified the policy of insubordination. Insubordination is disobedience or
disrespect to the staff and faculty. It includes not only refusing to follow a simple request or
command, but includes using language (and signs) that is commonly recognized as vulgar or crude,
swearing, yelling, mocking, or screaming that is directed or not directed to the staff and faculty while
in their presence. Disciplinary action against this policy will be suspension or referral for expulsion.
*The implementation of these rules and regulations are at the sole discretion of the school
administration.
*After 3 suspensions for infractions against the policy and pocedures of the school, a fourth
suspension will be a supsension pending expulsion with a referral to the Board of Trustees.
Imminent Danger:
Interrupting the educational process or endangering others.
The school principal or designee may immediately suspend a student when:
 The student’s presence creates a danger to any student or school personnel, or interferes
with the educational process. School personnel may immediately restrain a student when
they feel there is imminent danger.
 Students are never entitled to violate the no weapons policy even if it comes to defending
personal property, self-defense, and self-defense of others.
 Excessive physical force and deadly physical force may never be used in defending property.
 Verbal provocation alone shall be deemed a threat or the use of physical force.
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Cell Phones
Cell phones are not to be used during school hours for texting, Facebook, music, or any other reason.
Parents that want to contact their child must go through the front desk and we will notify your child.
This is particularly important when there is an emergency, so that staff can assist your student. The
school will not be responsible for any stolen electronic devices brought to school. Staff will not
search other students for electronic devices that students feel are lost or stolen.
Prohibited Items
Any item(s) that might be used as a weapon or is potentially dangerous and/or disruptive to the
educational process are subject to confiscation:
 Confiscation items may not be returned.
 Items that are prohibited include but are not limited to:
Guns, knives, fire extinguishers, cigarette lighters, matches, any explosives, stink bombs, water guns,
pagers, cell phones, skateboards, inline skates, laser pointers, video games, pepper spray, over the
counter drugs, illegal drugs, alcohol, etc.
Alcohol and Drugs and Drug Paraphernalia
Alcohol and drugs (over the counter and illegal) and drug paraphernalia are contraband items. The
use of, possession of, or being in the presence of these items is strictly prohibited and will result in
confiscation, immediate disciplinary action, and charges being filed.
Public Display of Affection (PDA)
Public Display of Affection on campus, on school transportation, and at any school function is not
allowed between students. Avoid any inappropriate physical display of affection. Among the actions
prohibited but not limited to include kissing, caressing, fondling, and embarrassing or inappropriate
behavior observed by a staff member.
Liability and Restitution
Students who damage school property will be held accountable and liable for those damages. In the
case of a minor child, state law holds parents or guardians liable. The school will submit a bill of cost
to the student’s parents and or guardians of liability when it is determined. Official transcripts and/or
diplomas will be held until payment is received.
Responsibility of Student Personal Property
Students’ personal property, including cars, purses, money and other items, are not the
responsibility, nor the liability of our charter schools and its subsidiaries. Please keep personal items
with you and in your possession at all times. Our charter schools and subsidiaries will not reimburse
for the loss of anything of a personal nature.
Vehicles and Personal Property
Our charter schools and subsidiaries are not responsible for cars on school property. We highly
recommend locking cars and parking in appropriate spaces. Our charter schools and subsidiaries will
not assume any liability for students’ cars or personal property.
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Medication
The staff of our charter schools and its campuses is prohibited from dispensing medication to
students. If a student must be given medication at school, a daily dosage must be delivered to the
school in the prescription container and accompanied by a written authorization from a parent or
guardian that includes the name of the medication and administration instructions. There are grave
consequences if students are found with prescription drugs on their person.
Internet and Computer Usage
Downloading files, music, games, pictures, or other programs from the Internet is not allowed unless
instructed by a Network Administrator. There may be circumstances which require some applications
to be downloaded. Any program not installed through the Network Administration department will
be deleted from the workstation upon discovery. Due to the hazards of viruses from the Internet,
copyright laws, and other issues, loading files or programs onto workstations without prior consent
from the Network Administrator or the principal is prohibited.
The workstations are to be utilized for schoolwork only. These computers are similar to the phones
on campus, and are for official use only. Anyone caught hacking school computers in any form will be
subject to expulsion.
No Gum on Campus
Our schools have a strict No-Gum policy at all times. This includes time before school, after school,
and events or games on campus. Gum is disruptive to the leanring environment, ruins flooring and
furniture, and is often disposed of underneath desks. It is a nuisance to the building and learning
atmosphere and will not be tolerated.
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Rules and Policies
Students suspended more than three times in one year for any reason are referred to the
Board of Trustees for expulsion.
Alcohol and Drugs
Smoking/tobacco/lighters and or possession of
smoking or tobacco products within 300 ft of
school (ARS 36-789.03). All tobacco items and
lighters will be confiscated and NOT returned.
Possession of illegal drugs or alcohol.
Possession of drug paraphernalia.
Possession of any over the counter medication
or prescription medication.
Possession of prescription medication that
does not belong to student.
Ingestion of any over the counter drugs or
illegal drugs and alcohol.
Use of, or being under the influence of illegal
drugs or alcohol, participating in or being a
part of illegal drugs or alcohol. (All materials
will be confiscated and NOT returned).
Possession for sale or distribution of narcotics
or illegal drugs.
1st: 2-3 Day Suspension
2nd: 5-10 Day Suspension
3rd: Referral for Expulsion
1st: 10 Day Suspension
2nd: Recommended Expulsion/ Police Referral
1st: 5-10 Day Suspension
2nd: 15 Day Suspension/Possible Referral to
School Board for Expulsion
3rd: Immediate Suspension and Referral to the
Board for Expulsion/Police Referral
1st: Confiscation and 2-3 Day Suspension
(i.e., Ibuprofen, Tylenol, Aspirin)
2nd: 9 Week Suspension
3rd: Immediate Suspension and Referral to
Board of Trustees for Expulsion
1st: 10 Day Suspension/Police Referral
2nd: 6 Week Suspension/Police Referral
3rd: Immediate Suspension and Referral to
Board of Trustees for Expulsion
1st: 10 Day Suspension/Possible Loss of Block
Credit/ Police Referral
2nd: 9 Week Suspension/Loss of Block
Credit/Police Referral
3rd: Recommended Expulsion/ Police Referral
1st: 10 Day Suspension/ Possible Loss of Block
Credit/ Police Referral
2nd: 9 Week Suspension/Loss of Block
Credit/Police Referral
3rd: Recommended Expulsion/Police Referral
Zero tolerance: Expulsion/Police Referral
Assault and Harassment
Verbally abusing, intimidating or threatening
another person.
Inflammatory language and/or behavior
offensive to an individual’s gender, race, or
religion.
1st: 2-3 Day Suspension
2nd: 3-5 Day Suspension
3rd: 9 Week Suspension
4th: Referral for Expulsion
1st: 2-3 Day Suspension
2nd: 10 Day to Block Suspension
3rd: Recommended for Expulsion
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Sexual harassment.
Fighting (Mutual Combat).
Physical assault of a student.
Physical assault of student which results in
physical injury.
Intimidating or threatening a staff member
(including verbal threats).
Physical abuse of a staff member or property
of a staff member.
Physical abuse of a staff member or malicious
foul play to a staff member, their property, or
family.
1st: 2-3 Day Suspension
2nd: 10 Day to Block Suspension
3rd: Recommended for Expulsion
1st: 5 Day to Block Suspension
2nd: 9 Week Suspension
3rd: Recommended for Expulsion
1st: 5-10 Day to Block Suspension
2nd: 9 Week Suspension
3rd: Recommended for Expulsion
1st: 10 Day to End of Block Suspension
2nd: 9 Week suspension/Recommend Expulsion
1st: 10 Day Suspension
2nd: 6 Week Suspension/Police Referral
3rd: Recommended Expulsion/ Police Referral
Zero tolerance: Refer to Board for
Expulsion/Police Referral
Zero tolerance: Refer to Board for
Expulsion/Police Referral
Cheating and Forgery
Cheating and plagiarizing.
Computer cheating and tampering.
Falsifying/forging documents and lying.
1st: Zero on test or Assignment/Parent
Notification
2nd: 2-3 Day Supsension
3rd: 3-5 Day Supsension/ Final Grade of “F”
1st: 9 Week Suspension/Loss of Credit
2nd: Immediate Suspension and Recommended
Expulsion
1st: 2-3 Day Suspension
2nd: 5-10 Day Suspension/Loss of Credit
3rd: Referral for Expulsion
Communications
Cell phones out or used during school hours.
School phones being used for unprofessional
reasons other than contacting parents.
1st: Confiscation and Return to Parent or
Guardian
2nd: 2-3 Day Suspension/Confiscation and
Return to Parent
3rd: 10 Day to 1 Block Suspension
4th: Referral for Expulsion
1st: 2-3 Day Suspension
2nd: 3-5 Day Suspension/No Phone Usage at
School
3rd: 10 Day to Block Suspension/No Phone
Usage
4th: Recommendation for Expulsion
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Conduct
Disorderly Conduct including Public Display of
Affection (PDA).
Leaving campus or class unauthorized or
ditching (notification of parent on each
occasion).
Internet abuse other than adult websites.
Internet use in adult website.
Skateboards, toys, and any other disturbance
to the educational process are not allowed at
school.
Possession or use of items that disrupt the
educational process.
Theft, vandalism, fire, or extortion.
1st: Warning/Parent Notification
2nd: 2-3 Day Suspension
3rd: 10 Day Suspension
4th: Referral for Expulsion
1st: 3 Day Suspension
2nd: 5 Day Suspension
3rd: 5-10 Day Suspension
4th: Referral for Expulsion
1st: Warning/Parent Notification
2nd: 1 Day Suspension/Loss of Computer
Privileges
3rd: 9 Week Suspension/Loss of Computer
Privileges
4th: Referral for Expulsion
1st: Immediate Suspension/Referral for
Expulsion
1st: Confiscation and Warning
2nd: 2-3 Day Suspension/Loss of Credit
3rd: 10 Day to Block Suspension/Loss of Credit
4th: Referral for Expulsion
1st: 2-3 Day Suspension
2nd: 5-10 Day Suspension
3rd: 9 Week Suspension
1st: 2-3 Day Suspension with Restitution
2nd: 5-10 Day Suspension with Restitution
3rd: 9 Week Suspension with Restitution
Dress Code
Dress code violation.
1st: Warning/Parent Called to Provide Clothing
for Student or School Provides Clothing
2nd: 2-3 Day Suspension
3rd: 5 Day Suspension or ISS until Student
Proves that He/She is Adhering to Dress Code
Habitual: Suspension from the Block with Loss
of Credit or Referral for Board of Trustees
Gambling
Gambling.
1st: Warning/Parent Notification
2nd: 2-3 Day Suspension
3rd: 5 Day Suspension
4th: Referral for Expulsion
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Insubordination and Profanity
1st: 2-5 Day Suspension
2nd: 5-10 Day Suspension/Possible Block
Suspension
3rd: Referral for Expulsion
1st: 2-5 Day Suspension
2nd: 5-10 Days/Possible Block Suspension
3rd: Referral for Expulsion
Habitual: Recommended Expulsion
1st: 2-5 Day Suspension
2nd: 5-10 Day to Block Suspension
3rd: Referral for Expulsion
Profanity or obscene gestures.
Insubordination/Disorderly Conduct.
Persistent open defiance of authority.
Weapons
Possession or use of fireworks, stink bombs,
paintballs, water balloons, laser toys, matches.
Possession or carrying of a gun, bomb, or
anything considered dangerous.
Possession of a weapon (other than a firearm
or bomb) i.e.: knife, brass knuckles.
Threatening bodily harm on another person
with a weapon or dangerous instrument.
Fire or extortion—Police Referral.
1st: 2-3 Days Suspension
2nd: 9 Week Suspension/Recommend Expulsion
3rd: Recommended Expulsion
Zero Tolerance: Expulsion/Police Referral
1st: Suspension for One Block/Loss of
Credit/May Be Considered for Expulsion/Police
Referral
2nd: Long Term Suspension Pending Expulsion
Zero Tolerance: Expulsion/Police Referral
1st: 10 Day to End of Block Suspension with
Restitution
2nd: Expulsion with Restitution
1st: 9 Week Suspension/Recommended
Expulsion
Zero Tolerance: Expulsion/Police Referral
Possession and/or use of explosive devices
other than fireworks.
Use of a dangerous weapon resulting in the
infliction of bodily harm to another person.
Possession of a loaded or unloaded operable or Zero Tolerance: Expulsion/Police Referral
not, firearm or any other device capable of
propelling a lethal projectile.
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South Valley Prep and Arts, South Phoenix Prep and Arts, Skyline Gila River D5,
AZ Compass, Vector Prep and Arts, Skyline Prep High School, Education Works Day School
GRIEVANCE/HARASSMENT/CIVIL RIGHTS
POLICY
All students, parents, and guardians have the right to a hearing to review all charges and proposed
punishment in disciplinary matters, sexual harassment or civil rights harassment in school, during
breakfast, during lunch, or on the bus. The student, parents, guardians, or employees within three
days after receipt of telephone calls or a letter, whichever comes first, must generate appeals.
Appeals of disciplinary action follow these procedures for grievance:
1. Submit the grievance in writing to your principal.
2. The principal will read and act upon the grievance through investigation.
3. If the grievance deals with an equal opportunity or harassment issue, one of the members of
the Board of Trustees will serve as a non-bias member of the hearing committee.
4. The committee will conduct a hearing into the matter and communicate its decision within two
weeks following the submission of the grievance.
5. If you do not accept the findings of the committee you may appeal the decision in writing to
the President of the Board of Trustees at: 2020 N. Arizona Avenue, Suite 206, Chandler, AZ,
85225. This appeal must be filed within one week (5 business days) after the committee’s
decision is communicated to you. The President of the Board of Trustees will form a new
committee to evaluate the situation.
6. The new committee will provide you with a decision after receipt of your appeal. That
decision will be final and not subject to further appeal within Skyline Education, Inc., South
Valley Prep, South Phoenix Prep and Arts, Skyline Gila River D5, AZ Compass, Vector Prep and
Arts, Skyline Prep High School, or Education Works Day School.
The Board of Trustees will convene within thirty (30) days and you and your student must be present
for your hearing or results will stay with option 2. The decision of the Board of Trustees is final.
44 | P a g e
Skyline Education, Inc.
School Bus Guidelines and Rules
The conduct of students aboard a school bus must be controlled in order to provide safe and efficient
transportation. The students aboard a bus are under the authority of the bus driver and directly responsible to
the driver. The attached articles are provided for driver guidance in maintaining student discipline.
In the enforcement of student discipline, the drivers should work closely with school administrators. In the event
of unresolved problems aboard the bus, after consulting with the school administrator, drivers should bring the
matter to the attention of the Director of Transportation.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
DRIVER’S AUTHORITY: Students in a school bus are the complete responsibility of the bus driver and under
his/her direction; students must be courteous and show respect for the driver and obey the driver’s
instructions at all times.
BUS STOP ASSIGNMENT: Students may not get on or off the bus at any location other than their regularly
scheduled stop. When an emergency situation occurs, a parent may arrange for an alternative authorized
bus stop on a limited basis.
BUS DEPARTURE TIMES: Students should be at their bus stop at least 10 minutes prior to the scheduled pick
up time; buses must operate on a definite schedule and drivers will not wait for late arrivals. Students are
not to arrive at the stop more than 15 minutes prior to the departure time. Excessive late arrivals to the bus
stop will result in disciplinary action.
BOARDING THE BUS: As the bus approaches, students must form an orderly single-file line and stand no
closer than 10 feet. Students shall not move towards the bus until it has come to a complete stop. Students
must enter the bus one at a time, with no pushing or shoving in line.
SEAT ASSIGNMENT: Students are to take the seat indicated by the driver; they may not exchange seats
without the driver’s permission.
STUDENTS MUST REMAIN SEATED: Students must sit upright, face the front of the bus, keep feet out of the
aisle, and in no way obstruct aisles or bar progress of other students moving in or out of the bus. Standing,
walking, or any movement out of seats while the bus is in motion is prohibited.
BUS WINDOWS: Bus windows may not be lowered without the driver’s permission and at no time may they
be lowered below the second notch (the bus windows should never be open more than 6 inches).
*HANDS/BODY OUT OF WINDOWS: Students may not extend hands, arms, head or any other part of the
body out of the bus windows at any time on the school bus. Unauthorized exiting from emergency bus door
and bus windows is prohibited.
*TAMPERING WITH BUS EQUIPMENT: Tampering of any kind with bus windows, emergency exits, radio, or
controls is prohibited.
*SMOKING NOT ALLOWED: Smoking, use of any tobacco product, lighters, or lighting of any material is
prohibited and is against the law.
EXCESSIVE NOISE/DISORDERLY CONDUCT: Students a prohibited from creating disturbances such as
whistling, playing musical instruments, yelling or talking loudly, throwing articles, shooting rubber bands,
scuffling, etc. Students shall quietly converse only with those students sitting in the same seat they occupy.
Distractions and noise levels inside the bus must be kept to a minimum so the driver can hear and observe
approaching emergency vehicles, horns, or other impending hazards.
*PROFANE LANGUAGE/GESTURES: Using profane language or obscene gestures is prohibited.
LITTERING: Littering or throwing of objects of any kind is prohibited.
*FIGHTING: Students may not interfere with others, nor destroy the property of others; they may not
intimidate or threaten anyone on the bus. Students must keep their hands to themselves; fighting, slapping,
hitting, poking, shoving, pulling hair, etc., in the bus or at the stop, is prohibited.
EATING/DRINKING: Drinking items, other than water, or eating including gum and candy, is prohibited at all
times.
PROHIBITED OBJECTS: Items such as glass containers and large or dangerous objects are not allowed on the
bus. Transporting live animals, fish, reptiles, or insects on the bus is prohibited.
45 | P a g e
17. *DAMAGE TO THE SCHOOL BUS OR BUS STOP: Students may not vandalize or damage the school bus or
bus stop. Parent(s)/Guardian(s) will be required to pay for damage by their child to either the school bus or to
private property at the bus stop location.
WHEN ENFORCEMENT OF DISCIPLINE IS REQUIRED THE FOLLOWING DISCIPLINE FLOW CHART IS USED:
The school bus driver will issue:
 At least 2 verbal warnings, then
 One written warning, then
 If the student’s behavior does not improve, the driver will make a recommendation of denial of bus
privileges to the school administrator
o On occasion, a school administrator may request the driver to request a parent conference or
a bus driver may request to attend. In either case, arrangements to attend and participate
should be coordinated through the Director of Transportation. School administrators will be
responsible for informing the Director of times and dates.
The situations listed below, and asterisked under the Bus Guidelines and Rules, are serious offenses and are
regarded as Disorderly Conduct. The Discipline Flow Chart will not be followed; an immediate recommendation
to deny transportation will be given:
 Unauthorized jumping out or entering the bus through windows and emergency exits
 Tampering with bus equipment e.g. emergency Bus door, brakes, switches or other devices used in the
operation of a school bus
 Smoking in the school bus
 Lighting lighters, matches or other materials; exploding firecrackers or burning papers on the bus
 Degrading, vulgar or profane speech or gestures directed at the driver or other students on the bus
 Use of physical force upon the driver or inflicting injury upon other students through the use of physical
force
 Intentional destruction or defacing of seats or paneling within the bus
 Refusal to remain seated while the bus is in motion after verbal warnings.
I HAVE READ, UNDERSTAND, AND AGREE TO ABIDE BY THE BUS GUIDELINES AND RULES AS RIDING THE BUS
IS A PRIVILEGE
STUDENT NAME (PRINTED):
STUDENT SIGNATURE:
DATE:
PARENT NAME (PRINTED):
PARENT SIGNATURE:
DATE:
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School-Parent Compact
Shared Responsibilities Under Title I
I. Required School-Parent Compact Provisions Under Title I
A. School Responsibilities:
South Phoenix Prep, South Valley Prep, Skyline Prep, Skyline Gila River, AZ Compass, Vector Prep 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 achievement standards as follows:
 Provide teacher training that includes classroom management skills and teaching
methodologies.
 Provide a classroom environment that is warm and conducive to learning.
 Ensure class sizes are conducive to student learning.
 Provide administrative support for teachers in the classroom.
 Provide AZ State Common and Career Standards (AZCCR) based curriculum at all grade levels.
 Teach academic skills in the classroom based upon the AZCCR standards.
 Assess student knowledge of the AZCCR standards skills regularly.
 Provide interventions for students in the areas of reading and math in preparation for the
State assessment of the standards.
 Provide high quality curriculum and instruction in a supportive and effective learning
environment.
 Ensure that parents are aware when the state assessment of the standards will be given and
encourage parents to work on academic skills with their children.
 Ensure that all students participate in state assessment of the standards.
 Provide information to parents regarding their children’s performance on the state
assessment of the standards.
 Provide support for parents at school through conferences and workshops.
 Encourage parent involvement in their children’s education.
2.
Hold parent-teacher conferences (at least annually in elementary schools) during which this compact
will be discusses as it relates to the individual child’s achievement.
 Parent-teacher conferences are annually scheduled in October of each school year.
 Parent-teacher conferences may be scheduled during the year as needed.
3. Provide parents with frequent reports on their children’s progress.
 Progress reports are sent to parents in the middle of each grading period.
 Progress may be mailed to parents upon request.
 Weekly progress reports are available to students and parents upon request.
 Parents may view student’s grades at any time using the Parent Web-based Portal.
4. Provide parents reasonable access to staff.
 Parents may meet with administration of the school and district whenever they are available.
 Teachers are available to meet with parents after school with prior notice.
 Parents are encouraged to communicate with teachers to keep informed of their child’s
progress.
5. Provide parents opportunities to volunteer and participate in their child’s class, and to observe
classroom activities.
 Parents may schedule a time with the teachers when they may visit the classroom.
47 | P a g e
 Parents are encouraged to participate and volunteer at all school activities and sporting
events.
B. Parent Responsibilities:
We, as parents, will support our children’s learning by:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Monitoring attendance.
Making sure that homework is complete.
Monitoring amount of television my child watches.
Volunteering in my child’s classroom.
Participating, as appropriate, in decisions relating to my child’s education.
Promoting positive use of my child’s extracurricular time.
Staying informed about my child’s education by properly reading all notices from the school or school
district either received by my child or by mail and responding as appropriate.
Communicating with the school and/or classroom teacher about any questions, comments, or
concerns I may have
Serving as 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.
II. Optional Additional Provisions
A. Student Responsibilities:
We, as students, will share the responsibility to improve our academic achievement and achieve the State’s
high standards by:
1.
2.
3.
4.
5.
Doing my homework every day and asking for help when I need to.
Reading for at least the recommended minutes every day outside of school time.
Giving my parents or the adult who is responsible for my welfare all notices and information received
by me from my school every day.
Doing my best in all academic areas and in all my classes.
Conducting myself as a leader would in and out of classroom.
III. Additional Required School Responsibilities (requirements that schools must follow, but optional
as to being included in the school-parent compact.)
A. South Phoenix Prep, South Valley Prep, Skyline Prep, Skyline Gila River, AZ Compass,
Vector Prep will:
1.
2.
3.
4.
5.
Involve parents in the planning, review, and improvement of the school’s parent involvement policy, in
an organized, ongoing, and timely way.
Involve parents in the joint development of any school wide program plan, in an organized, ongoing,
and timely way.
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 parent involvement meetings, such as in the morning or evening, so that
as many parents as possible are able to attend. The school will invite all parents of children
participating in Title I, Part A programs to this meeting.
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.
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
48 | P a g e
6.
7.
8.
academic assessment used to measure children’s progress, and the proficiency levels that students are
expected to meet.
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.
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.
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).
B. Optional School Responsibilities:
To help build and develop a partnership with parents to help their children achieve the State’s high academic
standards, Skyline Schools, Inc. will:
1.
2.
3.
4.
5.
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.
Notify parents of the school’s participation in literacy and specialized
programs.
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 contact information.
Work with the LEA in addressing problems, if any, in implementing parental
involvement activities in section 1118 of Title I, Part A.
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.
_______________________________________________
Parent Signature
_______________________________________________
Student Signature
_____________
Date
_____________
Date
Your signature indicates you have read the Title One School-Parent Compact and understand the shared
responsibilities of the parents and the school.
Please return this signed page to the Registrar at School
49 | P a g e
Performing Arts / Cheer Code of Conduct
In performing arts we want to have fun in our drama workshops and dance productions, and in order to do this
there must be some ground rules in place so that we ALL feel accepted and comfortable with each other.
Performing arts programs are designed to be INCLUSIVE, and good behavior and respect towards others is
paramount.
*All performing arts students must maintain a “C” grade average in order to perform
*We will not tolerate inappropriate language.
*We ask that people respect each other’s personal space – no hitting, pushing or any other inappropriate
physical activity.
*We ask that older members in productions and workshops be respectful of younger members, and set a
positive example – be good leaders.
*We are all different – physically, mentally and verbally. We each bring a unique set of talents and skills, and we
respect and value the contributions made by others in our group unconditionally.
*We respect our surroundings. In rehearsal space we are responsible for keeping our space tidy, throwing
away our trash appropriately, and remembering to bring our belongings home after every rehearsal. We are
also mindful of the office space, including the office lobby, which belongs to someone else. We must only use
the rehearsal space OR the bathrooms. EVERYONE IS RESPONSIBLE TO KEEP THE SPACE TIDY – WE WILL ALL
PARTICIPATE IN CLEANING UP.
*We must respect the buildings in which we do our performances in. We are guests in these places, and
respect them accordingly following rules, keeping spaces tidy, and staying in authorized locations within the
buildings.
*NO cell phone use (including calling and texting) or hand-held devices during rehearsals. It is disruptive and
disrespectful to others. Cell phones may only be used in an emergency or to call a parent at the END of the
rehearsal.
*Calling to people off stage or inviting people on stage that are not part of the planned performance will not
be tolerated.
*Rehearsals can be long – we encourage you to bring books or, for example, quiet card games. We ask that
you be patient and understanding, and wait till it’s your turn.
*Be prepared – bring your scripts, water bottles, and correct clothing and footwear for dancing.
*BE ON TIME FOR ALL REHEARSALS AND PERFORMANCES!
WE ARE A COMMUNITY AND WE WORK TOGETHER AND WE HAVE FUN ALONG THE WAY! IF OUR CODE OF
CONDUCT CANNOT BE FOLLOWED YOUR PARENTS WILL BE NOTIFIED IMMEDIEATELY.
*Signed……………………………………………………………………..Date:…………………………………
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Athletics Code of Conduct
Interscholastic athletic competition should demonstrate high standards of ethics and sportsmanship and
promote the development of good character and other important life skills. The highest potential of sports is
achieved when participants are committed to pursuing victory with honor according to six core principles:
Trustworthiness, Respect, Responsibility, Fairness, Caring, and Good Citizenship (the “Six Pillars of Character”).
The Code applies to all student-athletes involved in interscholastic sports in Arizona. Each school has its own
academic eligibility guidelines, however all student athletes are required to maintain a C average in order to be
eligible.
TRUSTWORTHINESS
1. Trustworthiness – Be worthy of trust in all I do.
 Integrity – Live up to high ideals of ethics and do what’s right even when it’s unpopular or personally
costly.
 Honesty – Live and compete honorably, don’t lie, cheat, steal or engage in any other dishonest or
unsportsmanlike conduct.
 Reliability – Fulfill commitments; do what I say I will do; be on time to practices and games.
 Loyalty – Be loyal to my school and team; put the team above personal glory.
RESPECT
2. Respect – Treat all people with respect all the time and require the same of other student-athletes.
3. Class – Live and play with class, be a good sport, be gracious in victory and accept defeat with dignity, give
fallen opponents help, compliment extraordinary performance, show sincere respect in pre- and post-game
rituals.
4. Disrespectful Conduct – Don’t engage in disrespectful conduct of any sort including profanity, obscene
gestures, offensive remarks of a sexual or racial nature, trash-talking, taunting, boastful celebrations, or
other actions that demean individuals or the sport.
5. Respect Officials – Treat contest officials with respect; don’t complain about or argue with official calls or
decisions during or after an athletic event.
RESPONSIBILITY
6. Importance of Education – Be a student first and commit to getting the best education I can. Be honest
with myself about the likelihood of getting an athletic scholarship or playing on a professional level and
remember that many universities will not recruit student-athletes that do not have a serious commitment
to their education, the ability to succeed academically or the character to represent their institution
honorably.
7. Role Modeling – Remember, participation in sports is a privilege, not a right and that I am expected to
represent my school, coaches and teammates with honor, on and off the field. Consistently exhibit good
character and conduct myself as a positive role model.
Suspension or termination of the participation privilege is within the sole discretion of the school
administration.
8. Self-Control – Exercise self-control; don’t fight or show excessive displays of anger or frustration; have the
strength to overcome the temptation to retaliate.
9. Healthy Lifestyle – Safeguard my health; don’t use any illegal or unhealthy substances including alcohol,
tobacco and drugs or engage in any unhealthy techniques to gain, lose or maintain weight.
10. Integrity of the Game – Protect the integrity of the game; don’t gamble. Play the game according to the
rules.
FAIRNESS
11. Be Fair – Live up to high standards of fair play; be open-minded, always be willing to listen and learn.
51 | P a g e
CARING
12. Concern for Others – Demonstrate concern for others; never intentionally injure any player or engage in
reckless behavior that might cause injury to others or myself.
13. Teammates – Help promote the wellbeing of teammates by positive counseling and encouragement or by
reporting any unhealthy or dangerous conduct to coaches.
CITIZENSHIP
14. Play by the Rules – Maintain a thorough knowledge of and abide by all applicable game and competition
rules.
15. Spirit of Rules – Honor the spirit and the letter of rules; avoid temptations to gain competitive advantage
through improper gamesmanship techniques that violate the highest traditions of sportsmanship.
I have read and understand the requirements of the Code of Conduct. I understand that in order to participate
I am expected to perform according to this code and I understand that there may be sanctions or penalties if I
do not.
______________________________________________
Student-Athlete Name (Print)
SPORT
____________________________________
Student-Athlete Signature
Date
I have read and understand the requirements of the Code of Conduct. I understand that I am expected to
perform according to this code and I understand that there may be sanctions or penalties if I do not.
____________________________________ ___________
Parent/Guardian Signature
Date
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Notification of Rights under FERPA
The Family Education Rights and Privacy Act (FERPA) afford parents and students over 18
years of age (“eligible students”) certain rights with respect to the student’s education
records. They are:
1. The right to inspect and review the student’s education records within 45 days of the
day the school receives a request for access. Parents or eligible students should
submit to the school principal (or appropriate school official) a written request that
identifies the record(s) the wish to inspect. The principal will make arrangements for
access and notify the parent or eligible student of the time and place where the
records may be inspected.
2. The rights to request the amendment of the student’s education records that the
parent or eligible student believes are inaccurate or misleading. Parents or eligible
students may ask the school to amend a record that they believe is inaccurate or
misleading. They should write the school principal, clearly identify the part of the
record they want changed, and specify why it is inaccurate or misleading. If the
school decides not to amend the record as requested by the parent or eligible
student, the school will notify the parent or eligible student of the decision and
advise them of their rights to a hearing regarding the request for amendment.
Additional information regarding the hearing procedures will be provided to the
parents or eligible student when notified of the right to a hearing.
3. The right to disclosure of personally identifiable information contained in the
student’s education records, except to the extent that FERPA authorizes disclosure
without consent. Once 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 unit as an administrator, supervisor, instructor, or
support staff member; 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 serving on an official
committee, such as a disciplinary or grievance committee, or assisting another official
in performing his or her tasks.
a. 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. Upon request the school discloses education records without
consent to officials of another school district in which a student seeks or
intends to enroll. A copy of all the student’s education records must be sent to
any school administrative unit to which a student applies for transfer.
53 | P a g e
4. The right to file a complaint with the U. S. Department of Education concerning
alleged failures by the school to comply with the requirements of FERPA. The name
and address of the office that administers FERPA is:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue S. W.
Washington, DC 20202-8956
202-260-3887
TTD 202-260-8956
5. The School may make public at its discretion personally identifiable information from
the education records of a student without parental consent if that information has
been designated as directory information by the school. They school has designated
the following information as directory information: name, student’s participation in
officially recognized activities, grade level in school of participants in extracurricular
activities, date of attendance at the school and honors and awards received. Such
information will not be disclosed if the parent or eligible student informs the school
in writing within 30 days after enrollment that such information is not to be
designated as directory information with respect to the student. Any such notice
should be sent to the building.
Additional Right-to-Know Information
Parents may request information on professional qualification of a student’s teacher. Provided in our
principal’s office is a resume of all teaching faculty which informs of the following:





State Qualifications/Licenses
Teacher Certification
Teacher Degrees
Qualification of any paraprofessionals
Highly Qualified Information for teachers
54 | P a g e
Acknowledgement of Receipt
STUDENT(S) NAME(S):
I HAVE BEEN PROVIDED A COPY OF THE FOLLOWING DOCUMENTS BY THE SCHOOL;
I UNDERSTAND THAT I MAY REQUEST ADDITIONAL COPIES IF NEEDED:
 ENROLLMENT PACKET
 UNIFORM DRESS CODE POLICY
 TECHNOLOGY AND INTERNET USAGE AGREEMENT
 SHARED RESPONSIBILITIES UNDER TITLE 1 COMPACT
 POLICIES AND PROCEDURES MANUAL
 SCHOOL BUS GUIDELINES AND RULES
 SCHOOL-PARENT COMPACT
 PERFORMING ARTS CODE OF CONDUCT
 ATHLETICS CODE OF CONDUCT
 SHARED RESPONSIBILITIES UNDER TITLE 1 COMPACT
 SCHOOL CALENDAR
PARENT NAME (PRINTED):
PARENT SIGNATURE:
DATE:
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