T SUCCESS(BEGINS TODAY.( · 2018-02-28 · TOMORROW’SSUCCESS(BEGINSTODAY.( STUDENTHANDBOOK( 2017&2018!!!!! 2061South!Gilbert!Road,!Gilbert,!Arizona85295! 480

TOMORROW’S SUCCESS BEGINS TODAY.

STUDENT HANDBOOK 2017-‐2018

2061 South Gilbert Road, Gilbert, Arizona 85295 480-‐855-‐2700

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2 IMAGINE WEST GILBERT STUDENT HANDBOOK

Table of Contents Table of Contents ........................................................................................................................................ 2

A Letter from Your Principal ......................................................................................................................... 3

Mission, Vision and Shared Values .............................................................................................................. 4

Imagine West Gilbert Bell Schedule ............................................................................................................ 5

IWG Attendance and Tardiness Policy ........................................................................................................ 6

Attendance ............................................................................................................................................... 6

Tardiness .................................................................................................................................................. 7

Grading and Performance ........................................................................................................................... 8

Grade Scale .............................................................................................................................................. 8

Family Access to Student Grades ............................................................................................................ 8

Promotion Requirements ......................................................................................................................... 8

Consideration for Student Retention ....................................................................................................... 8

Classroom Fees ........................................................................................................................................... 9

Extra-Curricular Activities Eligibility ............................................................................................................. 9

Parent Involvement ...................................................................................................................................... 9

Homework ................................................................................................................................................ 9

Volunteering ............................................................................................................................................. 9

School Site Council – SSC and PTO ......................................................................................................... 9

Solicitation ................................................................................................................................................ 9

Visitor Identification ............................................................................................................................... 10

Student Dress Code Policy ........................................................................................................................ 10

Student School Uniform ......................................................................................................................... 10

Administrative Discretion ....................................................................................................................... 11

Items Not Welcomed at School and Playground Rules ............................................................................. 11

Lunch ......................................................................................................................................................... 12

Program, Costs and Free and Reduced ................................................................................................. 12

Lunch Balances ....................................................................................................................................... 12

Student Behavior and Expectations ........................................................................................................... 12

Expectations and Definitions and Behavior Matrix ............................................................................. 13

Health & Safety .......................................................................................................................................... 21

Health & Safety ...................................................................................................................................... 21

Parking Lot Guidelines ............................................................................................................................... 23

Miscellaneous Campus Expectations ......................................................................................................... 24

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Policies, Programs, Services and Rights ..................................................................................................... 25

ACKNOWLEDGEMENT OF RECEIPT OF HANDBOOK ............................................................................ 39

A Letter from Your Principal Dear Parents/Guardians: Thank you for choosing Imagine West Gilbert School for your student’s education. I would argue that there is no higher honor than instilling the trust in us for your student’s safety and educational growth. Thank you, in advance, for your trust and communication as we continue to strengthen our collaborative partnership focused on student growth. It is exciting to me knowing that my actions throughout my thirteen years in education fully align with Imagine Schools’ Shared Values of Justice, Integrity and Fun. I believe that relationships are the foundation to reach the full potential of student growth and that this is done through the clear communication of expectations, supportive collaboration and accountability. The instantaneous world in which our students are growing into young adults is much different than “when we went to school”. From the way in which they are able to communicate and access information to the needs, demands and competition of a global economy, the world is different. And this “difference” does not imply that it is bad, but rather, the possibilities are endless. But we must approach education differently, together. Recognizing this, we strive on a daily basis to create a family environment where we take a STEM approach in education to equip students with a 21st century skillset. When I became an administrator years ago, I wrote my personal philosophy on education and it still holds true for me today:

My philosophy in education is to create a culture of respect and improvement. It is my desire to instill into students the drive and will to want to be better tomorrow than they are today, regardless of obstacles. I strive to assist students in finding passion in a field of their choice while making strides towards success. I feel that character defines an individual. Given this attitude, we help students to achieve in an atmosphere that does not condone excuses for failure. I believe we can all have a positive impact in this world.

At IWG, we look forward to partnering with you as families and strengthening this team effort for the overall education and success of your student. A school community coming together for every student is a strong, an influential and a powerful action. Through this intentional effort, the sky is the limit. I for one, am humbled to be a part of this journey. Sincerely,

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Jonathan Gentile, M.Ed.

Mission, Vision and Shared Values

Our Mission

Imagine Schools: As a national family of non-‐profit public charter school campuses, Imagine Schools partners with parents and guardians in the education of their children by providing high quality schools that prepare students for lives of leadership, accomplishment, and exemplary character. Imagine West Gilbert: To create a family environment where we take a STEM approach in education to equip students with a 21st century skillset.

Our Vision

Imagine Schools: Imagine Schools’ vision is for every student to reach his or her full potential and discover the pathways for life-‐long success. Imagine West Gilbert: Building 21st Century Skills through Creativity, Collaboration, and Innovation to develop globally successful leaders through positive character development and a rigorous STEM Education.

Our Shared Values

Imagine Schools’ Shared Values of Justice, Integrity and Fun form the foundation of our educational mission. Imagine educators aspire to live by these values daily and teach them to our students. JUSTICE gives to each person what he or she deserves and what is appropriate. Justice requires doing all in our power to ensure that every Imagine student has access to an outstanding education. Driven by the unique abilities and needs of each student, Imagine educators design instruction to equip all students to become successful learners. We align goals for each student and adult in our schools with what they need and deserve. INTEGRITY means wholeness, or how things fit together. Integrity drives us to live and model consistent ethics inside and outside the school. Integrity requires responsibility and accountability. It means every aspect of what and how we teach is done with rigor and fidelity. We hold ourselves individually and collectively accountable for strong academic outcomes, with each individual fulfilling his or her responsibility so that all students can succeed. FUN means cultivating a Joy at Work environment in every school we operate. In our schools, each person has the opportunity to use his or her unique talents and experience to make important decisions contributing to the success of the school. Joy at Work combines integrity and justice with accountability for our decisions in order to achieve outstanding results for students and families.

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Imagine West Gilbert Bell Schedule

Student Arrival and Departure Grade Times Early Release Pickup Time

Half-‐Day PreK 8:25am-‐11:45am

PreK 3 & 4 8:25am-‐2:45pm 12:00pm

Kindergarten – First Grade 8:15am-‐3:00pm 12:00pm

Second – Fourth Grade 8:00am-‐3:15pm 12:15pm

Fifth – Eighth Grade 8:00am-‐3:25pm 12:30pm

Middle School Bell Schedule Hour TIME DURATION

Home Room 8:00 – 8:25 25 MIN

1st Hour 8:30 – 9:40 70 MIN

Elective 9:45 – 10:35 50 MIN

2nd Hour 10:40 – 11:50 70 MIN

Lunch 11:55 – 12:30 35 MIN

3rd Hour 12:35-‐ 1:40 65 MIN

4th Hour 1:45 – 2:50 65 MIN

5th Hour – Flex Hour 2:55 – 3:25 30 MIN

Lunch Bell Schedule Grades TIME DURATION

PreK, Kinder, 1st 11:10-‐11:40 (Recess to follow)

30 MIN

2nd, 3rd, 4th 11:40-‐12:10 (Recess to follow)

30 MIN

5th, 6th, 7th, 8th 12:10-‐12:40 30 MIN Instructional day begins promptly and has staggered schedules Monday through Friday. No student will be admitted into the school building before 8:00 AM unless registered in our Before Care program. SUPERVISION IS NOT PROVIDED OUTSIDE OF SCHOOL BUILDING before 7:40 AM. Teachers will be outside assisting students on the playground from 7:40 AM until school starts. This will also include Kindergarten teachers. Our student morning drop-‐off times begin at 7:40AM. Students can enter the school only from the North Gate. Please do not drop your child off until the gate is open. There will be outside recess until the bell rings. Students

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will then go directly to their classrooms. All Pre K students need to be signed in and out each day. All students will be dismissed as a class using the North Gate dismissal area. Students need to be picked up within 15 minutes of dismissal.

IWG Attendance and Tardiness Policy Imagine Schools values the importance of working with the parents and community to help students achieve high academic and social standards. This compact is a voluntary agreement that supports the partnership in educating our students.

Attendance Attendance is essential for student success. When students miss school, they miss educational opportunities. Teachers plan lessons weekly. They use assessment information to help them plan lessons that are targeted toward helping all children experience growth. When a student is absent, they miss a large chunk of learning. It is essential that students attend school every day they are healthy. The law is very specific on how schools are to respond to excessive absences or tardiness, also known as truancy. Daily attendance is the responsibility of the individual student and his/her parents or guardians. Parents/Guardians and students are responsible for requesting make-‐up work when absent, within the time specified by classroom policy. Students are required to complete and submit work dependent on the number of days absent from school (example: absent one day, student has one day to make up work). Responsibilities for Absences

1. An absence may be excused with a note/documentation from the doctor. All other absences will be marked “unexcused”.

2. Parents/Guardians are still asked to notify office of all absences. 3. All students who arrive late to school must check in at the front office. 4. Students present for less than four (4) hours per day are counted as a full-‐day absence. Tier 1 Absenteeism Intervention

Range: 1st – 5th Absences (within a semester) 1. Documented in PowerSchool for each occurrence. 2. Parent/Guardian Contact after accumulating 5th absence.

Tier 2 Absenteeism Intervention

Range: 6th-‐10th Absences (within a semester) 1. Documented in PowerSchool for each occurrence. 2. Letter sent home to parent/guardian. 3. Administrator to contact parent/guardian after accumulating 10th absences.

Tier 3 Absenteeism Intervention

Range: 11th-‐15th Absence (within a semester) 1. Documented in PowerSchool for each occurrence. 2. Excessive absenteeism is defined as being tardy more that 10% of the current school session.

Students: a. May miss the next class activity/ fieldtrip or special event. b. May be susceptible to an attendance contract and/or be considered for retention and/or be

considered for withdrawal from school. c. A child who is habitually truant or who has excessive absences may be adjudicated an

incorrigible child as defined in section 8-‐201. Absences may be considered excessive when the number of absent days exceeds ten per cent of the number of required attendance days prescribed in section 15-‐802, subsection B, paragraph 1.

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Tardiness Students are expected to be in their classes on time. A tardy is defined as “not being in an assigned seat when the bell rings.” Responsibility for Tardiness

1. A tardy may be excused with a note from the doctor. 2. All students who arrive late to school must check in at the front office. Tier 1 Tardiness Intervention

Range: 1st – 5th Tardy (within a semester) 1. Verbal warning and documented in PowerSchool for each occurrence. 2. Parent/Guardian Contact after accumulating 5th tardy.

Tier 2 Tardiness Intervention

Range: 6th-‐10th Tardy (within a semester) 1. Documented in PowerSchool for each occurrence. 2. Letter sent home to parent/guardian. 3. Administrator to contact parent/guardian after accumulating 10th tardy.

Tier 3 Tardiness Intervention

Range: 11th-‐15th Tardy (within a semester) 1. Documented in PowerSchool for each occurrence. 2. After School Detention (or lunch detention) to be implemented on each occurrence. 3. Parent/Guardian Meeting with Administrator. 4. Student may be placed on attendance contract. 5. Excessive tardiness is defined as being tardy more that 10% of the current school session. Students

who have excessive tardiness may miss the next class activity/ fieldtrip or special event.

Tier 4 Tardiness Intervention Range 16th-‐20th Tardy (within a semester) 1. Documented in PowerSchool for each occurrence. 2. After School Detention (or lunch detention) to be implemented on each occurrence with

parent/guardian present on each occurrence. a. Excessive tardiness is defined as being tardy more that 10% of the current school session.

Students who have excessive tardiness may miss the next class activity/ fieldtrip or special event.

b. More than 20 occurrences of tardiness will place student in consideration for retention.

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Grading and Performance Imagine Schools values the importance of working with the parents and community to help students achieve high academic and social standards. This compact is a voluntary agreement that supports the partnership in educating our students.

Grade Scale

Kindergarten l Exceeding Standard l Meeting Standard l Making Progress toward Standard l Lacking Adequate Progress

Grades 1-‐8 Grading Scale Mark % Equivalent A+ 101+ A 90-‐100 B 80-‐89 C 70-‐79 D 60-‐69 F 59 or below

Conduct E -‐ Excellent Per the teacher’s judgment, the student

consistently performs above expectations. S – Satisfactory Per the teacher’s judgment, the student is

performing at an acceptable level. N – Needs

Improvement Per the teacher’s judgment, the student is performing below expectations

Family Access to Student Grades PowerSchool: Parents will be assigned a confidential access code to Power School that will allow them to see their student’s grades, assignments, and attendance in each class. To take advantage of this powerful tool, parents should go to http://wges.powerschool.com/public (Grades PreK-‐5) and http://wgms.powerschool.com/public (Grades 6-‐8) enter their ID and password. You can receive your ID and password from the front office. IWG School App: This will be used regularly for our communications. Please go to your App Store and search: “West Gilbert”. Promotion Requirements All Grades

• Prior to promotion to the next grade level all books and fees must be paid and current. Eighth Grade Promotion Before students will be awarded a standard Eighth Grade Certificate of Promotion they must:

• Demonstrate competency on all school level proficiency examinations, tests, daily work, projects as directed by their classroom teachers.

• Competency requires passing grades of C or above in all course offerings taken during seventh & eight grades.

Consideration for Student Retention In instances where a child has not shown sufficient maturity, social and emotional growth, and has failed to acquire sufficient mastery of basic skills, it may be best for the child to repeat the grade. At our school, we will convene a retention team when a student receives more than one failing grade per semester.

http://wges.powerschool.com/public

http://wgms.powerschool.com/public

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This team will consider the following prior to making a decision: • Careful consideration of the child's growth in all areas of school work; • Careful study of test results; • Conferences with teachers and parents.

Classroom Fees We reviewed the beginning of the school year and in an effort to streamline the process, we are doing away with multiple money asks. We have a fee of $50 per child that will cover classroom t-‐shirts, specials/electives, and technology.

Extra-‐Curricular Activities Eligibility To be eligible for participation in extra-‐curricular activities, a student must be passing all subjects each week. The grade for each subject will be calculated on Fridays, based on grades through Thursday, by averaging all grades in that class. Students who are not meeting such criteria will not be eligible to participate in competitions before, during, or after school until that the minimum requirement is met. Students, who desire to participate in extra-‐curricular activities after school including practice sessions, must be in attendance at school NO LATER THAN 11:00AM on the day of the activity. Exceptions, such as doctor or dental appointments may be made on an individual basis as deemed excusable by the principal. The above conditions do not apply to field trips which are part of class assignments. Students who are on suspension, or have been expelled from school are ineligible to participate in any activities until the suspension or punishment has been served. Furthermore, if a student is suspended from school, he or she will miss the next scheduled game or competition. If the student is suspended twice or more during a season, that student will be removed as an active member of that team or group. If a student is removed from a team, it is up to the discretion of administration and athletic director whether or not he or she will be allowed to participate on another team in the same school year.

Parent Involvement Homework The objective of a homework assignment is to help further learning for the child. Homework should be for practice of a skill or concept taught during the day. For children in the early grades (1-‐3), homework rarely exceeds 30 minutes of daily outside work. For children in the intermediate grades (4-‐8), the amount of time is often related to the nature of their independent study and research projects. However, if a child is devoting an inordinate amount of time to homework, the teacher should be notified so that individual adjustments can be made. We would like to emphasize that it is important that you, as parents, assist your children by providing them with an environment that supports good work habits. Give your children a set time and a set place to do their homework each night. Elementary Students will be allowed one day for each day’s absence to make up homework, i.e. 2 days absence = 2 days to make up work, etc. See the Middle School Addendum for the Middle School students’ homework policy (6th-‐8th grade). Volunteering Parents are encouraged to participate in school-‐related activities. Volunteers may also be involved in monitoring the playground and assisting with school events. In addition, parents are encouraged to contribute their time and talent to organizing extracurricular activities and community outreach projects. Volunteers must sign in and out at the front desk and wear a school’s visitor badge. School Site Council – SSC and PTO Imagine Schools supports an advisory committee, which is a group of parents dedicated to supporting student learning and the overall success of the school. Please contact administration if you are interested in serving on SSC. Solicitation Solicitation, of or by any student, parent or staff member on school property for any cause except those authorized by the principal, is strictly prohibited.

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Visitor Identification To ensure a safe and secure learning environment for your children, all visitors are required to sign in at the school office, show ID and wear a visitor’s guest pass. Faculty and staff have been instructed to immediately escort anyone not having a pass to the office for identification.

Student Dress Code Policy Student School Uniform

• Polo shirts (long or short sleeved) and turtlenecks in red, white, or navy blue. Middle school students can also wear black Polos. Shirts must have sleeves and fit appropriately to cover person entirely. Shirts must be worn tucked in at all times.

• Jumpers, skorts, skirts, and shorts (no shorter than 3 inches above the knee) in navy blue or tan/khaki • Pants or capri pants in navy blue or tan/khaki • Dress code-‐leggings are allowed school uniform colors under dresses or skirts that are appropriate length • For all students 2nd grade and above, any pants with belt loops require a belt.

Please Note: • Spirit shirts may be worn on Fridays only. • Uniforms should be solid colored and should not contain any logos, labels, or writing of any kind, outside of IWG logos

or sponsored apparel. • Belts must be solid black, brown, or navy. Belts must be worn at the waist and no part should hang below the waist. • Sweatshirts, sweaters, cardigans, and vests in red, white, or navy blue can be worn in the classroom. Any other

outerwear (jackets, sweaters, sweatshirts, etc.) that does not fit this description must be removed when in the building or must be left in the homeroom class.

• Jewelry should not be excessive. • Any makeup that is worn should look natural. • Girl Scout or Boy Scout uniforms may be substituted at any time. • Extremely baggy/saggy style shorts or pants showing underclothing, are not acceptable. The fact that a student may

wear an excessively large shirt in attempt to hide the baggy pants does not negate the fact that pants or shorts are deemed to be baggy. All pants/shorts must fit around the waist and be properly fastened. The length of the pants should be appropriate for the height of the student, not hinder walking or running.

• No house slippers, regardless of sole, or any foot coverings that appears to be unsafe for everyday activity may be worn. Sandals are allowed but must have sufficient covering to remain on the foot during normal school activity. Soles and heel of shoes or sandals may be no higher than two inches. Shoes with wheels are not allowed. STUDENTS WITH PE MUST ALWAYS HAVE APPROPRIATE FOOTWEAR.

• Hair must be a natural human hair color: blue, green, pink, orange, bright red, purple and all other unnatural shades are NOT permitted. If a student chooses to dye his or her hair, it must be a color that a human can naturally grow. Hair may not be distracting to others. Appropriate grooming and hygiene standards must be met. Hair must be neat, clean and conservative in color cut and style. No Mohawks, long spikes (longer than 2 inches) or brightly, unnaturally colored hair allowed. Streaking, tipping and other hair-‐coloring treatments and styles may be considered out of dress code if they are deemed distracting to learning by teachers.

The following items are NOT accepted, except in cases with prior approval for special school spirit days.

• Denim • Hats or bandanas • Tattoos, temporary or otherwise; If present, they must be covered • Facial piercings

The Supreme Court has decided that although students do not give up their Constitutional Rights on school grounds, the free speech rights of students are not absolute (Tinker and Bethel). Courts have also found that schools are allowed, within constitutional bounds to consistently apply a reasonable dress code that reflects its values and serves the valid educational function of instilling discipline and creating a positive educational environment (Hines v. Caston). [In addition, federal courts have found that students have no Constitutional Right to wearing “sagging” pants (Bivens v. Albuquerque).] Students and their parents/guardians have the responsibility to be aware of the school's specific dress code and to conform to these requirements. If a student or parent has any questions about whether specific attire or accessories are in compliance with this dress code, they should contact the administration prior to wearing such attire or accessories in order to ensure compliance. On campus, the faculty, staff and administration have the responsibility to interpret and enforce this policy.

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Administrative Discretion Imagine West Gilbert Administration has the final decision whether a garment or accessory meets the dress code. Parents will be notified if a student is in violation of the IWG dress code. Students may be asked and will be expected to fulfill any reasonable request by administration. Additionally, continuous disregard of dress code could result in a suspension.

Items Not Welcomed at School and Playground Rules No items of distraction such as, but not limited to cell phones, PDAs, hand held games, portable CD/MP3/tape players, fidget spinners and trading cards. If students are found using any of these items, the following action will be taken:

• 1st offense item will be placed into the office safe to be picked up by parent/guardian at the end of the day.

• Additional offenses will be handled by administration. PLAY EQUIPMENT AND TOYS

• The school will not assume responsibility for play equipment and toys brought to school by students. It is requested that NO toys or equipment be brought from home without prior approval from the principal. If a student brings a toy to class the teacher will confiscate the toy, issue a verbal warning and return the toy to the student at the end of the day. If that same student brings another toy to school the toy will be sent to the office and a parent will have to pick up the toy.

RECESS / PLAYGROUND RULES

• Students will go outside for recess. Students must dress according to the weather so he or she can play comfortably outdoors. Should it be necessary for your child to stay indoors because of illness, you will need to send a written note to your child’s teacher.

• Each student at IWG will conduct himself or herself in such a manner that all students are able to enjoy playing on the playground, while at the same time maintaining a safe and attractive area. Guidelines are as follows:

• Students are not allowed to fight, whether in fun or in anger. There will be no tackle football played on the playground. Likewise, will games involving wrestling, throwing, or shoving students to the ground, or other activities in which students grab clothing of other students are not allowed.

• Batting a baseball or softball is prohibited, unless the activity is under the direct permission and supervision of the teacher. It is permissible to play catch with a baseball, softball, football, etc. as long as the play is organized in the safest possible manner.

• No objects other than playground balls are to be thrown at any time. There will be no throwing of dirt, rocks, or sand. Recovery of balls off the playground shall be done by an adult, or at the teacher’s discretion and under direct supervision, by a responsible student.

• Students are to remain within the playground boundaries at all times during recess unless permission to remain in or return to the building has been given by the supervising teacher.

• Students will conduct themselves in a manner of good sportsmanship and fair play. Consequences will be assigned to students who exhibit inappropriate behavior.

Established playground rules are as follows: • Leave the pine cones and sand on the ground. • Sports may be played only on the grass. • One child may go down the slide, on their backside feet first, at a time. • There is no jumping off the playground equipment at any time. • BE SAFE AND FRIENDLY -‐ The consequence for breaking playground rules is to sit out for the rest of the

recess. BICYCLES, SKATEBOARDS, ROLLERBLADES, & SCOOTERS Bicycles, skateboards, and scooters may be ridden to and from school if courtesy and responsibility are shown. Upon arriving on school grounds, bikes must be walked to the bicycle racks, skateboards and scooters must be

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picked up and taken to their classroom or the IWG office. Teachers will assist students in storing skateboards, and scooters until school is dismissed. The same procedure must be followed when dismissing from school. Bicycles, skateboards, and scooters are not to be ridden on school grounds during school hours including arrival and dismissal times. When crossing the street in the designated crosswalks, students must walk without the use of bicycles, skateboards, and scooters.

Lunch Program, Costs and Free and Reduced Imagine Schools participates in the National School Child Nutrition Program. Our meal service offers your child a variety of nutritious entrees, low-‐fat milk, 100 percent fruit juices and fresh fruits and vegetables. School meals provide a portion of the recommended daily allowance for calories, protein, calcium, iron, vitamin C and vitamin A. They follow the Dietary Guidelines for Americans, which includes meals that are low in fat. Free and Reduced – price meals are available to qualified students. Applications are given to each student at the beginning of the school year. Applications are also available at registration, at open house, and throughout the school year in the school office. Menus may be distributed and are also available online. A full-‐price lunch is $3.00 per day. Children may buy milk for $0.35. Please pay by the week or month. You can monitor your child’s account by using PowerSchool via parent logon. Children may NOT pay cash in the lunch line. You may pay for meals with cash, check, money order, cashier’s check, debit card and VISA or MasterCard. A $25.00 fee will be assessed for each returned check. Children may bring lunch from home. If your child transfers to another school during the school year, you may request money in the account be refunded to you. No fast food is allowed in the MPR. If a parent or guardian chooses to bring fast food to the child, it is the parent’s responsibility to stay with the child in a different location other than the MPR. We expect the same standards of behavior during mealtimes as during any other part of the school day. Children are expected to stay in their seats, display acceptable table manners and talk in a low voice. Lunchtime privileges may be suspended for any child who creates a disturbance in the lunchroom. Lunch Balances Students with a negative balance will be able to choose from the salad bar as an alternative, but will not be able to choose an entrée through the cafeteria line. Students with a negative lunch balance will not be eligible to attend a school related field trip (classroom or extra-‐curricular). If your child’s account reaches a positive balance of $5.00 or less, your child will receive notification that states they need more lunch money. Students will continue to receive a lunch until all funds run out. You can also receive updates on your child’s current lunch balance by visiting your child’s PowerSchool. If you feel you qualify for the Free and Reduced Lunch Program, the Lunch Eligibility Form is available in the front office.

Student Behavior and Expectations IWG is committed to a safe and respectful school community at all times. The below expectations, as well as the behavior matrix, is an example of our commitment. It is important to note that there is a strong belief in the differences of age groups amongst the student body at IWG given that we are a Pre K – 8th grade campus. Student behavior is an area that lends itself to constantly being a teachable moment and will be treated as such. In other words, the behavior matrix and any decisions regarding student consequence will be made with appropriate considerations of student(s) age(s) and expectations. However, it is also important to have a baseline for reference that strives to uphold the level of safety and respect that is expected within the IWG school community.

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Expectations and Definitions and Behavior Matrix Bullying: IWG is committed to providing all students with a safe school environment where everyone is treated with respect. Students have a right to be free from any form of bullying. Students, parents, and school employees have a right and a responsibility to report incidents of bullying. Definition: Use of superior strength or influence to intimidate someone typically to force him or her to do what one wants. A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself. Cyber Bullying: Electronic posting of mean-‐spirited messages about a person (as a student) often done anonymously. Typically, cyber bullying is seen through text (SMS and MMS) messages and social media avenues such as, but not limited to, Facebook and Twitter. As the access and availability of such technology has dramatically increased over recent years, it has been a challenge to keep up with this trend. As a school, we understand students to be extremely savvy in their use of such technology and while most intentions are good, we have found that not all students understand the impact and lasting impression of such actions. In past years, it has been policy that a student’s life and any conflicts outside of school are deemed personal and it does NOT involve the school. However, it has become extremely apparent that this is not the case as it nearly always leaks over into the daily life of school for said individuals. It is now the policy of IWG that in the scenario of any cyber bullying taking place between IWG students, it will be considered and handled as a school matter and in alignment with our student behavior policies. As parents, IWG encourages you to be leaders in this charge. Please be cognizant of what you post on social media sites for the sake of modeling such behaviors for our students. SEARCHES

• The administration has the right to search and seize property, including school property temporarily assigned to students, when there is reason to believe that some material or matter detrimental to the health, safety, and welfare of the student(s) exists.

• Items provided by the school for storage (e.g., lockers, desks) of personal items are provided as a courtesy to the student, but remain the property of the school and are subject to its control and supervision. Students have no reasonable expectation of privacy: lockers, desks, storage areas, backpacks, vehicles, etc., may be inspected at any time without notice by school personnel. A.R.S. 8-‐303, 8-‐823, 8-‐304, 8-‐802, 8-‐821, 13-‐3881, 13-‐3883 A.G.O. I04-‐003, I88-‐062, I77-‐211, I91-‐035, I82-‐094

Detention: A detention will be held at lunch and will last for the entire lunch period for students. Students will be given an ample amount of time to eat during the detention. A detention may be given to a student for reasons including, but not limited to, tardiness, disrespect, insubordination, or failure to follow reasonable requests which are defined by IWG. A student's failure to report to detention on time will result in receiving another detention. After the fifth detention, students will receive a one-‐day suspension if the five prior detentions occurred within a five-‐week time period. Wednesday Refocus School (WRS): WRS takes place on campus on Wednesday afternoons from 3:30pm-‐5:30pm. Generally students are assigned to WRS due to behavioral acts that do not warrant a suspension OR, in agreement with parent/guardian, low academics. Suspension: The act of prohibiting a pupil from attending school and school-‐related activities for a period up to ten (10) school days. Out-‐Of-‐School Suspension: A suspension that must be served away from the school building and grounds. A student that is suspended shall not attend any school activity while on suspension.

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In-‐School Suspension: A suspension that will be served within a designated room and place at school. The student will be allowed to use the restroom upon request and will be served lunch if they have paid for one. The student will generally be isolated and will receive schoolwork and/or homework that is assigned by their teachers. Expulsion: An action taken by the school board to prohibit an enrolled pupil from further attendance. Wednesday Refocus School (WRS) Guidelines

1. Students are assigned WRS from 3:30 P.M. – 5:30 P.M. on Wednesday afternoon for infractions deemed inappropriate by administration. Students must arrive on time! There will be NO admittance after 3:30 P.M. Students that arrive late will be assigned an additional WRS session. Failure to report without a valid reason approved by administration will result in a minimum one day out-‐of-‐school suspension starting the following day (not to exceed five days). WRS will dismiss at 5:30pm, students must be picked up promptly by a parent/guardian or leave the school grounds.

2. WRS and/or further disciplinary action may be assigned to a student for the following conduct: Tardiness, Absenteeism, Excessive Detentions, Horseplay, Low Academics, Disrespect, Insubordination, Offensive Language, Leaving Class w/out a Pass, Etc.

3. Students that have excessive absences may make up time for lost instructional days by attending WRS. Attending one session of WRS will result in credit for one absence.

4. WRS is a detention study hall. Students are required to bring homework and/or study materials. Students are expected to complete homework, study for tests, and complete reading material that will positively affect their academics. Students that do not bring sufficient work will be given a packet that must be completed by the end of the WRS session. In addition to individual assignments, students may be required to complete work assigned by a staff member, which provides tutorial assistance and/or decision making intervention strategies.

5. Students are notified verbally of assigned WRS by their Principal and/or Assistant Principal. In addition, WRS is documented in the student’s behavior log, the parent or guardian is notified, and the student will receive a WRS referral with the assigned time and date to give to parents.

6. All school policies and rules apply at WRS. Negative behavior such as, but not limited to, disrupting, insubordination, sleeping, and refusal to complete work will result in dismissal from WRS. An additional session will be issued to the student.

Wednesday Refocus School Student Expectations

1. Students shall have sufficient learning materials for the entire WRS session. 2. No talking, distracting others, drawing, sleeping or resting head on desk, reading magazines. 3. No food, gum, candy or beverages may be consumed. 4. No Electronic Devices – Cell Phone, MP3 Player, Computers, et cetera.

The purpose of sending a student to the Dean of Student’s, Assistant Principal's or Principal's office is to remove a disruptive student from interrupting the learning process. During this time, the student will have their Disciplinary Referral processed, which includes a phone call to the parents informing them of the consequences of their actions. With the discretion of the administration and with parent permission, a student may be asked to perform community service in the cafeteria or around campus in lieu of a detention. It is up to the discretion of the administration as to whether or not a student is to serve an out of school suspension (OSS) or an in school suspension (ISS). With the exception of a fight or other actions that may warrant expulsion, a student may be put on a behavior contract after a series of suspensions. If a student violates a behavior contract, a three-‐day suspension will occur for the first violation, a five-‐day suspension will occur for the second violation, and a ten-‐day suspension will occur for the third violation and every violation thereafter. The exception to this series of

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disciplinary actions is a physical fight or any other action that may warrant expulsion. With the discretion of the teacher, there may or may not be homework or make-‐up work provided in any case of disciplinary action that results in a suspension. Administrative Discretion The administration at IWG reserves the right to have the discretion to determine the final consequence for any particular action or behavior. MATRIX IS USED FOR GUIDANCE, BUT SOME ACTIONS MAY REQUIRE SPECIFIC STEPS OR TO “SKIP” A STEP.

SCHOOL-‐WIDE MAJOR INCIDENTS *Mandated to report to

local law enforcement and ADE **Referral to Police when necessary

Infraction Definition First Occurrence Repeat Occurrence

Alcohol (Possession, Distribution or Use)

The violation of laws or ordinances prohibiting the manufacture of, sale, distribution, purchase, transportation, possession or use of intoxicating alcoholic beverages or substances represented as alcohol. This would include being intoxicated at school, school-‐sponsored events and on school-‐sponsored transportation.

• Suspension (Up to 10 days)

• Behavior Contract • Expulsion

• Suspension (Up to 45days)

• Expulsion

Arson Knowingly and unlawfully damaging a structure or personal property by causing a fire or explosion




• Expulsion

Assault/Fighting A physical attack or fight; includes an actual and intentional touching or striking of another person against his or her will or the intentional causing of physical injury to an individual. This includes situations in which one person or group of persons physically attacks or “beats up on” another person who does not wish to engage in the conflict




• Expulsion

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Drug Use/Under the Influence Tobacco

-‐ Possession -‐ Sales

-‐ Distribution -‐ Paraphernalia

Includes possession, sale, use, distribution, or being under the influence of drugs; or the unlawful cultivation, manufacture, transporting of drugs; or the possession of equipment or devices used for preparing or taking drugs or at school, school-‐sponsored events or on school-‐sponsored transportation. Drugs include but are not limited to all dangerous controlled substances, narcotics, inhalants, and any prescription or over-‐the-‐counter drug if abused by the student.



• Expulsion

Extortion Asking or demanding money or something of value in return for protection or in connection with a threat to inflict harm.




• Expulsion

Gangs An ongoing loosely or organized association of three or more persons, whether formal or non-‐formal that has a common name, sign, colors, clandestine purpose or symbols. This includes persons wearing, carrying or displaying gang paraphernalia and/or exhibiting behavior or gestures that symbolize gang membership.




• Expulsion

Hate Crime A criminal offense or threat against a person, or property or society that is motivated, in whole or in part, by the offender’s bias against a race, color, national origin, ethnicity, gender, religion, disability or sexual orientation. This includes any crime that manifests evidence of prejudice based on race, religion, sexual orientation, or ethnicity.


• Behavior Contract


• Expulsion

Dangerous Item/Destructive Devices (Distribution, Possession, Use)

A dangerous item or destructive device that is used to cause bodily harm or used to intimidate another person including but not limited to: BB, paintball, stun, starter or pellet guns; knives less than 2.5 inches; or Tasers




• Expulsion

Robbery/Theft

Intentional taking of an individual’s or organization’s property


• Restitution • Expulsion

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Sexual Harassment

Unwelcome sexual advances, request for sexual favors, or the verbal or physical conduct of a sexual nature constitutes sexual harassment when this conduct is offensive and objectionable, causes discomfort or humiliation or interferes with school performance. Includes: sexual comments, gestures, jokes or looks, being touched, grabbed or pinched in a sexual manner, flashing or mooning, spreading sexual rumors, and clothing pulled at, off, or down off in a sexual manner




• Expulsion

*Vandalism Deliberately defacing or destroying any school property


• Restitution


*Weapons (Possession, Sale or Distribution)

Possession, use or distribution of any weapon including but not limited to handguns, rifles, shotguns, or knives at least 2.5 inches, electrical weapons, clubs, bombs, grenades, pipe bombs, or poisonous gases or similar devices that explode

• Suspension Pending Expulsion

• Expulsion

*Mandated to report to local law enforcement, also ADE (Pursuant to A.R.S. 13-‐1204, 13-‐3415, 13-‐3415F.1,13-‐2921,13-‐1202,13-‐1602,13-‐3111,13-‐3101,13-‐105.11

SCHOOL-‐WIDE INCIDENTS

**Referral to Police when necessary

Infraction and Definition 1st offense 2nd offense 3rd Offense

Academic (Missing work)

• Teacher Intervention

• Teacher Intervention • Parent Contact • Classroom Academic

Plan

• Office Referral • Parent contact • WRS • ISS

Academic Dishonesty (Cheating, Plagiarism/Forgery)

• Office Referral • Loss of credit on • assignment • Parent contact • WRS • ISS

• Office Referral • Loss of credit on

assignment • Parent contact • WRS • ISS

• Office Referral • Loss of credit for

assignment • Parent contact • Suspension (1 -‐ 5 days) • 2 Strike Behavior

Contract

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Bus Behavior

• Warning • Parent contact • (In addition to the

Bus Misconduct form)

• Parent contact • Revoke privileges for 1

week • (In addition to the Bus

Misconduct form)

• Parent contact • Revoke privileges for 1

month • (In addition to the Bus

Misconduct form)

Cafeteria Disturbance • Clean up • 3 Day Lunch

Detention

• 5 Day Lunch Detention • Parent Contact • WRS • ISS

• Parent contact • Suspension (1-‐5 days)

Classroom Disruption, Minor

• Teacher Consequence

• Teacher Consequence • Parent contact • Classroom Behavior

Plan

• Office Referral • WRS • ISS

Classroom Disruption, Major


• Office Referral • Parent contact • Classroom Behavior

Plan • WRS • ISS

• Office Referral • Parent Contact • Suspension (1-‐5 days) • 2 Strike Behavior

Contract

Abuse of Technology Inappropriate use of internet; non-‐authorized sites and/or

violation of any policy.


• Teacher Consequence • Parental Contact

• Office Referral • Parental Contact • WRS • Revocation of privilege.

Tobacco/Tobacco Paraphernalia (Possession and/or Use)

• Office Referral • Parent contact • Suspension (1-‐5

days)

• Office Referral • Parent contact • Suspension (3 -‐ 5 days) • 1 Strike Behavior

Contract

• Office Referral • Parent contact • Long Term Suspension • Withdrawal

Vandalism The act of willful destruction of public property.

• Office Referral • Parent contact • WRS • ISS • Restitution

• Office Referral • Parent contact • Suspension (1-‐5 days) • 1 Strike Behavior

Contract • Restitution

• Office Referral • Long Term Suspension • Withdrawal • Restitution

Dress Code • Change of clothes • Parent contact

• Change of clothes • BIP (2.5hrs) • Parent contact

• Change of clothes • WRS • ISS

Electronic Devices • Confiscation • Student pick-‐up of

device(s)

• Confiscation • Parent pick-‐up of

device(s)

• Confiscation • Parent pick-‐up of

device(s) • Suspension (1-‐5 days)

STUDENT TO STUDENT AND/OR STAFF MEMBER INCIDENTS

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Fighting This can be both physical and/or verbal.

• Suspension (1-‐5 days)

• Suspension (5 -‐ 10 days) • Behavior contract

• Suspension (10-‐45 days)

• Expulsion

Horseplay Examples are, but not limited to tripping, shoving, punching while “just playing”.


• Mediation • Suspension

Defiance, Insubordination The willful failure to comply with any lawful instructions or reasonable requests of teachers, student-‐teachers, principals or other authorized personnel during any period of time when he or she is properly under the authority of such school personnel.


• Parent Contact

• Office Referral • Parent Contact • WRS • ISS

• Office Referral • Parent Contact • Suspension (1-‐5 Days)

Disrespect To insult; call derogatory names; use obscenity toward, dishonor, or in other manner abuse verbally or in writing any member of the student body.


• Mediation • Suspension

Gambling (including selling or trading without parent permission)

• WRS • ISS • Parent conference

• Suspension (1-‐5 days) • Suspension (5-‐ 10 days) • Behavior contract

*Harassment/ Misconduct (physical, verbal, sexual)

• Office Referral • Parent conference • Suspension (1-‐5

days) • 2 Strike Behavior

Contract

• Office Referral • Parent contact • Suspension (5 – 10

days)

• Expulsion

Leaving Campus without Authorization / Ditching


• Office Referral • Parent contact • Suspension (1-‐3 days)


Contract

Physical Contact • Teacher Consequence

• Teacher Consequence • Parent contact • Classroom Behavior Plan


Physical/Verbal Aggression or Abuse

• Office Referral • Suspension (1-‐5

• Office Referral • Suspension (3-‐5 days)

• Office Referral • Suspension (5 – 10 days)

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days) • Parent conference

• 2 Strike Behavior contract

Inappropriate and/or Sexual Content


• Office Referral • Parent contact • Suspension (1-‐5 days) • 2 Strike Behavior

Contract

• Office Referral • Parent Contact • Suspension (5 – 10 days)

Profanity • Teacher Consequence

• Parent contact



Contract

Public Display of Affection • Teacher Consequence

• Parent Contact


• Office Referral • Parent contact • Suspension (1-‐5 days)

Robbery/Theft Level 1

• Teacher consequence

• Parent contact • Restitution

• Office Referral • Parent Contact • WRS • ISS • Restitution

• Office Referral • Parent Contact • Suspension (1 – 5 Days) • Restitution

Robbery/Theft Level 2 • Office Referral • Parent contact • WRS • ISS • Restitution

• Office Referral • Parent Contact • Suspension (1-‐5 Days) • Restitution

• Office Referral • Parent Contact • Suspension (3-‐5 Days) • 2 Strike Behavior

Contract • Restitution

Threatening, Intimidation, Bullying * Serious Threat The act of verbally, or by gesture, threatening the well-‐being, health, safety and or mindset of any student or personnel on school property, at a school event, to or from school or through cyber.


• Office Referral • Parent Contact • Suspension (1 -‐ 5 days)


Contract

BULLYING 1ST offense Repeated offense Bullying Bullying is not limited to, verbal, written, printed, or graphic mediums. Bullying includes derogatory comments, extortion, exploitation, name calling, or rumor spreading either directly or through another person or group or through

• Depending on the severity of the case consequences could be one or more of the following: Parental Contact, BIP, ISS, OSS,

• Behavior Contract • Long Term Suspension • Withdrawal

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cyberbullying. It also includes social exclusion or ostracism; physical contact including but not limited to pushing, hitting, kicking, shoving, or spitting; damage to or theft of personal property

Behavior Contract, Withdrawal

Cyber-‐Bullying The use of electronic communication to bully a person.

• Depending on the severity of the case consequences could be one or more of the following: Parental Contact, WRS, ISS, OSS, Behavior Contract, Withdrawal

• Long Term Suspension • Withdrawal

(Matrix provides only a portion of infractions and outcomes. It is not limited to these infractions and outcomes.)

Health & Safety Health & Safety Documented proof of required vaccinations is needed for students entering Imagine Schools. If an immunization would put your child at risk for medical reasons, Personal reasons, or Religious Exemption you and your child’s physician must sign a Request for Exemption form. Exemption forms are also available and can be obtained from the school health office. Exempt students will be excluded from school if there is an outbreak for which they have not been immunized. It is the responsibility of the parent/guardian to update immunization records with the school as they are received. Please be advised that according to Arizona State Law… “On enrollment, the school administrator shall suspend that pupil if the administrator does not have documentary proof and the pupil is not exempt for immunization pursuant to section 15-‐873.” Imagine Schools will need a copy of the updated records before your child can be registered for school. Students’ health and safety is the school’s foremost responsibility. The following information describes the precautions taken to protect the well-‐being of all students. If your child has any specific health, safety or security needs, please inform the school Health Aide so that appropriate accommodations can be made. Health Aide Our school has the services of a Health Aide to assist students who are ill or injured, as well as dispense prescribed medication. Parents or students may also wish to consult with the Health Aide on matters related to hygiene, nutrition, substance abuse, depression, child abuse and neglect, or other issues of concern. If a chronic illness form is needed, please see the health office for the proper form. Illness and Emergency School is no place for a sick child. Please do not send your child to school if he/she has diarrhea, vomiting, a fever, rash, deep cough, or a communicable disease such as chickenpox, strep throat, pink eye or lice. You will be notified if your child becomes ill enough to be sent home from school, sustains more than a minor injury, or has an emergency. It is the parent’s responsibility to make arrangements to pick up an ill or injured child as promptly as possible. We suggest that you have someone listed on your emergency card in case you are not available or cannot leave work. Any student having any of the following will need to be sent home: vomiting, having two bouts of

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diarrhea, evidence of possible pink eye, a rash or with a temperature of 100.0 degrees. A parent or guardian must pick these students up promptly. Children are not permitted to walk home when ill or injured per school policy. Children must be fever free (without medication) for 24 hours to return to school. Children must be diarrhea and vomiting free (without medication) 24 hours to return to school also. If doctor’s note was provided, please bring copy to turn into office for records. Head Lice Imagine Schools students must be free of head lice and nits. It is important for parents to routinely check their children’s hair for lice. Lice are small insects about the size of sesame seeds. Nits are tiny yellowish-‐white oval eggs attached to the hair. Nits do not come off easily like dandruff or lint. Lice do not jump or fly. They are transmitted via head-‐to-‐head contact, and personal articles such as hats, combs and pillows. Please remind your children not to share such things with others. When head lice are identified at school, the nurse notifies parents of affected students and provides information on treatment of the hair and the household. Students must be free of head lice and nits after treatment for more than 24 hours in order to return to school. Spraying pesticides for the control of head lice at home or at school is not recommended. Accidents The school nurse or a trained staff member will administer initial treatments of minor injuries. The student’s emergency contact will be notified by phone whenever medical treatment is administered to a student, and an Incident Report will be kept in the student’s file. In such cases, it is especially crucial that the school has working telephone numbers for students’ parents and alternate contacts in the event the parent is not available. Please be vigilant in keeping the school’s record for your child up-‐to-‐date. In the event of an emergency, the student will be transported to the nearest hospital. The school offers information regarding the purchase of student accident insurance. The school is not responsible for reimbursement of medical expenses. Accidents, Reporting of: In case of any injury that occurs in the classroom or on the school grounds, the person in charge at the time of the accident will report it to the nurse or the school office, which will then begin processing an Accident Report Form for recording all pertinent information. Even though doctor or hospital care is not required, an Accident Report Form must be filed so that there is written record of the nature of the injury and circumstances of occurrence. Health and Accident Insurance The district does not carry accident and health insurance for students’ medical or dental costs if they are sick or injured during school activities. Parents are responsible for their children’s insurance. An optional school-‐day accident and health policy is available for purchase at the beginning of the school year through a private agency. Information on the coverage cost is provided to each student at the beginning of the school year. Medication and Dietary Supplements The Nurse/Health Aide or designated staff administers medication to students during school hours. School personnel may cooperate if the following conditions are met:

1. All medication must come in its Original Container. Prescription medication must have an unaltered pharmaceutical label attached. Over-‐the-‐counter medication, dietary supplements and other non-‐prescribed medication must be labeled with the student’s name in a closed container, medication name, directions concerning dosage and time of day to be taken.

2. The parent or legal guardian must complete and sign a Parent’s Consent for Giving Medication at School. A new form must be completed at the beginning of each school year and anytime the medication or dosage changes.

3. Medication must be administered and stored in the health office. 4. The parent or guardian is notified when additional medication is needed and when unused or

discontinued medication needs to be picked up from school. 5. All medication must be dropped off and picked up at school by an ADULT only.

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6. It is recommended that when you get a prescription filled at the pharmacy that has to be given at school that you ask the pharmacist to create a “School Bottle”. This is especially important with liquid medications (such as antibiotics) that have to be refrigerated. All refrigerated medications must be kept in the health office they are not allowed to be kept in classroom refrigerators.

7. Medications given three times a day WILL NOT are given at school. Please make arrangements to give these medications before or after school. If a physician puts in writing that a medication must be given during the school day, such as ADHD medication, it will then be given as the doctor directs.

8. Medications brought to school and not meeting the necessary requirements will not be dispensed. The medication will be locked in the office until a parent/guardian verifies the medication, signs the proper forms or takes it home.

Students may not carry or self-‐administer medication (including over-‐the-‐counter drugs) or dietary supplements unless a signed consent form has been signed by the school nurse and principal. These such items will be taken, and locked up in the health office, and will need to be picked up by a parent or guardian.

Parking Lot Guidelines PARKING LOT SAFETY GUIDELINES The following information on parking lot and traffic safety is being provided as a guide and may be subject to announced changes during the school year as appropriate. These guidelines may seem like common sense issues; but they must be adhered to while on school property for the safety of our students, faculty, parents and other visitors. TRAFFIC PATTERNS The following traffic patterns will be observed in the school parking lot:

• The campus speed limit is 10 miles per hour. There are several speed bumps in our parking lot to help keep traffic moving slowly, as pedestrian traffic is generally high in these areas.

• All vehicles must observe all crosswalk markings by allowing pedestrians the right of way. • The entrance on Gilbert Road to be utilized for entry to the school only. The entrance is two lanes so care

must be taken to share the roadway in this area. AM Drop-‐off: There are two lanes in the front parking lot; the right hand lane is for before school drive-‐through drop-‐off only; the left lane is to proceed to a parking space or exit parking lot. Please pull forward all the way to the second crosswalk. PM Pick-‐up: The two lanes closest to the north side of the building are designated for pick-‐up and traffic will be a stop and go process and moves slowly. It is controlled by West Gilbert staff so please plan to watch carefully for the children walking to the cars with a staff member. Cell phone use is not allowed.

• The exit on Galveston Street is for exiting the parking lot only. DO NOT ENTER THE PARKING LOT FROM GALVESTON STREET.

• When exiting the parking lot there are two lanes onto Galveston Street. The right lane is for right turns only and the left lane is for left turns only.

• There is No Parking on Galveston.

PARKING GUIDELINES • For the safety of all students, faculty, parents and other visitors, drivers are requested to refrain from

using cellular telephones while driving on school property. • All drivers must observe all signage (stop, do not enter, one-‐way, arrows, handicapped, fire lane, etc.)

Police will cite all vehicles parked illegally. • Parking shall be in appropriate parking spaces only. No parking or stopping is permitted in any red curbed

area except in the designated drop-‐off and pickup zone. • DO NOT drop passengers at the front door of the school.

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EXCEPTION: On Rainy Days, drop-‐off and pickup will be at the front entrance instead of the north parking lot.

**** REMINDER **** All Gates are locked until 7:40 AM

• Drivers must exercise special care when backing from parking spaces. Be especially alert for parents and children walking between cars.

• Parents must maintain control of their children when walking to or from their vehicles. Care must be taken when walking between vehicles and across the parking lot without the benefit of crosswalks.

• When waiting for a parking space, all drivers must exercise courtesy to those around them and keep to the right to allow others to pass safely.

• Handicap parking spaces are clearly marked and must be used only by persons displaying state registered handicap permits or license plates. Handicap permits must be prominently displayed.

• The operation of bicycles, skateboards, roller blades, roller skates, and any other form of personal transportation must be limited to coming to and leaving from school. Stunts of any kind are prohibited on school grounds.

Miscellaneous Campus Expectations Voicemail / EMAIL Each teacher will have a voice mailbox, where parents may leave messages. Parents can expect a return call from the teacher within 24 hours (excluding holidays and weekends). We maintain an open door policy at the school. Parents are encouraged to visit their children’s classrooms. Parents are required to sign in and out at the front office when they arrive at the school and wear a guest badge. Arrangements must be made directly with the classroom teacher prior to classroom visits. Parents should note that classroom visits are not times for parent teacher conferences. Such conferences require teacher preparation and should be scheduled with teachers for times when they are not teaching class. These informal conferences or conversations may also be scheduled with teachers or school leaders throughout the year. Parents need not wait for formal parent conference to talk to teachers. Custody: In cases where custody/visitation affects the district, the school will follow the most recent court order on file with the district. It is the responsibility of the custodial parent, or of parents having joint custody, to provide the district with the most recent court order. We are required by law to follow the most current court documents in our files. Field Trips: Throughout the school year, children are taken on field trips as a class project. Field trips are arranged when the teachers feel they will enhance and expand learning. They are often selected based on educational value and are considered an extension of the classroom. Parent permission is required for each student to participate in the field trip and must be given on the approved school form. If students’ attendance on any field trip is contingent on a behavior contract with the class, parents must be notified of these conditions prior to the planning of the field trip. Adequate supervision is a key to effective field trips. For that reason, parents who wish to accompany a class on a field trip are not allowed to bring siblings or any other children. All field trips are part of the instructional time and any early dismissals need to be signed out by the parent. Safe Bus Riding: Students are expected to conduct themselves according to the Code of Conduct and to practice the six pillars of character as respect, responsibility, caring, trustworthiness, fairness, and citizenship in all school settings – including on the bus. Following school rules on the bus is essential.

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• Students riding the bus are subject to all safety rules as stated by the laws of Arizona. Constant disobedience of these rules may cause a student to lose the privilege of riding on the bus. Students are responsible to be on time at bus loading areas before and after school. Bus students will not be kept after school without prior arrangements with parents. Any change from a child’s routine bus or route must be reported to the IWG office by the parent before 2:30 PM. It is the parents/guardians responsibility to update the transportation department with any change of address and/or phone number as soon as possible so that we may make accommodations for your child(ren) to ride a new route if needed.

Physical Education: All students are expected to participate in physical education activities. If a student needs to be excused from PE, a doctor’s note, parent email or parent phone call is required. Students, who need to be excused for more than two days, must have a doctor’s note. Classroom Parties: Plans for parties must be submitted and approved by administration and classroom teacher. Parents are encouraged to send a healthy snack.

Policies, Programs, Services and Rights Technology Computer Network System Imagine Schools may provide the use of electronic information services, including the Internet. Use of these services is a privilege, not a right, and must be in support of education and the educational goals of the school. On an annual basis, students and parents are provided an EIS Statement of Awareness regarding the use of electronic information services. Parents who prefer that their children not be provided Internet access while at school should return the EIS Statement of Awareness form indicating denial of access. Imagine Schools utilizes filtering software to block access to information that may not be appropriate for youth in a school setting. Imagine Schools makes reasonable efforts to prevent such access by using Internet filtering tools and teacher supervision, but, ultimately, students are responsible for their own behavior. Imagine Schools does not assume liability for inappropriate use or access of information via electronic information services. Imagine Schools uses a state of the art Local Area Networks (LANs) that provide e-‐mail and Internet services. All classrooms are equipped with computer work stations for teacher and student access. The school library is also automated through this network. Students and parents are expected to read and sign the Internet Use Rules Agreement. Internet Firewall Imagine Schools has an internet connection that is protected by a firewall system. The firewall protects our internal network from intrusions or piracy over the internet, while permitting access to the World Wide Web by staff members/and or students. Since internet content is constantly changing, all Imagine Schools use a Content Filter List, which automatically updates to protect students from objectionable material. Electronic Mail In addition to voice mail, administration and faculty may be contacted via e-‐mail. Refer to individual staff members or visit the school web site for e-‐mail addresses. www.imaginewestgilbert.org Electronic Devices ELECTRONIC DEVICES (ARS 13-‐3019) Laser pointers, cameras, PDAs, camera phones, camcorders, and other recording or electronic devices are banned at Imagine Schools. Evidence of possession or use of these devices will result in confiscation, required parental pick-‐up, and possible disciplinary and/or legal action. According to ARS 13-‐3019 it is unlawful for any person to knowingly photograph, videotape, film, digitally record or by any other means

http://www.imaginewestgilbert.org

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use a device to secretly view or record another person without that person’s consent. In addition, it is unlawful to disclose, display, distribute or publish a photograph, videotape, film or digital recording made in violation of the above statute without the consent of the person depicted. Violation of this statute is a Class 5 felony and requires mandatory school reporting to a police agency. Cellular telephones can be disruptive in an educational environment. We realize that many parents are choosing to have their child carry a cellular telephone as a means of before and/or after school communication and for safety purposes. If you, as a parent or guardian, have decided that it is necessary for your child to carry a cell phone, we ask that you and your child be aware of the following: • Imagine Schools states that the school does not assume responsibility for the loss of, or damage to, personal property. If your child has a cell phone or electronic device on campus or on the bus and it is damaged or stolen, we will not be able to utilize administrative time to investigate the incident, nor will the school be able to take any financial responsibility for the cell phone or cell phone charges. • Cellular phones must be turned off and in backpacks at all times while on campus and on the bus. If the cell phone is a disruption or distraction, or visible in any way, it will be confiscated and the parent/guardian will need to come to the school office to pick it up. If it is necessary for you to get an important message to your child during the school day, you may contact our office and our staff will relay the message to your child. Special Education The Individuals With Disabilities Education Act Amendment of 1997 (IDEA) is a federal special education law that requires school districts, charter schools and other public education agencies (hereafter referred to as the “school”) to provide a free, appropriate public education to eligible children with disabilities. This free, appropriate public education refers to special education and related services, described in an Individualized Education Program and provided to the child in the least restrictive environment. Children with disabilities and their parents are guaranteed certain educational rights, known as procedural safeguards, from birth through age 21. IDEA and its implementing regulations also provide methods to help you assure that your input is considered. If your child is having difficulty in school, please check with the teacher to determine what interventions have been tried to help your child succeed. If the interventions are unsuccessful, a referral for special education evaluation may be necessary. You may contact the school administrator if you wish to make a referral personally. If special education disabilities are suspected, we are required to evaluate your child to identify and document whether your child has any disabilities that affect his or her learning and, if so, to determine what special education and related services are required. The evaluation will be done only after we have explained what we plan to do during the evaluation. We will use tests and procedures selected specifically for your child. The evaluation will not include basic tests or procedures used routinely for all students within a class, grade or school. This evaluation will be conducted according to federal and state requirements and will include information you provide. Following the evaluation, we will provide you the complete results within 60 calendar days of your written consent.

Parents’ Rights and Responsibilities (FERPA) Destruction of Education Records The district holds all psychological and special education records of students in permanent storage after those students have been removed from special education, have been withdrawn from the district, or have graduated. Equal Educational and Employment Opportunity It is the policy of Imagine Schools to maintain a nondiscriminatory learning environment and to ensure that students are free from discrimination in any district program or activity based on race, color, ethnicity, national origin, gender, religion or disability. Under certain conditions, discrimination can include harassing conduct by

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students or by district employees if, among other things, the harassing conduct is based on the student’s race, color, ethnicity, national origin, gender, religion or disability and if the conduct creates a hostile learning environment under the law. Imagine Schools policy provides detailed procedures on handling complaints of discrimination. If a student believes he or she has been subject to discrimination by the district, the student should report the discrimination to the school administrator within 15 working days from the date of the act of discrimination. Federal Law prohibits employment discrimination based on race, color, national origin, gender, religion or disability. If you feel that any person has discriminated against your child based on gender, race, color, ethnicity, national origin, handicap or disability, or if you have questions that cannot be answered at your school, please contact Dr. Nancy Hall at (602) 547-‐7961. Any student who knowingly makes false accusation of discrimination may be subject to disciplinary action. Family Educational Rights and Privacy Act The family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age (eligible students) certain rights with respect to the student’s education records. They are:

1. The right to inspect teacher resumes (located in front office – upon request). 2. The right to inspect and review the student’s education records within 45 days of the day the district

receives a request for access. Parents or eligible students should submit to the school administrator a written request that identifies the record(s) they wish to inspect. The school administrator will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.

3. The right to request the amendment of the student’s education records that the parent or eligible student believes is inaccurate or misleading. Parents or eligible students may ask Imagine Schools to amend a record that they believe is inaccurate or misleading. They should write to the school administrator, clearly identifying the part of the record they want changed, and specify why it is inaccurate or misleading. If Imagine Schools decides not to amend the record as requested by the parent or eligible student, we will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.

4. The right to consent to disclosure of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent. One exception that permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the district as an administrator, supervisor, instructor or support staff member (including health or medical staff and law enforcement unit personnel), a person serving on the school board, or a person or company with whom the district has contracted to perform a special task (such as an attorney, auditor, medical consultant or therapist). 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.

5. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the district to comply with the requirements of FERPA. Non-‐custodial and divorced parents have equal rights relating to student records unless the school has been provided a court order to the contrary. Certain student education records are considered “directory information”, including the following: student’s name, mailing address, e-‐mail address and telephone number; names of the parents; address and telephone number of the parents, date and place of student’s birth, class designation (grade level, etc.), extracurricular participation, weight and height (if a member of an athletic team), enrollment dates, awards received, and photograph.

Directory information may be released to the public unless the parent or eligible student gives written notice to Imagine Schools that any or all such information should not be made public without prior consent. Every student is required to complete and submit the following forms as part of the registration process to be filed in their cumulative folder. For assistance in completing forms, please contact the school principal or the office manager.

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• Proof of the child’s age – Child must be 5 years old prior to August 31st the first day of the current school

year to be eligible for kindergarten. • Registration and Enrollment Form: this form is used to record all basic information about the student and

the family, including home, work and emergency telephone numbers. It is extremely important that a parent or guardian sign this form. All sections must be complete.

• Free and Reduced Meals Application: This form allows families to apply for federally funded meals, and it must be completed for all students. Student name, address, signature, and monthly income or federal assistance number must be included; all such information must reflect the student’s status no more than 30 days prior to the first day of school. The applications will be distributed by the end of the first week of school or, for those students that begin mid-‐year, within a week of beginning, and must be returned within 10 days.

• Medical Forms: This set of forms must be submitted for all students before student actually starts school. This includes immunization schedules, family medical information, and the child’s medical history, including allergies. Medicating Permission Forms, which will permit the school to dispense specified medication to the student as necessary, must be on file before any medication is given.

Protection of Pupil Rights Amendment The Protection of Pupil Rights Amendment gives parents and eligible students (emancipated minors or students who are 18 years of age or older) certain rights regarding protected personal information, instructional materials, physical exams and health screenings. These include the right to: 1. Provide written consent before a student participates in any survey funded by the U.S. Department of Education that requests protected information:

• political affiliations • family mental or psychological problems • sexual behavior or attitudes • illegal, anti-‐social, self-‐incriminating or demeaning behavior • critical appraisals of family members • privileged relationships recognized by law such as with attorneys, doctors and ministers • family religious practices, affiliations or beliefs • income, unless required by law to determine program eligibility.

2. Be notified and choose to opt out of certain activities, surveys and exams including: • activities involving collection, disclosure or use of personal information obtained from students

to market, sell or otherwise distribute information to others • surveys requesting protected information, regardless of funding • any non-‐emergency, invasive physical exam or screening required for attendance, administered

by the school and not necessary to protect students’ health and safety – except for hearing, vision, or scoliosis screenings, or any exam or screening permitted or required by state law.

3. Inspect the following material, upon request, before the district administers or uses: • surveys and instructional material involving protected information • documents to collect students’ personal information for marketing, sales or other distribution

purposes • instructional material in educational curriculum

4. Receive notification at the start of each school year, and after substantive changes are made, about the district’s policy for complying with the Protection of Pupil Rights Amendment. 5. Report any violation of rights by filing a claim with:

Family Policy Compliance Office U.S. Department of Education

400 Maryland Ave S.W. Washington, DC 20202-‐4605

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Student Education Records Parents have the right to inspect and review all education records, and are entitled to all other rights guaranteed by the Family Educational Rights and Privacy Act. Confidentiality and Child Find

ANNUAL NOTIFICATION TO PARENTS REGARDING CONFIDENTIALITY OF STUDENT EDUCATION RECORDS The Family Educational Rights and Privacy Act (FERPA) is a Federal law that protects the privacy of student education records. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students." Parents or eligible students have the right to inspect and review the student's education records maintained by the school within 45 days of a request made to the school administrator. Schools are not required to provide copies of records unless it is impossible for parents or eligible students to review the records without copies. Schools may charge a fee for copies. Parents or eligible students have the right to request in writing that a school correct records that they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information. Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions: 1. School officials with legitimate educational interest A school official is a person employed or contracted by the school to serve as an administrator, supervisor,

teacher, or support staff member (including health staff, law enforcement personnel, attorney, auditor, or other similar roles); a person serving on the school board; or a parent or student serving on an official committee or assisting another school official in performing his or her tasks;

A legitimate educational interest means the review of records is necessary to fulfill a professional responsibility for the school;

2. Other schools to which a student is seeking to enroll; 3. Specified officials for audit or evaluation purposes; 4. Appropriate parties in connection with financial aid to a student; 5. Organizations conducting certain studies for or on behalf of the school; 6. Accrediting organizations; 7. To comply with a judicial order or lawfully issued subpoena; 8. Appropriate officials in cases of health and safety emergencies; and 9. State and local authorities, within a juvenile justice system, pursuant to specific State law. Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, sports participation (including height and weight of athletes) and dates of attendance unless notified by the parents or eligible student that the school is not to disclose the

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information without consent. The Individuals with Disabilities Education Act (IDEA) is a federal law that protects the rights of students with disabilities. In addition to standard school records, for children with disabilities education records could include evaluation and testing materials, medical and health information, Individualized Education Programs and related notices and consents, progress reports, materials related to disciplinary actions, and mediation agreements. Such information is gathered from a number of sources, including the student's parents and staff of the school of attendance. Also, with parental permission, information may be gathered from additional pertinent sources, such as doctors and other health care providers. This information is collected to assure the child is identified, evaluated, and provided a Free Appropriate Public Education in accordance with state and federal special education laws. Each agency participating under Part B of IDEA must ensure that at all stages of gathering, storing, retaining, and disclosing education records to third parties that it complies with the federal confidentiality laws. In addition, the destruction of any education records of a child with a disability must be in accordance with IDEA regulatory requirements. SPECIAL INSTRUCTIONAL PROGRAMS AND SERVICES FOR DISABLED STUDENTS

(Section 504 of the Rehabilitation Act of 1973) It is the responsibility of the School to identify and evaluate students who, within the intent of Section 504 of the Rehabilitation Act of 1973, need special services or programs in order that such students may receive the required free appropriate education. For this policy, a student who may need special services or programs within the intent of Section 504 is one who:

• Has a physical or mental impairment that substantially limits one (1) or more major life activities(which include, but are not limited to caring for oneself, performing manual tasks, walking, hearing, seeing, speaking, breathing, learning and working, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating); or

• Has a record of such impairment or is regarded as having such impairment; and

• Requires regular or special education and related aids and services that are designed to meet the

individual needs of the student as adequately as the needs of non-‐disabled students. Students may be eligible for services under the provisions of Section 504 even though they are eligible for and receive services pursuant to the Individuals with Disabilities in Education Act (IDEA). Students who are identified as individuals with exceptional needs, according to IDEA criteria, are not addressed under this policy. The needs of such students are provided for under Policy IHB and its regulations and under state and federal laws and regulations. CHILD FIND INFORMATION Imagine Schools actively seeks children, birth through age 21, who may benefit from special education services. We use this notice as one means of annually informing our district staff, the public, and all parents/guardians within the district’s boundaries of our responsibility to make a free, appropriate public education (FAPE) available to all middle and high school age students with disabilities. In order to provide FAPE:

• Screening for possible disabilities will be completed within 45 calendar days after notification to the responsible public agency by the parents / guardians of the child, or after any student enrolls in our school

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without appropriate records of screening, evaluation, and progress in school. The Child Study Team (CST) will look at the child/’s ability in the areas of academics, vision, hearing, adaptive living, communication, social/emotional and motor skills.

• For students who have not been involved in Special Education services previously, this Child Study Team may then suggest modifications and accommodations to be implemented in the general education setting for a period of time. The CST will reconvene after these pre-‐referral interventions have been in use to determine their effectiveness.

• If, after consultation with the parents/guardians, the responsible public agency determines that a full and individual evaluation is warranted, the public agency will provide required notices to the parents/guardians within 60 calendar days.

• An initial, comprehensive evaluation of a child being considered for special education will be completed, at no cost to the parents /guardians, as soon as possible, but time may not exceed 60 calendar days from receipt of informed written parents/guardians consent.

• In the case of a student who is identified with a special education need, a reevaluation of that need is conducted every 3 years, or more frequently if requested by the student’s parents/guardians or teacher. The re-‐evaluation process need not include formal assessments.

• Some students who are not eligible for special education services may be eligible for support under Section 504 of the Rehabilitation Act of 1973. If eligible, District staff and the parents/guardians may develop a written plan to assist the student.

If you have knowledge of a child, birth through 21 years of age -‐ including those attending private schools and home schools -‐ who may require special education services, please call the school. IC-‐2400 © IHBA

SPECIAL INSTRUCTIONAL PROGRAMS AND SERVICES FOR DISABLED STUDENTS

(Section 504 of the Rehabilitation Act of 1973) It is the responsibility of the School to identify and evaluate students who, within the intent of Section 504 of the Rehabilitation Act of 1973, need special services or programs in order that such students may receive the required free appropriate education. For this policy, a student who may need special services or programs within the intent of Section 504 is one who:

• Has a physical or mental impairment that substantially limits one (1) or more major life activities(which include, but are not limited to caring for oneself, performing manual tasks, walking, hearing, seeing, speaking, breathing, learning and working, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating); or

• Has a record of such impairment or is regarded as having such impairment; and

• Requires regular or special education and related aids and services that are designed to meet the

individual needs of the student as adequately as the needs of non-‐disabled students.

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Students may be eligible for services under the provisions of Section 504 even though they are eligible for and receive services pursuant to the Individuals with Disabilities in Education Act (IDEA). Students who are identified as individuals with exceptional needs, according to IDEA criteria, are not addressed under this policy. The needs of such students are provided for under Policy IHB and its regulations and under state and federal laws and regulations. Adopted: 1/30/17 LEGAL REF.: 29 U.S.C. 706 29 U.S.C. 794 IC-‐2411 © IHBA-‐RA REGULATION SPECIAL INSTRUCTIONAL PROGRAMS AND SERVICES FOR DISABLED STUDENTS

(Section 504 of the Rehabilitation Act of 1973) Each qualified student within the School who is eligible to receive regular or special education or related aids or services, regardless of the nature or severity of the condition necessitating such programs or services, shall receive free appropriate education in the School. Identification and referral procedures:

• Any student who needs or is believed to need special education or related services not available through existing programs in order to receive a free appropriate public education may be referred by a parent, teacher, or other certificated school employee for identification and evaluation of the student's individual education needs.

• The identification and evaluation will be completed by persons knowledgeable about the student, the

student's school history, the student's individual needs, the meaning of evaluation data, and the placement options. The Regional Operations Director will monitor the identification and evaluation to ensure that qualified personnel participate.

• The School will consider the referral and, based upon a review of the student's existing records, including

academic, social, and behavioral records, make a decision as to whether an evaluation under this procedure is appropriate. If a request for evaluation is denied, the School will inform the parents or guardian of this decision and of their procedural rights.

Evaluation: What is required for the Section 504 evaluation and placement process is determined by the type of disability believed to be present, and the type of services the student may need. The evaluation must be sufficient to accurately and completely assess the nature and extent of the disability, and the recommended services, and may be more limited than a full special education evaluation, if warranted. Evaluation of the student and formulation of a plan of services, if determined necessary, will be carried out by the School according to the following procedures:

• The School will evaluate the nature of the student's disability and the impact of the disability upon the student's individual opportunity to benefit from the educational program, ensuring that:

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1. Tests and other evaluation materials have been validated for the specific purpose for which they are used and are administered by trained personnel in conformance with the instructions provided by their producer;

2. Tests and other evaluation materials include those tailored to assess specific areas of educational need and not merely those which are designed to provide a single general intelligence quotient; and

3. Tests are selected and administered so as best to ensure that, when a test is administered to a student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student's aptitude or achievement level or whatever other factor the test purports to measure, rather than reflecting the student's impaired sensory, manual, or speaking skills (except where those skills are the factors that the test purports to measure).

• No final determination of whether the student will or will not be identified as a student with a disability

within the meaning of Section 504 will be made by the School without first inviting the parent or guardian of the student to participate in a meeting concerning such determination.

• A final decision will be made by the School in writing, and the parents or guardian of the student shall be

notified of the Section 504 procedural safeguards available to them, including the right to an impartial hearing and review.

• The evaluation will be provided at no cost to the parent or guardian. Plan for services:

• For a student who has been identified as having a disability within the meaning of Section 504 and in need of special education or related aids and services, the School shall be responsible for determining what special services are needed.

• In making such determination, the School shall consider all available relevant information, drawing upon a variety of sources, including, but not limited to, comprehensive assessments conducted by the School's professional staff.

• The parents or guardian shall be invited to participate in School meetings where services for the student will be determined, and shall be given an opportunity to examine all relevant records.

• The School will develop a written plan describing the disability and the special education or related services needed. The plan will specify how the regular or special education and related aids and services will be provided, and by whom.

• The School may also determine that no special education or related services are appropriate. If so, the record of the School proceedings will reflect the identification of the student as a person with a disability and will state the basis for the decision that no special services are presently needed.

• A student with a disability shall be placed in the regular educational environment of the School, with the use of the supplementary aids and services, unless the School demonstrates that such placement cannot be achieved satisfactorily. The student with a disability shall be educated with those who are not disabled to the maximum extent appropriate to the individual needs of the student.

• The School shall notify the parents or guardian in writing of its final decision concerning the services to be provided.

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• If a plan for providing related services is developed, all school personnel who work with the student shall

be informed of the plan. Review of the student's progress: The School will monitor the progress of the student with a disability and the effectiveness of the student's education plan annually to determine whether special education or related services are appropriate and necessary, and that the student's needs are being met as adequately as the needs of a nondisabled student. Prior to any subsequent significant change in placement, a comprehensive reevaluation of the student’s need(s) will be conducted. Procedural safeguards:

• The parents or guardian shall be notified in writing of all School decisions concerning the identification, evaluation, or educational placement of students made under this policy.

• The parents or guardian shall be notified that they may examine relevant records.

• As to such decisions by the School, the parents or guardian shall have the right to an impartial hearing ("Section 504 due process hearing"), with opportunity for participation by the parents or guardian and their counsel. In the notification of any School decision concerning identification, evaluation, or placement, the parents or guardian will be advised that:

§ A request for a Section 504 due process hearing should be made within thirty-‐five (35) days of notice of right to file (but not less than thirty [30] days).

§ The request shall be made to:

Name: Sherry Ruttinger, Regional Director Address: 1843 West 16th Avenue Apache Junction, AZ 85120 Phone: (480) 355-‐0516

§ The hearing will be held as indicated below. The decision may be appealed only to a federal court

of competent jurisdiction.

§ Attorneys' fees are available only as authorized by law.

If a state due process hearing has been or will be held under the IDEA concerning issues relevant to the Section 504 proceeding, a hearing officer qualified as to IDEA and Section 504 proceedings may preside in a joint hearing. The issues for either IDEA or Section 504 determination shall be clearly defined at the outset, and determinations by the hearing officer will be separate and distinct. If both the parents or guardian and the School agree that the student is not eligible for special education under the IDEA, neither party is required to exhaust administrative proceedings under the IDEA prior to the holding of a Section 504 due process hearing. The hearing officer shall render a decision. The parents or guardian shall be notified in writing of the decision. Either party may seek review of the decision of the Section 504 hearing officer by a federal court of competent jurisdiction.

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The parties shall abide by the decision of the Section 504 hearing officer unless the decision is appealed to a federal court of competent jurisdiction and the decision is stayed by the court. IC-‐2412 © IHBA-‐RB REGULATION SPECIAL INSTRUCTIONAL PROGRAMS AND SERVICES FOR DISABLED STUDENTS

(Section 504 of the Rehabilitation Act of 1973) Section 504 Due Process Hearing Procedures An impartial due process hearing will be utilized to resolve differences involving the education of a Section 504 qualified student with a disability when such differences cannot be resolved by means of a less formal procedure. In this instance, due process is defined as an opportunity to present objections and reasons for the objections to the decision and/or procedures of the committee regarding application of Section 504. A Section 504 due process hearing may be called at the request of the School or a parent, guardian, or surrogate of an affected student. The proceedings will be presided over and decided by an impartial hearing officer. Impartial hearing officer means a person selected to preside at a due process hearing to assure that proper procedures are followed and to assure the protection of the rights of both parties. In all related hearing matters, the following definitions shall apply:

• Days means calendar days. • Placement plan means the program by which the decision concerning the educational placement of the

student is decided. • Parents means parents, guardian, or surrogate parent.

Parents or the School may initiate a due process hearing on a matter related to (1) eligibility and related procedures, (2) procedural safeguards, or (3) provision of a free and appropriate public education to the student. Requests for a due process hearing must be submitted in writing to the Regional Operations Director. Hearing notifications to the parents shall be given at least twenty (20) days prior to the date set for the hearing. The notice shall contain:

• A statement of time, place, and nature of the hearing. • A statement of the legal authority and jurisdiction under which the hearing is being held. • A reference to the particular section of the statutes and rules involved. • A statement of the availability of relevant records for examination. • A short and plain statement of the matters asserted. • A statement of the right to be represented by counsel.

All written correspondence shall be provided in English and/or interpreted in the primary language. Hearing Procedures The hearing officer shall preside at the hearing and shall conduct the proceedings in an impartial manner to the end that all parties involved have an opportunity to:

• Present their evidence. • Produce outside expert testimony and be represented by legal counsel and by individuals with knowledge

or training with respect to problems of students with disabilities.

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Parents involved in the hearing will be given the right to:

• Have the student present at the hearing. • Open the hearing to the public. • In cases where there are language differences, an interpreter shall be provided. • The hearing officer shall review all relevant facts concerning the education placement. • The hearing officer shall determine, subject to appeal by judicial review, whether the School has met all

procedural aspects of the education accommodation plan. • The hearing officer shall render a decision, subject to judicial review that is binding on all parties, except

that in all cases any action taken must comply with current Arizona Revised Statutes and federal court decisions.

• The hearing officer shall ascertain whether: § The procedures utilized in determining the student's needs have been appropriate in nature and

degree. § The student's rights have been fully observed. § The provision of aids, services, or programs to the student may afford a free and appropriate

education. • If the parents' primary language is other than English, then the hearing officer shall appoint an

interpreter. •

Decision of the Hearing Officer A copy of the hearing officer's decision shall be delivered to the School and the parent, guardian, or surrogate within ten (10) days following completion of the hearing, which in no event shall be later than forty-‐five (45) days after receipt of the request for a hearing.

• Notification will include a statement that either party may appeal the decision. The decision of the hearing officer is binding on all parties concerned; it is subject only to judicial review. Record of Hearing A written or electronic verbatim recording of the Section 504 due process hearing shall be on file at the School office and will be available for review upon request to the parents and/or any of the involved parties. Parents may have a copy of the proceedings, in English and in the primary language of the home. LEGAL REF.: A.A.C. R7-‐2-‐405 EXHIBIT SPECIAL INSTRUCTIONAL PROGRAMS AND SERVICES FOR DISABLED STUDENTS

(Section 504 of the Rehabilitation Act of 1973)

POLICY MEMORANDUM TO: Staff FROM: School Administration RE: Responsibilities of the School to Students with Disabilities under Section 504 of the Rehabilitation Act of 1973.

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This memorandum is to clarify certain responsibilities of the School under Section 504 of the Rehabilitation Act of 1973. Section 504 prohibits discrimination against persons with disabilities, including both students and staff members, by school districts receiving federal financial assistance. Included in the U.S. Department of Education regulations for Section 504 is the requirement that students with disabilities be provided with free appropriate public education (FAPE). The regulations pertaining to FAPE are published at 34 Code of Federal Regulations, Part 104, Subpart D.) These regulations require identification, evaluation, the provision of appropriate services, and procedural safeguards. With respect to most students with disabilities, many aspects of the Section 504 regulations concerning FAPE parallel the requirements of the Individuals with Disabilities Education Act (IDEA) (formerly the Education of the Handicapped Act) and Arizona law. In those areas, by fulfilling our responsibilities under the IDEA and state law we are also meeting the standards of the Section 504 regulations. However, in some other respects the requirements of the laws are different. There are some students who are not eligible for IDEA services but who nevertheless are eligible under Section 504, and to whom the School may therefore have responsibilities. The IDEA defines as eligible only students who have certain specified types of impairments and who, because of one (1) of those conditions, need special education. Section 504, on the other hand, protects all students with disabilities, defined as those having any physical or mental impairment that substantially limits one (1) or more major life activities (which include, but are not limited to caring for oneself, performing manual tasks, walking, hearing, seeing, speaking, breathing, learning and working, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating). Section 504 covers all students who meet this definition, even though they may or may not also fall within the IDEA-‐enumerated categories and even when students are or are not already placed in a special education program. An example of a student who is protected by Section 504 but who may not be covered by the IDEA is one who has juvenile arthritis but who has no mental impairments. Such a student has a health impairment but may not be covered by the IDEA if the student does not need placement in a special education program. However, the student is disabled for purposes of Section 504. A similar example might be a student with acquired immune deficiency syndrome (AIDS). Students with attention deficit/hyperactivity (ADD/HD) or emotional disorders are another example. Such students may not meet the criteria for IDEA categories such as learning disabled or severely emotionally disturbed. However, if their disorders or conditions substantially limit their opportunity to benefit from the unmodified educational program to the same extent as other students, including disorders or conditions that are episodic or in remission if they would substantially limit the student’s opportunity to benefit when active, they are disabled within the meaning of Section 504. If the School has reason to believe that, because of a disability as defined under Section 504, a student needs either special education and related services or related services in the regular setting in order to participate in the school program, the School must evaluate the student in compliance with Section 504 regulations; even if the student is already identified under the IDEA and is placed in a special education program. If the student is determined to be disabled under Section 504, the School must develop and implement a plan for the delivery of any needed services. Again, these steps must be taken even though the student is not covered by IDEA special education provisions and procedures. What is required for the Section 504 evaluation and placement process is determined by the type of disability believed to be present, and the type of services the student may need. The evaluation must be sufficient to accurately and completely assess the nature and extent of the disability, and the recommended services. Evaluations more limited than a full special education evaluation may be adequate in some circumstances. For

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example, in the case of the student with juvenile arthritis, the evaluation might consist of a meeting with the parent and reviewing the student's current medical records. In the cases of ADD/HD students, current psychoeducational evaluations may be used if such evaluations assessed the ADD/HD issue. In other cases, additional testing may be necessary. However, in all cases, evaluations shall be provided at no cost to the parent or guardian. The determination of what services are needed must be made by a group of persons knowledgeable about the student. The group should review the nature of the disability, how it affects the student's education, whether special services are needed, and if so what those services are. The decisions about Section 504 eligibility and services must be documented in the student's file and reviewed periodically. For the juvenile arthritic student, Section 504 services might be the provision of a typing course and use of a typewriter/word processor to improve writing speed or to provide a less painful means of writing. For the AIDS student, Section 504 services might be the administration and monitoring of medication, or a class schedule modified to address the student's stamina. For an ADD/HD student, services might include modifications in the regular classroom, special assistance from an aide, a behavior plan, counseling, and/or the monitoring of medication. It should also be noted that, under Section 504, the parents or guardian must be provided with notice of actions affecting the identification, evaluation, or placement of the student and are entitled to an impartial hearing if they disagree with School decisions in these areas. For disabilities covered only by Section 504 and not the IDEA, a Section 504 hearing will have to be made available that is separate from the IDEA hearing process. Please refer to Regulation IHBA-‐RB for the School’s procedures in conducting Section 504 hearings. In summary, it is important to keep in mind that some students who have physical or mental conditions that limit their ability to participate in the education program are entitled to rights under Section 504 even though they may or may not fall into IDEA categories and may or may not be covered by that law.

My signature below indicates that I have received a copy of the attached student handbook for the 2017-‐18 school year. I understand that it is my responsibility to read and review the contents of this handbook with my child. Further, I understand:

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As a condition of enrollment, my child is required to abide by all regulations contained in this handbook as well as other policies established by the Board of Education. If my child chooses not to abide by the regulations contained in this handbook, any other policies established by the Board of Education, or any reasonable request by school authorities, disciplinary action may be imposed, up to and including expulsion from school.

Child's Name________________________ Child's Signature_____________________ Parent Signature_____________________ Date________ Teacher's Name______________________

ACKNOWLEDGEMENT OF RECEIPT OF HANDBOOK 2017-‐2018 SCHOOL YEAR

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