1. science
2. mathematics
3. algebra

AZ Compass Prep School (7-12)
Skyline Prep High School (9-12)
Celebrating 14 Years of
Educational Service to Our
Communities
Policies and
Procedures Manual
2013-2014
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
Grades
Offered
K-4
K-6
5-8
5-8
7-12
9-12
1-12
School
Principal
South Phoenix Prep and Arts Academy
7450 S. 40th Street
Phoenix, AZ 85042
Phone: (602) 343-4980
Fax: (602) 343-4999
Vector Prep and Arts Academy
2020 N. Arizona Ave. Suite G-62
Chandler, AZ 85225
Phone: (480) 779-2000
Fax: (480) 779-2099
South Valley Prep and Arts Academy
7470 S. 40th Street
Phoenix, AZ 85042
Phone: (877) 225-2118
Fax: (602) 343-4996
Skyline Gila River- District 5
P.O. Box 1885
Bapchule, AZ 85221
Phone: (480) 403-8580
Fax: (520) 315-3233
AZ Compass Prep School
2020 N. Arizona Ave. Suite G-62
Chandler, AZ 85225
Phone: (480) 779-2000
Fax: (480) 779-2099
Skyline Prep and Arts Academy
7500 S. 40th Street
Phoenix, AZ 85042
Phone: (602) 437-3331
Fax: (602) 437-2901
Education Works Day School
7450 S. 40th Street
Phoenix, AZ 85042
Phone: (602) 343-4980
Fax: (602) 343-4999
Ms. Debra Coleman
[email protected]
Mr. Rodney James
[email protected]
Mr. Keith Brown
[email protected]
Mr. Robert Grace
[email protected]
Ms. Kellyn Wines
[email protected]
Mr. Keith Brown
[email protected]
Ms. Brittany Ladrech
(Director of Education)
[email protected]
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Skyline Education, Inc.
District Mission and Philosophy
Mission
Vision
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.
To encourage academics, arts, and athletics to all students.
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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Skyline Education, Inc.
Policies and Procedures
We Are A
Closed Campus
Benefits of a
Block Schedule
Credits Offered
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.
-Teachers have more time per class to monitor student work.
-Teachers can delve deeper into a topic or theme.
-Teachers have an opportunity to instruct a semester’s worth of work in half the time.
-Students have more time to work on individual projects.
-Students get an opportunity to experience a variety of instructional methods.
-Students have more time to master concepts taught during the block.
-Students can enroll in additional courses.
-One-half unit of credit (.5) is earned for each period for 9 weeks (Block).
-There are four blocks per school year.
-Each block is 9 to 10 weeks long.
-24 credits are required for graduation.
-One-half unit of credit (.5) is given for 62.5 verifiable seat hours. A student may not receive
credit if he or she falls below seat time.
-Grade levels are based on the original year of entry into high school, i.e.: cohort year.
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.
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 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, and sugar drinks are to be
left at home.
What students cannot have at schools for K-8 grades during school hours:
-No Candy
-No Sodas, Energy Drinks, or Sugar Drinks
-No Pastry Products
Students are allowed to consume 1 snack-size bag of chips per school day.
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.
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Skyline Education, Inc.
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
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
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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:
Letter Grade or
Code
Grade Point
Average
Percentage
A
4.0
90-100%
B
3.0
80-89%
C
2.0
70-79%
D
1.0
60-69%
F
no credit
59%-below
W/D
Explanation
Not a passing grade for Math and English courses.
Withdrawn before grade was available.
I
Incomplete. It turns into an “F” after two weeks.
P
Pass and does not affect GPA score.
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High School Graduation Requirement = 24 Credits
-Listed below are the requirements for graduation as determined by the Arizona State Board of Education.
Curriculum
Graduation Requirement
4-Year Arizona University
Entrance
English
4
4
Math
4
4
Science
3
3
Social Studies
3
3
Foreign Language
0
2
Fine Arts/Dance/CTE
1
1
Total Elective Credits
7
6
Total Credits Needed for Graduation
24
23
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Curriculum Instruction (7-12)
Online Programs
Subject
Curriculum
Program
Description
Reading
Math
Success
Maker
Language Arts
Social Studies
Math
Science
Electives
GradPoint
Language Arts
Social Studies
Math
Science
Zeos
Pearson SuccessMaker (Grades 7-8):
• Well-correlated to the Common Core State Standards.
• With a strong focus on developing critical skills for reading, speaking,
and mathematics, SuccessMaker provides real world problems to
help activate the link between accessing prior knowledge and
acquiring new abilities to strongly develop and improve
comprehension.
• One-on-one instruction.
• With a strong focus on the most critical math and reading concepts,
individualized learning for every student becomes a reality.
• Embedded assessment finds just the right starting point in the
curriculum and the program’s dynamic presentation of content
focuses instruction on areas where each learner’s skills need to be
strengthened.
Pearson GradPoint (Grades 7-12):
• Easy-to-use and comprehensive online learning solution.
• GradPoint gives students the power to truly personalize learning
with rigorous, standards-based core and elective curriculum
delivered on an award-winning, intuitive learning platform.
• A personalized learning experience to re-engage struggling students
and challenge high achievers through over 150 rigorous and
multimedia courses.
• Provides various learning paths to serve all students’ learning needs.
• Offers convenient web browser access for any time, any place and
any pace learning.
Pearson Zeos (Grades 7-12):
• Standards mastery that provides standards-aligned practice
assessment items in English/language arts, mathematics, science,
and social students to prepare students in grades 3-10 to succeed on
high-stakes assessments.
Supplemental
Reading
Program
Accelerated
Reader
•
•
•
Accelerated reader is a computer-based supplemental reading
program that encourages substantial differentiated reading practice
to create strong readers.
Based on each student's independent reading level, Accelerated
Reader helps teachers set personalized goals for each student, and
guide students to books difficult enough to keep them challenged,
but not so difficult to cause frustration.
Accelerated Reader helps teachers monitor students' vocabulary
growth, literacy skills development, and other reading skills.
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Curriculum Map
English
Prep Track
Honors
Track
Grade
9
Grade
10
Grade
12
Science
Prep
Honors
Track
Track
Social Studies
Prep
Honors
Track
Track
Honors
Track
Creative Writing
1
Algebra 1A
GP Honors
Biology 1
GP Honors
X
Creative Writing
2
ENG 1A
Lit Forms 1
ENG 1B
Lit Forms 2
ENG 2A
World Lit 1
Algebra 1B
GP Honors
Biology 2
GP Honors
X
GP Honors
Algebra 2A
GP Honors
X
X
GP Honors
Algebra 2B
GP Honors
X
X
GP Honors
Geometry 1
GP Honors
X
GP Honors
Geometry 2
GP Honors
X
World Hist/
Geography
1
World Hist/
Geography
2
X
ENG 2B
World Lit 2
Grade
11
Math
Prep
Track
AIMS/PARCC
PREP
AIMS/PARCC
PREP
X
X
AnatomyPhysiology
1
AnatomyPhysiology
2
Environ.
Science 1
ENG 3A
Am Lit 1
GP Honors
Algebra 3A
ENG 3B
Am Lit 2
X
GP Honors
Algebra 3B
GCU
ENG 105
X
Environ.
Science 2
X
X
GCU
ENG 106
X
ENG 4A
Brit Lit 1
ENG 4B
Brit Lit 2
GP Honors
Trig/Calc 1
GP Honors
AP
GCU ENG
260
Trig/Calc 2
GCU
MAT 134
GCU
MAT 250
GCU
MAT 260
Language
Prep
Track
Elective
Prep
Track
GP Honors
GP Honors
X
Electives
TBD (2)
X
X
AZ/U.S.
History 1
GP Honors
Lang 1A or
AIMS/
PARCC
PREP
X
AZ/U.S.
History 1
GP Honors
AP
X
X
X
X
Lang 1B or
Elective
TBD
Lang 2A or
1A
Lang 2B or
1B
Lang 3A or
2A or
AIMS/
PARCC
PREP
Lang 3B or
2B or
Elective
TBD
X
X
Physical
Science 1
GP Honors
U.S. Gov.
GP Honors
AP
X
Elective TBD
Physical
Science 2
GP Honors
ECON/ Free
Enterprise
AP
-Honors Classes: Requires recommendation; may be taken in just one Subject Area (ENG, MAT, SCI, or SS) or in more
than one; supplementary through GradPoint.
-AP (Advance Placement) Classes: Requires recommendation; taken in lieu of Prep Track Course (earns credit, AP test
not included).
-GCU Dual Enrollment Classes: Requires recommendation; some courses earn core HS credit, some earn elective credit,
all earn college credit; tuition/book fees apply.
-Languages Available: Spanish, French, or Latin; all Languages instructed through Pearson’s GradPoint.
-Electives (excepting Minors and Majors) will be determined by staff/administration and may be instructed through
GradPoint.
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Elective
TBD or
AIMS/
PARCC
PREP
Elective
TBD
Elective
TBD or
AIMS/
PARCC
PREP
Elective
TBD
Course Catalogue
Grades 9-12
-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 catalogue 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.
English Department
-The English Department promotes students to have effective writing and reading experiences so that achievement in
state, district, and school assessments will be enhanced and literacy will increase.
-English courses are given credit only when students pass with a grade of “C” or better. A grade of “D” in English
classes will count as an elective credit.
Course
Literary Forms 1 and 2
Description
Prerequisite: None
Grade 9---2 Blocks---1 credit (.5 credit per class)
This course promotes reading comprehension, vocabulary acquisition,
understanding elements of literature, exploring cultural and historical aspects of
literature, the writing process, the 6-Traits of writing, as well as viewing, presenting,
listening, and speaking. Through poetry and literature study, students learn
universal themes and apply knowledge through composition.
World Literature 1 and 2
Prerequisite: None
Grade 10---2 Blocks—1 credit (.5 credit per class)
This course enhances students’ ability in the writing, research, and the presentation
process. Critical thinking and reading skills are improved through the study and
appreciation of selected world literature texts and their components. Proficiency in
style, grammar, usage, and mechanics is emphasized.
American Literature 1 and 2
Prerequisite: None
Grades 11---2 Blocks--- 1 credit (.5 credit per class)
This course is an exploration of ideas and themes by notable American authors. It
integrates the modes of expository writing with the study of American literature.
The composition aspect emphasizes helping students gain writing ease, clarity, and
fluency along with organization, logic, and style. Vocabulary development is taught
as well as research skills and multi-paragraph essay writing.
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British Literature 1 and 2
Creative Writing 1 and 2
Literacy and Critical Inquiry
(Course for students in
Advanced English)
Literature and Cinema
(Course for students in
Advanced English)
Prerequisite: None
Grade 12---2 Blocks---1 credit (.5 credit per class)
This course reinforces the reading and writing processes through exploring
persuasive, functional, and expository texts from British origin. Students
demonstrate speaking and listening skills by participating in class discussions,
impromptu activities, and formal presentations. Students will write critical essays
and personal responses to the literature. Students will also learn the steps of
researching a topic and preparing a final paper. Grammar proficiency,
documentation, and research skills are emphasized.
Prerequisite: None
Grade 9 -- 2 blocks ---1 credit (.5 credit per class)
This standards-based course encourages creativity and imagination in writing.
Students will read, discuss, and analyze a variety of literary works. Students will
develop their own writing style. Students’ writings will be shared and critiqued in
class. Emphasis is placed on poetic writing, creative plots, and character
development, and a research paper is also required. Narrative and descriptive essay
writing, comparison/contrast, and persuasive writing will all be composed. *If taken
for more than two blocks, this course will earn elective credit.
Prerequisite: English 2B and passed AIMS Reading and Writing
Grade 11-12 -- 1 block (.5credit)
This course develops students’ abilities to research and write effectively. The course
teaches writing mechanics to present information clearly. Students will learn how
to conduct research and how to incorporate research into a paper. The course
teaches elements expository essays, including how to devise a thesis statement.
Students will also learn to implement quotations in their writing, summarize and
paraphrase, discuss, and analyze information and text. In addition, students will
learn editing techniques and apply them when editing their classmates’ papers.
Students will write for research and persuasive purposes. *If taken for more than
two block, this course will earn elective credit.
Prerequisite: English 2B and passed AIMS Reading and Writing
Grade 11-12 -- 1 block (.5 credit)
Students will read and analyze works of literature from contemporary authors and
view how the written word is translated into film in this standards-based course.
Students will analyze potential influences filmmakers may have on the meaning of
the original work. Also, students will analyze media for personal, social and global
context. Synthesis will be in the form of analysis essays, research essays, and
comparing/contrasting different forms and structures of film and writing.
*If taken for more than two block, this course will earn elective credit.
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Math Department
Integrated
Beginning Algebra 1 and 2
Integrated
Intermediate Algebra 1 and 2
Integrated Geometry
College Algebra 1 and 2
Prerequisite: None
1 block (.5 credit per class)
The Integrated Beginning Algebra 1-2 course focuses on the concepts of linear
functions and relationships, and measurements of planes and solid figures. Other
topics covered are theoretical probability and data analysis. Students will use
problem solving strategies to prepare solutions to authentic situations involving
algebra, geometry, probability, and statistics. Competency (70% or above) in
Integrated Beginning Algebra is a pre-requisite for Integrated Intermediate Algebra.
This course meets one of the four math requirements for university admission.
Prerequisite: None
1 block (.5 credit per class)
Integrated Intermediate Algebra focuses on the concepts of systems of linear
equations, inequalities, linear functions, quadratic equations, and quadratic
functions. Other topics covered are probability and data analysis. Students will use
problem-solving strategies to prepare solutions to authentic situations involving
algebra and geometry. Students will use logical reasoning to analyze problems and
develop strategies that will lead to effective solutions. Competency (70% or above)
in Integrated Intermediate Algebra is a pre-requisite for Integrated Geometry. This
course meets one of the four math requirements for university admission.
Prerequisite: None
1 block (.5 credit per class)
The Integrated Geometry course focuses on the strategies of inductive and
deductive reasoning to find the measures of angles and segments in polygons and
circles. These strategies are extended to solid figures to find area and volume.
Coordinate geometry and constructions are thematic throughout the course. Other
topics covered are parallel lines and geometric probability. Students will use
problem solving strategies to prepare solutions to authentic situations involving
algebra, geometry, trigonometry, and probability. Students will use logical
reasoning to analyze problems and develop strategies that will lead to effective
solutions. Competency (70% or above) in Integrated Geometry is required. This
course meets one of the four math requirements for university admission.
Prerequisite: None
1 block (.5 credit per class)
College Algebra extends the student’s knowledge of algebra by applying and
manipulating various types of equations. Specific topics include systems of
equations and inequalities, conic sections, polynomials, rational, exponential, and
logarithmic functions, and matrices. Students will use problem solving strategies to
prepare solutions to authentic situations involving higher level algebra: systems of
equations and inequalities, conic sections, functions (polynomial, rational,
exponential, and logarithmic) and matrices. This course is recommended for college
bound students pursuing studies not requiring calculus. It will also strengthen
algebra skills for those students intending to take a calculus course. Competency
(70% or above) is required. This course meets one of the four math requirements for
university admission.
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Trigonometry and Advanced
Math 1 and 2
Prerequisite: None
2 blocks--1 credit (.5 credit per class)
Trigonometry and Advanced Math is a standards-based course that extends the study of
functions and inverse functions to include polynomial, rational, irrational, exponential and
logarithmic functions, trigonometric identities, verifications, equations and graphing
functions, and sinusoids. Additional topics include partial fractions, polar coordinates,
vectors, linear and angular velocity, arithmetic and geometric sequences and series. Students
will use problem solving strategies to prepare solutions to authentic situations involving
polynomial, rational, irrational, exponential and logarithmic functions, trigonometric
identities, verification, equations, graphing functions, sinusoids, partial fractions, polar
coordinates, vectors, linear and angular velocity, arithmetic and geometric sequences and
series. Students will use logical reasoning to analyze problems and develop strategies that
will lead to effective solutions. Students will effectively communicate the processes used to
solve problems using mathematical concepts and terminology. Students will use
mathematical connections to solve problems within and outside mathematics. Competency
(70% or above) is required. This course meets math requirements for university admission.
Science Department
The Science Department has the goal for each student to have an experience in a science lab. We also want to provide
experiences in Science to better prepare students for college and the real world. Each science course incorporates the
STEM educational approach which includes science, technology, engineering and mathematics into each unit. This
department wants to be a safe and friendly place for students who wish to have a positive atmosphere in an area that
may seem foreign to some of them. Animals and dissection are a part of this department.
Biology 1 and 2
Prerequisite: None
1 block (.5 credit per class)
This course is a laboratory-based study of living organisms and their interactions
with their environment. Major topics include cell function, human anatomy, all body
systems, healthful living, and genetics. This course emphasizes an understanding
and appreciation of the living world and the relationship between organisms and
their environments. Major topics include evolution of life, taxonomy and
classification, anatomy and physiology of plants and animals, and the study of singlecelled organisms through multi-cellular life.
Anatomy and Physiology
1 and 2
Environmental Science
1 and 2
Prerequisite: Completion of Biology 1 and 2 with a “C” or better or principal’s
approval.
1 block (.5 credit per class)
This is an advanced placement course in human anatomy and physiology with
emphasis on the structure and function of the human body. Major areas of study
will include cells, tissues, integument system, skeletal system, muscular system, and
endocrine system. This course is a continuation of structure and function of the
human body. Major areas of study include the nervous, circulatory, respiratory,
digestive, and reproductive systems.
1 block (.5 credit per class)
This course provides students with the scientific principles, concepts, and
methodologies required to understand the interrelationships of the natural world, to
identify and analyze environmental problems both natural and man-made, to
evaluate the relative risks associated with these problems, and to examine
alternative solutions for resolving and/or preventing them. Introduces the Periodic
Table and Introduction to Chemistry and Physics.
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Physical Science
1 block (.5 credit per class)
This course is designed to serve as a solid foundation for the study of the physical
sciences. Topics to be investigated are phases of matter, force and motion, work,
simple machines, conservation and transformation of energy, heat, waves, sound,
light, electricity and magnetism. Students will develop inquiry and problem solving
skills within the context of scientific investigation.
Social Studies
The goal for this department is to integrate with the English Department. The English Department will bring thematic
units of American Literature and British Literature into the Social Studies classes. Some classes are taught as a block
class.
World History/Geography
Prerequisite: None
1 and 2
Grade 9-10—1 block (.5 credit per class)
This course will explore the development of political, social, and economic events of
early civilizations, the Middle Ages, the Age of Enlightenment, and the world wide
Industrial Age. The Five Themes of Geography and map skills will be emphasized.
American/Arizona History
1 and 2
This course will explore nineteenth century Imperialism, the causes and effects of
World War I and World War II and analyze international developments after World
War II and the Cold War. Students will evaluate the ideologies of independence
movements in the developing world. Research skills and geographic concepts
relating to historical events will be emphasized.
Prerequisite: None
Grade 10-11—1 block (.5 credit per class)
This course will explore the development of Early Civilizations, Exploration and
Civilization, Revolution and the New Nation, Westward Expansion, and Civil War and
Reconstruction. Research skills and geographic concepts relating to historical
events will be emphasized.
U.S. Government
This course will analyze the reasons for the industrialization of cities and the
westward expansion of the United States. This course will also examine the social
changes that occurred during the 20th century growth of the United States and the
lasting impact of World War I, World War II, the Cold War, and the Civil Rights
Movement on current U.S. political policies.
Prerequisite: None
Grade 11-12—1 block (.5 credit per class)
This course is designed to provide students with a basic understanding of the
foundation and organization of government. Emphasis is placed on the history of
government, principles of government, the three branches of government, the
rights and responsibilities of American citizenship, and the local government of
Arizona.
Econmics and Free Enterprise
Prerequisite: None
Grade 11-12—1 block (.5 credit per class)
This course familiarizes students with the essentials of the Free Enterprise System,
and other economic systems of the world. Included are the principles of supply and
demand, and the economic problems of resource allocation. Emphasis is placed on
the economic skills necessary for real life applications.
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Art
Yearbook/Digital and
Hardcopy I and II
Prerequisite: None
Grade 10-12—1 block (.5 credit per class)
Students will learn the use of cameras and digital equipment. Students will design
and create the current yearbook. Students need to be able to attend some of the
events that may be late or off campus.
Video Production I
Prerequisites: XP-I
Grades 9-12 – 1 Block (.5 credit)
This is a beginning class where students will learn how to use equipment, create, and
design given assignments. Students need to be motivated and have genuine
interest in video production as the equipment and assignments are geared toward
advancing in this field.
Video Production II
Prerequisites: Video Production I
Grades 9-12 – 1 Block (.5 credit)
This is an intermediate class where students will learn how to use equipment, create,
and design given assignments. Students need to be motivated and have genuine
interest in video production as the equipment and assignments are geared toward
advancing in this field. Students will become members of VICA—Vocational
Industrial Clubs of America.
Video Production Team
Prerequisites: Video Production I and II
Grades 9-12 – 1 Block (.5 credit)
This is an advanced class where students will learn to create advanced assignments.
Students will use advanced video production equipment. Students need to be
motivated and have genuine interest in video production as the equipment and
assignments are geared toward advancing in this field.
Art I
Pencil and Charcoal Drawing
Prerequisites: None
Grades 9-12 – 1 Block (.5 credit)
This is a beginning fine arts class that teaches the details of drawing. Shapes and
human figures are drawn with emphasis on technique and shading.
Art II
Pencil and Charcoal Drawing
Prerequisites: Art I
Grades 9-12 – 1 Block (.5 credit)
This is an intermediate fine arts class that teaches the details of drawing. Shapes
and human figures are drawn with emphasis on technique and shading.
Water Color
Prerequisites: Art I
Grades 9-12 – 1 Block (.5 credit)
This is an intermediate fine arts class that helps students begin to learn how to use
watercolors and acrylics. Students will design and create landscapes, faces, and
many other subjects.
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Acrylics and Other Media
Prerequisites: Art I
Grades 9-12 – 1 Block (.5 credit)
This is an intermediate fine arts class that teaches and expands upon Art I and
includes design in fashion, advertising, and other media.
Mural Art
Prerequisites: Art I
Grades 9-12 – 1 Block (.5 credit)
This is an intermediate fine arts class where students will design and create work on
a large scale. Students will draw or paint on walls or large boards using a variety of
techniques and media.
Graffiti and Creative Media
Prerequisites: Art I and II
Grades 9-12 – 1 Block (.5 credit)
This is an intermediate fine arts class that helps students who have excelled in art
and continue to create his or her own artistic and design style.
Theater Arts
Theater Arts I
Theater Arts II
Theater Arts III
Theater Arts IV
Prerequisite: None
1 block (.5 credit)
This is a beginning class that will start the student on a study course of the history of
theater, monologues, voice, drama, theater, design and lighting, and stage
production. Students in this class will perform at assemblies and work toward a
stage performance. *Availability of this class my vary between schools.
Prerequisite: Theater Arts I
1 block (.5 credit)
This is an intermediate class that will continue the student on a study course of
voice, theater, and stage production. Students in this class will perform at
assemblies and work toward a stage performance. Students in this class will show
more determination and presence on stage. *Availability of this class my vary
between schools.
Prerequisite: Theater Arts II
1 block (.5 credit)
This is an advanced class that will continue the student on a master study of voice,
drama, theater, and stage production. Students in this class will perform at
assemblies and work toward a stage performance. Students in this class will show
more determination and presence on stage, use of props, and vocal commands
regarding theater. *Availability of this class my vary between schools.
Prerequisite: Theater Arts III
1 block (.5 credit)
This is an advanced class that will continue the student on a master study of voice,
drama, theater, and stage production. Students in this class will perform at
assemblies and work toward a stage performance. Students in this class will show
more determination and presence on stage, use of props, and vocal commands
regarding theater. Students will be expected to coach other students, perform in
solos, and promote the theater arts program. *Availability of this class my vary
between schools.
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Props and Sound
Prerequisites: None
Grades 9-12 – 1 Block (.5 credit)
This is a fine arts and theater class for students who will create and build sets and
backdrops for the Theater Arts students. Students must be able to carry and move
at least 15 pounds as the backdrops can be heavy. Students enrolled in this class will
be used as extras in the theater setting and MUST attend all performances.
Students will learn to use sound equipment. Students will be expected to help with
all props and sound equipment.
Chorus I
Prerequisite: None
1 block (.5 credit)
This is a beginning class that teaches vocal sounds through song and poetry.
Students will perform at assemblies and work toward performing at recitals.
Chorus II
Prerequisite: Chorus I
1 block (.5 credit)
This is an intermediate class that teaches vocal sounds through song and poetry.
Students will perform at assemblies and work toward and perform at recitals.
Students should be mastering vocal sounds to progress towards solo performances.
Guitar I
Prerequisite: None
1 block (.5 credit)
This is a beginning class that teaches cords, tuning and playing. Students will
perform at assemblies and with each other. Students learn to play with groups and
solos. Students may use guitars from school or provide their own. Lab fee: $15.00
for rental fees only.
Guitar II
Guitar Club
Dance I
Prerequisite: Guitar I
1 block (.5 credit)
This is an intermediate class that teaches cords, tuning and playing. Students will
perform at assemblies and with each other. Students learn to play with groups and
solos. Students will do solo performances and work towards a recital. Students may
use guitars from school or provide their own. Lab fee: $15.00 for rental fees only.
Prerequisite: Guitar II
1 block (.5 credit)
This is an intermediate program that masters cords, tuning and playing. Students
will perform at assemblies and with each other. Students learn to play with groups
and solos. Students will do performances and work towards a recital and band
performances. Students may use guitars from school or provide their own. Lab fee:
$15.00 for rental fees only.
Prerequisite: None
1 block (.5 credit)
This is a beginning dance class that will teach hip-hop, lyrical, jazz, military, and
modern dance steps. Students are expected to dress out in appropriate dance attire
for this class. Students will perform dance routines at assemblies.
17 | P a g e
Dance II
Prerequisite: Dance I
1 block (.5 credit)
This is an intermediate dance class that will teach hip-hop, lyrical, jazz, military, and
modern dance steps. Students are expected to dress out in appropriate dance attire
for this class. Students will perform dance routines at assemblies.
Dance III
Prerequisite: Dance II
1 block (.5 credit)
This is an advance dance program that specializes in hip-hop, lyrical, jazz, military,
and modern dance steps. Students will perform at assemblies and competition. This
class is typically designed for students who want to train in the art of dance.
Dance IV
Prerequisite: Dance III
1 block (.5 credit)
This is an advance dance program that specializes in hip-hop, lyrical, jazz, military,
and modern dance steps. Students will perform at assemblies and competition. This
class is typically designed for students who want to train in the art of dance.
Languages
-Language instruction and credit will be available to students through an online computer program called GradPoint.
-Students will be able to choose from the following language options:
• Spanish
• French
• Latin
Cell Phone Policy for Parents and Students
•
•
•
•
•
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.
18 | P a g e
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.
Sexual harassment.
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
1st: 2-3 Day Suspension
2nd: 10 Day to Block Suspension
3rd: Recommended for Expulsion
19 | P a g e
Fighting (Mutual Combat).
1st: 5 Day to Block Suspension
2nd: 9 Week Suspension
3rd: Recommended for Expulsion
Physical assault of a student.
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
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.
Cheating and Forgery
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
Cheating and plagiarizing.
Computer cheating and tampering.
Falsifying/forging documents and lying.
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
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.
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
20 | P a g e
Possession or use of items that disrupt the educational
process.
Theft, vandalism, fire, or extortion.
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
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
Dress code violation.
Gambling
1st: Warning/Parent Notification
2nd: 2-3 Day Suspension
3rd: 5 Day Suspension
4th: Referral for Expulsion
Gambling.
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.
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 not,
firearm or any other device capable of propelling a
lethal projectile.
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
Zero Tolerance: Expulsion/Police Referral
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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.
22 | P a g e
Prohibited Items
Any item(s) that might be used as a weapon or is potentially dangerous and 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, explosives of any kind, stink bombs, water guns,
pagers, cell phones, skateboards, inline roller skates, laser pointers, 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.
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.
23 | P a g e
ATTENDANCE POLICY
Daily attendance and being on time are important elements in the success of a student’s
academic progress. Parents or guardians are charged with the responsibility for their student’s
attendance for the full time school is in session (A.R.S. 15-802). If an absence is unavoidable, the parent
or guardian is required to call, send a note, or e-mail the school within 24 hours, and report the absence.
According to Arizona Revised Statues (A.R.S. 15-802), absences are considered excessive when the
number of absences exceeds ten percent of the days that school is in session. For all students, excessive
absences may result in not receiving credit for classes in the block, may additionally result in being
dropped from classes, and may be reported as truant.
If a student misses one or more classes per day, it will be considered a 1/3 day of absence of the
classes missed. Students may make up class time, limited to three days per block, when the teacher
approves. Students 15 years and under who do not receive credit and were dropped from classes will
receive the credit earned when they achieve 90% attendance (not absent for more than 4.5 days) in the
next block.
Absence Policy
1-4 days
5th day
6th day
7th day
-Parent is contacted for each absence.
-Absence letter is sent home informing of absences and policy.
-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.
-Student may be assigned to ISS for the day.
-Parent is contacted advising of the seriousness of continued absences.
-Student may be dropped from the block and from school.
-Student is not allowed to return to school until the new block.
ALL Absences Are Counted:
Multiple single class absences will accumulate to a full day of absence. An absence is only
excused and not counted with an official doctor’s note. With a doctor’s note, we will generate an
exceptional absence report, approved only by a school administrator, and not count the day as an
absence.
Certain Conditions (ARS 15-802):
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.
24 | P a g e
Early Dismissal Policy
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 signe d by the 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.
Tardy Policy :
•
•
Student is 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 and Tardy
3rd and 4th Tardy
5th Tardy
6th Tardy
7th Tardy
8th Tardy
91h Tardy
-Student reports to office to get a tardy pass first, then is sent to classroom.
-Parent is contacted.
-Student may receive ISS (In-School Suspension) for the day.
-Parent is contacted.
-Student gets class work from the teacher.
-Student receives one day ISS (In-School Suspension).
-Parent is contacted.
-Receives work from teacher and remains in ISS for that class.
-Parent/student conference held with principal.
-Student will get work and remain in ISS for that class.
-Parents are contacted by a counselor or principal.
-Teacher sends class work and student stays in ISS for that class.
-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.
25 | P a g e
South Valley Prep, South Phoenix Prep, Skyline Gila River D5,
AZ Compass, Vector Prep, Skyline Prep High School, Education Works
BEHAVOIR POLICY
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. In the case of a class
rule infraction or disruption to the learning environment, the following procedures will occur:
1.
2.
3.
4.
5.
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 counselor 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 POLICY
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. 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.
26 | P a g e
South Valley Prep, South Phoenix Prep, Skyline Gila River D5,
AZ Compass, Vector Prep, Skyline Prep High School, Education Works
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 such as 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.
Please follow this grievance/harassment/civil rights policy with any sexual harassment or molestation cases.
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 G-62, 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.
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.
27 | 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. 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.
2. BUS STOP ASSIGNMENT: Students may not go 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.
3. 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 10 minutes prior to the departure time. Excessive late arrivals to the
bus stop will result in disciplinary action.
4. 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.
5. SEAT ASSIGNMENT: Students are to take the seat indicated by the driver; they may not exchange seats
without the driver’s permission.
6. 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.
7. BUS WINDOWS: Windows may not be lowered without the driver’s permission and at no time may they be
lowered below the second notch (the window should never be open more than 6 inches).
8. *HANDS/BODY OUT OF WINDOWS: Students may not extend hands, arms, head or any other part of the
body out of the window at any time on the school bus. Unauthorized exiting from emergency doors and
windows is prohibited.
9. *TAMPERING WITH BUS EQUIPMENT: Tampering of any kind with bus doors, emergency exits, radio, or
controls is prohibited.
10. *SMOKING NOT ALLOWED: Smoking, use of any tobacco product, lighters, or lighting of any material is
prohibited and is against the law.
11. EXCESSIVE NOISE/DISORDERLY CONDUCT: Students are 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.
12. *PROFANE LANGUAGE/GESTURES: Using profane language or obscene gestures is prohibited.
13. LITTERING: Littering or throwing of objects of any kind is prohibited.
14. *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.
15. EATING/DRINKING: Drinking or eating, including gum and candy, is prohibited at all times.
16. 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.
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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 done 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 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
Effective during School Year 2013-2014
I. Required School-Parent Compact Provisions Under Title One
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 State standards based curriculum at all grade levels.
 Teach academic skills in the classroom based upon the State standards.
 Assess student knowledge of the State standards skills regularly.
 Provide after school tutoring for students in the areas of reading, writing, and math in
preparation for the State assessment of the standards.
 Provide special classes that offer student preparation for the State assessment of the
standards.
 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.
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.
 Parents are encouraged to meet with teachers to keep informed of their child’s progress.
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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.
 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.
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 and communicating with the school by properly reading
all notices from the school or school district either received by my child or by mail and responding as
appropriate.
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 at least 30 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.
Using appropriate language and actions 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.
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
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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.
4. Provide information to parents of participating students in an understandable and uniform format,
including alternative formats upon the request of parents with disabilities, and, to the extent
practicable, in a language that parents can understand.
5. Provide to parents of participating children information in a timely manner about Title I, Part A
programs that includes a description and explanation of the school’s curriculum, the forms of
academic assessment used to measure children’s progress, and the proficiency levels that students are
expected to meet.
6. On the request of parents, provide opportunities for regular meetings for parents to formulate
suggestions, and to participate, as appropriate, in decisions about the education of their children. The
school will respond to any such suggestions as soon as practicably possible.
7. Provide to each parent an individual student report about the performance of their child on the State
assessment in at least math, language arts, and reading.
8. Provide each parent timely notice when their child has been assigned or has been taught for four (4)
or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in
section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002).
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
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the HS
the HS
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the HS
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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
 SCHOOL-PARENT COMPACT
 SHARED RESPONSIBILITIES UNDER TITLE 1 COMPACT
 POLICIES AND PROCEDURES MANUAL
 SCHOOL BUS GUIDELINES AND RULES
 SHARED RESPONSIBILITIES UNDER TITLE 1 COMPACT
 SCHOOL CALENDAR
PARENT NAME (PRINTED):
PARENT SIGNATURE:
DATE:
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