Safe, Challenged, Ready

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student Handbook and Course Catalog

8885 W Peoria Ave Peoria AZ 85345

(p) 623-979-0031 (f) 623-979-0113

www.peoriabulldogs.com

Amanda Bachler, School Leader 

Leona_R_AdvancED_black (1).png

 

Updated 6/28/17

Screenshot 2017-07-10 at 11.03.27 AM.png

Greeting from PAHS Administration

Hello,

Welcome to PAHS.  We look forward to meeting you at an upcoming event on or off campus. You have made great decision to enroll your child in a school that cares about all. It is our goal to have every child graduate from high school, and have a little fun along the way.  We here at PAHS want to prepare students for the journey after high school called…adult life.  Adult life can be much more stressful and regimented than high school life.  We encourage you to take advantage of all of the opportunities presented to you here at PAHS.  We will see you around campus.  Our doors are always open to speak with students, parents, and guardians. Have a great school year.

Sincerely,

PAHS Administration

        

1902.JPG

                        

Amanda Bachler

                        School Leader

                        bachler@peoriabulldogs.com        

                        (P) 623-979-0031 Ext. 109

1919.JPG

                        

Kevin Matie

                        Assistant School Leader

                        matie@peoriabulldogs.com

                        (P) 623-979-0031 Ext. 101

1920.JPG

                                           

                         

Megan Milmine

                            Instructional Support Specialist

                             milmine@peoriabulldogs.com

                             (P) 623-979-00031 Ext. 106

Mission

PAHS provides a safe and nurturing high school experience for at-risk students. Peoria Accelerated offers a challenging curriculum with rigorous coursework including credit recovery opportunities. Campus life provides opportunities for students to enhance their experiences through extracurricular and community involvement.  Peoria Accelerated features a core curriculum with experiential, and technology rich learning experiences.

Vision

PAHS will prepare students to succeed in the global marketplace by providing a quality education taught in 21st century classrooms.

 Academic Goals

  1. To increase student academic achievement and improve standardized test scores. To meet and exceed     state-developed curriculum standards.
  2. To immerse our students in technology, which will ensure that our students will graduate with both the education and the technological skills needed to compete and succeed in post-secondary education and the workplace.  

Student Enrollment

Students who wish to enroll in PAHS may go to www.peoriabulldogs.com and click on the enroll button to complete the enrollment form.  The form can be completed on campus or at any location with an internet connection. Once the online form is completed the family will be called to set up an appointment to complete the enrollment process.  Students are responsible for obtaining all of the necessary documents. The purpose of the interview is to acquaint the student and the parent with the rules and expectations for PAHS students.  

 

It is the responsibility of the parent and guardian to keep the school informed of the current address and phone number. If you change your address or phone number at any time during the year, please notify the school.

 

Transfers and Withdrawals 

If you plan to move, let the school know at least three days in advance. The school will prepare transfer materials to help you get started at the new school. Withdrawal paperwork will not be completed over the telephone.  

  

Admission

Admission to PAHS is open to all students ages fourteen through twenty-one with documentation that they have completed the eighth grade. Students unable to provide eighth grade documentation shall be referred to the school leader’s office for an interview and consideration. Every attempt will be made to accommodate students seeking admission. However, due to the capacity of the school’s physical plant, PAHS is limited in its morning and afternoon sessions. When that limit is reached, a waiting list is established based on the students’ pre-enrollment date.

Classification of Student

Students in grades 9-12 shall be classified as freshmen, sophomores, juniors, or seniors depending upon the year they entered the 9th grade.

2017-2018 school year . . . . . . . . . . . . . . . . . . . . . . . . Freshman

2016-2017 school year . . . . . . . . . . . . . . . . . . . . . . . . Sophomore

2015-2016 school year . . . . . . . . . . . . . . . . . . . . . . . . Junior

2014-2015 school year . . . . . . . . . . . . . . . . . . . . . . . . Senior

Open Enrollment

PAHS has an open-enrollment policy in accordance with A.R.S. § 15-184.  A copy of the full open-enrollment policy is available for your review upon request from the school office.  PAHS does not discriminate in its admissions or enrollment practices on the basis of race, ethnicity, national origin, age, religion, gender, income level, disability, English proficiency, or athletic ability.  Failure to disclose accurate, complete, and truthful information on the enrollment application may result in revocation or removal from enrollment.  Pursuant to A.R.S 15-184(F), PAHS may refuse to admit any pupil who has been expelled from another educational institution or who is in the process of being expelled from another educational institution.

Enrollment Process

New student enrollment is conditional upon a student/parent interview by an administrator, and completion of a student file with the items listed below:

Class Schedule  

Classes are 4 days a week, Monday through Thursday.  Student can start any period as long as they take three consecutive classes. Teachers are on campus Monday through Friday to assist students with tutoring when necessary and appointments can be set up with each individual teacher. Morning and afternoon sessions are closed campus.         

                                

M-Th Daily Schedule                                           Friday Flex Schedule (Late Start)

Period 1           7:50 am - 9:35 am                                 Period 1         9:00 am - 10:00 am

Period 2           9:40 am - 11:30 am                                 Period 2        10:05 am - 11:05 am

Lunch                11:30 am - 12:00 pm                                Lunch           11:05 am - 11:25 am

Period 3            12:00 pm - 1:45 pm                                Period 3        11:25 am - 12:25 pm        

Period 4            1:45 pm - 3:35 pm                                Period 4        12:30 am – 1:30 pm

Period 5        3:35 pm - 5:25 pm

Student Attendance Requirements 

PAHS operates on a block schedule. Each block consists of approximately 34-37 days. Arizona law, as interpreted, suggests that a student attend a set amount of time to receive credit. Therefore, if a student accumulates more than four absences in any one class during the block, the student may receive a letter grade of an “F” for that class. Any absences accumulated during the week must be flexed by the end of the day on Friday of the same week the absence occurred.  All absences are encouraged to be phoned into the office on the day of the absence. At the end of the block, the earned credit is then applied to the transcript. This system offers the student the motivational advantage of being able to earn a positive reward in a shorter amount of time. It also allows the student who has fallen behind to catch up and graduate before the end of the school year.

 

Student Attendance Policy

In order to receive credit for a course, the student must attend class and complete all work required at a level that is acceptable by the teacher. Attendance is mandatory. If a student misses ten consecutive days (Excused or Unexcused) of classes, then she/he is dropped from school (or class) and must re-enroll in PAHS. An excused absence requires the student to bring in a doctor’s note from a health care provider to the attendance clerk to be put in that student’s file. Excused absences still must be flexed. If an illness or emergency occurs that keeps the student from attending school, the parent or guardian must contact the school and explain the reason for missing classes. When the student returns, she/he is responsible for completing all work and time missed, which is called flexing an absence. In the event of a hospitalization or doctor’s appointment, PAHS requires an original signed note from the healthcare provider. If an extended absence should occur, the student must arrange a meeting with parents and teachers to discuss the coursework and class time missed prior to returning to school.   All absences should be phoned into the office on the day of the absence.  PAHS will call home for all unexcused absences. All coursework must be made up within the week the absence occurred whenever possible. Students who have poor attendance will be placed on an attendance contract. If placed on an attendance contract, the student may have his/her schedule changed or face further discipline action.

Tardy Policy

If a student is tardy for his/her first period class, they will be required to pick up five pieces of trash from inside of the campus; this must be done before getting a pass to class. Students who reach 3 tardies will be assigned three days of lunch duty. Students who reach 6 are subject to a one-day suspension. If a student has more than 6 tardies which is considered excessive tardies, administration has the right to change the student's current schedule. If a student is more than 20 minutes late to a class, he/she is marked absent and must flex.

Grade Appeals

Students who have ANY unflexed absences at the end of a course can appeal their failing grade within the last week of the block. Students who are passing their classes, but who still have unflexed absences will be notified via email to complete a grade appeal form. In other words, they would be passing had they not had excessive absences.  The appeal process involves students completing a form explaining the circumstances regarding their excessive absences and attempts and flexing previously in the block, getting all applicable teachers’ approvals, and providing applicable documentation. Students who successfully complete the process may also be placed on academic probation and/or an attendance contract. Grade appeals will be granted on a case-by-case basis, and will not be granted two consecutive blocks.

Curriculum

PAHS has designed a student curriculum that is based on the Arizona College and Career Ready Standards.  Objectives are taught using a variety of learning activities and addressing multiple learning modalities.  Reading, writing, and technology skills are integrated throughout the curriculum and are an integral part of all content area classes.  Textbooks and all other instructional materials are selected on the basis of their alignment with the Arizona College and Career Ready Standards.

 

Uninterrupted Instructional Time

We believe in providing uninterrupted learning time.  Class time is a period of time when the student can concentrate on academics and not be distracted. When you have messages, materials, lunch money, etc, for a student, please bring it to the school office, and the school personnel will deliver it to the classroom.  Please try to schedule appointments outside of the instructional day so that students are not missing valuable class time.

 

Homework

The purpose of homework is to provide additional practice on previously introduced skills or to enrich classroom experiences.  Because of the extended learning time during the day, the majority of learning activities will be completed during class time where the teacher is available to assist the student.  Teachers may require additional homework or research to be completed outside of class.  Each teacher will provide guidelines for homework in their syllabus.

Progress Reports

The primary function of a progress report is to communicate information to parents/guardians about their child’s current achievement status in regard to specific learning objectives in each curriculum area.  All grades are updated weekly on Parent Vue online. Parents may obtain their Parent Vue information by contacting the office or visiting the school website.

 It is the belief of PAHS that an open line of communication between home and school should be maintained at all times to increase the likelihood of student growth and success.  To promote regular communication, parents and students are invited an open house each block. Open houses are held from 5:30-7pm. Dates are highlighted on the student calendar. Parents may request a conference at any time.  Feel free to contact your child’s teachers if you would like a progress report more frequently.

 

Grade Report Cards

A grade report card is made available on Parent Vue four times throughout the school year. This grade report will reflect the grade and credits earned for the courses that the student completes for each block.

 

Students and family members have the right to question grades, and grading procedures.  The student should first consult with his or her teacher and attempt to resolve the matter.  If a question still remains the student should address the matter with the school’s administration. Issuance of grades and grading procedures are local school matters and every attempt to remedy the situation at the school level should be made.

Honor Roll Guidelines

Eligibility: Students who meet the academic and citizenship standards described below will be eligible for honor roll recognition.

  1. G.P.A. of 3.0 or better (Principal's List 4.0, High Honor Roll 3.9-3.5, Honor Roll 3.4-3.0)
  2. Must be enrolled in 3 or more classes which count toward honor roll for at least the last three blocks.
  3. Cannot have any D’s or F’s on report cards.
  4. Student Aide or Office Aide grades will not count toward honor roll.
  5. Incomplete grades must be cleared from the record before a student can qualify for honor roll.

 

Academic Probation/Contract  

The intent of academic probation is to alert the student and parent and/or guardian that satisfactory expectations are not being met.  The student as well as the parent will be notified in writing regarding the terms of academic probation.  The parent and/or guardian and student will be requested to attend a conference to discuss the terms of probation and to develop a plan for improvement.  The initial probationary period will be for the duration of one block. As part of academic probation a student may be required to change from morning to afternoon session and vice versa.  Probation may extend beyond one block if deemed appropriate by the Administrator. After appropriate intervention and probation as described within these guidelines, the student will be withdrawn from PAHS if the student does not meet academic expectations. NOTE: New enrolling and/or returning students can be placed on Academic Probation based on records from the previous school(s).

Assessment of Learning

In order to ensure that PAHS students are being challenged academically, their performance in reading, mathematics, and writing is assessed continuously using a variety of measures.  In addition, the State of Arizona requires the following tests:

 

 

Parent Involvement

PAHS welcomes and encourages parent involvement.  We recognize and value a variety of ways that parents can be meaningful partners in the education of their children. There are many opportunities for you to be involved in your student’s education.  Meaningful parental involvement is achieved when parents participate in supporting student learning at home, are involved in school-related decision making, and parents support school-related activities. PAHS  continuously works to achieve this goal in order to meet Federal and State requirements. PAHS  has developed a Parent Involvement Policy in collaboration with parents.  This policy is available for your review upon request at the school office and on the school website.

 

Opportunities for meaningful parent involvement are provided at PAHS through:

 

SCHOOL­-PARENT COMPACT

Peoria Accelerated High School, and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards. This school­-parent compact is in effect during school year.

School Responsibilities

1. Provide high­ quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards as follows:

2. Hold parent­-teacher conferences during which this compact will be discussed as it relates to the individual child’s achievement. Specifically, those conferences will be held:

3. Provide parents with frequent reports on their children’s progress. Parents will have electronic access to attendance, grades, course progress, and transcripts through Parent Vue. Parents may also contact the front office at 623.979.0031.

4. Provide parents reasonable access to staff. Specifically, staff will be available for consultation via phone or by email. Contact information for all staff is available at www.peoriabulldogs.com.

5. Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities.

Parent Responsibilities

Student Responsibilities 

Parents Right To Know

The following information will be provided to you during the school year or upon your request and in a timely manner:

 

 

You also will receive timely notice if your student, for whatever reason, is being taught for four or more consecutive weeks by a teacher who is not highly qualified. A highly qualified teacher is defined by state law as a teacher who is certified/licensed and teaching in the grade level or subject area of certification/license

 

Insurance

PAHS and The Leona Group, L. L. C. is in compliance with insurance as required by the Arizona Department of Education. The school does not carry insurance for students' medical or dental costs if they are injured during school activities.  It is the responsibility of the parent/guardian to provide insurance for their student.

  

Release of Student Records and Directory Information 

The Family Educational Rights and Privacy Act (FERPA) affords parents and students who are 18 years of age or older ("eligible students") certain rights with respect to the student's education records. These rights are:

  1. The right to inspect and review the student's education records within 45 days after the day the PAHS receives a request for access.
  1. Parents or eligible students should submit to the school principal a written request that identifies the records they wish to inspect. The school official will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected
  1. The right to request the amendment of the student’s education records that the parent or eligible student believes is inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA.
  1. Parents or eligible students who wish to ask PAHS to amend a record should write the school principal, clearly identify the part of the record they want changed, and specify why it should be changed. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and 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.
  1. The right to provide written consent before the school discloses personally identifiable information (PII) from the student's education records, except to the extent that FERPA authorizes disclosure without consent.
  1. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the school as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel) or a person serving on the school board. A school official also may include a volunteer or contractor outside of the school who performs an institutional service of function for which the school would otherwise use its own employees and who is under the direct control of the school with respect to the use and maintenance of PII from education records, such as an attorney, auditor, medical consultant, or therapist; a parent or student volunteering to serve on an official committee, such as a disciplinary or grievance committee; or a parent, student, or other volunteer assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.
  1. The right to file a complaint with the U.S. Department of Education concerning alleged failures by PAHS to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are:

 

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW, Washington, DC 20202

Upon request, the school discloses education records without consent to officials of another school district in which a student seeks or intends to enroll, or is already enrolled if the disclosure is for purposes of the student’s enrollment or transfer

 

Directory Information

The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that PAHS, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your student’s education records.  However, PAHS may disclose appropriately designated “directory information” without written consent, unless you have advised the District to the contrary in accordance with District procedures.  The primary purpose of directory information is to allow the PAHS to include this type of information from your student’s education records in certain school publications.  Examples include:

 

 

Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent’s prior written consent.  Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks.  In addition, two federal laws require local educational agencies (LEAs) receiving assistance under the Elementary and Secondary Education Act of 1965 (ESEA) to provide military recruiters, upon request, with the following information – names, addresses and telephone listings – unless parents have advised the LEA that they do not want their student’s information disclosed without their prior written consent. [1]

 

If you do not want PAHS to disclose directory information from your student’s education records without your prior written consent, you must notify the Principal in writing.  

Instruction and Learning  

Assessment of Learning

Students at PAHS are assessed to ensure that they are acquiring skills and being challenged academically.  To measure the achievement of all students, school-wide assessments are administered throughout the year.  Each student’s performance on the school-wide assessments is measured against his/her own previous performance.  Results of these assessments in language arts and mathematics are used to make needed programming changes and provide additional support to students through intervention programs.  Results are also made available to teachers, parents, and students so that everyone can work together to help ensure that all learning goals are met for every student.  Students requiring special education are administered more individualized evaluations by appropriate professionals for the purpose of providing specialized instruction under the Individuals with Disabilities Education Act.

 

The state of Arizona requires AzMERIT testing in grades 9, 10, and 11 for reading, writing, and math content. A student’s grade level does not trigger a test; the course in which a student is enrolled triggers the test.

AZMerit Testing Incentive

Students who successfully meet or exceed the standards on any AZMerit end-of-course assessment will automatically have their final grades for associated courses changed to a “B” for meeting and an “A” for exceeding. For example, if a student earns a “C in each of the following courses: ELA 9 Foundations, English 9-1, and English 9-2; and the student exceeds the standard on the AZMerit ELA 9 test, then all three “C”s are replaced with “A”s. Eligible courses must be taken at PAHS during the same school year to qualify for this incentive.

 

The following outlines our school-wide assessments:

TEST

WHO IS TESTED:

WHAT IT IS USED FOR:

AzMERIT

Students enrolled in:

  • English 9-2, 10-2, and 11-2 take reading and writing
  • Algebra 1-2 take algebra 1-two parts
  • Geometry 2 take geometry-two parts
  •  Algebra 2-2 take algebra 2-two parts
  • To complete PAHS performance-based teacher and leader evaluations
  • To demonstrate growth to AZ Charter Board
  • To determine the promotion of 3rd graders based on their reading readiness

AZELLA

  • All English language learners
  •  To identify students for English language services, measure their growth, and exit them out of the program

Additional Formative Assessments

  • Targeted students are tested regularly to measure progress and guide intervention efforts.
  • Classroom teachers can test their classes at will to drive whole-class, small-group, and individual instruction
  • To guide instructors and interventionists toward achievement on AZMerit
  •  To measure classroom learning and inform re-teaching and tutoring

 

Graduation

Class of 2015-2018 Graduation Requirements

General Required Courses 

                           English:                                   Math:                        

Science:                            

  Social Studies:

 Fine Arts/Vocational:  

Required Classes:        

Elective Classes:          

Total:                          

Credits

4.0

4.0

3.0

3.0

1.0

15.0

7.0

22.0

   Arizona University Requirements*

                                              English:                                                                   Math:                                                                    Science:                            

 Social Studies:          

Visual/Performing Arts:    

                              Foreign Language:                                Required Classes:                                  Elective Classes:      

               Total:                  

Credits

4.0

4.0

3.0

3.0

1.0

2.0

17.0

6.0

23.0

*All four-year state universities require students to take the ACT or SAT examination.  Colleges and Universities may differ in their requirements for admission.

Course Descriptions

 

Technology & Fine Arts

Computer Technology 1

½ Credit                 Prerequisites:  None

This course is designed to provide students with an introduction to computers and their operation.  This course will provide brief instruction to keyboarding, and the programs within Microsoft Office Suite. Students will largely be exposed to 21st century skills using Google Applications and other web 2.0 tools, which will support the technology used in other PAHS classes. This course is recommended for those students entering the workforce or continuing on to college.  It provides a foundation for further computer course work.

Digital Media Tech

½ Credit                Prerequisites: Computer Technology 1

“Digital Media Tech is a basic digital arts course.  This course will provide basic instruction in graphic design and photo manipulation using the latest in graphic software (Photoshop?).  Students will learn to create media productions with an emphasis on raster and vector graphics.  This course is recommended for those students interested in entering a career in graphics and media.”

Film Literacy

½ Credit                Prerequisite:  None

Discover the journey how film making has evolved since its inception.  Students will learn to appreciate the development of film over the last nine decades and will learn the basics of film production.  Students will also be expected to develop their summary skills by partaking in a strong writing component to the class.  After finishing the class, students should have a keener eye for details in the film production process. 

Art Humanities

½ Credit                Prerequisites:  None

Art Humanities is an introductory art course.  This course will provide students with basic knowledge of technique and the principles of art and design through hands on production and art history.  Students will gain problem solving skills and the ability to think creatively. 

Foreign Language

Spanish 1 – 2

1 Credit                 Prerequisites:  None

Spanish 1-2 is an introduction to the language and culture of Spanish-speaking countries.  This class consists of the four basic skill areas of writing, speaking, reading, and listening comprehension.  These skills and the culture element are addressed through basic conversational and grammatical structures.

 

Spanish 3-4

1 Credit                 Prerequisites:  Spanish 1-2

Spanish 3-4 is a continuation of the study of the language and culture of Spanish-speaking countries.  The speaking, reading, writing and listening comprehension skills are reviewed and reinforced.  Theses skill and the culture element continue to be addressed through the use of basic conversational and grammatical structures.

 

Language Arts

ELA 9 Foundations , English 9-1,  9-2

1 Credit                Prerequisites:  Meets eligibility criteria

This course is required for graduation.  It is the first step in an integrated sequence of instruction in the language arts essential skills.  Thematic units introduce students to the foundational process skills and knowledge of necessary to meet state graduation competencies in language arts.  A variety of short selections, both expressive-descriptive and informative-expository, will be analyzed.  Reading comprehension strategies, including vocabulary development and grammar will also be of focus during these beginning level courses.  Students will be introduced to common core writing including informational and argumentative writing, specifically. By the end of the courses, students will have been familiarized in the use of claims, evidence, and reasoning.

 

ELA 10 Foundations,  English 10-1, 10-2

1 Credit                 Prerequisites:  English 9-1, 9-2

This course is required for graduation.  It is the second step in an integrated sequence of instruction in the language arts essential skills.  Thematic units continue instruction in the process skills and knowledge necessary to meet state and graduation competencies in language arts.  A variety of selections, both informative and argumentative will be analyzed will be analyzed.  Writing assignments will emphasize using the writing process to develop and support a claim. The common core writing focus of claims, evidence, and reasoning will be further emphasized by integrating rhetorical and organizational strategies.  Reading comprehension skills and grammar will also be addressed during the duration of these courses. 

English 11-1, 11-2

1 Credit                 Prerequisites:  English 10-1, 10-2

This course is required for graduation.  It is the third step in an integrated sequence of instruction in the language arts essential skills. Thematic units provide extensive practice in understanding, analyzing, and applying rhetorical devices through careful examination of informational and argumentative texts. Common core writing continues to emphasize the use of claims, evidence, and reasoning by integrating rhetorical and organizational strategies. APA or MLA format evidence based writing will be routinely practiced.

 

English 12-1, 12-2

1 Credit                   Prerequisites:  English 11-1, 11-2

This course is required for graduation.  It is the capstone experience in an integrated sequence of instruction in the language arts essential skills.  Thematic units provide students an opportunity to examine historical works of fiction and nonfiction. Works will be compared for their thematic relevance and carefully analyzed for their purpose and point of view. Common core writing continues to emphasize the use of claims, evidence, and reasoning by integrating rhetorical and organizational strategies into useable, real-world products including resumes, cover letters, and advertisements. In addition, students will engage in the development and implementation of select campus and community events, which require extensive collaboration, oral communication, and networking: all real-world necessities.

 

Creative Composition

½ Credit                Prerequisites:  None

Utilizing projects and interest-based assignments, students will use their creative side to indulge in various types of writing including quotations, poetry, short stories, etc. and discuss the influences of American and British literature within their projects and assignments.  The Six Traits of Writing areas will be emphasized as they pertain to the appropriate style of writing.  Class will count for Junior or Senior level English credit.

Science Fiction 1

½ Credit                Prerequisites:  None

This English course introduces students to the wide world of science fiction. Course content is built of short stories by literary sci-fi award winners such as Ray Bradbury and Isaac Asimov. Students are challenged to participate in conversations and a variety of projects that are designed to help them better understand this well- known genre.  Class will county for Freshman and Sophomore level English credit.

Critical Thinking English

½ Credit                Prerequisites:  None

This course designed to promote student assessment readiness on state mandated tests aligned to Arizona’s Career and College Readiness Standards (AzMERIT). During this intensive review, students will concentrate on the reading process, literary and informational texts, vocabulary, and argumentative writing. An emphasis is placed on test-taking strategies and procedure to prepare students for computer-based testing, as well as subsequent English coursework.

Adventures in English  

½ Credit                 Prerequisites:  Meets eligibility criteria

This course presents a guided focus in reading, writing, and oral language development for English Language Learners. The objective of this course is to help students improve English language skills in the following areas: vocabulary development, reading strategies, writing applications, grammatical skills, oral language development, and presentation. Emphasis will be placed on reading comprehension, the writing process, and presentation. During this course a variety of themes will be utilized and explored through informational, functional, persuasive, and historical text. Students will be focusing on expressive, expository, and functional writing applications. A culminating presentation will be completed to demonstrate student comprehension. The content of the course is aligned to the 10th grade Language Arts standards and assignments are adapted using the English Language Learner Proficiency Standards.

 

Expanding English  

½ Credit                 Prerequisites:  Meets eligibility criteria

This course is planned to help students improve English language skills that will help them attain fluency in reading, writing and speaking English. Emphasis will also be placed on improving student academic skills in the following areas: vocabulary development, reading strategies, writing applications, grammatical skills and oral language development. Students will acquire the critical thinking skills necessary to analyze, synthesize and evaluate multiple texts. In this course students will interpret, explain, model and apply various works of literature, including the use of Visions Textbook C. Students will explore and execute a variety of writing assignments with an emphasis on cross-curricular content. Students will read a variety of literary text and complete activities to accompany the reading selections. The content of this course is aligned to the 10th grade Language Arts and ELL standards. 

Mathematics  

Algebra 1 Foundations, Algebra 1-1, 1-2  

1.5 Credits                 Prerequisites:  Appropriate eligibility requirements

Algebra 1-1 focuses on the foundations of algebra, linear equations, ratios and proportions, solving and graphing inequalities, and the application of the Common Core Mathematical Practices.

Algebra 1-2 focuses on functions, interpreting graphs, sequences, linear functions, systems of equations and the application of the Common Core Mathematical Practices.

Algebra 1-2 focuses on exponents, polynomials, exponential functions and their application, and the application of the Common Core Mathematical Practices.

 

Geometry 1, 2  

1.0 Credits                   Prerequisites:  Algebra 1-1,1-2

Geometry 1 focuses on academic vocabulary and geometric tools, coordinate geometry, congruence in polygons and triangles, and the application of the Common Core Mathematical Practices.

Geometry 2 focuses on similarity in triangles, polygons, and circles, right triangles, trigonometry ratios, quadrilaterals, and the application of the Common Core Mathematical Practices.

Geometry 2 focuses on measurement, independent and dependent probability, conditional probability, and the application of the Common Core Mathematical Practices.

Algebra 2-1, 2-2

1.0 Credits                 Prerequisites:  Algebra 1-1,1-2 and Geometry 1,2

Algebra 2-1 focuses on solving and graphing linear equations and inequalities, factoring and solving quadratics, graphing quadratics, and the application of the Common Core Mathematical Practices.

Algebra 2-2 focuses on polynomials and polynomial functions, radicals and exponents, exponential and logarithmic functions, and the application of the Common Core Mathematical Practices.

Algebra 2-2 focuses on rational expressions, data analysis, statistics, and the application of the Common Core Mathematical Practices.

Financial Algebra

½ Credit                Prerequisite:  Algebra 1

This course will prepare students to be “real-world” sufficient upon graduation.  Concepts to be covered are Common Core aligned and involve students to participate in various simulations that include:  researching, obtaining and maintaining a place to live, checking/saving accounts, retirement accounts, insurance policies (health-dental and vision,, life and death benefits), and credit cards—all the while being mindful of how these accounts can affect a budget for a family.  Creating a budget is one of the major projects and students will develop strategies to maintain the budget through many types of hardships adults face in the real world today.  

Statistics

½ Credit                 Prerequisites: None

The course will focus on the fundamentals of statistics and probability through collaboration, assessments, and other various activities that relate to the real world. Students will gain a better understanding of statistics. They will also learn about statistics and probability, using models and simulations, distribution, sets, sample spaces, Venn Diagrams, set notation, etc.

Physical Education

Wellness

½ Credit                 Prerequisites:  None

Students participate in a daily workout program.  The course requires a substantial amount of individual student discipline and responsibility.  Activities range from weight lifting and education on various sports. Streets of Success is a program that implements an evidence-based, skill-building curriculum called Reducing the Risk (RTR).” SOS is an integral component of the course.

 

Science

Integrated Science 1 - 2  

1 Credit                 Prerequisites:  None

This course is a process approach to teaching the concepts of science and is organized around the themes of scientific thinking, matter, energy, motion, and the environment.  The scientific process skills taught in this course provide the prerequisites for success in future science study.  This course meets the science lab requirement for state universities.

 

Biology 1-2

1 Credit                 Pre-requisites:  Science Processes

Biology is a lab class that includes the integration of technology into the study of life processes for animals (including insects), plants and humans.  A hands-on study of the five kingdoms and their roles in the environment helps students to visualize nature’s niche. There is a comprehensive cell component and life chemistry attribute in this course to prepare students for current events of today’s controversial societal and political decisions.   This course meets the lab requirement for state universities.

 

Anatomy 1 – 2

1 Credit                 Pre-requisites:  Science Processes 1-2 or Biology 1-2

Anatomy and Physiology is an extension of Biology with an emphasis on the Human Body systems.  With the integration of technology, students will explore the human body to visualize the systems and their integral connection to each other.  Students are also required to research disease causing agents and investigate current material about disease control.

Forensic Science 1-2

1 Credit                 Prerequisites:  Algebra 1

Students venture into the world of crime, applying science to law.  Forensic science applies the knowledge and technology of science for the definition and enforcement of such laws.  Students will also complete science labs.  

Biological Anthropology

½ Credit                 Prerequisites:  None

In this course we will be studying the biological aspects of Anthropology. Anthropology studies humans and their cultures, focusing on the study of differences and similarities, both biological and cultural, in human populations. Biological Anthropology is concerned with typical biological and some cultural characteristics of human populations in all periods of time and in all parts of the world, focusing on earth history, genetics, and human variation. Biological Anthropology includes within it several other disciplines such as Biology, Earth Science, History and Geology, all of which will be included in the course content.

Social Studies

U.S. History 1 – 2

1 Credit                Prerequisites:  World History

U.S. History surveys the development of America from the Age of Exploration to the present time.  Emphasis is on socio-political-economic and geographic changes throughout history.

Economics  

½ Credit                 Prerequisites:  AZ/US History

American Economics is the study of the U.S. capitalistic market system.  This study includes business organization, competition, taxation, supply and demand, money, and banking.  This study prepares students for future college economic courses.  It also assists students in being wise consumers in the present.

Government  

½ Credit                Prerequisites:  AZ/US History

AZ/American Government examines the U.S. Constitution, the three branches of government, and current events.

 

World History 1 - 2

1 Credit                 Prerequisites:  None

This course will emphasize the study of geography and history of the world and how they are interrelated.  Students will analyze political, economical, geographical, historical, and cultural aspects to draw conclusions about how world regional issues influence the present.  

 

Electives

Child Development

½ Credit                Prerequisites:  None

Where do babies come from?  The answer to this question is addressed in our child development course.  This course takes students through the process of a developing human fetus, the physical and emotional changes the pregnant females go through, the effect these changes can have on others, the birth process, and the stages of development of a human ages 0-teenage years.

Coding

½ Credit                Prerequisites: None

This class is an introduction to coding. The class will be going over important strategies for solving problems, designing projects, and communicating ideas. All the coding skills be taught through digital animations, cartoons, and game projects in Google Scratch.

Contemporary World Issues 1, 2

½ Credit                 Prerequisites:  None

What is happening in the rest of the world affects what happens at the PAHS school campus.  Students will learn about cultures and news stories from around the globe.  

Critical Reasoning Math

½ Credit                  Prerequisites: Alg 1A, 1B, 1C or Geometry A, B, C.

In this math elective course, students will be applying algebra and geometry concepts to problem-based learning projects. Focusing on modeling, students will learn "math in action." Additionally, relevant concepts will be reviewed in a blended learning environment, using the web-based program, TenMarks. Designed to reinforce students' math skills, this program will also prepare students for state testing.

Cultural Anthropology

½ Credit                 Prerequisites:  None

This course will emphasize the study of learned behavior in human societies. We will be investigating selected aspects of culture such as the development of agriculture, writing, art (including cave painting, body decoration, pottery and weaving), politics, medicine, religion and kinship divisions in the context of the larger society as a whole. We will be sampling aspects of various cultures around the world and at various time periods. Each area of investigation will involve hands on lab/activities illustrating the area of study. For example when we study cave painting the students will produce their own modern versions of "cave art" and when we analyze the importance of the invention of weaving and pottery the students will learn the basic techniques of both in hands on activities. Cultural Anthropology is a multi-disciplinary course including the fields of History, Art, Biology, Geology, Social Science, Political History, Religion Studies and Archaeology.

College and Career Readiness

½ Credit                 Prerequisites:  None

Students in this class will explore what opportunities are available for them after high school.  Special emphasis will be placed on career and college explorations.  Students will also be taught basic personal finance and coping skills after they finish high school and transition into “Real Life.”

Street Law

½ Credit                 Prerequisites:  None

This course emphasizes practical law while investigating topics ranging from law and the legal system, including criminal law and juvenile justice, individual rights and liberties, policing, criminal theory, and crime patterns and trends.

 

Student Assistant

½ Credit                 Prerequisites:  Administrative approval

The student will assist in classroom preparation, clerical, and/or other needed tasks.  This course may be repeated for credit.

School/Community Service

½ Credit                 Prerequisites:  None

Students volunteer their services at selected non-profit community sites and receive elective credit.  Course requirements include:  61.5 hours for ½ credit per block; limit of 2 credits possible per student; descriptive journal entries must be kept and relate to volunteer’s perspective of personal benefits from on-going site experiences; and a final typed report submitted to the Office Manager (content will consist of analysis of research as related to the volunteer’s actual experience).

Work Experience

½ Credit                 Prerequisites:  None

Student must be enrolled as a full time student (3 classes), be 14 years of age, receive a C or better in all classes.  The student must be able to verify 128 hours of paid employment. At PAHS, students have the opportunity to receive credit toward graduation if they have a job.  Every 128 hours worked or 61.5 hours volunteered will count as one-half of an elective credit. Students must provide original receipts or pay stubs to verify hours worked. A maximum of two elective credits may be earned through work experience.  In order to receive one-half credit for the block, the student must be enrolled as a full time student (3 classes) at PAHS, complete 128 work hours or 61.5 community service hours during a block period after enrolling in PAHS and pass both classes with a C or better.

Computer Based Instruction (A+)

PAHS utilizes A+ Anywhere Learning software for student independent learning.  Students have the ability to ask a highly qualified teacher on campus if they need any assistance.  Students do not have to pay anything during the school year to enroll in an A+ class.  Students are able to access A+ programming anywhere on the campus a student computer terminal is available.  Students need to speak to an administrator or mentor advisor to sign up for an A+ class.  Each class is worth ½ credit.  If a student needs access from home a web based version of A+ is available.  www.peoriabulldogs.com/student-a   Space is limited for the online A+ application.  Students with the most need will be given preference first. Listed below are all of the classes available for A+.

English Credit

Math Credit

Social Studies

Credit

Science Credit

Elective Credit

Fine Art Credit

English 9-1

Algebra 1-1

American History 1

Biology 1

Anthropology

Art Appreciation

English 9-2

Algebra 1-2

American History 2

Biology 2

Health

Career Essentials

English 10-1

Algebra 2-1

Economics

Chemistry 1

Lifetime Fitness

Humanities 1

English 10-2

Algebra 2-2

Government

Chemistry 2

Personal Finance

Humanities 2

English 11-1

Functional Approach Alg

World History 1

Earth Space Science

Physical Education

Spanish 1

English 11-2

Geom 1

World History 2

Physical Science

Psychology

Spanish 2

English 12-1

Geom 2

Physics A

Sociology

Spanish 3

English 12-2

PreCal/Trig

US Geography

Spanish 4

World Geography

 

School Technology

Technology is a wonderful tool to assist our students in learning, researching, and preparing to participate fully in a technology rich society.  While the internet and other technology resources provide significant opportunities for teaching and learning, they must be used responsibly.  PAHS provides protection from harmful material through filtering software, but the teacher and student have the ultimate responsibility for using the Internet and technology according to school policy and guidelines.

 

The following assurances are made when the Internet is in use during instruction:

 

Technology Use Guidelines

The use of technology at PAHS is welcomed and encouraged. Students must however never use school technology for the following:

Consequences of violations include, but are not limited to:

PAHS has the right to restrict or terminate information network access. PAHS has the right to monitor network activity to ensure school policy for acceptable use is followed.  If you do not want your student to have access to the internet, please notify the school office in writing.

 

Health Information

Immunizations

Arizona law ARS §15-872 requires that parents provide an up-to-date record of immunizations prior to enrolling in school.  The record must include the month, date, and year of your student’s immunizations.  Students without proof of immunization will be excluded from school.  The following immunizations are required for enrollment at PAHS, contingent on age:

 

Please inform the school of any immunizations that your student receives throughout the year so that immunization records are kept current.

 

Arizona law ARS §15-872 provides exemptions from immunization requirements for the following:

Although the law allows exemptions, if an outbreak of any of the diseases covered by required immunizations occurs, the Maricopa County Health Department may require that students who are not immunized be excluded from school for the duration of the outbreak.

Hearing and Vision Screenings

Hearing and Vision screenings are given to selected groups of students per Arizona mandate under the guidelines of the Arizona Department of Education and Arizona Department of Health Hearing Conservation Program.  For more information on these screenings, please contact the school office.

 

Chronic Health Conditions

A chronic health condition is one that is not curable and/or requires continuous treatment.  If your student has a chronic illness or health condition that will cause him/her to miss school, please inform the school office.  School staff will develop a Chronic Illness Plan to ensure that absences due to the chronic condition are not subject to school attendance policies and to provide ways to furnish missed work or instructional materials during your student’s absences.

 

Exceptional Student Services

Child Find

PAHS offers comprehensive special education services to eligible students ages 5 through 21 years and to students from birth through age 21 years who have a suspected disability.  Students from birth to age five with disabilities will be referred to appropriate agencies for services.  All referrals are considered confidential, and services are provided at no cost.  The parent, legal guardian, or surrogate parent retains the right to refuse services and are provided other procedural safeguards under federal and state law.

Public school services include screening in areas of suspected disabilities, such as vision, hearing, motor skills, speech, language, cognitive, academic and/or social emotional development.  Evaluations in the schools are provided for several areas of suspected disabilities, including learning disabilities, speech and language development, physical impairments, vision or hearing problems, cognitive impairments, emotional disturbances, autism/pervasive developmental disorders, health impairments, developmental disabilities or traumatic brain injuries.  A free appropriate public education with a full continuum of services is available for eligible students with disabilities. For more information concerning eligibility criteria and referral procedures, contact the school leader or special education coordinator at PAHS or call the Director of Exceptional Student Services at The Leona Group, LLC at 602-953-2933.

 

Special Education Services

PAHS makes available special education and related services to all students.  A continuum of services is available to meet the educational needs of all students with disabilities. It is the philosophy of PAHS and The Leona Group that all students can access a rigorous curriculum and learn, regardless of disability. Our teachers are trained to teach to diverse learning styles and ability levels. Special Education programming is implemented by special education teachers who work directly in special and general education classroom settings with students with disabilities.  Teachers work collaboratively to meet the needs of all students.

PAHS believes in close collaboration between general education teachers, special education teachers, staff, and parents. This produces the best possible learning outcomes for our exceptional students.  For more information about our special education programs, please contact the school’s special education department.  Pursuant to A.R.S. 41-1351, special education records including placement records, referrals, evaluations, and testing data, will be destroyed five years after final enrollment of student at PAHS.

ADA Section 504

Pursuant to Section 504 of the Rehabilitation Act of 1973, PAHS has a duty to identify, refer, evaluate and if eligible, provide a free, appropriate public education to disabled students.  For additional information about the rights of parents of eligible students, or for answers to any questions you might have about identification, evaluation and placement into Section 504 programs, please contact the School’s Section 504 Coordinator at (632) 979-0031 or by mail at 8885 W. Peoria Avenue, Peoria, Arizona 85345.

English Language Acquisition Services

Arizona law requires that students with a home language other than English be assessed for proficiency in oral language, reading comprehension, and written communication.  Based on the results of the assessment, students may be placed in the English Language Development program designed to aid them in acquiring English. Any question contact ELA Coordinator at (623) 979-0031.

 

General School Information

Food and Nutrition

PAHS is pleased to offer the National School Lunch Program (NSLP) and School Breakfast Program (SBP) for the 2017-2018 school year. The NSLP and SBP are federal programs that provide nutritious meals at a minimum cost to school children.  Families may apply for the programs by submitting a Household Income Application, which is provided by the school.  For assistance, please contact Lorena Rodriguez, School Meals Coordinator.  Non-discrimination statement: This explains what to do if you believe you have been treated unfairly. “In accordance with Federal Law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, or disability.  To file a complaint of discrimination, write USDA, Director, Office of Adjudication, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410 or call toll free (866) 632-9992 (Voice).  Individuals who are hearing impaired or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish). USDA is an equal opportunity provider and employer.

All students must complete annually at the start of each school year a lunch application. Students will be charged full-price until the application has been completed. Payments on lunch can be arranged online and in the office. Students can owe no more than $15.00 at a time for breakfast and lunch.

Breakfast is served Monday - Thursday on school days from 7:30 - 7:50. Full-price is $1.80

Lunch is served Monday - Thursday on school days from 11:25 - 11:55 and from 11:30 - 11:50 on Fridays. Full-price is $2.80

Parent and Community Volunteers

Because student safety is of utmost concern to us, certain restrictions apply to volunteers and fingerprint clearance may be required in order for you to volunteer.  Parents or guardians of a currently enrolled student who wish to volunteer at the school are not required to be fingerprinted.  Volunteers from the community will be required to provide a current DPS Fingerprint Clearance Card and copy of their identification in order to volunteer at the school.

 

Bus Transportation

Students are responsible for transportation to and from school.  PAHS will provide a bus pass to those students who use the Valley Metro transit system at a discounted rate of $10 per month.  For more information on routes and schedules, a Valley Metro bus book is available in the front office or you can call Valley Metro to get route information at 602-253-5000.   PAHS provides transportation to and from the cities of El Mirage, Surprise, and parts of Glendale.  Service is limited to the seating capacity of the school bus and will only service specific scheduling options and pickup locations.  All school rules apply while riding the school bus.  Once dropped off at PAHS in the morning, students are not allowed to leave campus for any reason. The schedule for the current bus route can be found at www.peoriabulldogs.com/transportation  

 

Consequences of Misconduct on the Bus

The safety of students is a priority to PAHS.  Students must adhere to bus rules.  Students not adhering to bus rules will be disciplined and may have their bus privileges suspended or revoked.  All students who ride buses are subject to rules and consequences designed to provide safe transportation. Any behavior which distracts the driver is considered a serious hazard to the safe operation of the bus, and as such, jeopardizes the safety of all passengers, the driver, and others. Please remember that riding the bus is a privilege, not a right, and as such the consequences of misconduct could result in your child being denied transportation. Furthermore, be advised that a student suspended from riding the bus is also prohibited from riding buses on field trips and for other activities, and may therefore be denied the opportunity to participate on such trips. Suspension of bus riding privileges does not relieve parents of the responsibility of sending a child to school. Each of these rules is considered extremely crucial to the safe operation of our school buses and has been established as a way to protect all children. It is therefore imperative that your child follow these rules.  School administration will work in collaboration with the bus driver to discipline students for misconduct on the bus.  Please review the bus rules with your student.

 

Bus Rules

 

Student Code of Conduct

Respect and mature conduct in the school is of primary importance to staff members, parents/guardians, and other students.  The maintenance of orderly conduct of students is necessary in every school situation to ensure the health and safety of all and to maximize learning. Effective discipline is a necessity for quality education. PAHS’ fundamental philosophical basis of effective discipline is that students are responsible for their own actions and are expected to show respect and consideration for the rights of others. These expectations are the basis upon which our PAHS Bill of Rights and Responsibilities is formulated. In addition to appropriate behavior at school, students are expected to exhibit proper behavior on their way to school, on their way home from school, and when participating in school activities.

Positive Discipline Program

PAHS has a system in place called Tiny Token Program, to praise students for acting positive, respectful, polite, being courteous, being a team player, and interacting well with students and staff on campus. When faculty and staff observe these behaviors, students will randomly be awarded with Tiny Tokens. All personnel on campus have Tiny Tokens to give to students.  Students can then bring the tokens to the School Leader’s office to turn in tokens for snacks, drinks, electronics, and PAHS gear during scheduled breaks only. Students can also enter tokens into a weekly raffle for prizes.  To view the raffle list and prizes, go to www. tinyurl.com/tinytoken. Every Thursday will be spirit day, and students who wear PAHS gear may be eligible to get out of class early for lunch with teacher's permission.

 

Bill of Rights and Responsibilities

During the interview for enrollment, a student agreement/contract will be reviewed by the school designee and signed by the parent and student to verify that they have been made aware of the rules of the school.

 

Student Expectations

The following rules and procedures are enforced at PAHS for the purpose of maintaining a safe, drug-free learning environment:

 

  1. Fighting, Threats, and Intimidation:  Peoria Accelerated strictly enforces a discipline program on any fighting, threats, or intimidation.  Students who participate will face suspension.  
  2. Gang Association and Gang Activity:  “Tagging Crews” and “Party Crews” are considered gangs by local law enforcement agencies and are considered such by PAHS. This includes hand gestures/signs, language, clothing, tattoos, belt buckles, writing, numbers, and color combinations.  Students violating this policy will face immediate suspension or expulsion.  Students are not allowed to possess any type of marker on campus.  Possession of a marker will result in community service and confiscation of marker.
  3. Illegal Substances and Weapons:  Any involvement with the possession, use, or sale of any type of illicit drug, synthetic drug, placebo drug, prescription drug, alcohol, or other controlled substance will result in notification to the authorities.  Weapons or any other dangerous items are not permitted on campus.
  4. Abuse of Staff:  In order to maintain a safe, orderly school environment, the authority of school staff members acting in their official capacity must be respected.  For this reason, any form of verbal or physical abuse of staff will be treated as a serious offense warranting suspension or expulsion.  If concern about a staff member’s exercise of authority cannot be satisfied in direct, appropriate discussion with the individual, that concern should be brought to the attention of the administration.
  5. Students must attend school and arrive promptly:  PAHS operates on a block schedule. Each Block consists of 34-37 days. Arizona law requires that a student attend a set amount of time to receive credit. Therefore, if a student accumulates more than one absence during the block, the student may receive a letter grade of an “F” for that class. Any absences accumulated during the week must be flexed by the end of the day on Friday of the same week the absence occurred.  When arriving on campus, students should report immediately to the school courtyard.  Any student who has excessive tardies and/or absences may be switched to a different session and/or be suspended or expelled from school. (ARS 15-841) After four tardies a student will receive an on campus meeting with administration or one day suspension.  
  6. Respect must be shown to teachers, staff members, other adults and students at all times: Respect is required at all times by everyone at PAHS.  This includes the use of language, gestures, actions, and attitude.  If a student anticipates a potential problem of any type, the student is expected to seek advice from an administrator, or appropriate school personnel.  This rule prohibits fighting, threats, and other acts of violence and vandalism.  Additionally, the student will be held responsible for any destruction he or she does to school property.
  7. Closed Campus Policy:  For the safety of the students, PAHS has a closed campus.  Students must remain on school grounds at all times, including the break between classes.  Students who become ill or have an emergency must report to the office, receive parental/guardian (if under the age of 18) and administrative permission, and sign out before leaving the campus.  The office may deny permission to leave campus.  Failure to obtain permission to leave campus will be considered an unexcused absence or truancy and will result in suspension and/or change of schedule. Students who leave campus and return are subject to search by administration, as this is a safety violation.
  8. Telephone Calls:  Students may not receive or make phone calls during class hours.  A phone is available for student use during non-class hours.  If you need to contact your son/daughter, please phone the front office and the front office personnel will get a message to the classroom teacher.  Emergency calls from parents will be taken by the front office and the student will be informed immediately.  Teachers are available for phone calls before or after school time.
  9. Electronic Devices:  To prevent disruption of the learning environment, students will not be able to use cell phones, personal electronic games, portable radios, iPods, etc unless allowed by individual teachers.  Violation of this policy will result in discipline.  If a student has a need for a recorder in class, a note will be obtained from the teacher and the recorder checked in through the Assistant School Leader’s office.  PAHS is not responsible for lost or stolen electronic devices.
  1. Appropriate Attire is required (Dress Code):  Students are expected to wear appropriate attire during the school day and at all school sponsored activities. These guidelines should be followed:
  1. Profane or disrespectful writing on clothing or jewelry is not acceptable.
  2. Pictures and/or words on any garment or tattoo must not be obscene, vulgar, sexually explicit, or promoting an illegal activity. A student will be asked to cover their tattoo if it is deemed to be inappropriate for a school setting.  PAHS will not provide materials to cover tattoos.  
  3. The body shall be adequately covered.  Short shorts, bathing suits, bare chests, low-cut shirts, halter tops, tube tops, bare midriffs, bare backs, mesh or sheer garments, etc. are not allowed to be worn.
  4. Hats of any kind may not be worn inside the office/classroom. Hat may be worn outside during breaks and lunch.  
  5. School administration has the sole discretion to determine attire that is inappropriate.
  6. Students will not be allowed to attend class until appearance is modified.  Student will be required to flex all assignments and time for absence.  
  1. Academic Honesty:  Students are expected to complete their own work on any assignment.  Any instance of cheating or plagiarism will be referred to school administration and will result in disciplinary action from up to warning or loss of credit.  
  2. Backpacks:  Students are expected to assume full responsibility for the contents of their backpack.  Backpacks may be subject to random search at any time.
  3. Drug Free School: A Drug Free School Zone is defined in A.R.S. 3411 as “the area within 300 feet of a school or its accompanying grounds, any public property within one thousand feet of a school or its accompanying grounds, a  school bus stop or on any bus contracted to transport students.
  1. PAHS is designated as a Drug Free School Zone. Any person who violates this designation by possession, distribution, solicitation, manufacturing, or sale of drugs is subject to school disciplinary action and criminal prosecution in accordance with Arizona Revised Statutes.
  2. The use, possession, distribution, manufacturing, or sale of drugs on or near school property, on the way to and from school, at a bus stop, or on a bus is prohibited. This includes an individual defined in section 36-2801 as a cardholder or any other individual lawfully possessing or using marijuana as outlined in A.R.S 15-108
  3. For the purposes of this policy, drugs shall include, but not be limited to:
  1. Marijuana
  2. Prescription drugs
  3. Narcotic drugs
  4. Inhalants/vapor-releasing substances
  5. Dangerous drugs – including, but not limited to the following: Hallucinogens, Stimulants, Depressants, Barbiturates, and Anabolic steroids
  6. Alcoholic beverages
  7. Drug “look alikes” or substances represented as drugs
  1. Any student in possession of, selling or distributing dangerous drugs or narcotics will be recommended for long-term suspension or expulsion.
  2. Any student in possession of, selling or distributing any other substances specified in this policy will be subject to disciplinary action.
  1. Bullying and Hazing Prevention Policy: PAHS expressly prohibits any acts of bullying or hazing.  Additionally, soliciting others to engage in bullying or hazing is prohibited. Aiding and abetting other persons engaged in hazing or bullying is also expressly prohibited by PAHS.  This prohibition applies even if the victim of bullying or hazing consents to or acquiesces in the bullying or hazing activity. All students, teachers, and staff of PAHS will take reasonable measures within the scope of their individual authority to prevent violations of the bullying and hazing prevention policy.
  1. Bullying is defined as a real or perceived imbalance of power with the more powerful student or group attacking those who are less powerful. Bullying can be physical in form (e.g., pushing, hitting, kicking, spitting, stealing); verbal (e.g., making threats, taunting, teasing, name-calling); or psychological (e.g., social exclusion, spreading rumors, manipulating social relationships).
  2. Hazing is defined per A.R.S. 15-2301 as any intentional, knowing or reckless act committed by a student, whether individually or in concert with other persons, against another student, and in which both of the following apply:
  1. The act was committed in connection with an initiation into, an affiliation with or the maintenance of membership in any organization that is affiliated with an educational institution.
  2. The act contributes to a substantial risk of potential physical injury, mental harm or degradation or causes physical injury, mental harm or personal degradation.
  3. Students, teachers and staff can report violations of the bullying and hazing prevention policy by filing a complaint for a violation following these steps:
  1. Grievances should be submitted to the school leader or designee within 60 days of the date the person filing the grievance becomes aware of the alleged action.
  2. A complaint should be in writing, containing the name and address of the person filing it. The complaint must state the problem or action alleged and the remedy or relief sought.   If the Complainant is unable to put the complaint in writing, PAHS shall provide reasonable accommodations to assist the Complainant with submission of his/her complaint. Although we encourage individuals to submit complaints in writing, PAHS will nonetheless provide prompt and equitable response when it becomes aware of possible bullying or hazing.
  3. The school leader (or her/his designee) shall conduct an investigation of the complaint. This investigation may be informal, but it must be thorough, affording all interested persons an opportunity to submit evidence relevant to the complaint, including the opportunity to present witnesses. The school leader will maintain the files and records of PAHS relating to such grievances.
  4. The school leader will complete the investigation and issue a written decision on the grievance no later than 30 days after its filing, unless extenuating circumstances require an extension of the 30 day timeline.  In such a case, the school leader (or her/his designee) will communicate with the Complainant concerning the need for an extension.
  5. The person filing the grievance may appeal the decision of the school leader or designee by writing to the Board of Directors of American Charter Schools Foundation within 15 days of receiving the school’s decision. The Board of Directors of American Charter Schools Foundation shall issue a written decision in response to the appeal no later than 30 days after its filing.
  6. If it is determined that bullying or hazing occurred, PAHS shall take the appropriate steps to prevent the recurrence of such action and correct the effects on the complainant and others through disciplinary or other measures.
  7. PAHS shall maintain confidentiality as required by the Family Educational Rights and Privacy Act (FERPA).
  8. PAHS will make appropriate arrangements to ensure that disabled persons are provided other accommodations, if needed, to participate in this grievance process. Such arrangements may include, but are not limited to, providing interpreters for the deaf, providing taped cassettes of material for the blind, providing a scribe for submission of the complaint, or assuring a barrier-free location for the proceedings. The Section 504 Coordinator will be responsible for such arrangements.Complaints/Grievances may be withdrawn at any time.  False or unproven complaint documentation will not be maintained by the school. Knowingly submitting a false report under this policy shall subject the student to discipline up to and including suspension or expulsion. Where disciplinary action is necessary, relevant school policies shall be followed.
  1. Use & possession of tobacco on campus:  Possession of tobacco products on campus, parking lots, playing fields, vehicles, and at off campus school sponsored events are petty criminal offenses.  Tobacco products’ include: smoking tobacco (e.g. cigarettes, cigars, vapors/e-cigarettes), smokeless tobacco (e.g. snuff, twist), cigarette papers, e cigarettes, and pipes.  
  2. The “Good Neighbor Policy” – Student conduct within the school community:  School rules and other reasonable expectations for student behavior are extended to include student conduct while going to and from school.  This includes the responsibility to observe traffic and pedestrian laws and the responsibility to act as a good neighbor, respecting the safety, welfare, and property of others while going to and from school.  Failure to act as a good neighbor within the school community may result in disciplinary action. (ARS 13-201)
  3. Off Campus Events:  Off campus events are considered an extension of the PAHS campus and any violation at an off campus event will be treated as if the violation occurred on campus.
  4. School ID Cards:  Students are required to wear and display a school issued ID on campus and at school sponsored events at all times.  The ID must be displayed 15” from the face.  It is not allowed to be worn around the waist or hanging from a pocket. Students are not allowed to modify the images on the ID at any time.  If the picture on the ID is obscured, it will be confiscated and students will be required to purchase a new ID. Violations of the above or other activities considered inappropriate may result in disciplinary action.  Replacement IDs can be acquired in the front office for a fee of $5.00 or 5 Tiny Tokens. Students who have five lost IDs placed on his/her student account may be Suspended until account is at a zero balance.  
  5. Ordering Food/Food in the classroom: Food delivered to Peoria Accelerated High School will not be allowed unless authorized by administration. Student will be subject to further discipline if not in compliance.    

Categories Of Misconduct and Range of Possible Consequences

Misconduct or Violation /Definition

Consequence

Assault

Intentionally, knowingly or recklessly causing any physical injury to another person; intentionally

placing another person in reasonable apprehension of imminent physical injury or knowingly touching another person with the intent to injure, insult or provoke the person

Minimum: Short-Term suspension, Criminal Charges

Maximum: Expulsion

 

Aggravated Assault/Assault on a Staff Member

An assault in which a person causes serious physical injury to another or an assault on a peace

officer, teacher, or other employee of the school district - could be considered as a Threat to an

Educational Institution

Minimum: Short-Term Suspension, Criminal Charges

Maximum: Expulsion

Arson/Reckless Burning

Attempting to or intentional burning of a building, structure, or property

Minimum: Short-Term Suspension

Maximum: Expulsion, Criminal Charges

Bomb Threats

Threatening to cause harm using a bomb, dynamite, explosive, or arson-causing device –

could be considered as a Threat to an Educational Institution

Minimum: Short-Term Suspension

Maximum: Expulsion

 

Bullying

Bullying is a real or perceived imbalance of power with the more powerful child or group showing

either passive or direct aggression toward those who are less powerful. Bullying can be physical in

form (e.g., pushing, hitting, kicking, spitting, stealing); verbal (e.g., making threats, taunting,

teasing, name calling); psychological (e.g., social exclusion, spreading rumors, manipulating

social relationships); or through the use of electronic devices or other social media

communication.

Minimum: Short-Term Suspension

Maximum: Expulsion

 

Burglary

The act of entering a building or other premises with the intent to commit theft

Minimum: Long-Term Suspension, Criminal Charges

Maximum: Expulsion

 

Cell Phone Disturbance

Any use of cellular phone during the school day (e.g. incoming/outgoing phone calls, text

messaging, taking photos, music, etc.)

Minimum: Personal Conference, Confiscation of Item

Maximum: Long-Term Suspension

 

Cheating

Wrongfully securing and/or using information or assisting another to do so

Minimum: Personal Conference, Parental Involvement

Maximum: Short-Term Suspension

Chemical or Biological Threat

Threatening to cause harm using dangerous chemicals or biological agents – could be considered as a Threat to an Educational Institution

Minimum: Short-Term Suspension, Criminal Charges

Maximum: Expulsion

 

Classroom Disturbance

Any act which disrupts the normal educational process or violates any rules or

procedures of a classroom

Minimum: Personal Conference, Loss of Privileges

Maximum: Long-Term Suspension

 

Combustible Items

Possession of substance or object that is readily capable of causing bodily harm or property

damage, i.e., matches, lighters, firecrackers, gasoline, and lighter fluid

Minimum: Personal Conference, Confiscation of Item

Maximum: Expulsion

 

Contraband/Inappropriate Items

Items which may disrupt the learning environment

 

Minimum: Personal Conference, Confiscation of Item

Maximum: Long-Term Suspension

Criminal Involvement

Criminal involvement in an off-campus offense indicating that the offender is likely to pose a threat to the safety or welfare of students or staff members, or impair the normal educational process or educational climate

Minimum: Personal Conference

Maximum: Expulsion

 

Dangerous Situation, Failure to Report

Failure to report any knowledge or suspicion of a potentially dangerous situation

Minimum: Personal Conference

Maximum: Long-Term Suspension

 

Defiance/Disrespect Towards Authority, or Non-Compliance

Student engages in refusal to follow directions, talks back, or delivers socially-rude interactions

Minimum: Personal Conference, Short-Term Suspension

Maximum: Long-Term Suspension

 

Disorderly Conduct

Behavior which is disruptive to the orderly education process of the school; this includes disruptive behavior in a class or activity, unreasonable noise, offensive language or gestures, horseplay, roughhousing, sustained out-of-seat behavior, refusing to obey a request

Minimum: Short-Term Suspension

Maximum: Expulsion

 

Dress Code Violations

Failure to comply with school’s dress and grooming guidelines

Minimum: Personal Conference

Maximum: Long-Term Suspension

 

Endangerment

Recklessly endangering another person with a substantial risk of imminent physical injury

Minimum: Short-Term Suspension, Criminal Charges

Maximum: Expulsion

 

Ethnic/Racial Slurs/Hate Speech

Any communication which disparages a person or group on a basis of some characteristic such as

race, gender, ethnicity, religion, or sexual orientation

Minimum: Short-Term Suspension

Maximum: Long-Term Suspension

Extortion

Demanding money or something of value in return for protection or in connection with a threat to

inflict harm

Minimum: Short-Term Suspension

Maximum: Expulsion

Fighting

Mutual participation in an incident involving physical violence, where there is no major injury

Minimum: Short-Term Suspension

Maximum: Expulsion, Criminal Charges

Fire Alarm, Dialing 911

Setting off the fire alarm or dialing 911 when no indication of emergency

Minimum: Short-Term Suspension

Maximum: Expulsion

Forgery

Falsely and fraudulently making or altering a document, writing or using the signature or initials of another person

Minimum: Parental Involvement/Restitution

Maximum: Long-Term Suspension/Restitution

Gambling

To play games of chance for money or to exchange money or property

Minimum: Personal Conference, Confiscation of Items

Maximum: Long-Term Suspension

Gang Activities or Associations

Gang-related dress, verbal or written language, or behavior

Minimum: Personal Conference, Short-Term Suspension

Maximum: Long-Term Suspension

Graffiti or Tagging

Writing on walls, drawing or words that are written scratched, painted, or sprayed on walls or other

surfaces

Minimum: Short-Term Suspension, Restitution, Criminal Charges

Maximum: Expulsion/Restitution

Harassment, Nonsexual

Non-sexual harassment includes communication with another person anonymously or by verbal,

electronic, mechanical, telegraphic, telephonic or written means with the intent to harass

Minimum: Short-Term Suspension

Maximum: Expulsion

 

                                  

Inappropriate Language

Verbal or written messages or physical gestures that include swearing, name calling, or use of

words in an inappropriate manner

Minimum: Short-Term Suspension

Maximum: Long-Term Suspension

 

Indecent Exposure or Public Sexual Indecency

The intentional exposure of one’s private body parts to others

Minimum: Short-Term Suspension

Maximum: Expulsion

 

Hazing/Initiation

Any activities that can be considered any type of initiation of another student

Minimum: Short-Term Suspension

Maximum: Expulsion

 

Incitement

Transmission of information with the intent to inflame a situation

Minimum: Personal Conference

Maximum: Long-Term Suspension

 

Interference with the Peaceful Conduct of an Educational Institution

Disrupting the lawful use of any school property, including uninvited student presence on campus

Minimum: Personal Conference

Maximum: Long-Term Suspension

 

Leaving School Grounds without Permission

Leaving school grounds or being in an unauthorized area during regular school hours without permission of the principal or principal designee

Minimum: Personal Conference

Maximum: Short-Term Suspension

 

Lying

To make an untrue statement with the intent to deceive, to create a false or misleading impression

Minimum: Personal Conference

Maximum: Long-Term Suspension

 

Minor Aggressive Act

Non-serious but inappropriate physical contact, i.e., hitting, poking, pulling or pushing a chair out from underneath another person, or other behaviors that demonstrate low level hostile behaviors

Minimum: Short-Term Suspension

Maximum: Long-Term Suspension

 

Misconduct

Failure to comply with any school rules

Minimum: Short-Term Suspension

Maximum: Expulsion

Negative Group Affiliation

Specific attitudes and actions of a student affiliated with a negative group typically include some of

the following:

• Involve themselves in other’s problems

• Confront authority as a group when one member has been disciplined

• Act in an uncooperative and/or hostile manner as a group

Minimum: Personal Conference/Loss of Privileges

Maximum: Short-Term Suspension

 

Plagiarism

To steal and pass off the ideas or words of another as one’s own

Minimum: Personal Conference/Parental Involvement

Maximum: Personal Conference

Pornography

Possession, distribution, or sale of any pornographic materials

Minimum: Minimum: Short-Term Suspension 

Maximum: Expulsion

Public Display of Affection

Holding hands, kissing, sexual touching or other displays of affection

Minimum: Personal Conference

Maximum: Short-Term Suspension

 

Recklessness

Unintentional, careless behavior that may pose a safety or health risk for others

Minimum: Personal Conference

Maximum: Short-Term Suspension

 

Selling/Trading

The selling, buying, or trading of any item on school property that is not sponsored by the school (for example, gum, money or candy, etc.)

Minimum: Personal Conference / Confiscation of Items and/or Money

Maximum: Short-Term Suspension/ Confiscation of Items and/or Money

Sexual Harassment

Contact District Compliance Officer.

Unwelcome conduct of a sexual nature that denies or limits a student’s ability to participate in or to receive benefits, services, or opportunities in the school’s program. It can include unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature, including unwanted physical contact. Does not include legitimate nonsexual touching or other non-sexual conduct

Minimum: Short-Term Suspension

Maximum: Expulsion

 

Sexual Conduct

Engaging in sexual conduct

Minimum: Short-Term Suspension

Maximum: Expulsion

Solicitation/Facilitation/Conspiracy

Encouraging, requesting, commanding or assisting another person in the violation of a school rule or in the commission of a criminal act

Minimum: Personal Conference

Maximum: Expulsion

 

Tardiness

Unexcused lateness to class

Minimum: Personal Conference

Maximum: Short-Term Suspension

Technology Violations

Failure to comply with laws, rules, or guidelines for use of technology resources

Minimum: Parental Involvement/Loss of Privileges

Maximum: Expulsion

 

Theft

Taking property, items, or services from another person or from the school without permission, copying of copyrighted material

Minimum: Personal Conference, Restitution

Maximum: Expulsion/Restitution, Criminal Charges

 

Trespassing

To enter or remain on a school campus or District property without authorization or invitation and with no purpose for entry

Minimum: Personal Conference

Maximum: Short-Term Suspension

 

Truancy/Unexcused Absence

Any absence that has not been excused by a parent or legal guardian (includes leaving class without permission)

Minimum:  Short-Term Suspension

Maximum: Referral to Outside Agency

 

Unauthorized Areas

Being in any area considered off-limits to students, including teachers’ lounge, teachers’ work areas, off-limits campus areas, etc.

Minimum: Personal Conference

Maximum: Short-Term Suspension

 

Vandalism of Personal or School Property

Willful destruction or defacement of personal or school property

Minimum: Personal Conference, Restitution, Criminal Charges

Maximum: Expulsion/Restitution

Verbal Provocation

Use of language or gestures that may incite

Minimum: Personal Conference

Maximum: Long-Term Suspension

SUBSTANCE ABUSE

 

Alcohol

Being under the influence of, and/or the use, possession, manufacture, distribution or sale

of an alcoholic substance

Minimum: Short-Term Suspension

Maximum: Expulsion

 

Look-A-Like/Over-The-Counter Possession

The distribution, sale or use of imitation, look-a-like, prescription or over-the-counter medicine

or drugs

Minimum: Short-Term Suspension

Maximum: Expulsion

 

Drug Violation – Possession

The unlawful use or possession of any controlled drug or narcotic substance or equipment and devices used for preparing or taking drugs or narcotics. Includes being under the influence of

drugs at school, school-sponsored events and on school-sponsored transportation

Minimum: Short-Term Suspension, Criminal Charges

Maximum: Expulsion

 

Drug Violation – Distribution

The unlawful cultivation, manufacture, distribution, sale, transportation or importation of any

controlled drug or narcotic substance

Minimum: Long-Term Suspension, Criminal Charges

Maximum: Expulsion

 

Tobacco

The possession, use, distribution, or sale of tobacco products or e-cigarette products.

Minimum: Personal Conference

Maximum: Long-Term Suspension

 

THREATS

 

Threats/Intimidation/Verbal Abuse of a Staff Member

Statements (verbal or written) or actions, which attempt to threaten or intimidate a staff member

(ARS§ 15-507: a person who knowingly abuses a teacher or other school employee on school

grounds or while the teacher or employee is engaged in the performance of their duties is guilty of a class 3 misdemeanor). Could be considered as a Threat to an Educational Institution

Minimum: Short-Term Suspension

Maximum: Expulsion

 

Threats or Intimidation

Communication by word or conduct the intent to cause physical injury or serious damage to a

person or their property – could be considered as a Threat to an Educational Institution

Minimum: Personal Conference

Maximum: Long-Term Suspension

 

Threatening An Educational Institution

To interfere with or disrupt an educational institution through threatening statements

1. Threatening to cause physical injury to any employee of an educational institution or any

person attending an education institution

2. Threatening to cause damage to any educational institution, the property of any educational

institution, the property of any employee of an educational institution or the property of any

person attending an educational institution

3. Going upon or remaining on the property of any educational institution for the purpose of

interfering with or disrupting the lawful use of the property or in any manner as to deny or

interfere with the lawful use of the property of others

4. Refusing to obey a lawful order to leave the property of an educational institution

A student who is determined by the administration to have threatened an educational institution shall be recommended to the Governing Board for

expulsion of at least one year except that the administration may modify this expulsion recommendation requirement for a student on a case-by-case basis, in the sole discretion of the administration, if the student agrees to participate in mediation, community service, restitution or other

program(s) established by the administration in which the student takes responsibility for the threat and for the results of the threat. The administration may reassign a student who is subject to expulsion to an alternative program and may require that the student’s parent(s) or guardian(s) participate in the mediation, community service restitution or

other programs in which the parent or guardian takes the responsibility with the student for the threat.

WEAPONS

 

Deadly Weapon

The possession, sale, use or distribution of a deadly weapon. A deadly weapon is anything

designed for lethal use, including a firearm or destructive device – could be considered as a

Threat to an Educational Institution

Minimum: Long-Term Suspension, Criminal Charges

Maximum: Expulsion

 

Dangerous Instrument

Anything that, under the circumstances in which it is used, attempted to be used or threatened

to be used is readily capable of causing death or serious physical injury – could be considered

as a Threat to an Educational Institution

Minimum: Short-Term Suspension

Maximum: Expulsion

 

Simulated Firearm

Possession of “look-alike” items, which have the appearance of or are represented to be a real

weapon – could be considered as a Threat to an Educational Institution

Minimum: Short-Term Suspension

Maximum: Expulsion

 

Threatening or Intimidating

Threatening or intimidating another person with a deadly weapon, dangerous instrument or

simulated weapon – could be considered as a Threat to an Educational Institution

Minimum: Long-Term Suspension

Maximum: Expulsion

 

Destructive Device

The possession, sale, use or distribution of any device other than a firearm that will, or is

designed to, or may be readily converted to expel a projectile by any means of propulsion,

such as a BB/pellet gun, slingshot, bow, or crossbow – could be considered as a Threat to an

Educational Institution

Minimum: Long-Term Suspension

Maximum: Expulsion

 

Other Weapon

The possession, sale, use or distribution of other weapons such as a Billy Club,

Brass Knuckles, knife, or Nun chucks, etc. – could be considered as a Threat to an

Educational Institution

Minimum: Short-Term Suspension

Maximum: Expulsion

 

 

Due Process

Informal Due Process

The student will receive verbal notice of the alleged misconduct and the evidence that exists to support the allegation. The student will be provided with the opportunity to explain his/her version of the facts. The administrator(s) involved will make reasonable efforts to verify facts and statements prior to making a disciplinary recommendation.

 

Short-Term Suspension

Short-term suspension means the temporary withdrawal of the privilege of attending school for a period of ten or fewer consecutive school days.The authority to impose short-term suspensions rests with the school leader or designee. The student will receive verbal notice of the alleged misconduct and the evidence that exists to support the allegation. The student will have an opportunity to explain his/her version of the facts.

The leader or designee may then suspend the student for ten days or fewer, choose another disciplinary alternative, or exonerate the student. A written record of the decision will be kept in the student’s file. There is no right to appeal a short-term suspension. In addition to imposing a short-term suspension, the school leader or designee may recommend that a long-term suspension or expulsion be imposed.

 

Long-Term Suspension

Long-term suspension means the withdrawal of the privilege of attending school for a set period of time of eleven or more consecutive school days. After following Informal Due Process, the school leader or designee may choose to recommend long-term suspension, choose another disciplinary action, or exonerate the student. If a long-term suspension is recommended, a written Notice of Intent to Impose a Long-Term Suspension will be mailed or hand-delivered to the parent. This letter will explain the offense, the recommendations, and the rights of the parent to request a formal hearing.  All documentation will be recorded in the student’s file.

 

Expulsion

Expulsion means the permanent withdrawal of the privilege of attending school unless the Governing Board reinstates that privilege. The student and parents/guardians will be informed when a student is subject to expulsion from school.

Expulsion requires official action of the Governing Board or a Board-appointed hearing officer. Formal notification will include instructions regarding PAHS’s due process procedure. All documentation will be recorded in the student’s file.

 

Student Rights

Students shall have the right to receive annually, at the opening of school, a publication listing the rules and regulations to which they are expected to comply. Student behavior expectations shall be clearly defined, reasonable and relevant to the educational process.

Although an attempt has been made to include all rules and expectations, this handbook should be viewed as a guide since it would be impossible to list all situations.

 

Discipline of Students under ADA §504 and/or IDEA 2004

Students are afforded protection under Section 504 of the Rehabilitation Act and/or the Individuals with Disabilities Education Act. PAHS adheres to federal and state requirements as they pertain to the discipline of students with disabilities.

 

Required Annual Notices

Notification of Rights Under the Protection of Pupil Rights Amendment (PPRA)

The Protection of Pupil Rights Amendment (PPRA) (20 U.S.C. § 1232h; 34 CFR Part 98) applies to programs that receive funding from the U.S. Department of Education (ED). PPRA is intended to protect the rights of parents and students in two ways:

  1. It seeks to ensure that schools and contractors make instructional materials available for inspection by parents if those materials will be used in connection with an ED-funded survey, analysis, or evaluation in which their children participate; and
  2. It seeks to ensure that schools and contractors obtain written parental consent before minor students are required to participate in any ED-funded survey, analysis, or evaluation that reveals information concerning:        
  1. Political affiliations;
  2. Mental and psychological problems potentially embarrassing to the student and his/her family;
  3. Sex behavior and attitudes;
  4. Illegal, antisocial, self-incriminating and demeaning behavior;
  5. Critical appraisals of other individuals with whom respondents have close family relationships;
  6. Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers; or
  7. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).
  8. Parents or students who believe their rights under PPRA may have been violated may file a complaint with ED by writing the Family Policy Compliance Office. Complaints must contain specific allegations of fact giving reasonable cause to believe that a violation of PPRA occurred.

For additional information or technical assistance, you may call (202) 260-3887 (voice). Individuals who use TDD may call the Federal Information Relay Service at 1-800-877-8339. Or you may contact us at the following address:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW, Washington, D.C. 20202-5920

 

Child Abuse Reporting

Per state law, school employees must report reasonably suspected cases of child abuse, neglect, non-accidental injury, or sexual offenses against children to Child Protective Services and local law enforcement agencies. Where parents are the alleged abusers, school personnel are not to notify parents. Child Protective Services (CPS) and law enforcement agencies are responsible for notification. All school personnel are required to report if they reasonably believe that a minor is or has been the victim of abuse. Mandated reporters are protected by state law from civil or criminal liability.

Any child who is a suspected victim shall be made available to CPS and/or the Police Department for questioning. The investigating agency will determine whether school personnel should be with the child during questioning. The CPS worker and/or the police may interview the student and all other children residing in the home on school grounds outside of the presence of school personnel. They may conduct interviews with the child without permission or notice to the parents where the suspected perpetrator is a family member. CPS has the authority to obtain school records upon written request. (A.R.S. §13-3620)

 

Rights of Homeless Students

This school shall provide an educational environment that treats all students with dignity and respect.  Every homeless student shall have access to the same free and appropriate educational opportunities as students who are not homeless.  This commitment to the educational rights of homeless students, youth, and unaccompanied youth, applied to all services, programs, and activities provided or made available.

 

A student may be considered eligible for services as a “Homeless Student or Youth” under the McKinney-Vento Homeless Assistance Act if he or she is presently living:

 

According to the McKinney-Vento Homeless Act, eligible students have rights to:

Immediate enrollment:  Documentation and immunization records cannot serve as a barrier to the enrollment in school.

 

School Selection:  McKinney Vento eligible students have a right to select from the following schools:

 

Remain enrolled in his/her selected school for the duration of homelessness, or until the academic year upon which they are permanently housed.  Participate in programs for which they are eligible, including Title I, National School Lunch Program, Head Start, Even Start, etc.  Transportation Services:  A McKinney-Vento eligible student attending his/her School of Origin has a right to transportation to and from the School of Origin.

 

Dispute Resolution:  If you disagree with school officials about enrollment, transportation, or fair treatment of a homeless student or youth, you may file a complaint with the school district.  The school district must respond quickly and it must be in writing.  During the dispute, the student must be immediately enrolled in the school and provided transportation until the matter is resolved.  The Homeless Liaison will assist you in making decision, providing notice of any appeal process, and filling out dispute forms.  You have the right to appeal a decision to the state level.

 

For more information, refer to http://www.ade.az.gov/asd/homeless/ or contact:

Veronica Beteran

Homeless Liaison

PAHS

8885 W.Peoria Avenue, Peoria Arizona 85345

(623) 979-0031

enriquez@peoriabulldogs.com

Frank Magli

Homeless Education Coordinator

Arizona Department of Education

1535 W. Jefferson Street Phoenix, AZ  85007

(602) 542-4963

Frank.magli@ azed.gov

 

Non-Discrimination

PAHS does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups.  The following individuals have been designated to handle inquiries regarding the nondiscrimination policies:

 

Mary Berg, Vice President of Academic Support Services

7878 N. 16th St., Ste. 150, Phoenix, AZ 85020

602-953-2933 or Mary.Berg@LeonaGroup.com

 

Heidi Sinkovic, Director of Exceptional Student Services

7878 N. 16th St., Ste. 150, Phoenix, AZ 85020

602-953-2933 or Heidi.Sinkovic@LeonaGroup.com

 

Grievance Procedure

Any person who believes she or he has been subjected to discrimination on the basis of disability by a student, staff member, or third party may file a grievance under this procedure. Examples of disability discrimination can include, but are not limited to, disability-based harassment; limiting or denying a qualified individual with a disability in the enjoyment of any right, privilege, advantage, or opportunity enjoyed by others receiving an aid, benefit or service; treating a student differently on the basis of disability; denying a student with a disability a free and appropriate education; and failing to make modifications of "policies, practices or procedures" when such modification is necessary to accommodate individuals with disabilities.

 

PAHS prohibits retaliation against anyone who files a grievance or cooperates in the investigation of a grievance.

 

Procedure:

  1. Grievances should be submitted to the Section 504 Coordinator within 60 days of the date the person filing the grievance becomes aware of the alleged discriminatory action.
  2. A complaint should be in writing, containing the name and address of the person filing it. The complaint must state the problem or action alleged to be discriminatory and the remedy or relief sought.   If the Complainant is unable to put the complaint in writing, PAHS shall provide reasonable accommodations to assist the Complainant with submission of his/her complaint. Although we encourage individuals to submit complaints in writing, the Academy will nonetheless provide prompt and equitable response when it becomes aware of possible discrimination.
  3. The Section 504 Coordinator (or her/his designee) shall conduct an investigation of the complaint. This investigation may be informal, but it must be thorough, affording all interested persons an opportunity to submit evidence relevant to the complaint, including the opportunity to present witnesses. The Section 504 Coordinator will maintain the files and records of PAHS relating to such grievances.
  4. The Section 504 Coordinator will complete the investigation and issue a written decision on the grievance no later than 30 days after its filing, unless extenuating circumstances require an extension of the 30 day timeline.  In such a case, the Section 504 Coordinator (or her/his designee) will communicate with the Complainant concerning the need for an extension.
  5. The person filing the grievance may appeal the decision of the Section 504 Coordinator by writing to the Board of Directors of American Charter Schools Foundation within 15 days of receiving the Section 504 Coordinator’s decision. The Board of Directors of American Charter Schools Foundation shall issue a written decision in response to the appeal no later than 30 days after its filing.
  6. If it is determined that discrimination occurred, PAHS shall take the appropriate steps to prevent the recurrence of discrimination and correct the discriminatory effects on the complainant and others.
  7. PAHS shall maintain confidentiality as required by the Family Educational Rights and Privacy Act (FERPA).
  8. The availability and use of this grievance procedure does not prevent a person from filing a complaint of discrimination on the basis of disability with the U. S. Department of Education, Office for Civil Rights.
  9. PAHS will make appropriate arrangements to ensure that disabled persons are provided other accommodations, if needed, to participate in this grievance process. Such arrangements may include, but are not limited to, providing interpreters for the deaf, providing taped cassettes of material for the blind, providing a scribe for submission of the complaint, or assuring a barrier-free location for the proceedings. The Section 504 Coordinator will be responsible for such arrangements.

TLG_294Blue_Stack_2016.jpg

PAHS is proud to be managed by The Leona Group.  The Leona Group is a private company that owns and manages schools throughout Arizona.  The Leona Group was developed and is run by educators and business people with decades of experience in both fields and a commitment to all children.  The group believes more opportunities should be available to parents and children.  By allowing parents choices, more students will have access to a high quality education.

The Leona Group was chartered by the Arizona State Charter School Board in 1997.  Its purpose as a public school organization is to provide an educational program for students in grades K through 12.  The curriculum consists of coursework that is aligned with Arizona’s College and Career Readiness and State Standards.

The Leona Group Mission Statement

The mission of the Leona Group is to provide all students with an education that incorporates the principles of inter-disciplinary learning in a safe environment where excellence is expected and cultivated.

The Leona Group is currently approved for twenty-four school sites in the following locations in Arizona:

School Name

School Leader

Telephone

Address

Advance U Elementary

Marlene Kaye

602-243-8531

449 E Southern Ave, Phoenix AZ 85040

Alta Vista High School

Alicia Alvarez

520-294-4922

5040 S. Campbell Ave., Tucson, AZ 85706

Apache Trail High School

Terra Kasapo

480-288-0337

945 W. Apache Trail, Apache Junction, AZ 85220

Crestview Preparatory

Jon Kronstedt

602-765-8470

2616 E. Greenway Rd., Phoenix, AZ 85032

Colegio Petite

Deedrick Martinez

520-222-9213

850 N Morley Ave, Nogales, AZ 85621

Desert Hills High School

David Miller

480-813-1151

1515 S. Val Vista Dr., Gilbert, AZ 85296

Discover U Elementary

Angela Makowski

623-974-4827

13226 N 113th Ave, Youngtown AZ 85363

El Dorado High School

Bahja Ali

480-726-9536

2200 N. Arizona Ave # 17, Chandler, AZ 85225

Estrella High School

Laura Perry

623-932-6561

510 N. Central Ave., Avondale, AZ 85323

Gilbert Arts Academy

Lauren Arnold

480-325-6100

862 E. Elliott Road, Gilbert, AZ 8523

Glenview College Preparatory

Chris Ecton

602-663-8606

3802 W. Maryland Ave, Phoenix, AZ 85019

Havasu Preparatory Academy

Amy Hanon

928-854-4011

3155 Maricopa Ave., Lake Havasu City, AZ 86406

Liberty Arts Academy

 Brady Wald

480-830-3444

3015 S. Power Road, Mesa, AZ 85212

Maya High School

John Anderson

602-242-3442

3660 W. Glendale Ave., Phoenix, AZ 85051

Mission Heights Prep HS

Amanda Mace

520-836-9383

1376 E. Cottonwood Lane, Casa Grande, AZ 85122

Peoria Accelerated High School

Amanda Bachler

623-979-0031

8885 W. Peoria Ave, Peoria, AZ 85345

Skyview High School

Danielle Calderon

623-386-6799

4250 South Miller Rd Buckeye, AZ 85326

South Pointe Elem. School

Delores Jones Bell

602-276-2818

2033 E. Southern Ave., Phoenix, AZ 85040

South Pointe High School

Larry McGill Jr.

602-243-0600

8325 S. Central Ave., Phoenix, AZ 85042

South Pointe Junior High

Melissa Barnett

602-243-0600

8325 S. Central Ave., Phoenix, AZ 85042

South Ridge High School

Dr. Melissa Rivers

623-247-0106

1127 S. 67th Ave., Phoenix, AZ 85043

Summit High School

Jim Sigman

602-258-8959

728 E. McDowell Rd, Phoenix, AZ 85006

Sun Valley High School

Joe Procopio

480-497-4800

1143 S. Lindsay Rd, Mesa, AZ 85204

Quest High School

Michael Johnson

602-243-8496

217 E. Olympic Drive, Phoenix, AZ 85042

Vista Grove Prep Academy

Abelardo Batista

480-924-1500

2929 E. McKellips Road, Mesa AZ 85213

West Phoenix High School

Alex Horton

602-269-1110

3835 W. Thomas Rd, Phoenix, AZ 85019

5311395.jpg

PAHS is a proud member of The American Charter School Foundation.  ACSF was organized in 1998 as a Michigan non profit corporation. ACSF operations as a non profit 501(c)(3) corporation.

The Philosophy of the Foundation is to emphasize academic course work designed to address each student's individual needs and involvement in a learning environment that encourages respect, responsibility, choice, service and high expectations.  The mission of the ACSF is to promote the charter school movement in the United States with the goal of improving the public school system by creating a more competitive environment, providing parents and students with freedom of choice, and striving for higher academic standards. To assist in the accomplishment of this goal, the ACSF will do any or all of the following:  Apply for charter school applications, provide supplemental educational services, operate as an educational management company, serve as a governing body for charter schools, acquire property for school sites and facilities, and provide startup funding and capital investment.

26752644d9c2a42d

STUDENT HANDBOOK ACKNOWLEDGEMENT FORM

Please read the following information carefully.

Parents and student must sign this form.

I understand and consent to the responsibilities outlined in Peoria Accelerated High School Student Handbook. I understand and agree that my child/self will be held accountable for his or her behavior and consequences as outlined in this document. They will be held accountable at school, school-sponsored and school related activities, including school-sponsored travel. I understand that any student who violates the code of conduct is subject to disciplinary action as outlined in this Student Handbook and which may include personal conference to expulsion and criminal prosecution. I further understand and consent to my parental responsibilities as outlined in this handbook. Failure to sign this form does not remove my child’s responsibility to abide by the stated policies.

We acknowledge that we received a copy of the Student Handbook & Course Catalog, and that we have read, understood, discussed, and agree to comply with all rules and policies.

Print Parent/Guardian Name: Date

_______________________________________________________________

Parent/Guardian Signature: Date

_______________________________________________________________

Print Student Name: Date

_______________________________________________________________

Student Signature: Date

______________________________________________________________

PAHS Office Hours:

 

Monday – Thursday

7:00 AM – 5:30 PM

 

Friday

7:00 AM – 4:00 PM

 

Summer, Fall, Winter, Spring Breaks

7:00 AM – 4:00 PM

Tiny the Bulldog says:

“Students will be SAFE on campus, CHALLENGED in and out of the classroom, and READY for the real world after you graduate from PAHS, GO BULLDOGS!”  

 

 www.peoriabulldogs.com

(p) 623-979-0031 (f) 623-979-0113