Governing Board Meeting - Deer Valley Unified School District [PDF]

Governing Board Meeting April 12, 2016 Special Meeting

5:30 p.m.

Regular Meeting

7:00 p.m.

Graduating lifelong learners who will successfully compete, lead, and positively impact the world. Deer Valley Unified School District No. 97 20402 North 15th Avenue Phoenix, Arizona 85027 Telephone: (623) 445-5000

Special Meeting

PUBLIC NOTICE

SPECIAL MEETING OF THE GOVERNING BOARD Tuesday, April 12, 2016 5:30 P.M. – STUDY SESSION District Office Governing Board Room

20402 N. 15th Avenue

Phoenix, Arizona

One or more members of the public body may participate by telephonic, video or internet conferencing. The Deer Valley Governing Board may vote to convene an Executive Session for the purpose of receiving legal advice on any items listed on the agenda. These items set forth on today’s agenda are for discussion only. No action will be taken on them at this Governing Board session. 1. Call to Order 2. Roll Call 3. Adoption of the Agenda 4. Proposition 123 Budget Discussion 5. Adjournment

Persons with a disability may request reasonable accommodations by contacting (623) 4455003. Request should be made as early as possible to allow time to arrange the accommodations.

Adoption of Agenda

Note: Separate Agenda for Special Meeting: 5:30 p.m. – Study Session – Proposition 123 Budget Discussion

PUBLIC

NOTICE

REGULAR MEETING OF THE GOVERNING BOARD Tuesday, April 12, 2016 7:00 P.M. District Office Governing Board Room

20402 N. 15th Avenue

Phoenix, Arizona

AGENDA The Board reserves the right to change the order of items on the agenda, with the exception of Public Hearings. The Board may take action in open meeting on any item that was the subject of the Executive Session held at this Board Meeting. The Board may vote to convene an Executive Session for the purpose of receiving legal advice on any items listed on the agenda. A copy of the Board Packet is available for inspection at the desk of the District receptionist during District business hours 24 hours prior to the day of the meeting. One or more members of the public body may participate by telephonic, video or internet conferencing. Persons with a disability may request reasonable accommodations by contacting (623) 4455003. Requests should be made as early as possible to allow time to arrange the accommodations. 1. CALL TO ORDER 2. PRESENTATION OF COLORS PLEDGE OF ALLEGIANCE

Sandra Day O’Connor High School Air Force JROTC Color Guard

3. ROLL CALL 4. ADOPTION OF THE AGENDA 5. AWARDS, ACHIEVEMENTS AND RECOGNITIONS A. State DECA Champions – Akshay Ravi, Vivek Ravi and Nithin Ravi, Mountain Ridge High School B. Flinn Scholar – Colton Flowers, Sandra Day O’Connor High School C. Demonstration Classroom of Excellence – Angie Grimm, Canyon Springs School and Ellen Sizemore, Barry Goldwater High School 6. REPORTS A. Governing Board The Governing Board Members may give a report on any of the following:  Site Visits  Governmental Relations  Conferences  Meetings  Agenda Item Requests B. Superintendent 1. Current Events - AzMERIT C. Fiscal and Business Services 1. Student Enrollment Report 2. District Financial Report 3. Efficiency Study

Dr. James R. Veitenheimer Jim Migliorino

7. OLD BUSINESS A. Approve the 2016 Facilities and Maintenance Summer Improvements Project 1. Award JOC (Job Order Contract) for 2016 Summer Paint Projects 2. Award JOC (Job Order Contract) for 2016 Summer Paving, Concrete, and ADA Ingress/Egress Projects

Agenda for the Regular Board Meeting April 12, 2016 Page 2 of 3

B. Approve the 2016-17 Employee Benefit Committee Recommendation C. Approve the 2016-17 Student Rights and Responsibility Handbook 8. CONSENT AGENDA – (Motion by Exception) A. Approve the Minutes for the Regular Governing Board Meeting on March 8, 2016 and the Special Governing Board Meeting on March 10, 2016 B. Approve Payroll Voucher #18 in the amount of $7,278,667.54, for Fiscal Year 2015-16, and Expense Vouchers on the Voucher Summary Sheet in the amount of $4,767,076.08 for Fiscal Year 2015-16 C. Approve Donations D. Approve Addenda Contracts E. Approval of Additional Multiple Year IFB/RFP Contract Renewals for Fiscal Year 2015-16 F. Authorization to Enter into Additional Cooperative Purchasing Contracts for Fiscal Year 2015-16 G. Authorization to Enter into Additional Sole Source Contracts for Fiscal Year 2015-16 H. Approve the Arizona Purchasing (AZP) Cooperative Purchasing Agreement I. Approve the 2016-17 Criteria for defining Head Start Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA) Priorities, 2016-17 Program Long and Short Range Goals, 2016-17 Systematic Program Implementation J. Approve the Memo of Understanding (MOU) between Deer Valley School District and Homeless Youth Connection (HYC) K. Student Travel 1. Approve travel for students from Boulder Creek High School to attend Academic Decathlon State Competition in Mesa, AZ from March 11 through March 12, 2016 2. Approve travel for students from Sandra Day O’Connor High School to attend Marshall Brennan National High School Moot Court in Washington, DC from April 7 through April 10, 2016 3. Approve travel for students from Sandra Day O’Connor High School to attend Arcadia Invitational in Arcadia, CA from April 8 through April 10, 2016 4. Approve travel for students from Sandra Day O’Connor High School to attend AMEA/ACE/ABODA AllState Honors Festival in Flagstaff, AZ from April 21 through April 23, 2016 5. Approve travel for students from Boulder Creek High School to attend A Bucket List Field Trip in Huntington Beach, CA from April 22 through April 24, 2016 6. Approve travel for students from Boulder Creek High School to attend DECA International Career Development in Nashville, TN from April 22 through April 27, 2016 7. Approve travel for students from Desert Sky Middle School to attend Student Council State Convention in Fort McDowell, AZ from May 5 through May 6, 2016 8. Approve travel for students from Sierra Verde School to attend Disney’s Youth Education Services Leadership in Anaheim, CA from May 6 through May 8, 2016 9. Approve travel for students from Canyon Springs School to attend State Math League Competition in Tucson, AZ on May 7, 2016 10. Approve travel for students from West Wing School to attend Knotts Berry Farm Performance in the Park in Buena Park, CA from May 7 through May 8, 2016 11. Approve travel for students from Barry Goldwater High School to attend Music in the Parks Band and Choir Festival in Anaheim, CA from May 13 through May 15, 2016 12. Approve travel for students from Sandra Day O’Connor High School to attend AFJROTC Cadet Leadership Course in Fort Tuthill and Sedona, AZ from May 29 through May 30, 2016 9.

ACTION A. Approve Human Resources Changes B. Approve Proclamation Declaring April 10-16, 2016 Volunteer Week in Deer Valley Unified School District C. Approve the Agreements between Pivotal Realty and Deer Valley Unified School District

10. PREVIEW A. 2016-17 Certified Performance Pay Plan B. Negotiation Solution Team (NST) Salary Recommendation C. 2016-17 K-8 Promotion Retention Acceleration and Grading (PRAG) Handbook 11. PUBLIC COMMENTS - (Public comment forms are available in the lobby of the boardroom and must be submitted prior to the meeting) The Board invites public comment on the District's business in general and on any agenda item in specific. All speakers must observe the rules of decorum. Speakers must fill out a card listing name, address, and topic, and hand it to the Board Secretary prior to the President calling the meeting to order. Speakers must make their comments in no more than three minutes. If necessary to accommodate all speakers within the 30 minute

Agenda for the Regular Board Meeting April 12, 2016 Page 3 of 3

overall limit, the Board President may shorten each speaker’s time. Constructive criticism is in order. Rudeness, vulgarity, disruptive conduct, or remarks disrespecting personal dignity are not in order and will not be allowed. Under the Arizona Open Meeting Law, the Governing Board cannot discuss or act on any items not listed on the agenda. Board Members may respond to criticism made by a speaker, ask staff to review a matter, or ask that a matter be put on a future agenda. 12. FUTURE MEETINGS AND DATES TO REMEMBER April 22, 2016 – Spring Day – Schools and District Offices Closed April 25, 2016 – Spring Day – Schools Closed April 26, 2016 – Regular Governing Board Meeting May 6, 2016 – Staff Development – Early Release for Students 13. ADJOURNMENT

Awards, Achiev. & Recog.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Awards, Achievements and Recognitions

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: A. State DECA Champions – Akshay Ravi, Vivek Ravi and Nithin Ravi, Mountain Ridge High School DECA is an international association of high school and college students and teachers of marketing, management and entrepreneurship in business, finance, hospitality, and marketing sales and service. The organization prepares leaders and entrepreneurs for careers and education in marketing, finance, hospitality, management, and other business areas. Akshay, Vivek and Nithin – siblings, are State Champions for 2016. B. Flinn Scholar – Colton Flowers, Sandra Day O’Connor High School The Flinn Scholarship Program provides an unparalleled package for undergraduate study at an Arizona public university for 20 of Arizona’s highest-achieving high school seniors each year. There is no blueprint for a Flinn Scholar. Flinn Scholars come from every corner of Arizona, and upon arrival at their university, choose concentrations in virtually every discipline. Colton is the perfect example of what a Flinn Scholar strives to be -- a hard-working and dedicated student. C. Demonstration Classroom of Excellence – Angie Grimm, Canyon Springs School and Ellen Sizemore, Barry Goldwater High School Angie Grimm, Canyon Springs School and Ellen Sizemore, Barry Goldwater High School are Deer Valley’s newest Demonstration Classroom of Excellence teachers. This recognition comes as a result of the utilization of data effectively and efficiently to make significant impacts on students academically. Following visits from the Continuous Improvement Specialist and CIST members in which a rubric was used, exemplar learning requirements were identified. REQUESTED BOARD ACTION – No action required.

Submitted by Monica Allread Director

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

Governing Board Report

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Governing Board Report

Date assigned for Board consideration:

April 12, 2016

BEDB Policy Reference

38-431.02 A.R.S. Reference

EXECUTIVE SUMMARY:

The Governing Board Members may give a report on any of the following:     

Site Visits Governmental Relations Conferences Meetings Agenda Item Requests

REQUESTED BOARD ACTION – No action required.

Submitted by Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

Superintendent Report

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Superintendent’s Report

Date assigned for Board consideration:

April 12, 2016

BEDB Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: 1. Current Events - AzMERIT

REQUESTED BOARD ACTION – No action required.

Submitted by Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

Fiscal/Bus. Serv. Report

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Fiscal and Business Services Report

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: 1. Student Enrollment Report– For your review, the Student Enrollment Report dated March 31, 2016 is attached. Enrollment as of that date was 34,195 with a 1.3% change from last year. 2. District Financial Reports – Attached are M&O, Student Activity and Auxiliary monthly reports for the month ended March, 2016. 3. Efficiency Study – A report will be given reviewing the Efficiency Study performed by Heinfeld, Meech.& Company.

REQUESTED BOARD ACTION - No action required.

Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

Old Business 7.A.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Award JOC (Job Order Contract) for 2016 Summer Paint Projects

Date assigned for Board consideration:

April 12, 2016

DJE/DJB Policy Reference

15-213 A.R.S. Reference

EXECUTIVE SUMMARY: Description – This cooperative contract (1GPA 13-127P) JOC is for 2016 Summer painting projects at the following locations: Exterior – Las Brisas, Norterra Canyon, Park Meadows, Desert Mountain, and Sandra Day O’Connor High School Interior – Diamond Canyon, Gavilan Peak, New River, Hillcrest, and Boulder Creek High School

Fiscal Impact – The costs for these projects is expected to be $1,308,990.35, to be funded from 2013 Bond proceeds.

REQUESTED BOARD ACTION That the Governing Board accept the Administration’s recommendation to award a contract to Skyline Builders & Restoration, Inc. for 2016 Summer Paint Projects, in the amount of $1,308,990.35.

Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Award JOC (Job Order Contract) for 2016 Summer Paving, Concrete, and ADA Ingress/Egress Projects

Date assigned for Board consideration:

April 12, 2016

DJE/DJB Policy Reference

15-213 A.R.S. Reference

EXECUTIVE SUMMARY: Description – This cooperative contract (1GPA 12-29P) JOC is for 2016 Summer paving, concrete, and ADA ingress/egress projects at the following locations: Paving – Administrative Services Center, Materials Distribution Center, Northern Services Center, Barry Goldwater, Canyon Springs, Constitution, Copper Creek, Desert Mountain, Diamond Canyon, Mountain Ridge, Mountain Shadows, Norterra Canyon, Paseo Hills, Sandra Day O’Connor, Sierra Verde, Stetson Hills, Sunrise, Terramar, Village Meadows, and Vista Peak Concrete – District Office, Arrowhead, Barry Goldwater, Bellair, Canyon Springs, Constitution Desert Sage, Desert Sky, Diamond Canyon, Gavilan Peak, Highland Lakes, Mirage, New River, Norterra Canyon, Park Meadows, Paseo Hills, Stetson Hills, Sunrise, Village Meadows, and Vista Peak ADA Ingress/Egress – Highland Lakes Fiscal Impact – The costs for these projects is expected to be $739,616.00, to be funded from 2013 Bond proceeds.

REQUESTED BOARD ACTION That the Governing Board accept the Administration’s recommendation to award a contract to Rytan, LLC for 2016 Summer Paving, Concrete and ADA Ingress/Egress Projects, in the amount of $739,616.00.

Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

7.B.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve the 2016-17 Employee Benefit Committee Recommendation

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: There has been no change since Board Preview on March 8, 2016.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to approve the 2016-17 Employee Benefit Committee Recommendation.

Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

7.C.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve the 2016-17 Student Rights and Responsibilities Handbook

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: The Governing Board will be asked to approve the Student Rights and Responsibilities Handbook for the 2016-2017 school year.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to approve the 2016-17 Student Rights and Responsibilities Handbook.

Submitted by Dr. Dan Courson Director

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

4/6/2016

Student Rights and Responsibilities Handbook DEER VALLEY UNIFIED SCHOOL DISTRICT | PROPOSED CHANGES FOR 2016-2017 | SECOND READING APRIL 12, 2016

Additional Proposed Changes for 2016-2017 Student Right and Responsibility Handbook 

Add additional information about the Positive Behavior Intervention and Supports (PBIS) structure

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Add information explaining the importance of parent involvement

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Consider alternative actions to suspension

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Re-evaluate the minimum consequences recommendations for infractions in the discipline matrix

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Add additional information about the Positive Behavior Intervention and Supports (PBIS) structure 

What is SW-PBIS?

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Why does PBIS work?

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Is it a curriculum?



Can parents be involved?

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How can I get my school’s information about SW-PBIS?

Add information explaining the importance of parent involvement 

Explicit language about parent involvement has been added in the Due Process section.



Language has been added to the discretionary statement that explains parent communication is expected for all discipline referrals.

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A welcome letter from Dr. Veitenheimer has been added to the beginning of the handbook that emphasizes the importance of parent partnerships.

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Consider alternative actions to suspension 

Suspending kids is very unproductive for academics



Some kids get suspended on purpose to get out of work or away from something they do not want to cope or deal with

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Suspensions are not an effective deterrent for many kids, who do not see it as a significant consequence or negative stimulus

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Providing alternatives to suspensions can be much more effective in getting students’ behavior to change

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There are many alternatives that motivate students better than suspending them

Consider alternative actions to suspension

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4/6/2016

Re-evaluate the minimum consequences recommendations for infractions in the discipline matrix 

All infractions were reviewed



27 infractions were identified for changes in minimum and/or maximum consequences

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Attendance infractions 

Attendance Violation, other



Leaving School Grounds without Permission

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Tardy

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Truancy

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Unexcused Absence

Thank You

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Acknowledgments The following individuals contributed their time and input to update the Deer Valley Unified School District’s 2016-2017 discipline handbook titled Student Rights & Responsibilities.

Governing Board: Ron Bayer Kimberly K. Fisher Michael Gregoire Ann O’Brien Ann Elizabeth Ordway

Superintendent Dr. James R. Veitenheimer, Superintendent

Student Rights & Responsibilities Committee Members Mark Anderson, Principal Brittany Behrens, Teacher Craig Brown, Campus Security Janice Brown, Grandparent Geoffrey Conklin, Teacher Dr. Dan Courson, Administrative Leadership & Services Brian Fineberg, Principal Tara-Lyn Ford, Parent Julie Frank, Administrative Leadership & Services Cheryl Heath, DVEA Representative/Teacher Matt Hreha, Assistant Principal Nicole Johnson, Teacher Jean Koeppen, Administrative Leadership & Services Patricia Resetar, Principal Brenden Root, Teacher Marbella Rosado, Parent Becky Schultz, Counselor Dorothy Spartz, Parent Scott Warner, Assistant Principal Melissa Weinman, Principal Shelly White, Parent

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Purpose of the Students Rights & Responsibilities Handbook The purpose of this handbook is to build common understanding of responsibilities, rights and district expectations for building a positive and productive school culture. Additionally, we desire parental communication and engagement in working with your children. Deer Valley Unified School District expects all students to demonstrate outstanding citizenship and model such behavior at all times. This handbook outlines expectations and the possible consequences if those expectations are not met. The DVUSD Governing Board, administration and staff regard student and staff safety as paramount while also ensuring students’ rights are protected.

Behavior Philosophy Nurturing positive behaviors have long lasting impact on student success and society. DVUSD teaches and guides student behavior within school environments that are safe, supportive, and conducive to teaching and learning. 

Positive school culture that is proactive, safe, and supportive will engage students in personal accountability.

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Behavioral decisions are made by using best practices which emphasize prevention, intervention, and consequences that are developmentally appropriate and match the nature and severity of the behavior.

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Acknowledging positive behavior builds relationships and a sense of community.

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Restorative practices (proactive collaboration between DVUSD families, students, school staff and the community) are essential to decreasing conflict and increasing academic success.

Positive Prevention Framework All DVUSD schools use Multi-Tiered System of Supports (MTSS), a multi-tiered framework of high-quality instruction, enrichment, and intervention that is responsive and differentiated. Our multi-tiered system of supports provides a coherent continuum of system-wide, data-based problem solving practices supporting a rapid response to the academic and behavioral needs for all students. This comprehensive system of supports includes assessments (universal screening, diagnostic, progress monitoring, formative, and summative), research-based instruction, and interventions. This instruction/intervention is delivered across multiple tiers dependent on the individual student needs identified by student outcome data. MTSS includes positive behavioral support. District and school staff collaboratively select and implement school wide, classroom, and research-based positive behavioral supports for achieving important social and learning outcomes. A strong focus on integrating instructional and intervention strategies supports systemic changes based on strong, predictable, and consistent classroom management structures across the entire system. For more information on MTSS, please visit the Arizona Department of Education MTTS site www.azed.gov/mtss/. iv

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Non-Discrimination Notice The Deer Valley Unified School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. For any inquiries regarding nondiscrimination policies contact the Superintendent's Department, 20402 N. 15th Avenue, Phoenix, AZ 85027. 623-445-5000. This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age of Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Questions, complaints or requests for additional information regarding these laws may be forwarded to the designated compliance coordinator(s). Jean Koeppen, District Title IX Coordinator Dr. Melissa McCusker, 504 and Title II Coordinator

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Table of Contents Page Bullying/Harassment/Intimidation/Violence .............................................................................................................................. 1 Bus Discipline Procedures ........................................................................................................................................................... 2 Children's Online Privacy Protection Act (COPPA) .................................................................................................................... 3 Classroom Management Plans ...................................................................................................................................................4 Commencement/Promotion Ceremonies ..................................................................................................................................4 Court Unified Truancy Suppression (CUTS) Program ...............................................................................................................4 Crisis Management (Seclusion & Restraint) .............................................................................................................................. 5 Custody & Legal Guardianship.................................................................................................................................................... 5 Definition of School Grounds .................................................................................................................................................... 6 Department of Child Safety ....................................................................................................................................................... 6 Directory of DVUSD Schools ....................................................................................................................................................... 7 Dress Code ................................................................................................................................................................................. 9 Due Process—Suspension/Expulsion—Disciplinary Record Keeping ..................................................................................... 9 Electronic Devices ..................................................................................................................................................................... 12 Emergencies On Campus .......................................................................................................................................................... 13 Family Educational Rights & Privacy Act (FERPA) ................................................................................................................... 14 Food & Nutrition ....................................................................................................................................................................... 16 Gang Activity Or Association .................................................................................................................................................... 17 Guide To Solving Problems & Getting Answers Fast ............................................................................................................... 18 Hazing ........................................................................................................................................................................................ 19 Homeless Students ................................................................................................................................................................... 20 Immunization Requirements .................................................................................................................................................... 20 Individuals with Disabilities Education Act (IDEA)—Special Instructional Programs............................................................ 21 Individuals with Disabilities Education Act (IDEA)—Student Discipline ................................................................................ 21 Injunctions Against Harassment .............................................................................................................................................. 23 Internet & E-Mail User Agreement........................................................................................................................................... 23 Interviews, Searches & Arrests ................................................................................................................................................ 24 Law Enforcement On Campus ..................................................................................................................................................26 Medications On Campus ...........................................................................................................................................................26 Open Enrollment ....................................................................................................................................................................... 27 Parent Contact .......................................................................................................................................................................... 27 Personal Property ..................................................................................................................................................................... 27 Positive Behavior Interventions & Supports (PBIS) Overview ............................................................................................... 27 Positive Discipline ..................................................................................................................................................................... 28 Progressive Discipline ............................................................................................................................................................... 29 Public Concerns & Complaints.................................................................................................................................................. 29 Reference For Key Rules On Behavior ..................................................................................................................................... 29 Retention & Promotion—Parent Or Legal Guardian Information .........................................................................................30 School Boundaries .................................................................................................................................................................... 31 School & District Message Service ........................................................................................................................................... 35 vi

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Page Section 504 of the Rehabilitation Act of 1973 ......................................................................................................................... 35 Student Concerns, Complaints, & Grievances ........................................................................................................................ 35 Student Records—Directory Information ............................................................................................................................... 37 Student Responsibilities ...........................................................................................................................................................38 Student Rights ..........................................................................................................................................................................39 Student & Staff Self Defense .................................................................................................................................................... 41 Threat Assessment Process ...................................................................................................................................................... 41 Victim Assistance ......................................................................................................................................................................43 Visitors To School ......................................................................................................................................................................43 Volunteers In School ................................................................................................................................................................ 44 Discipline Guidelines ................................................................................................................................................................ 45 Glossary of Consequences ....................................................................................................................................................... 56

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Bullying/Harassment/Intimidation/Violence The Governing Board of the Deer Valley Unified School District believes it is the right of every student to be educated in a positive, safe, caring, and respectful learning environment. The Governing Board further believes a school environment that is inclusive of these traits maximizes student achievement, fosters student personal growth, and helps a student build a sense of community that promotes positive participation as citizens in society. To assist in achieving a school environment based on the beliefs of the Governing Board, bullying in any form will not be tolerated. Bullying: Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation and/or harassment that: 

has the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm or damage to property,



is sufficiently severe, persistent or pervasive that the action, behavior, or threat creates an intimidating, threatening, or abusive environment,

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occurs when there is a real or perceived imbalance of power or strength, or



may constitute a violation of law.

Bullying of a student or group of students can be manifested through written, verbal, physical, or emotional means and may occur in a variety of forms including, but not limited to: 

verbal, written/printed or graphic exposure to derogatory comments, extortion, exploitation, name calling, or rumor spreading either directly, through another person or group, or through cyberbullying;

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exposure to social exclusion or ostracism,

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physical contact including but not limited to pushing, hitting, kicking, shoving, or spitting, and

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damage to or theft of personal property.

Cyberbullying: Cyberbullying is, but not limited to, any act of bullying committed by use of electronic technology or electronic communication devices, including telephonic devices, social networking and other internet communications, on school computers, networks, forums and mailing list, or other District-owned property, and by means of an individual’s personal electronic media and equipment. Harassment: Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or group of students. Intentional behaviors that characterize harassment include, but are not limited to, stalking, hazing, social exclusion, name calling, unwanted physical contact and unwelcome verbal or written comments, photographs and graphics. Harassment may be related, but not limited to, race, religious orientation, sexual preference, cultural background, economic status, size or personal appearance. Harassing behaviors can be direct or indirect and by use of social media.

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Intimidation: Intimidation is intentional behavior by a student or group of students that places another student or group of students in fear of harm of person or property. Intimidation can be manifested emotionally or physically, either directly or indirectly, and by use of social media. Students are prohibited from bullying on school grounds, school property, school buses, at school bus stops, at school sponsored events and activities, and through the use of electronic technology or electronic communication equipment on school computers, networks, forums, or mailing lists. Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a substantial physical, mental, or emotional negative effect on the victim, while on school grounds, school property, school buses, at school bus stops, or at school sponsored events and activities, or when such act(s) interfere with the authority of the school system to maintain order. All suspected violations of law will be reported to local law enforcement. Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any staff member of the District. School personnel are to maintain appropriate confidentiality of the reported information. Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying shall not be tolerated, and the individual(s) will be subject to the disciplines set out in applicable District policies and administrative regulations. Students found to be bullying others will be disciplined up to and including suspension or expulsion from 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 pursuant to any part of this policy, relevant District policies shall be followed. Law enforcement authorities shall be notified when district officials have a reasonable belief that an incident of bullying is a violation of the law. Forms are available to report all incidents of bullying at www.dvusd.org (click on Safe Schools under the Parents & Students tab) and on your child’s school’s website. (Ref. Policy JICK, JICK-R, JICK-EA, JICK-EB)

Bus Discipline Procedures Transportation is extended to students in the District as determined by District Policy EEAA. It is not a legal requirement except for transportation of students with special needs as required by their individual education program. The Governing Board requires students to conduct themselves on the bus, prior to boarding the bus, and leaving the bus, in a manner consistent with established standards for classroom behavior. Bus misconduct may result in suspension from the bus and/or school, and/or discipline consequences for behavior on any other school property as defined in this Discipline Handbook. Students who have their bus privileges suspended are expected to be in attendance as per the State's compulsory attendance law. The driver of a school bus is legally responsible for the orderly conduct and safety of all passengers being transported. All passengers are under the authority of the school bus driver (ADOT R17-9-104). If there is a serious violation or safety concern on the bus, the driver may return the bus to the school where there is adult supervision. Student(s) may be removed from the bus and the parents will be notified to pick up their child. The 2

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driver also reserves the right to sit a child where they deem necessary for a safe ride. Bus suspensions that occur at the end of the school year may carry over into the next school year. Suspension from the bus may also result in other disciplinary consequences. All suspensions start only after parent contact. Every attempt will be made to contact the parent by phone. If unsuccessful, written notice will be mailed and/or e-mailed to parent. Transportation suspensions are progressive. Schools are notified of bus suspensions. Students are afforded due process of disciplinary action. Contact the Transportation Department for details. Glass, animals, insects, balloons, scooters and large instruments are not allowed on the bus. Electronic devices including cell phones may not be used on the bus as they are often used inappropriately and therefore may divert the attention of the bus driver. For students traveling to and from school events such as athletic games or band competitions, personal electronic devices are permitted since the students are supervised by at least one adult (i.e., coach) other than the bus driver during their time on the bus. Students are required to ride their assigned bus. If a student needs to ride another bus due to an emergency, parents must contact transportation. NOTES TO THE DRIVER ARE UNACCEPTABLE. Video cameras may be on the buses. (Cameras are used by the District primarily for aiding student discipline on the buses.) If the regional supervisor decides that the alleged misconduct warrants a consequence of a bus suspension, notice shall be provided to the parent/guardian that the student is being suspended from the bus. A suspension cannot be imposed unless the infraction was seen by the driver, the student confessed, or an investigation by the regional supervisor/campus administrator has been performed to verify the facts. All parents/guardians are entitled to view video by appointment with the transportation supervisor. If a parent/guardian disagrees with bus discipline, they may ask the director of transportation for an administrative review to ensure that policies and procedures were followed. The director of transportation will make the final decision regarding discipline action. For more information, please visit Transportation’s website at dvusd.org/domain/115. (Ref. DVUSD Policy EE)

Children’s Online Privacy Protection Act (COPPA) Deer Valley Unified School District is committed to providing students with the most effective web-based tools and applications for learning. In order to do so, we abide by federal regulations that require parental consent as outlined below. As required by the Child Internet Protection Act (CIPA), DVUSD has technology measures and policies in place which protect students from harmful materials. Email and websites are filtered so that content from inappropriate sites is blocked. For more information on CIPA, please visit fcc.gov/consumers/guides/childrensinternet-protection-act. Our district utilizes several computer software applications and web-based services operated by third parties. In order for our students to use these programs and services, certain basic information (generally student name, username, and email address) must be provided to the website operator. Under the federal Children’s Online Privacy Protection Act (COPPA) law, these websites must notify parents and obtain parental consent before 3

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collecting information from children under 13 years of age. For more information on COPPA, please visit ftc.gov/tips-advice/business-center/guidance/complying-coppa-frequently-asked-questions. The law permits schools, such as those in DVUSD, to consent to the collection of this information on behalf of all of its students, thereby eliminating the need for individual parental consent given directly to each website provider. When email addresses are utilized, it is important to note that students in grades K-6 can only email DVUSD staff members from their school accounts and cannot receive email from any outside email address. Outside individuals and companies will not be able to communicate with children in these grades. Under the Children's Online Privacy Protection Act (COPPA), verifiable parental consent is required for students under the age of thirteen (13) if accounts containing this information are created for them on third party websites or online services. Limited information for your child consisting of first name, last name, birth date, username and email address may be provided to the online resource for the purpose of securing confidential credentials and access for the student. This information will remain confidential and will not be shared except for providing online programs solely for the benefit of students and the school system. Under no circumstances will student information be used by third party websites for commercial purposes.

Classroom Management Plans All teachers develop classroom management plans that are approved by school administration and communicated to students and parents. Classroom plans outline procedures and expectations specific to individual classroom environments.

Commencement/Promotion Ceremonies Commencement and promotion ceremonies are a privilege, not a right. Therefore, appropriate student behavior throughout the school year is directly related to a student’s opportunity to participate in this ceremony. Students who engage or participate in behavior (a single event or a series of discipline issues) that violates any of the DVUSD standards for student conduct will be subject to the appropriate disciplinary consequences and may forfeit the privilege of participating in the commencement or promotion ceremony.

Court Unified Truancy Suppression Program (CUTS) The CUTS program, administered by the Division of Community Services under the direction of the Maricopa County Juvenile Probation Department, is a diversion program designed for juveniles who commit a first or second truancy offense and are willing to take responsibility for their behavior. CUTS consists of a probation officer, school official, parent and student coming together to address truancy. The goal of the program is to increase school attendance. The philosophy of CUTS is that when a student’s truant behavior is confronted by a team, including parents, school officials and a representative of the Court, the student is less likely to continue the behavior. Students will be referred to the CUTS program on their fifth (5 th) unexcused absence or when the student has been absent ten percent (10%) of the school year (18 school days). For more information, please see A.R.S. 15803. 4

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The probation officer, with the help of school officials and parents, decides the consequences for the truant student. Consequences may include, but are not limited to, community service, an educational class for both student and parent and/or counseling. The parent will be assessed a fee. All consequences must be completed within 30 days following the CUTS meeting. Failure to comply with these sanctions results in the case being set for a court hearing in Juvenile Court.

Crisis Management (Seclusion & Restraint) Deer Valley Unified School District's emphasis is on prevention and de-escalation, which reduces the risk of injury to both students and District staff. The emphasis is always on the care, safety, and welfare of our students and the primary technique used is verbal de-escalation. Restraint and seclusion are emergency procedures to be used when there is risk for injury to someone, including self. It is not to be used for individual student discipline, but only as part of a safety plan when imminent danger is present. As a part of the emergency procedures in place in our schools, any student who poses an imminent risk of injury to him/herself or to others may be physically restrained and/or placed in seclusion by school staff. Seclusion means the involuntary confinement of a student alone in a room from which egress is prevented. Seclusion does not include the use of a voluntary behavior management technique, including a timeout location, as part of a student's education plan, individual safety plan, behavioral plan or individualized education program that involves the student's separation from a larger group for purposes of calming. Restraint means any method or device that immobilizes or reduces the ability of a student to move the student's torso, arms, legs, or head freely, including physical force or mechanical devices. These could occur along with other emergency actions such as calling the police. Significant violations of the law including assaults on students and staff will be reported to the police. As soon as possible after any such incident the parents or guardian will be informed when any of these actions have occurred. For more information re: seclusion and restraint, visit http://www.azed.gov/special-education/files/2015/12/seclusion-and-restraint.pdf (Ref. DVUSD Policy JK-RB)

Custody & Legal Guardianship In most cases, when parents are divorced, both parents continue to have equal rights where their children are concerned. If a court order limits the right of one parent in custody matters, a copy of that order must be on file in the school office. If no court order is provided, it is assumed that both parents have equal rights. Parents must provide schools with specific parenting time schedules in order for schools to comply. A student who is in the legal custody of a natural or adoptive parent or other person to whom custody has been granted by a court order and who resides with the parent or other person within the boundaries of DVUSD are considered residents of the District. (Ref. DVUSD Policy JFAA) Only a parent who has legal custody can make school decisions for a child. Unless there is a court order stating otherwise, the non-custodial parent has the right to review student records and meet with teachers. For more information on applying for guardianship of a minor, please visit superiorcourt.maricopa.gov/SuperiorCourt/JuvenileCourt/guardianship.asp. 5

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Definition of School Grounds DVUSD defines school grounds as the property on which a school is located, along with any property where a school sponsored event is occurring, regardless of location. When appropriate, the District may discipline students for disorderly conduct on the way to and from school. (Ref. A.R.S. 15-341)

Department of Child Safety School personnel are often the source of referral for child abuse allegations because of their extensive contact with children on a daily basis. They are often the first people to whom children disclose abuse or who suspect abuse because they recognize behavioral or physical changes in the children. School personnel are required by law to report all cases of suspected abuse. Therefore, school personnel should be familiar with the legal requirements for the identification and reporting of child abuse. The Arizona mandatory reporting law, A.R.S. 13-3620 requires that school personnel, or any person who has responsibility for the care or treatment of a minor, who reasonably believes that a minor has been the victim of physical injury, abuse, child abuse, a reportable offense or neglect shall immediately report or cause a report to be made of this information to the Arizona Department of Child Safety (DCS) and the police. This means that if there are any facts from which one could reasonably conclude that a child has been the victim of one of the above listed offenses, the person knowing those facts is required to report those facts to the appropriate authorities. This immediate report is to be made regardless of who the alleged perpetrator is. Your duty is to report, not to investigate. If school personnel fail to report known or suspected child abuse or neglect, then they have committed a crime that is punishable under Arizona state law. In addition to the mandate in A.R.S. 13-3620, A.R.S. 15-514 states that any certified person or governing board member who reasonably suspects or receives a reasonable allegation that a person certified by the State Board of Education has engaged in conduct involving minors that would be subject to the reporting requirement of A.R.S. 13-3620 shall report or cause reports to be made to the Department of Education in writing as soon as is reasonably practicable but no later than three (3) business days after the person first suspects or receives an allegation of the conduct. Both statutes (A.R.S. 13-3620 and A.R.S. 15-514) grant immunity from civil damages to those making reports, provided the report was made in good faith. A.R.S. 13-3620 also grants immunity from any criminal proceeding to those making reports, unless the reporter has been charged with or is suspected of committing the abuse, or is acting with malice.

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Directory of DVUSD Schools Anthem (K-8) 31020 N.E. Freedom Way Anthem, AZ 85086 Phone: 623-376-3700 anthem.dvusd.org

Deer Valley Middle School (7-8) 21100 N. 27th Avenue Phoenix, AZ 85027 Phone: 623-445-3300 dvms.dvusd.org

Las Brisas (K-6) 5805 W. Alameda Road Glendale, AZ 85310 Phone: 623-445-5500 lasbrisas.dvusd.org

Arrowhead (K-6) 7490 W. Union Hills Glendale, AZ 85308 Phoenix: 623-376-4100 arrowhead.dvusd.org

Desert Sky Middle School (7-8) 5130 W. Grovers Avenue Glendale, AZ 85308 Phone: 602-467-6500 desertsky.dvusd.org

Legend Springs (K-6) 21150 N. Arrowhead Loop Road Glendale, AZ 85308 Phone: 623-376-4500 legendsprings.dvusd.org

Bellair (K-6) 4701 W. Grovers Avenue Glendale, AZ 85308 Phone: 602-467-5700 bellair.dvusd.org

Diamond Canyon (K-8) 40004 Liberty Bell Way Anthem, AZ 85086 Phone: 623-445-8000 diamondcanyon.dvusd.org

Mirage (K-6) 3910 W. Grovers Avenue Glendale, AZ 85308 Phone: 6092-467-5300 mirage.dvusd.org

Canyon Springs (K-8) 42901 N. 45th Avenue Anthem, AZ 85087 Phone: 623-376-5200 canyonsprings.dvusd.org

Esperanza (K-6) 251 W. Mohawk Phoenix, AZ 85027 Phone: 623-445-3700 esperanza.dvusd.org

Mountain Shadows (K-6) 19602 N. 45th Avenue Glendale, AZ 85308 Phone: 623-445-4300 mountainshadows.dvusd.org

Constitution (K-6) 18440 N. 15th Avenue Phoenix, AZ 85023 Phone: 602-467-6100 constitution.dvusd.org

Gavilan Peak (K-8) 2701 W. Memorial Drive Anthem, AZ 85086 Phone: 623-445-7400 gavilanpeak.dvusd.org

New River (K-6) 48827 N. Black Canyon Highway New River, AZ 85087 Phone: 623-376-4500 newriver.dvusd.org

Copper Creek (K-6) 7071 W. Hillcrest Blvd. Glendale, AZ 85310 Phone: 623-376-3900 coppercreek.dvusd.org

Greenbrier (K-6) 6150 W. Greenbriar Glendale, AZ 85308 Phone: 602-467-5500 greenbrier.dvusd.org

Norterra Canyon (K-8) 2200 W. Maya Way Phoenix, AZ 85085 Phone: 623-445-8200 norterracanyon.dvusd.org

Desert Mountain (K-8) 35959 N. 7th Avenue Desert Hills, AZ 85086 Phoenix: 623-445-3500 desertmountain.dvusd.org

Highland Lakes (K-8) 19000 N. 63rd Avenue Glendale, AZ 85308 Phone: 623-376-4300 highlandlakes.dvusd.org

Park Meadows (K-6) 20012 N. 35th Avenue Glendale, AZ 85308 Phone: 623-445-4100 parkmeadows.dvusd.org

Desert Sage (K-6) 4035 W. Alameda Road Glendale, AZ 85310 Phone: 623-445-4700 desertsage.dvusd.org

Hillcrest Middle (7-8) 22833 N. 71st Avenue Glendale, AZ 85310 Phone: 623-376-3300 hillcrest.dvusd.org

Paseo Hills (K-8) 3302 W. Louise Drive Phoenix, AZ 85027 Phone: 623-445-4500 paseohills.dvusd.org

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Sierra Verde (K-8) 7241 W. Rose Garden Lane Glendale, AZ 85308 Phone: 623-376-4800 sierraverde.dvusd.org Sonoran Foothills (K-8) 32150 N. Forth Foothills Drive Phoenix, AZ 85085 Phone: 623-445-8400 sonoranfoothills.dvusd.org Stetson Hills (K-8) 25475 N. Stetson Hills Loop Phoenix, AZ 85083 Phone: 623-445-5300 stetsonhills.dvusd.org Sunrise (K-6) 17624 N. 31st Avenue Phoenix, AZ 85053 Phone: 602-467-5900 sunrise.dvusd.org Sunset Ridge (K-8) 35707 N. 33rd Lane Phoenix, AZ 85086 Phone: 623-445-7800 sunsetridge.dvusd.org Terramar (K-8) 7000 W. Happy Valley Road Peoria, AZ 85383 Phone: 623-445-7600 terramar.dvusd.org Village Meadows (K-6) 2020 W. Morningside Drive Phoenix, AZ 85023 Phone: 602-467-6300 villagemeadows.dvusd.org

Alternative School Vista Peak 19825 N. 15th Avenue Phoenix, AZ 85027 Phone: 623-445-3900 vistapeak.dvusd.org

District Administrative Center 20402 N. 15th Avenue Phoenix, AZ 85027 Phone: 623-445-5000 dvusd.org

High Schools Barry Goldwater HS 2820 W. Rose Garden Lane Phoenix, AZ 85027 Phone: 623-445-3000 bghs.dvusd.org Boulder Creek HS 40404 N. Gavilan Peak Parkway Anthem, AZ 85086 Phone: 623-445-8600 bchs.dvusd.org Deer Valley HS 18424 N. 51st Avenue Glendale, AZ 85308 Phone: 602-467-6700 dvhs.dvusd.org Mountain Ridge HS 22800 N. 67th Avenue Glendale, AZ 85310 Phone: 623-376-3000 mrhs.dvusd.org Sandra Day O’Connor HS 25250 N. 35th Avenue Phoenix, AZ 85083 Phone: 623-445-7100 sdohs.dvusd.org

West Wing (K-8) 26716 N. High Desert Drive SW Peoria, AZ 85383 Phone: 623-376-5000 westwing.dvusd.org

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Dress Code Any attire that detracts from the learning environment is not acceptable. Students should dress in a manner that, in addition to the following guidelines, takes into consideration the educational environment, safety, health and welfare of self and others. 

    

Clothing must cover the entire buttocks. Shirts and tops may not expose bare midriffs, bare shoulders, nor be deeply or narrowly cut in the front, back, or under the arms. Halter tops, spaghetti straps, and strapless tops are not acceptable. Clothing that exposes undergarments will not be tolerated for males or females. Bare feet are never acceptable. In the interest of safety, shoes must be worn at all times. Closed shoes are to be worn for any type of physical activity, such as physical education, cheer practice, weight lifting, etc. Jewelry or ornamentation shall not be worn if it presents a safety hazard to self and/or others. No hats may be worn inside any campus buildings at anytime, except for properly approved occupational safety headgear required for special classes. Defamatory writing, obscene language or symbols, or symbols of drugs, sex, or alcohol on clothing or jewelry are expressly prohibited. Tattoos displaying defamatory writing, obscene language or symbols, or symbols of drugs, sex, or alcohol must be covered.

(Ref. DVUSD Policy JICA)

Due Process-Suspension/Expulsion Disciplinary Record Keeping 1.

Discipline—Discipline is administered by the principal/designee, the faculty and the staff.

2. Referral—Students will be referred to the principal/designee for violations outlined in the "Discipline Guidelines" section of this handbook and when their disruptive behavior interrupts the educational process. 3. Due Process—Students in the District have certain rights. They also have the responsibility to respect the rights and property of others. If a student fails to do this, disciplinary action will follow. In disciplinary cases, each student is entitled to due process. This means students:    

must be informed of accusations against them; must have the opportunity to accept or deny the accusations; must have explained to them the factual basis for the accusations; and must have a chance to present an alternative factual position if the accusation is denied.

Parents will be contacted and given the opportunity to provide information that may be useful to the administrator in providing appropriate interventions or consequences. 4. Short Term Suspension—Short Term Suspension is defined as any suspension of ten (10) days or less. If the principal or designee decides that the alleged misconduct warrants a consequence of a suspension for ten (10) days or less, the principal/designee shall give the student an informal hearing and shall examine all the pertinent facts to determine whether or not a violation did occur. The student shall be afforded due process rights including the opportunity to present to the principal/designee his or her defense or position concerning 9

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the alleged violation. After the termination of the hearing, the principal/designee, upon the basis of all facts and information learned, shall determine the guilt or innocence of the student. If the student is found to be guilty, a consequence or suspension may be imposed for a period of time not to exceed ten (10) days. If a suspension is imposed, the principal/designee imposing the suspension shall keep a record of the aforesaid proceedings. Per DVUSD Policy JKD, there is no appeal process for a short term suspension of 10 days or less. However, a parent may request a campus administrative review to ensure that due process procedures were followed. If an administrative review shows that procedures were not followed, the consequences would be reviewed and, if warranted, changed to reflect a more appropriate consequence. Additionally, the student’s discipline file would be updated to reflect the outcome of the administrative review. After the administration’s review is complete, the principal’s/designee’s decision is final. 5. Long term suspension—Long term suspension is defined as any suspension in excess of ten (10) days. If the principal/designee decides that the alleged misconduct is sufficiently serious so that the consequence should be suspension in excess of ten (10) days or expulsion, the accused student shall be afforded his or her due process rights. There shall be an investigation to determine if there is sufficient probable cause to charge the student with an act of misconduct, which may result in a suspension in excess of ten (10) days or an expulsion. When a student is charged by the principal/designee with misconduct, which may result in suspension in excess of ten (10) days or expulsion, the parent(s) or guardian of the student shall be informed within a reasonable time period by telephone or letter of the charges against the student. The suspension shall be in accord with pertinent Arizona Revised Statutes. The ability to make up work for credit during Long term suspension is at the discretion of the hearing officer or the Governing Board and will only be allowed in exceptional circumstances. If a school administrator believes that a Long term suspension may be warranted as a result of alleged misconduct of a student, the administrator/designee will notify the parent(s) in writing. The school administrator/designee shall also notify the School Operations Specialist to schedule a Long term suspension hearing. If a Long term suspension hearing is scheduled, the District will send by certified mail, or deliver, or cause to be mailed or delivered, notice of the hearing to the student's parent(s) at least five (5) working days prior to the hearing. The notice shall contain:      

The time, date and place of the hearing. The name of the hearing officer. A description of the alleged misconduct, the standard of student conduct allegedly violated and the proposed discipline. A copy of Policy JKD and A.R.S. 15-840, 15-841, 15-842, 15-843, and 15-844. A statement that the student and his or her parent(s) are entitled to various procedural rights as described in this policy. A statement that notice must be given to the superintendent/designee at least 24 hours before the hearing if the student or his parent(s) will have an attorney present.

The hearing shall be held at the time and place stated in the notice unless all interested parties agree otherwise. In the event the District is unable to contact the parents or guardians after taking reasonable steps to do so, the District may proceed to hold a hearing or take other steps regarding the discipline of the student. At the conclusion of the hearing, the hearing officer shall determine whether discipline will be imposed, and, if deemed appropriate by the hearing officer, a Long term suspension may be imposed immediately. Written confirmation of the hearing officer's decision shall be mailed or delivered to the student's parent(s) within five 10

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(5) days after the hearing. A copy of the written decision shall be delivered or mailed to the superintendent. If the decision is to impose a Long term suspension, the written decision shall:    

Name the student. Describe the behavior that resulted in the Long term suspension. State the beginning and ending dates of the suspension and the restrictions of the student's presence on campus and at school activities. Inform the parent(s)/guardian about suspension appeal procedures. Absent extenuating circumstances, once a due process hearing has concluded, no new testimony or documents may be presented.

6. Suspension Due to Clear and Present Danger—If in the best judgment of the principal/designee after reasonable investigation, the facts indicate that the presence of the alleged offender constitutes a clear and disruptive influence to the educational processes on campus, the principal or designee may suspend the student from the school pending a hearing and disposition of the case. 7. Long term suspension Appeal—If the hearing officer recommends a Long term suspension, the Governing Board will be informed, in writing, of that decision. Parent(s)/legal guardian(s) may appeal the decision for Long term suspension based on one of the following reasons:   

There was substantial non-compliance with policy JKD. The pupil's legal rights, including the right to receive due process, were violated by the hearing or the hearing officer's decision. The discipline imposed by the hearing officer was unreasonable considering the circumstances present.

To appeal the decision of the hearing officer, parents must deliver a letter to the superintendent within five (5) working days after receiving notice of the decision of a Long term suspension. The letter must describe in detail all objections to the hearing or the decisions rendered at the hearing. The Governing Board will review written material forwarded to them by the hearing officer and the parent’s/legal guardian’s letter of appeal. If the board feels more information is necessary, they will conduct another hearing. No new evidence can be admitted at the appeal hearing. The Governing Board will review the material in executive session. Unless requested in writing by the parents, the executive session will be closed. Upon review of the written material in executive session, the Governing Board may uphold, modify, or rescind the hearing officer's decision. 8. Expulsion—Expulsion is defined as permanent removal from school and all school activities. The hearing officer may recommend that a student be expelled from the school District. That recommendation will be forwarded to the Governing Board, who will act on it. Parent(s)/legal guardian(s) may appeal the recommendation for expulsion based on one of the following reasons:   

There was substantial non-compliance with Policy JKD. The pupil's legal rights, including the right to receive due process, were violated by the hearing or the hearing officer's decision. The discipline imposed by the hearing officer was unreasonable considering the circumstances present.

The Governing Board will consider a hearing if there is an appeal of the hearing officer's recommendation for expulsion from the parent. The Governing Board will review the written material from the hearing officer and the parents and will hear testimony from the hearing officer, the school officials, and the student's family. No new evidence can be admitted at the appeal hearing. The Governing Board will conduct the hearing in executive session. Unless requested in writing by the parent(s)/guardian(s), the executive session will be closed. If the parent(s)/legal guardian(s) disagree that the hearing, held by the board, should be held in executive session, it shall be held in an open meeting unless: 11

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 

If only one student is subject to the proposed action and disagreement exists between that student's parent(s)/legal guardian(s), then the board, after consultation with the student's parent(s)/legal guardian(s), shall decide in executive session whether the hearing will be in executive session. If more than one student is subject to the proposed action and disagreement exists between the parents of different students, then separate hearings shall be held subject to the provisions of A.R.S. 15-843.

Nothing in these procedures shall be construed to prevent the students who are subject to the action and their parent(s)/legal guardian(s) and legal counsel from attending any executive session pertaining to the proposed disciplinary action or from having access to the minutes and testimony of such executive session or from recording such a session at the parent’s/legal guardian’s expense. 9. Readmission—When a student is expelled, the student's parent(s)/legal guardian(s) may request that the student be readmitted no sooner than one year after the date of the expulsion. The readmission of an expelled student can only be granted by the Governing Board, in its discretion, and may begin the semester following the decision to readmit. 10. Student Disciplinary Record-Keeping—Each principal or designee shall keep and retain complete records of pupil disciplinary actions and procedures. Records regarding pupil disciplinary actions shall be retained for at least four (4) years after graduation or withdrawal. The kinds of disciplinary actions for which an accounting shall be kept shall include, but not be limited to, suspension, placement in special classes and referrals of cases to police and juvenile authorities. The accounting for pupils subject to disciplinary action shall contain an entry of:   

  

Pupil's full name. Time, place and date of the offense or offenses, behavior observed. Specific measures taken by person(s) reporting the offense to effect an adjustment, including the specialized help secured before referral, i.e., conferences with parent(s)/legal guardian(s), conference with principal, conferences with other school personnel, referrals to department of pupil, personnel services, etc. Final disposition of the case. Name of person(s) imposing the action or actions. Statement of clarification by student or parent(s)/legal guardian(s) if either wishes.

11. Principal/Designee Review—In case of a suspension which is for ten (10) days or less, and there has been no recommendation for Long term suspension, the student/parent may request, in writing, a review of the situation/discipline. Once the principal/designee reviews the stated concern(s), the principal/designee shall notify the student/parent of the final determination.

Electronic Devices Many students want to have the privilege of carrying electronic devices on campus. With that privilege comes the responsibilities of ensuring that those items are not used inappropriately or at inappropriate times on campus or on a bus. If they are on and make a noise, vibrate or otherwise call attention to themselves, the device is creating a disruption. Unless approved by the teacher, these items must be in the off/silent position and be kept out of sight. Misuse of electronic devices may result in discipline procedures in addition to the confiscation of the device. Please see Bus Discipline Procedures regarding personal electronic devices on the bus. This is intended to promote the responsible use of all personally owned electronic devices in the Deer Valley Unified School District. Students are solely responsible for the proper use and security of any personally owned electronic device that they bring onto DVUSD property or to DVUSD sponsored activities. 12

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Students should understand that they bring an electronic device on campus at their own risk. DVUSD assumes no liability for the loss, theft, or damage of any personally owned electronic device on campus. The use of personally owned electronic devices on campus will not be allowed to interfere with the learning process of any student or with the instructional process of a teacher while in the classroom or on campus. Any such interference will be considered a disruptive activity. NOTE: For campuses participating in the Bring Your Own Technology program, please refer to that campus’ student handbook for policies and procedures relating to carrying personal electronic devices on campus.

Emergencies On Campus DVUSD campuses have Emergency Response Plans written specifically for their sites. These plans contain information needed for an emergency and is kept within reach of administration. In the off chance that an emergency occurs, your child’s school office staff is equipped and ready. These Emergency Response Plans were written in partnership with local law enforcement and are continually updated. Drills are conducted on a monthly basis to properly train students. When the news breaks that an emergency is taking place at a school, every parent's first reaction is to rush to the campus to pick up his or her child. The fact is, numerous parents arriving at a school at the same time can increase the risk to students. If an emergency occurs at your child’s campus, you will be notified immediately through either text, email, or voice mail with the most current information available along with procedures to follow. Additionally, information will be available on the school’s webpage. Please be sure that your most current contact information is on file at your child’s school.

Parent Concern Contact Information District Office Reception Phone: 623-445-5000 Hours: 8:00 a.m. – 4:30 p.m. This phone number is a direct line to the District Office during regular business hours. The District Receptionist will direct the caller to the appropriate area to report a concern. School Operations Phone: 623-445-4927 Hours: 7:30 a.m. – 4:00 p.m. School Operations personnel can help with school concerns or issues that parents or students may have in addition to the needs of the public regarding school functions and school activities. Anonymous Safe School Hotline Phone: 623-376-3262 Hours: 24 hours/7 days a week The DVUSD has established an Anonymous Hotline for students, parents, educators, or community members to report rumors or information on criminal activity on campuses or against Deer Valley students. Deer Valley is encouraging any information on possible crimes or violent activity to be reported immediately, even if the information is merely a rumor. These calls can be made anonymously, as the district's goals are to maintain safe, secure campuses. In addition, calls on suspected drug use, vandalism, or thefts are welcomed to help hold accountable those who commit criminal acts. When appropriate, information from the Safe Schools Hotline will be shared with local law enforcement. The hotline will be monitored throughout every school day, but should not be considered a replacement for 911. In an emergency or situation requiring immediate police action, (i.e., fire, crime in progress, etc.) a call should be made to 911 to make an immediate report to the proper authorities. Maintaining safe campuses requires the efforts of everyone in the district, including students, parents, educators, and support staff. Safety is an ongoing commitment that is possible only through the efforts of every member of the campus community. Your call could make the difference!

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Safe Schools Department Phone: 623-445-4951 Hours: 7:30 a.m. – 4:00 p.m. The Safe School line is used during regular business hours to help parents, students, and community members discretely report important information such as threats, rumors, and criminal activity. Answer Now Phone: 602-787-3974 After normal business hours In an effort to facilitate communications between schools and community members outside of normal hours, the district has subscribed to an answering service. Answer Now is available in the evenings and during school holidays to relay messages from parents, staff members, or the community. There are three areas of focus: Transportation, Facility/ Maintenance, and Safety/Welfare. Answer Now is to be used only in emergencies that may involve a significant maintenance problem or a matter involving the safety or welfare of staff or students.

Family Educational Rights & Privacy Act (FERPA) Annual Notification To Parents Regarding Confidentiality Of Student Education Records [34 C.F.R. 300.561 and 300.572] Dear Parent, The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age (“eligible students”) certain rights with respect to the student’s education records. The Governing Board has established written policies regarding the collection, storage, retrieval, release, use, and transfer of student educational information collected and maintained pertinent to the education of all students to ensure the confidentiality of the information and to guarantee parents’ and students’ rights to privacy. These policies and procedures are in compliance with: 

The Family Education Rights and Privacy Act; Title 20, United States Code, Sections 1232g and 1232h; and the Federal Regulations (34 C.F.R., Part 99) issued pursuant to such act;



Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001 (USA PATRIOT Act);



No Child Left Behind Act of 2001 (NCLB);



The Individuals with Disabilities in Education Act; 20 U.S.C. Chapter 33; and the Federal Regulations (34 C.F.R. Part 300); and



A.R.S. 15-141 and 15-142

Student education records are collected and maintained to help in the instruction, guidance, and educational progress of the student, to provide information to parents and staff members, to provide a basis for the evaluation and improvement of school programs, and for legitimate educational research. The students’ records maintained by the District may include—but are not limited to—identifying data, report cards and transcripts of academic work completed, standardized achievement test scores, attendance data, reports of psychological testing, health data, teacher and counselor observations, and verified reports of serious or recurrent behavior patterns.

14

Rev.

These records are maintained by the District under the supervision of the school administrator at the school the student attends or last attended and are available only to the teachers and staff members working with the student. Upon request, the school discloses education records without consent to officials of another school District in which a student seeks or intends to enroll. Otherwise, records are not released to most agencies, persons or organizations without prior written consent of the parent (34 C.F.R. 99.7). You shall be informed when personally identifiable information collected, maintained, or used is no longer needed to provide educational services to your child. The information must be maintained for four (4) years after the date your child was last enrolled in this school District. You have the right to inspect and review any and all records related to your child within forty-five (45) days of the day of receiving a request for access, including a listing of persons or organizations who have reviewed or have received copies of the information (34 C.F.R. 99.7) Parents who wish to review their children’s records should contact the principal for an appointment or submit to the principal a written request that identifies the record(s) you wish to inspect. School personnel will make arrangements for access and notify you of the time and place where the records may be inspected. School personnel will be available to explain the contents of the records to you. Copies of student education records will be made available to parents when it is not practicable for you to inspect and review the records at the school. Charges for the copies of records will be costs of copying unless the fee prevents the parent from exercising rights to inspect and review those records. You have the right to request that an amendment be made to the student’s education records and to add comments of your own if you believe information in the record file is inaccurate or misleading (34 C.F.R. 99.7(a)(1)). You should write the principal, clearly identify the part of the record you want changed, and specify why it is inaccurate or misleading. If the school decides not to amend the record as requested by you, the school will notify you of the decision and advise you of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to you when notified of a right to a hearing. You have the right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the school as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on a school board; a person or company with whom the school has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. You have the right to file a complaint with the Family Educational Rights and Privacy Act Office in Washington, D.C., concerning alleged failures by the school to comply with the requirements of FERPA (34 C.F.R. 99.7). The name and address of the office that administers FERPA are: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-4605 Copies of the District student education records confidentiality policies and procedures may be reviewed in the assigned office of each school (34 C.F.R. 99.7(a)(5) and 99.7(b)). 15

Rev.

Food & Nutrition DVUSD participates in the School Breakfast Program and the National School Lunch Program and is required by USDA to provide the opportunity for households to apply for free or reduced price meals. In July of each year, the DVUSD Food & Nutrition Department will create parent letters, household applications and application instructions for all households of children attending school in DVUSD. The parent letter, household application and application instructions will be either mailed to each household or distributed through the information packet provided to students by their school. Additional parent letters, household applications and application instructions will be available on the DVUSD website, in each schools front office and cafeteria and at the Food & Nutrition Department Office, located at 21421 N. 21st Ave., Building 2, Phoenix, AZ 85027. Households can also apply for meal benefits at ezmealaap.com. Please visit the Food & Nutrition webpage at dvusd.org/mealassistance to learn more about the Meal Assistance Program. DVUSD works hard to provide students meals that are nutritious, cost effective and delicious. All meals are developed to meet the USDA National School Breakfast and Lunch standards as well as meet the cost needs of our families and the tastes of our students. Each day elementary and middle school students have a choice of three different entrées, one of which is always a vegetarian option. Students are also offered milk, fruit and vegetable sides with their entrée. Students are also able to supplement their meal with fresh fruits and vegetables from the fresh fruit and vegetable bar. In order to support the increased independence of our high school students, they are offered an even wider variety of options for both breakfast and lunch. Options include yogurt, breakfast sandwiches and fresh fruit for breakfast and fresh salads, Mexican, Asian, Italian and deli items for lunch. Please visit your school's cafeteria website for more specific menu information. You can visit the Food & Nutrition webpage at dvusd.org/nutritioninformation to learn more about nutrition content of all menu items and allergy information. Students can pay for their meals and a la carte items using cash, check or pre-paying on their account using EZSchoolPay. Please visit the Food & Nutrition webpage at dvusd.org/studentaccounts to learn more about EZSchoolPay. Each cafeteria encourages your student to be seated upright when eating and not to be distracted. Please encourage them to eat slowly, take small bites, and fully chew and swallow their food before talking or laughing. If you pack a lunch and send it with your child, please avoid food items that could be difficult to chew or which could possibly cause choking. Please encourage your student not to eat while walking, running, or engaging in other activities and encourage them to avoid children’s games that involve catching a food item in the mouth or putting large amounts of food into the mouth. Eating in the cafeteria should be fun and social, but eating in the cafeteria is a privilege. For those who misbehave or fail to follow these directions, cafeteria privileges may be revoked. Classroom parties are exempt from the Smart Snacks regulations. Maricopa County Environmental Services states that only store-bought items can be served in the classroom. The store-bought items should arrive in the classroom sealed (for example, parents cannot open the package of cupcakes to add extra decorations) and not need refrigeration. Students and parents can bring in and serve fruits and vegetables that come in whole and are washed and cut in the classroom and served immediately and concession/DECA stores can sell prepackaged/unopened foods that do not require refrigeration. Please visit the Food & Nutrition webpage for additional information on the following information:  Special Diet Accommodations  Smart Snacks and Fundraising  Concessions  Local Wellness Policy  Parent Survey

16

Rev.

Gang Activity Or Association Gangs that initiate, advocate, or promote activities that threaten the safety or well-being of persons or property on school grounds or disrupt the school environment are harmful to the educational process. The use of hand signals, graffiti, pictures, drawings, etc., or the presence of any apparel, jewelry, accessory, or manner of dress or grooming that, by virtue of its color, arrangement, trademark, symbol, or any other attribute indicates or implies membership or affiliation with such a group is prohibited because of the disruption to educational activities that results from such activities or dress. It is the District’s position that such activities and dress also present a clear and present danger to other District students and to District staff members. Any activity involving initiation, hazing, intimidation, assault, or other activity related to group affiliation that is likely to cause or does cause bodily danger, physical harm, or personal degradation or disgrace resulting in physical or mental harm to students or others is prohibited. Any student wearing, carrying, or displaying gang paraphernalia and/or exhibiting behavior or gestures that symbolize gang membership, or causing and/or participating in activities that intimidate or adversely affect the educational activities of another student or the orderly operation of the schools shall be subject to disciplinary action. (Ref. DVUSD Policy JICF)

17

Rev.

Guide To Solving Problems & Getting Answers Fast The Deer Valley Unified School District has established procedures to effectively and efficiently respond to questions, concerns and suggestions from parents and community members. This guide will assist parents and community members in finding the correct staff members to respond to your needs. DVUSD values solving problems efficiently at the lowest steps and the majority of questions and problems are answered best by school personnel. Therefore, board policy (KE-R) requires an attempt to resolve the issue at school level first. The DVUSD Governing Board will make final resolution decisions if all listed steps are unsuccessful. The Deer Valley Unified School District is here to meet the needs of all students, staff, parents and community members. General School Questions Step 1—School front office, if not resolved… Step 2—School administrator, if not resolved… Step 3—Administrative Leadership & Services Secretary, if not resolved… Step 4—School Operations Specialist, if not resolved… Step 5—ALS Manager, if not resolved… Step 6—ALS Director, if not resolved… Step 7—Superintendent

Gifted Education Step 1–Gifted Cluster Classroom Teacher; if not resolved… Step 2--Department Head or Specialist, if not resolved… Step 3–School Administrator; if not resolved… Step 4–Gifted Services Coordinator; if not resolved… Step 5--Curriculum, Instruction & Assessment Dep. Superintendent; if not resolved… Step 6–Superintendent Section 504 Step 1–General Education Classroom Teacher; if not resolved… Step 2–School Administrator/Site 504 Coordinator; if not resolved… Step 3–Exceptional Student Services Coordinator; if not resolved… Step 4–Student Support Services Director; if not resolved… Step 5–Curriculum, Instruction & Assessment Dep. Superintendent; if not resolved… Step 6–Superintendent

Curriculum & Assessment Questions (State standards, material being taught, textbooks and materials, assessments) Step 1—Classroom teacher, if not resolved… Step 2—School administrator, if not resolved… Step 3–Curriculum, Instruction & Assessment admin asst.; if not resolved… Step 4–CIA Dep. Superintendent; if not resolved… Step 5--Superintendent

Athletics Step 1–Coach; if not resolved… Step 2–School Athletic Director Step 3–Assistant Principal (Athletics); if not resolved… Step 4–School Principal; if not resolved… Step 5–District Athletic Director; if not resolved… Step 6–Administrative Leadership & Services Manager; if not resolved… Step 7–ALS Director; if not resolved… Step 8–Superintendent

Medical Questions & Concerns Step 1–School Nurse; if not resolved… Step 2–District Lead Nurse; if not resolved … Step 3–School Administrator; if not resolved… Step 4–Student Support Services Director; if not resolved… Step 5–Superintendent Transportation (bus stops, route problems, behavior, etc.) Step 1–Transportation Region Supervisor; if not resolved… Step 2–Transportation Supervisor; if not resolved… Step 3–Transportation Director; if not resolved … Step 4–Fiscal & Business Services Dep. Superintendent; if not resolved… Step 5–Superintendent

Before & After School Activities (Community Ed) Step 1–Activity Lead; if not resolved… Step 2–Program Supervisor; if not resolved… Step 3–Community Education Director; if not resolved… Step 4–Curriculum, Instruction & Assessment Dep. Superintendent; if not resolved… Step 5–Superintendent

Student Behavior Step 1–Classroom teacher; if not resolved … Step 2–School Administrator; if not resolved… Step 3–Administrative Leadership & Services Secretary, if not resolved… Step 4–School Operations Specialist; if not resolved… Step 5–ALS Manager; if not resolved… Step 6–ALS Director; if not resolved… Step 7–Superintendent

(21st Century) Step 1–School 21st Century Coordinator; if not resolved… Step 2–School Administrator; If not resolved… Step 3–Manager of Federal Programs; if not resolved… Step 4–Curriculum, Instruction & Assessment Dep. Superintendent, if not resolved… Step 5–Superintendent

Special Education Step 1–Special Education/General Education Teacher; if not resolved… Step 2–Special Education Intervention Specialist; if not resolved… Step 3–School Psychologist; if not resolved… Step 4–School Administrator; if not resolved… Step 5–Student Support Services Director; if not resolved… Step 6–Curriculum, Instruction & Assessment Dep. Superintendent; if not resolved… Step 7–Superintendent

DVUSD Phone Numbers Athletics Administrative Leadership & Services Community Education Curriculum, Instruction & Assessment District Office Main Number

Budget & Finance Questions Step 1–School Administrator; if not resolved… Step 2–Fiscal & Business Services Admin. Asst.; if not resolved… Step 3–Finance/Accounts Payable Director; if not resolved… Step 4–Fiscal & Business Services Dep. Superintendent; if not resolved… Step 5–Superintendent Facility Usage Step 1—Facility Rental Clerk, if not resolved… Step 2—Community Education Director, if not resolved… Step 3—Curriculum, Instruction & Assessment Dept. Superintendent, if not resolved… Step 4–Superintendent

623-445-4951 623-445-4951 623-445-5018 623-445-4910 623-445-5000

Federal Programs Fiscal & Business Services School Operations Student Support Services Transportation 18

623-445-4924 623-445-4958 623-445-4927 623-445-4943 602-467-5090 Rev.

Hazing There shall be no hazing, solicitation to engage in hazing, or aiding and abetting another who is engaged in hazing of any person enrolled, accepted for or promoted to enrollment, or intending to enroll or be promoted to District schools within twelve (12) calendar months. For purposes of this policy a person as specified above shall be considered a "student" until graduation, transfer, promotion or withdrawal from the District school. "Hazing" means any intentional, knowing or reckless act committed by a student, whether individually or in concert with other persons, against another student, and in which both of the following apply: 

The act was committed in connection with an initiation into, an affiliation with, or the maintenance of membership in any organization that is affiliated with an educational institution.



The act contributes to a substantial risk of potential physical injury, mental harm or degradation, or causes physical injury, mental harm or personal degradation.

"Organization" means an athletic team, association, order, society, corps, cooperative, club, or similar group that is affiliated with an educational institution and whose membership consists primarily of students enrolled at that educational institution. It is no defense to a violation of this policy if the victim consented or acquiesced to hazing. In accordance with statute, violations of this policy do not include either of the following: 

Customary athletic events, contests or competitions that are sponsored by an educational institution.



Any activity or conduct that furthers the goals of a legitimate educational curriculum, a legitimate extracurricular program, or a legitimate military training program.

All students, teachers and staff shall take reasonable measures within the scope of their individual authority to prevent violations of this policy. Students and others may report hazing to any professional staff member. Professional staff members must report the incident to the school administrator or next higher administrative supervisor, in writing, with such details as may have been provided. A failure by a staff member to timely inform the school administrator or next higher administrative supervisor in a timely manner of a hazing allegation or their observation of an incident of hazing may subject the staff member to disciplinary action in accord with District policies. The staff member shall preserve the confidentiality of those involved, disclosing the incident only to the appropriate school administrator or next higher administrative supervisor or as otherwise required by law. Any instance of reported or observed hazing which includes possible child abuse or violations of statutes known to the staff member shall be treated in accordance with statutory requirements and be reported to a law enforcement agency. To assure that students and staff are aware of its content and intent, a notice of this policy and procedure shall be posted conspicuously in each school building and shall be made a part of the rights and responsibilities section of the student handbook. Forms for submitting complaints are to be available to students and staff in the school offices. Disposition of all reports/complaints shall be reported to the Superintendent. The Superintendent will determine if the policies of the District have been appropriately implemented and will make such reports and/or referrals to the Board as may be necessary. All violations of this policy shall be treated in accordance with the appropriate procedures and penalties provided for in District policies related to the conduct and discipline of students, staff, and others. (Ref. DVUSD Policy JICFA, JICFA-R, JICFA-EA, JICFA-EB) 19

Rev.

Homeless Students The McKinney-Vento Homeless Student Assistance Act protects the rights of all homeless students. The act defines homeless children as youth between the ages of 2 to 18 who lack a fixed, regular and adequate nighttime residence. Examples are:     

Live in a hotel or motel; Live in a shelter/transitional housing program; Sharing housing with another family due to loss of housing, stemming from financial hardship; Live a trailer park or campsite due to the lack of adequate living accommodations; Live in an abandoned building, parked car, or other facility not designed as a regular sleeping accommodation for human beings;  Lives with another person due to the death or incarceration of a parent  Lives as a youth on their own due to abandonment or runaway status

Students are identified by the district Homeless Liaison or through referrals made by district employees, community members, city agency employees or self-referrals. If you think your children may be eligible, contact the local liaison to find out what services and supports might be available. For more information or to contact Deer Valley Unified School District’s Homeless Liaison, please call 623-4454924. (Ref. DVUSD Policy JFABD)

Immunization Requirements The State of Arizona has revised the immunization requirements for preschool, kindergarten and first grade children entering school for childcare. In addition to Diphtheria, Pertussis, Tetanus (DPT) and Polio (OPV) immunizations, youngsters need to complete a second dose of the Measles, Mumps, Rubella (MMR) vaccine and receive at least the first dose in a series of three for Hepatitis B prior to starting school. Children entering Preschool will need Hep A immunizations, there are two needed. Children entering Childcare, Preschool, Kindergarten, First and 7th grade will need to have had Varicella disease (Chicken Pox) or an immunization. form Parents and guardians should contact their physician, the Arizona Immunization Program Office (602-230-5852) or their school nurse if they have questions or would like clarification. Copies of the immunization form are available at all district schools. The form includes a place for certification of religious, medical or personal exemptions, if appropriate. Pupils who lack documentary proof of immunization shall not attend school during outbreak periods of communicable immunization-preventable diseases as determined by the Arizona Department of Health Services or local health department. The department of health services or local health department shall transmit notice of this determination to the school administrator responsible for the exclusion of the pupils. For information on free immunization clinics, please call the Maricopa County Department of Public Health at 602-506-6900 or visit maricopa.gov/publichealth/services/immunizations/child/locations.aspx. (Ref. DVUSD Policy JLCB)

20

Rev.

Individuals with Disabilities Education Act – IDEA Special Instructional Programs The District will ensure that all children, including children attending private schools, within the District’s jurisdiction who have suspected disabilities are identified, located, and evaluated. The process of identifying, locating, and evaluating students with disabilities is important to the provision of educational opportunities for all students. Children, aged birth through three years, suspected of having a disability will be referred to the Arizona Early Intervention Program for evaluation and, if appropriate, services. Children aged 2.9 years – 5 years are screened by the school District. It is the process of identification, evaluation, and development of program, placement, and the provision of services – its sensitivity, its accuracy – that will determine much of what happens with students during the remainder of their educational lives. This process is guided by a variety of laws and regulations regarding identification, evaluation, development of program, placement, and the provision of services enacted at both the state and federal levels. Procedural Safeguards: Children with disabilities and their parents are guaranteed procedural safeguards with respect to the provision of free appropriate public education. A copy of the procedural safeguards notice shall be given to the parent upon initial referral for evaluation. If you suspect your child of having a disability, birth – age 22, contact the administration at the local campus. If the District and parents or guardian do not agree on the identification, evaluation, education placement of a child with a disability, and provision of FAPE (free appropriate public education), either the District or parent/guardian may request any of the following through the Arizona Department of Education - Exceptional Student Services:    

Mediation – The Arizona Department of Education (ADE) will provide a facilitator trained in the mediation process to assist both the District and parent/guardian in resolving the issues. Early Resolution – The Arizona Department of Education will provide trained staff to assist both the District and parent/guardian in resolving the issues. This is normally handled by phone and the final resolution provided in writing by ADE. State Complaint – The Arizona Department of Education provides trained investigators to review all records when a parent/guardian files a state complaint in writing. ADE will determine if the District is or is not in compliance and issue the findings in writing. Due Process – A parent/guardian or the District may initiate a due process hearing. A due process hearing is overseen by a hearing officer and is the most formal method of resolution.

Individuals with Disabilities Education Act – IDEA Student Discipline When a student is receiving special education services, is being considered for special education services, or has received special education services in the past, and violates the discipline code of the school and/or school District and is recommended for a suspension of more than ten (10) days during the school year (a possible change in placement), a manifestation determination review conference must be held.

21

Rev.

A recommended suspension of a special education student for more than ten (10) consecutive days, or a series of suspensions totaling more than ten (10) days, may constitute a change of placement and shall require a manifestation determination review conference. Such a conference shall be for the purpose of determining whether or not the offense is a manifestation of the student’s disability. The parent(s)/legal guardian(s) is notified in writing that a possible suspension and/or expulsion is being considered. For the manifestation determination review conference to occur, a manifestation determination review (MDR) team is convened. The MDR team is comprised of members of the IEP team on the school staff that are knowledgeable about the nature of the student’s disability and, if possible, about the student. Prior written notice and procedural safeguards are given to the student and parent(s)/legal guardian(s) per IDEA (Individual with Disabilities Education Act) and ADE/ESS (Arizona Department of Education/Exceptional Student Services). The student and the student’s parent(s)/legal guardian(s) are invited. At the conference, the following will occur:        

Student’s explanation of the incident. Professionals’ explanation of the incident (those who were involved in the investigation of the incident). Review of the current IEP if student is receiving special education services. Review of the behavior plan; if there is no behavior plan, a functional behavioral analysis must be done. Review of any other data or information relevant to the situation. Determination of the relationship of the behavior to the disability (manifestation determination). Consideration of the necessity for further assessment and/or evaluation is discussed. If further evaluation is necessary, decisions concerning the relationship of the behavior to the disability will be on hold until the completion of the evaluations. Need for interim placement is discussed.

After the decision has been made, prior written notice and procedural safeguards are given to the student and parents/legal guardian(s) per IDEA and ADE/ESS, the team must develop, review, and/or revise the behavior plan within ten (10) days of the action. If the behavior is caused by, or substantially related to the disability, then suspension and/or expulsion cannot occur. However, the student’s educational program will be reviewed and revised and the multidisciplinary evaluation team may determine a change of placement/location of services. (34 C.F.R. 300.519 – 300.526) If the behavior is not caused by, or substantially related to the disability, suspension and/or expulsion can occur; however, an education program must be delivered to the student who is on an IEP. The IEP team develops this program. The delivery of the educational program can occur through placement on an alternative campus, selfcontained public, self-contained private and/or residential setting, or home setting, as determined by the IEP team. If there are any questions, the administrator should contact the Director of Student Support Services. The findings and all conference notes are forwarded to the District’s hearing officer. If necessary, special education staff may be invited to the hearing. If the parent(s)/guardian(s) do not agree with the findings of the IEP conference, they can pursue administrative remedies available to them under IDEA. The District, if it is deemed that the student is a threat to the educational environment, may remove the student from the educational environment until due process has been served. An interim placement will be activated while the due process is taking place. (34 C.F.R. 300.519 – 300.526) (Ref. DVUSD Policy JKD)

22

Rev.

Injunctions Against Harassment An Injunction Against Harassment is a civil order issued by a court. The order prohibits a person from harassing or annoying another person. Occasionally, a student will petition a court to issue an injunction against another student on that campus. If the court issues the order, please keep in mind the following:   

The injunction is effective only when the defendant is served with a copy of the injunction. A copy of the court order must be given to the school. The injunction expires one year from the date the order was served, unless otherwise stated on the order.

We are legally obligated to educate both students and, simultaneously, abide by the order of the court. Therefore, when possible, every attempt will be made to keep the students separated as much as possible while at school. If the order is violated, school officials will notify local law enforcement.

Internet & E-Mail User Agreement The Network is provided for students/users to conduct research and communication for academic purposes only as determined by the District curricula. Independent access to network services is provided to students/users who agree to act in a considerate and responsible manner. Access is a privilege, not a right, and entails responsibility. Students are responsible for appropriate behavior/communication on school computer networks, just as they are in classrooms or school buildings. Network storage areas may be treated like school lockers. All network administrators/teachers may review files and communications to maintain system integrity and ensure responsible use of the Internet by requesting a search history of websites visited to ensure that such use meets the District’s intent as a tool for academic purposes. Files stored on District servers are not private. Communications are public and often uncensored and students may come in contact with materials that are controversial or inaccurate from all around the world. The District uses an internet filtering mechanism that promotes the safety and security of the use of the District’s online computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications. The District is not responsible for the accuracy or appropriateness of information retrieved, or for lost, damaged or unavailable information. Outside of school, families must bear the responsibility for such guidance as they also must do with information sources such as television, telephone, movies, radio and other potentially offensive media. Parents may revoke their students’ Internet/E-Mail privileges at any time by notifying the school in writing. The following are not permitted: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Send, access, download or display offensive messages or pictures Use obscene, profane, lewd, vulgar, rude, inflammatory, threatening, or disrespectful language Harass, insult or attack others Damage computers, systems or networks Violate copyright laws and regulations Use passwords of others Share passwords with others Trespass in others’ folders, work or files Employ the network for commercial purposes Provide personal information, i.e., names, addresses, phone numbers, card numbers, etc. 23

Rev.

11. 12. 13. 14.

Tamper as defined in A.R.S. 13-2316 and as described under the infraction Computer/Network Infraction/Telecommunication Device and in the DVUSD Student Rights and Responsibilities handbook Students may not install, copy, or download games, music, movies, and any unauthorized software or violate any copyright laws Post chain letters or engage in “spamming” Unauthorized access to District network resources

Sanctions: 1. 2. 3.

Violations of the above may result in a loss of access Violations of the above may be subject to disciplinary action including expulsion/dismissal When applicable, law enforcement agencies will be involved

By not signing the Internet and E-Mail User Agreement, you must be aware your child may: 1. 2. 3.

Observe other students using the Internet Witness classroom teachers using the Internet as an instructional tool Witness other campus staff using the Internet for instructional purposes

(Ref. DVUSD Policy IJNDB)

Student Interviews, Searches, & Arrests Interviews School officials may question students regarding matters related to school without limitation. The parent will be contacted if a student is then subject to discipline for a serious offense. A student may decline at any time to be interviewed by a law enforcement officer or another peace officer. If a Department of Child Safety worker or peace officer enters the campus requesting to interview a student attending the school, the personnel of the District will cooperate with the investigating Department of Child Safety worker or peace officer. If a student is taken into temporary custody in accordance with A.R.S. 8-821, school personnel may respond to inquiries about the temporary custody of the child. If a peace officer enters the campus requesting to interview a student attending the school on an issue other than upon request of the school or for abuse, the parent will be contacted and will be asked if they wish the student to be interviewed, unless directed not to by the peace officer. If the parent consents, the parent will be requested to be present or to authorize the interview in their absence within the school day of the request. Where an attempt was made and the parent could not be reached or did not consent within the school day of the request, the peace officer will then be directed to contact the parent and make arrangements to question the student at another time and place. When a peace officer is present on the campus to interview students at the request of school authorities, parents will be contacted if the student is to be taken into custody or if the student is subject to discipline for a serious offense.

Searches School and District officials are authorized to conduct a search when on school grounds, in a vehicle owned, leased or otherwise used by the District or school, or at a school activity, when there is reasonable suspicion that the search will result in the discovery of: 24

Rev.

  

"Contraband" includes all substances or materials prohibited by District/school policy or state law including, but not limited to, drugs, drug paraphernalia, alcoholic beverages, and/or, any material or item which presents an imminent danger of physical harm or illness, and/or any materials otherwise not properly in the possession of the student involved.

School lockers, desks, and student storage areas are school property, which the District has made available for use by students for educational purposes and school officials have the right to inspect lockers, desks, and student storage areas in discharge of their duties. When there is reasonable suspicion that contraband, materials or items which present an immediate danger of physical harm or illness are present in a student automobile, District/school officials have the right to search the automobile when it is parked on or being operated on school property. When the owner of the automobile is other than the person in possession of the automobile, the owner will be notified that a search has taken place. Reasonable efforts shall be made to notify the student's parent(s)/legal custodian(s)/guardian(s) and secure his/her presence before a search is made. When prior notification will result in a delay, which will impede the purposes of the search, or when efforts to notify are unsuccessful, the District/school official conducting the search shall notify the student's parent(s)/legal custodian(s)/guardian(s) of the search as soon after as practicable. Personal searches may be conducted by a District/school official when there is reasonable suspicion that a particular student is in possession of contraband, materials, or items which present an immediate danger of physical harm or illness. The searches will be conducted out of the presence of other students and in a private room. Searches of the student shall be limited to:  

searches of the pockets, shoes and socks of the student any object in the student's possession such as a purse, backpack, or briefcase

When extreme emergency conditions require a more intrusive search of the student's person, the District/school official shall contact the local law enforcement agency. Contraband materials as identified in the Introduction above may be seized when found in the course of a search. Any such items seized may be:    

returned to the parent or guardian of the student from whom the items were seized; offered as evidence in any suspension or expulsion proceeding if they are tagged for identification at the time seized; turned over to law enforcement officers; or destroyed

Search Warrants If a search warrant is served, District/school officials shall not interfere with searches by law enforcement officers who have duly processed search warrants. Every reasonable effort should be made to cooperate with law enforcement officers.

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Arrests When a peace officer enters a campus providing a warrant or subpoena or expressing an intent to take a student into custody, the office staff shall request the peace officer establish proper identification, and complete and sign a form for signature of an arresting officer or interviewing officer. The school staff shall cooperate with the officer in locating the student within the school. Unless asked not to by a peace officer, school officials will notify parents/guardians about the arrest or may, if necessary, explain the relinquishment of custody by the school and the location of the student, if known.

Law Enforcement On Campus The Deer Valley Unified School District employs law enforcement officers to provide an added layer of safety on school grounds. Regular law enforcement presence at schools began in 1997 and continues today. Law enforcement officers are commonly invited to elementary schools as classroom guests, to assist with traffic, or to assist with other law enforcement needs. It is expected that law enforcement officers will maintain a professional presence as law enforcement while on school facilities or attending school events. Additionally, it is expected that law enforcement officers will be professionally equipped with standard issued gear, and may use such equipment when necessary to maintain the safety of themselves and those they are employed to protect. (Ref. DVUSD Board Policy JIH, JIH-EB, JIH-EC)

Medications On Campus All prescription medications must be stored in the Health Center: 

Forms are available in the Health Center if medication is needed during the school day. Each bottle of medication must be in the original container and the medication form filled out and on file in the Heath Center. (Ref. DVUSD Policy JLCD-E)



Inhalers and self-administered “Epi-Pens” may be carried if the proper medication form has been filled out and placed on file in the Health Center. (Ref. DVUSD Policy JLCD-R)

All over-the-counter medications must be stored in the Health Center: 

Forms are available in the Health Center if medication is needed during the school day. Each bottle of medication must be in the original container and the medication form filled out and on file in the Heath Center.

Medications needed during field trips must be furnished by the parent to the teacher. All medications must be in their original containers with label intact and will be kept with the teacher or trip leader for the duration of the field trip. A Field Trip Medical Permission Form must be filled out and returned to the teacher prior to the field trip. Medication may not be shared with others. Failure to follow these rules could lead to consequences, including suspension or expulsion.

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Open Enrollment Open Enrollment, a program enacted by the Arizona Legislature, requires all school districts to allow students the opportunity to select a school of their choice if capacity permits. DVUSD complies fully with all provisions of the statute. Please visit www.dvusd.org/openenrollment for more information on Open Enrollment. (Ref. DVUSD Policy JFB)

Parent Contact When a student is referred to the principal/designee for a discipline infraction, the administrator conducts a conference with the student(s). The administrator may then, dependent upon circumstances, contact the parent/guardian by phone. When a student requests that his/her parent or guardian be contacted by phone, the administration will do so at that time. If the administration is unable to reach the parent/guardian at the time of the conference, he/she will continue to conduct the investigation in a timely manner. In all cases, a parent/guardian will be notified of disciplinary consequences by a written referral form. The administrator will also make a personal phone call to notify parents of suspensions and expulsions.

Personal Property The Deer Valley Unified School District assumes no responsibility for student personal items that are lost or stolen on school property or at school sponsored events. Prohibited items on Deer Valley Unified School District campuses include, but are not limited to, Rollerblades, skateboards, scooters, go peds, and hover boards. Schools will not store them.

Positive Behavior Interventions & Supports (PBIS) Overview What is SW-PBIS? School-Wide PBIS is a proactive strategy for defining, teaching and supporting student behavior resulting in academic and social gains and a positive school environment. Deer Valley launched a district initiative for Schoolwide Positive Behavioral Interventions and Supports in 2012. The goal of this initiative was to help schools successfully educate all students and especially those with challenging behaviors. Why does PBIS work? Research shows that when a school environment is positive and predictable, students feel safer, have better academic performance, higher test results and make better behavior choices. Schools also show a gain in instructional time, reduction in out of school suspensions and discipline referrals and show a decrease in referrals to Special Education. 27

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Is it a curriculum? No. PBIS is not a curriculum, but a process of planning and problem solving that includes direct teaching of social behaviors like academics. The basic PBIS approach is to use proactive, research-based strategies to teach clearly defined behavioral expectations. Most importantly, it establishes ongoing behavior supports that can be used by ALL students, staff, volunteers, parents and community members. Can parents be involved? Yes! Research shows that parent involvement in a child’s school experience greatly increases their chances for academic success, positive behavior, higher self-esteem, better attendance and greater motivation. Parents are key sources of information about their child, are their child’s first teachers, and have strengths and interests that can contribute to the educational process. When schools and families work together to support learning, children tend to succeed not just in school, but also throughout life. (National PTA, n.a.; Newman L. 2005; Henderson and Berla, 1997). How can I get my school information about SW-PBIS? Each DVUSD campus has developed programs that support PBIS practices and the social-emotional development of students. This information can be obtained by visiting the school website or calling the school front office for more information. For additional information about PBIS please visit http://www.azed.gov/prevention-programs/resources/ or http://www.koi-education.com/.

Positive Discipline The Arizona Department of Education wants to help you and your school with positive discipline programs. 

Best practices regarding positive discipline and effective instruction are available through the Discipline Initiative website (www.ade.state.az.us) and through www.azpromisingpractices.com.



Pamphlets for parents, urging support of teachers in discipline incidents are available from ADE at www.ade.state.az.us.

Progressive Discipline Progressive discipline may be used in cases in which a student commits the same infraction repeatedly over the duration of the student’s tenure in the District. Progressive discipline is discipline that is carried over year to year. For example, if a student is disciplined once for Endangerment during his/her 6th grade year and then again for Endangerment during his/her 8th grade year, the later incident may be categorized as a second offense and may warrant a more severe consequence than the minimum consequence listed in the discipline guidelines in this handbook.

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Public Concerns & Complaints Most concerns and complaints can be resolved at the campus level. Therefore, it is the expectation that when a community member has a concern or complaint, the chain of command guidelines in this handbook (Guide To Solving Problems & Getting Answers Fast) will be followed. However, Policy KE-Public Concerns & Complaints allows an avenue for written complaints. You may find these forms and the process in Policy KE.

References For Key Rules On Behavior 

A teacher may remove a student from a classroom who is disruptive or abusive. (A.R.S. 15-841.A.2)



A school may reassign a student to an alternative program if the student refuses to comply with rules. (A.R.S. 15-841.E, A.R.S. 15-841.F)



A student may be expelled for continued open defiance of authority, continued disruptive or disorderly behavior, violent behavior that includes use or display of a dangerous instrument or a deadly weapon as defined in A.R.S. 13-105 use or possession of a gun, or excessive absenteeism. (A.R.S. 15-841.B)



A school may refuse to admit any student who has been expelled from another public school. (A.R.S. 15841.C)



A school may discipline students for disorderly conduct on the way to and from school. (A.R.S. 15-341.A.13)

A.R.S. 15-841: SUSPENSION AND EXPULSION OF PUPILS (Teacher Refusal to Readmit) A teacher may refuse to readmit a student to class for either of the following conditions: 

The teacher has documented that the pupil has repeatedly interfered with a teacher’s ability to communicate effectively with other pupils in the class or with the ability of the other pupils to learn.



The teacher has determined that the pupil’s behavior is so unruly, disruptive, or abusive that it seriously interferes with the teacher’s ability to communicate effectively with the other pupils in the classroom or with the ability of the other pupils to learn.

The matter will be referred to the school placement review committee (SPRC) constituted in accord with statute if the conditions are consistent with those stated in A.R.S. 15-841. (Ref. DVUSD Board Policy JK-RA) A.R.S. 15-507: ABUSE OF TEACHER OR SCHOOL EMPLOYEE IN SCHOOL A person who knowingly abuses a teacher or other school employee on school grounds or while teacher or employee is engaged with the performance of his/her duties is guilty of a class 3 misdemeanor. (Ref. DVUSD Board Policy GBGB-R) Pursuant to A.R.S. 41-151-12: Please consider this official notification that all Education Records will be destroyed in four years according to A.R.S. 41-151.12 unless parents contact the Deer Valley Unified School District office. Public records, including electronic records, not listed in this schedule are not authorized to be destroyed.

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Retention & Promotion-Parent Or Legal Guardian Information The Statutes The statutory authority to retain or promote a student in an elementary grade or to pass or fail a student in high school is set forth in A.R.S. 15-701. A.R.S. 15-701.E states: A teacher shall determine whether to promote or retain a pupil in grade in a common school as provided in section 15-521, paragraph 3 on the basis of the prescribed criteria. The governing board, if it reviews the decision of a teacher to promote or retain a pupil in grade in a common school as provided in section 15-342, paragraph 11, shall base its decision on the prescribed criteria. Parental or Legal Guardian Rights A.R.S. 15-102.F states: Procedures by which parents may learn about parental rights and responsibilities under the laws of this state, including the following: (e) The promotion requirements prescribed in section 15-701. Process for Parents or Legal Guardians If a parent or legal guardian chooses to contest the teacher’s decision to retain or promote a student: 1.

2. 3. 4. 5.

Within five days from the notification of intent to retain or promote, parent or legal guardian will complete a Retention Appeal form or Promotion Appeal form, submit it to the school principal and schedule a meeting. The appeal process will start immediately upon the parent/legal guardian’s completion and submission of an Appeal form. The teacher must fill out a Teacher Promotion or Teacher Retention Justification Form and attach the required documentation. The principal collects all forms, with the required documentation, and forwards the packet to the Associate Superintendent for Teaching and Learning for review. If warranted, the Associate Superintendent for Teaching and Learning will then schedule a hearing conference with the Governing Board.

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School Boundaries DVUSD District Boundaries

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DVUSD Campus Boundaries Grades K-6 & K-8

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DVUSD Campus Boundaries Grades 7-8 & Middle Schools

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DVUSD Campus Boundaries High Schools

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School & District Message Service Deer Valley Unified School District uses a message service to deliver important information to parents and guardians via telephone, text and e-mail. This message system allows schools and the District to provide information about school events and issues impacting students. The system will also be used to convey information in emergency situations such as an unplanned delay in start or dismissal times, a school closure, or a school lockdown. Please ensure your phone numbers and e-mail address are always kept up to date with the school office.

Section 504 of the Rehabilitation Act of 1973 It is the responsibility of the District to identify and evaluate students who may need special services or programs in order that such students may receive the required free appropriate education. A student who may need special services or programs under Section 504 of the Rehabilitation Act of 1973 (Section 504) is one who:   

Has a physical or mental impairment that substantially limits one or more major life activities, including learning; or Has a record of such impairment; or Is regarded as having such impairment.

Students may be eligible for services under the provisions of Section 504 even though they do not require services pursuant to the Individuals with Disabilities in Education Act (IDEA). Students who are identified as individuals with exceptional needs, according to IDEA criteria, are not addressed under this policy. The needs of such students are provided for under Policy IHB and its regulations and under state and federal laws and regulations. Students with accommodations under Section 504 are subject to disciplinary procedures outlined for K-6 and 7-12 students.

Student Concerns, Complaints, & Grievances Students may present a complaint or grievance regarding one or more of the following: 

Violation of the student’s constitutional rights.

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Denial of an equal opportunity to participate in any program or activity for which the student qualifies, not related to the student’s individual capabilities.

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Discrimination on the basis of race, color, religion, sex, age, national origin, or disability.

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Harassment of the student by another person.

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Intimidation by another student.

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Bullying by another student. 35

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Concern for the student’s personal safety.

Students may present a complaint or grievance provided that: 

The topic is not the subject of disciplinary or other proceedings under other policies and regulations of this District; and



The procedure shall not apply to any matter for which the method of review is prescribed by law, or the Governing Board is without authority to act.

The guidelines to be followed are: 

The accusation must be made within thirty (30) calendar days of the time the student knew or should have known that there were grounds for the complaint/grievance.



The complaint/grievance shall be made only to a school administrator or professional staff member.



The person receiving the complaint will gather information for the complaint form.



The allegation shall be reported on forms with the necessary particulars as determined by the Superintendent. Forms are available in the school office.



The person receiving the complaint shall preserve the confidentiality of the subject, disclosing it only to the appropriate school administrator or next higher administrative supervisor or as otherwise required by law.

Any questions concerning whether the complaint/grievance falls within this policy shall be determined by the Superintendent. Complaints by middle or high school students may be made only by the students on their own behalf. A parent or guardian may initiate the complaint process on behalf of an elementary school student under Policy JII, JII-R, JIIEA, JII-EB. (A parent or guardian who wishes to complain should do so by completing the forms following Policy KE on Public Concerns and Complaints.)

Student Records Directory Information During the school year, District staff members may compile non-confidential student directory information specified below. According to state and federal law the below-designated directory information may be publicly released to educational, occupational or military recruiting representatives without your permission. If the Governing Board permits the release of the below-designated directory information to persons or organizations who inform students of educational or occupational opportunities, by law the District is required to provide the same access on the same basis to official military recruiting representatives for the purpose of informing students of educational and occupational opportunities available to them, unless you request in writing not to release the student's information without your prior written consent. If you do not opt out of releasing the below-designated information, then the District must provide military recruiters, upon request, directory information containing the students’ names, addresses and telephone listings. 36

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If you do not want the below-designated information about your son/daughter to be released to any person or organization without your prior written consent, you must notify the District through the School Principal in writing of that fact, either by marking the appropriate box on the Acknowledgements & Verifications Form accompanying this handbook or under separate cover. If the School District does not receive this notification from you within two weeks of your receipt of this form, it will be assumed that your permission is given to release your son's/daughter's designated directory information listed below:            

The student's name The student's grade level The student’s major field of study The student’s address and telephone listing The student’s dates of attendance The student’s enrollment status (e.g., part time or full time) The student's participation in officially recognized activities and sports The student's weight and height if a member of an athletic team The student's honors and awards received The student’s most recently attended educational agency or institution The student’s date and place of birth The student’s image in photographs or video

This information may also be used to compile such things as: newsletters, yearbooks, newspapers, articles, programs (dramatic and athletic), media (TV/radio/newspaper, etc.), social media, publications, promotional materials, web pages, applications for scholarships and honors, and responses to military recruiters. Please Note: School yearbooks are considered a source of Directory Information. If you do not give DVUSD permission to release Directory Information on your child, your child’s class photo will not be published in his/her school’s yearbook. (Ref. DVUSD Policy JR-EB)

Student Responsibilities A responsibility is an obligation one has to ensure that the rights of all are protected. All students have the responsibility to: 

Attend school to receive an education. Schools cannot educate students who do not attend. Students must attend school daily unless ill or legally excused.



Be on time for all classes. Students who enter a classroom after a lesson has begun are interfering with the rights of others to learn and study. Punctuality is a habit that students must develop if they are to be successful in the world of work.

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Come to class with necessary materials. A teacher should not have to delay instruction because a student comes to class unprepared. This interferes with the rights of others to learn and study. 37

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Complete all in-class and homework assignments and meet all deadlines. The full responsibility for student learning does not rest solely with the teacher. Education cannot be effective unless students participate in class and complete all assignments.

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Obey school rules and school personnel. No one has the right to interfere with the education of others. Rules are designed to allow a school to meet its obligation to educate students. Students are required to obey and be courteous to everyone who works in our schools.

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Cooperate with school staff. Every community depends upon its citizens to uphold the rules by which everyone has agreed to live. Students have the responsibility to provide truthful information when asked by school authorities.

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Respect the person and property of others. Treat people and their property with respect.

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Respect public property. Schools are a community investment and resource for young people. People who damage school property will be held responsible, including financial restitution, for lost, stolen, or broken schoolowned equipment.

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See that school correspondence to parents reaches home. Education is a partnership between home and school. Students must do their part by delivering home progress reports, attendance information and report cards, and any other school correspondence.

Student Rights A right is a privilege to which one is justly entitled. Equal Educational Opportunity Schools must provide all students the opportunity to receive a quality education. Each student has the right of access to a professional staff and the facilities necessary for an instructional and cocurricular program. The Deer Valley Unified School District does not discriminate among its students on the basis of race, sex, color, disability, religion, or national origin. Policies expressly prohibit behavior on District property that will disrupt the educational process and/or damage the dignity, self-esteem, integrity and safety of any individual.

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Right to Access Educational Resources A student has the right to be informed of school board policies, District regulations, and the rules of the student’s school, classrooms and school buses. A student is entitled to be informed of the academic requirements of courses, to be advised of progress, and to have opportunities for assistance. Grades should reflect a teacher’s objective evaluation of a student’s academic achievement. Students have the right to use buildings, grounds, equipment, and instructional materials necessary to meet the requirements and needs of their curricular and co-curricular programs in accordance with procedures established by the administration. The student exercising the right to use the resources provided shall also accept the responsibility for the preservation and care of the property. Any unauthorized use or deliberate destruction or defacing of the property shall be deemed a violation of student conduct. Privacy and Property Rights Students are entitled to maintain privacy of personal possessions within certain limits and are responsible for those personal possessions. A student may not bring onto school property any substance, object, or material prohibited by law or school board policy. School officials may inspect such items on school District property at any time with or without specific reason to do so. In addition, school officials may search a student’s person or personal possessions, such as backpacks, purses, and cars parked on campus, if school officials have a reasonable suspicion that the search will reveal the presence of prohibited or illegal materials. Freedom of Expression Every student has the right to form, hold and express his or her own ideas and beliefs. The encouragement of this right requires that each student be permitted to disclose or express an idea in the proper educational setting without penalty, embarrassment, or any reflection in academic evaluation. The administration and faculty of each school have the obligation to maintain an environment conducive to the free exchange of ideas and to study and learning. This is not to be construed to mean that students will not be graded for their acquisition of information, its organization into useful systems, and generalizations or conclusions drawn from it. Students are permitted to express themselves, as long as the expression does not materially and substantially disrupt the operation of the school, is not vulgar, obscene, or profane, and otherwise complies with the law, board policy, District regulations, and school rules. Obscene, vulgar, and profane expressions of any kind and any expression that advertises or promotes the use of drugs, alcohol, or tobacco are prohibited. No form of expression shall interfere with the rights of others to express themselves or with the conduct of school, classroom and transportation activities. Right to Due Process Students in the District have certain rights. They also have the responsibility to respect the rights and property of others. If a student fails to do this, disciplinary action will follow. In disciplinary cases, each student is entitled to due process. This means students:  Must be informed of accusations against them. 39

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 Must have the opportunity to accept or deny the accusations.  Must have explained to them the factual basis for the accusations.  Must have a chance to present an alternative factual position if the accusation is denied. Parents will be contacted and given the opportunity to provide information that may be useful to the administrator in providing appropriate interventions or consequences. Upon request, parents/guardians will be given redacted copies of all incident reports or statements containing the name of their student when the incident results in disciplinary action against that student. Right to Assemble School sponsored activities and meetings (student government, pep rallies, etc.) are scheduled to take place during the school day. In addition, students shall be given the opportunity to organize and hold student meetings at reasonable times, other than during those hours when classes are being held. Such gatherings must not materially and substantially disrupt the operation of the school, endanger the safety of any person, or violate any law, District policy, or school rule. Right to Freedom from Harassment Students may expect to be provided with an atmosphere free from harassment. Any student who is subjected to harassment from other students, visitors, or school staff should immediately inform a teacher or other staff member. The District will neither allow nor tolerate retaliation in any form by any employee, student, or others against any complaining employee, student, or corroborating witness. Student Exercise of Rights and Privileges Any student who believes his/her rights have been violated should immediately notify appropriate school personnel (teacher, counselor, or building administration). Each student is responsible for moderating his/her own exercise of rights and privileges so as not to disrupt the educational program and school activities or infringe on the rights of others.

Student & Staff Self Defense Student Use of Physical Force in Self Defense Reasonable use of physical force in self-defense, defense of others and defense of property will be considered as a mitigating factor in determining penalties for misconduct. The threat or use of physical force by a student is not reasonable: 

when made in response to verbal provocation alone;



when assistance from a school staff member is a reasonable alternative;



when the student has a reasonable opportunity to remove him/herself from the situation or otherwise flee;



when the degree of physical force used is disproportionate to the circumstances or exceeds that necessary to avoid injury to oneself or to others, or to preserve property at risk.

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Use of Physical Force by Supervisory Personnel Any administrator, teacher or other school employee entrusted with the care and supervision of a minor may use reasonable and appropriate physical force upon the minor to the extent reasonably necessary and appropriate to maintain order. Use of physical force shall not be construed to constitute corporal punishment. Similar physical force will be appropriate in self-defense, in the defense of other students and school personnel and in the prevention and termination of the commission of theft or criminal damage to the property of the District or the property of persons lawfully on the premises of the District.

Threat Management Process Every threat of violence to others or self will be taken seriously. In general, a threat situation will be deemed to exist when, following investigation by school administration, a student has been determined by admission or by reliable informant(s)/evidence) to have communicated a death threat against self or others, a threat of mass violence, a threat involving weapons or explosive devices, a threat against school property, or exhibited behaviors that suggest a substantial risk of lethal violence, with or without direct communication of a threat. Parents need to discuss with their children the ramifications of making any type of threat. Every infraction that impacts the safety and health of students will be dealt with to maintain a secure learning environment for students. We fully intend to assign consequences to those students who engage in behaviors that disrupt the learning and safety of others. This includes making false reports or deliberately disrupting the learning environment with rumors or fabricated information. When situations warrant, police will be contacted and criminal charges may be filed. School and district administration may utilize the Threat Assessment Process to evaluate threats made toward others or to self. Using the Threat Assessment Process guides a school to complete the following: • Protect potential victim(s) • Notify parents • Contact law enforcement if necessary • Refer for intervention • Discipline as appropriate • Refer student for support services (mental health assessment, counseling, etc.) • Complete a written plan (Risk Management Plan) • Maintain contact with student • Revise the plan The intention of the Threat Assessment Process is to assess and reduce the potential for future violence toward other or to self. It is not a disciplinary process. The following is a summary of steps that are followed during a threat assessment: 1.

A Threat Assessment Referral form is immediately completed by reporting staff member and delivered to the school administrator or designee. 2. The school administrator or designee reviews the referral and makes an initial determination as to whether the situation presents ANY potential for harm. If NO potential for harm exists, the student is given an appropriate discipline outcome and is returned to class in accordance with that outcome. 3. If clear and imminent danger obviously exists, the school administrator or designee initiates an immediate protective response to secure and stabilize the threat situation. Protective responses may include (but are not limited to) making a 911 emergency call/police notification, notifying mental health crisis teams, and/or implementing the DVUSD Safe Schools Procedures (e.g., lockdown, evacuation, etc.). 41

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4. The school administrator or designee immediately notifies the district office for threats of targeted violence. 5. If potential for harm exists, but clear and imminent danger is not obvious, the school administrator or designee initiates a Threat Assessment Inquiry within one (1) school day to determine the level of threat. This assessment is completed by a campus safety team. The inquiry process includes a student interview and a parent interview. 6. If the campus team evaluates the situation as a category 1 (no risk), the school administrator or designee provides an appropriate discipline outcome and the student is returned to class in accordance with that outcome. 7. If the campus team evaluates the situation as a category 2 or 3 (minimum-moderate risk), the school administrator or designee creates a Risk Management Plan that will outline a plan of action to minimize further incidents. 8. Once the plan is developed and implemented, the school administrator or designee may, at their discretion, rescind any days remaining in the on-campus reassignment or suspension period (if any) and the student may return to class at that time under the provisions of the Risk Management Plan. 9. The school administrator or designee will forward all threat assessments to the district office. If the campus team evaluates the situation as a category 4 or 5 (high risk) and the campus team concludes that the existing risk cannot be safely managed on-site, the threat assessment will be referred to the district office for additional supports. Administration may place/extend the student in an on-campus reassignment status for ten (10) days, immediately suspend/extend the student off-campus for a period of ten (10) days, or place the student into an appropriate alternative placement setting while the threat assessment is being conducted. District support includes review by a psychologist review team within 24 hours. The psychologist review team will provide additional guidance on assessing the threat level creating the Risk Management Plan. Additionally, a district threat assessment team may be deployed to the school to provide an additional support. After district review of the threat, the school administrator or designee establishes the threat level status and creates a Risk Management Plan if the student is returned to campus. If the threat assessment level indicates that the risk is too great to return the student to campus, administration will begin the process to change the student’s educational placement, or pursue Long term suspension or expulsion.

Victim Assistance Deer Valley Unified School District is committed to providing a safe and orderly environment where students can focus on learning. Sometimes, students make inappropriate choices that interfere with the learning of others. The following information is provided to assist students who are victims of bullying, threats, intimidation, verbal or physical abuse, or any other action by another person that interferes with safety. Parents are encouraged to review this information with their child. To help parents, community members and students report threats, rumors or information on criminal activity, Deer Valley established a Safe Schools hotline (623-376-3262). This number is always available as a discreet way to convey important information to educators. Other helpful information is available from the school or by searching online resources. Whenever a student feels bullied or threatened, he/she should tell a parent, teacher, counselor, nurse or other school employee immediately. The most important step a victim must take to stop bullying is to report it. Students should not wait to see if someone else notices the bullying. The student should tell someone he or she trusts and who is able to help them. If the student does not feel that he or she can report the bullying or threat in person, he or she should write a note explaining the situation. 42

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The student should:      

Tell what happened to him and his response to the event. Tell who bullied her and who saw it happen. Tell where the incident happened and how it happened. Write down everything that happened. Get help from a person in authority such as a teacher or counselor. See the school nurse if the bullying or threat is physical in nature.

Students may report an incident of bullying to any adult on the school campus. The person contacted will inform the school administration and an investigation will begin. The definition and consequences for bullying are outlined in greater detail this handbook.

Visitors To School DVUSD welcomes visitors to all of our campuses. All visitors are required to report to the school office upon arrival on campus. All visitors will be issued a visitor’s badge and must sign in and out upon arrival and leaving. For those who wish to visit a classroom during the school day, it is expected that the teacher and the principal be contacted in advance to arrange a day and time for such a visit so as to avoid any conflicts with the school schedule. No person may enter onto school premises, including visits or audits to a classroom, without approval by the principal. (Ref. DVUSD Board Policy KI-R) Parents requesting an observation of their child’s classroom need to complete a Permission for Visitation/Observation Form, available from the school’s office, and submit it to the school’s administration for approval. School administration/designee will then notify parents of the scheduled observation time and accompany them to the observation. School administrators are happy to meet with visitors. Because everyone’s time is valuable, please contact the school office to schedule a date and time to meet that works for all parties. Visitors to our campuses are expected to adhere to the same policies and procedures as our students and staff. If a visitor causes a disruption or otherwise violates a policy, procedure, or law while on a DVUSD campus and the campus administrator deems it necessary for the safety and security of students, staff, and other visitors, the visitor will be immediately removed and local law enforcement may be contacted.

Volunteers On Campus Volunteering is a scheduled, pre-arranged activity. When a volunteer expresses an interest in working at school and wants to assist with the type of jobs for which help is needed, there are district guidelines that must be followed for safety and legal reasons before a volunteer begins to work. For the purposes of these guidelines and procedures, volunteers are defined as those people who donate time in schools or with students on a regular or reoccurring basis or serve as chaperones. Guest speakers or those who assist with a single event are not subject to these guidelines unless that single event falls into one of the fingerprint categories. Volunteers may not bring other children to school while volunteering in a classroom, the office or on a field trip. According to District Policy, GCL – Professional/Support Staff Schedules and Calendars - family members volunteering in employee work areas must meet the following criteria: 43

Rev.

Deer Valley Unified School District (DVUSD) Volunteer Training  In accordance with the District Volunteer Handbook guidelines  Over eighteen (18) years of age  High School graduate  Principal Approval All volunteers must:  Complete Basic Training  Complete, and update annually, a Volunteer Service Agreement to be kept on file at the school  Complete, and update annually, a Volunteer Registration Card to be kept on file at the school  Sign in when on campus and sign out when leaving  Wear an identification badge provided by the school  Volunteers with no familial connection to the school must also complete an application and provide references  Follow all school rules Please visit dvusd.org//volunteering for more information on volunteering on campus.

44

Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction *Aggravated Assault

Aggression, Other

Alcohol Violation (sale or distribution) Alcohol Violation (use, possession, under the influence)

*Armed Robbery

*Arson of an Occupied Structure

Definition

Minimum

An assault accompanied by circumstances that make the situation severe, such as the use of a deadly weapon or dangerous instrument; causing serious physical injury to another; committing the assault knowing, or having reason to know, the victim is a peace officer or a school employee engaging in a school-related activity. (A.R.S. 13-1204) Any aggressive act that cannot be coded in one of the other categories but demonstrates aggression towards others. The sale or distribution of alcohol as defined below. The possession or use of intoxicating alcoholic beverages or substances represented as alcohol. This includes being intoxicated at school, school-sponsored events and on school-sponsored transportation. A person commits armed robbery if, in the course of committing robbery as defined above, is armed with a deadly weapon or a simulated deadly weapon or uses or threatens to use a deadly weapon or dangerous instrument or a simulated deadly weapon. (A.R.S. 13-1904) Damaging an occupied structure or property by knowingly causing a fire or explosion. (A.R.S. 13-1704) An occupied structure means any structure in which one or more human beings either is or is likely to be present or so near as to be in equivalent danger at the time the fire or explosion occurs. (A.R.S. 13-1701)

Long term suspension

Expulsion

Conference

Long term suspension

10 day suspension

Expulsion

5 day suspension

Expulsion

45

Maximum

Expulsion

Long term suspension/ Restitution

Expulsion/ Restitution

Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction *Arson of a Structure or Property Assault

Attendance Violation, Other *Bomb Threat *Bullying

*Burglary (First Degree)

*Burglary or Breaking and Entering (Second or Third Degree)

Definition

Minimum

Damaging a structure or property by knowingly causing a fire or explosion. (A.R.S. 13-1703) A person commits assault by: (1) intentionally, knowingly or recklessly causing any physical injury to another person; or (2) intentionally placing another person at ris k of imminent physical injury; or (3) knowingly touching another person with the intent to injure. (A.R.S. 13-1203) Being absent from class or school ten percent of the school year, or having five unexcused absences. Threatening to cause harm using a bomb, dynamite, explosive, or arson-causing device. Repeated acts over time that involve a real or perceived imbalance of power with the more powerful child or group attacking those who are less powerful. Bullying can be physical in form, verbal, or psychological. Cyber-bulling includes bullying through the misuse of technology. (A.R.S. 13-2921) A person commits burglary in the first degree if such person knowingly possesses explosives, a deadly weapon or a dangerous instrument in the course of committing any theft or any felony. (A.R.S. 13-1508) Entering or remaining unlawfully in or on school property with the intent to commit any theft or any felony therein. (A.R.S. 13-1506 and A.R.S. 13-1507)

Long term suspension/ Restitution

Expulsion/ Restitution

PreK-6: 3 day suspension

PreK-6: Expulsion

7-12: 5 day suspension

7-12: Expulsion

Parent/student/ administrative conference 10 day suspension

Loss of credit/CUTS

Conference

Expulsion

10 day suspension/ Restitution

Expulsion/ Restitution

Restitution

Expulsion/ Restitution

46

Maximum

Expulsion

Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction Bus-Wrong Bus/Stop Bus-Gum/Eating/Drinking Bus-Seat/Movement

Bus-Throwing Objects Cheating

*Chemical or Biological Threat Combustible

Computer/ Network Infraction/ Telecommunication Device

Contraband

Definition

Minimum

Riding undesignated bus or exiting at an undesignated bus stop. Chewing gun, eating and drinking anything other than water on bus. Moving seats, sitting in unassigned seat, sitting improperly (i.e., backwards, sideways, in aisles, on floor, etc.). Throwing/tossing any object, including paper, either on the bus or out of the bus window. Knowingly using information or property of another, or knowingly sharing academic information to gain an unfair advantage. Threatening to cause harm using dangerous chemicals or biological agents. Student is in possession of a substance or object that is readily capable of causing bodily harm or property damage, i.e., matches, lighters, firecrackers, gasoline, and lighter fluids. Failure to use hardware, software, electronic devices, web pages and networks for the intended educational use or in a manner that causes disruption at a campus or any District facility. This includes tampering or unauthorized access of any computer, computer system, or network. Any item whose use, possession, sale or distribution is prohibited because it may disrupt the learning environment.

47

Warning Warning Warning

Maximum Long term suspension from bus Long term suspension from bus Long term suspension from bus

3 day suspension from bus Loss of credit

Long term suspension from bus 5 day suspension/ Loss of credit

10 day suspension

Expulsion

Conference

Long term suspension

Conference/ Restitution

10 day suspension/ Restitution

Conference

Long term suspension

Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction Dangerous Items

Defiance or Disrespect Towards Authority

Disorderly Conduct

Disruption

Dress Code Violation

Definition

Minimum

Any device 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. These may include but are not limited to air soft guns, bb guns, knife with a blade length less than 2.5 inches, laser pointer, letter opener, mace, pepper spray, paintball gun, pellet gun, razor blade or box cutter, simulated knife, taser or stun gun, tear gas, and other dangerous items. NOTE: A dangerous item used to cause bodily injury or to threaten or intimidate another person may be classified as a dangerous instrument and must be reported to law enforcement. Treating district personnel or any others with contempt or rudeness. Intentionally resisting or disregarding the authority of district personnel. Any act which substantially disrupts the orderly conduct of a school function; behavior which substantially disrupts the orderly learning environment; or poses a threat to the health, safety, and/or welfare of students, staff, or others. (A.R.S. 13-2904) Creating disturbances in class, on campus, or at school-sponsored events. Continual or repeated disruptions may warrant more severe consequences. (A.R.S. 13-2911) Clothing that does not fit within the dress code guidelines stated in school or district policy.

48

Maximum

3 day suspension

Expulsion

Conference

Long term suspension

3 day suspension

10 day suspension

Conference

Long term suspension

Change of clothes

3 day suspension

Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction Drug Paraphernalia

Drug Violation (over the counter)

*Drug Violation (use, possession, under the influence)

*Drug Violation (sale or distribution) Endangerment

Definition

Minimum

Any equipment, products or materials of any kind which are used, intended for use or designed for use in growing, processing, packaging, concealing, containing or ingesting a drug as defined below. (A.R.S. 13-3415) Over the counter non-prescription pharmaceuticals fall into this definition, unless the student has complied with the school district’s policy for such medication. Medication for cessation of smoking must be checked through the health center; otherwise, it will be considered a drug. Supplements and/or nutritional supplements shall be considered a look-alike drug. The term “drugs” includes anything that looks like drugs. Chemical substances, narcotics, prescription medications, inhalants, controlled substances, synthetic substances, or substances that students represent to be chemical substances, narcotics, or controlled substances. (A.R.S. 133451) Sale, distribution, or intent to sell drugs including over the counter drugs as defined above. Recklessly or intentionally creating a risk of injury or imminent injury or death to another. Consequence depends on the potential severity of harm.

49

Maximum

5 day suspension

Expulsion

PreK-6: 3 day suspension

PreK-6: Expulsion

7-12: 5 day suspension

7-12: Expulsion

PreK-6: 10 day suspension

PreK-6: Expulsion

7-12: Long term suspension

7-12: Expulsion

Long term suspension

Expulsion

1 day suspension

Expulsion

Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction *Extortion

Fighting

*Fire Alarm Misuse *Firearms

Forgery

Gambling

Definition

Minimum

The act of knowingly obtaining or seeking to obtain property or services, or causing or seeking to cause another to act in a manner by means of a threat to do any of the following: (1) cause physical injury; (2) cause damage to property; (3) engage in illegal conduct; or (4) make false accusations. (A.R.S. 13-1804) When two or more persons engage in any violence toward each other in an angry or quarrelsome manner.

Intentionally ringing a fire alarm when there is no fire. Any loaded or unloaded handgun, pistol, shotgun, rifle, starter gun, or destructive device (including bombs and grenades) or other firearm or destructive device that will expel, is designed to expel or may readily be converted to expel a projectile by the action of an explosive. Firearm does not include a firearm in permanently inoperable condition. This includes explosive, combustible or poisonous gas. (A.R.S. 13-3101 and A.R.S. 133111) The act of falsely or fraudulently marking or altering a document or a verbal, written, or electronic communication, or any verbal or written communication that is knowingly false or fraudulent. This includes identity theft. Playing games of chance for money or to bet a sum of money.

50

Maximum

3 day suspension

Long term suspension

PreK-6: 1 day suspension

PreK-6: Expulsion

7-12: 3 day suspension 3 day suspension

7-12: Expulsion 10 day suspension

Expulsion

Conference

10 day suspension

Conference

5 day suspension

Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction Graffiti or Tagging

Harassment, Nonsexual

Harassment, Sexual

*Harassment, Sexual with Contact Hazing

*Homicide

Definition

Minimum

Writing on walls, drawings or words that are scratched, painted or sprayed on walls or other surfaces in public places. The persistent or repeated annoying or tormenting of another person. To frighten, compel, or deter by actual or implied threats. (A.R.S. 13-2921) The 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 programs. It can include unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Sexual harassment that includes unwanted physical contact of non-sexual body parts. 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: (a) 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 education institution, and (b) The act contributes to a substantial risk of potential physical injury, mental harm or degradation or causes physical injury, mental harm or personal degradation. (A.R.S. 132301) Intentionally or recklessly causing the death of another person (A.R.S. 13-1101)

51

Maximum

1 day suspension/ Restitution

Expulsion/ Restitution

Mediation

Expulsion

3 day suspension

Expulsion

5 day suspension

Expulsion

Mediation

Expulsion

Expulsion

Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction *Indecent Exposure or Public Sexual Indecency

Language, Inappropriate *Kidnapping

Leaving School Grounds without Permission

Lying Minor Aggressive Act

Definition

Minimum

For definition of Indecent Exposure, refer to A.R.S. 13-1402. For definition of Public Sexual Indecency, refer to A.R.S. 13-1403. The use of profanity or any derogatory language stated publicly. Knowingly restraining another person with the intent to (1) hold the victim for ransom, as a shield or hostage, or (2) hold the victim for involuntary servitude; or (3) inflict death, physical injury or a sexual offense on the victim or to otherwise aid in the commission of a felony; or (4) place the victim or a third person in reasonable apprehension of imminent physical injury to the victim or such third person; or (5) interfere with the performance of a governmental or political function; or (6) seize or exercise control over an airplane, train, bus, ship or other vehicle. (A.R.S. 13-1304) Leaving school grounds or being in an “out-ofbounds” area during regular school hours without permission of the principal or principal designee. To make an untrue statement with intent to deceive. The behavior of rough boisterous play or tussles, minor confrontations, pushing and/or shoving.

52

Maximum

3 day suspension

Expulsion

Conference

10 day suspension

Expulsion

Parent/student/ administrative conference

3 day suspension

Conference

5 day suspension

Conference

10 day suspension

Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction

Definition

Negative Group Affiliation

Specific attitudes and actions of a student affiliated with a negative group which manifests malice towards others based on their race, gender, or ethnicity. This includes hate speech and gang activity. Improper driving or parking of a vehicle on school district property without permission and/or parking in prohibited areas. To steal and pass off the ideas or words of another as one’s own. The use or possession of pictures, devices or electronic images that offends or disturbs the educational environment. Kissing, hugging, fondling or touching in public. Unintentional, careless behavior that may pose a safety or health risk for others. Taking, or attempting to take, any property of another from his person or immediate presence and against his will. Such person threatens or uses force against any person with intent either to coerce surrender of property, or to prevent resistance to such person taking or retaining property. (A.R.S. 13-1902) An incident that cannot be coded in one of the other categories but did involve a school, school-sponsored event or school-sponsored transportation. An incident that cannot be coded in one of the other categories but did involve a school threat. This includes death threats.

Parking Lot Violation

Plagiarism Pornography

Public Display of Affection Recklessness *Robbery

School Policy, Other Violation of

School Threat, Other

Minimum

53

Maximum

Conference

Long term suspension

Conference

Loss of parking privileges

Loss of credit Conference

5 day suspension/ Loss of credit Expulsion

Warning

3 day suspension

Conference

Long term suspension Expulsion/ Restitution

5 day suspension/ Restitution

Conference

Long term suspension

Mediation

Expulsion

Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction *Sexual Abuse or Sexual Conduct with a Minor or Child Molestation

*Sexual Assault (Rape) Simulated Firearm

Tardy

Technology, Other

Theft

Threat or Intimidation

Definition

Minimum

For definition of Sexual Abuse, refer to A.R.S. 13-1404. For definition of Sexual Conduct with a Minor, refer to A.R.S. 13-1405. For definition of Child Molestation, refer to A.R.S. 13-1410. For definition, refer to A.R.S. 13-1406. Any simulated firearm made of plastic, wood, metal or any other material which is a replica, facsimile, or toy version of a firearm or any object such as a stick or finger concealed under clothing and is being portrayed as a firearm. Failure to be at a designated location at a specified time. The misuse of a cell phone, pager, media player or other electronic item, whether operational or non-operational. Taking property that belongs to another without personal confrontation, threat, violence, or bodily harm. Theft does not include confiscation by school authorities of property not permitted at the school. NOTE: In the event of theft or damage, personal items brought to school, such as musical instruments, radios, electronics, etc., are not covered by district insurance. (A.R.S. 13-1802) When a person indicates by word or conduct the intent to cause physical injury or serious damage to a person or their property. (A.R.S. 13-1202)

54

5 day suspension

Expulsion 1 day suspension

Maximum Expulsion

Long term suspension

Parent/student/ administrative conference Conference

3 day suspension

1 day suspension/ Restitution

10 day suspension/ Restitution

Mediation

Expulsion

5 day suspension

Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction Tobacco Violation

Truancy

Trespassing

Unexcused Absence

Vandalism of Personal Property Vandalism of School Property Verbal Provocation

Definition

Minimum

Refers to smoking tobacco (e.g. cigarettes, cigars), smokeless tobacco (e.g. dip, chew, snuff, or twist) and any and all delivery devices (e.g. e-cigarettes, hookahs, water pipes). NOTE: Possession of tobacco products on K-12 public, charter, or private school grounds, buildings, parking lots, playing fields and vehicles, and at off-campus schoolsponsored events, is a petty criminal offense. "Petty" offense is punishable by a fine of up to $300. (A.R.S. 36-798) An unexcused absence of at least one class period during the day. NOTE: This definition pertains to students ages 6 to 16. (A.R.S. 15803) To enter or remain on a public school campus or school board facility without authorization or invitation and with no lawful purpose for entry. This includes students serving a suspension or expulsion and unauthorized persons who enter or remain on a campus or school board facility after being directed to leave by the chief administrator or designee of the facility, campus or function. (A.R.S. 151503) An unexcused absence of at least one class period during the day. NOTE: This definition pertains to students over the age of 16. Willful destruction or defacement of personal property. Willful destruction or defacement of school property. Use of language or gestures that may incite another person or other people to fight. 55

Maximum

3 day suspension

10 day suspension

Parent/student/ administrative conference

Loss of credit/CUTS

1 day suspension

10 day suspension

Parent/student/ administrative conference 3 day suspension/ Restitution 3 day suspension/ Restitution Conference

Loss of credit/CUTS

Expulsion/ Restitution Expulsion/ Restitution Long term suspension Rev.

Discipline Guidelines: Grades PreK-12  Administration will exercise discretion when determining infraction(s) and consequence(s) and may assign a more or less severe consequence than outlined in the guidelines below.  An asterisk (*) indicates that the violation must be reported to law enforcement. However, administration may, after considering the circumstances, report any violation to law enforcement.  Administration may determine that a violation warrants completion of a Threat Assessment.  Any infraction directed at a staff member may warrant a more severe consequence. (Reference DVUSD Policy JIC)  If the infraction occurs on the bus, a suspension or termination of bus-riding privileges may be assigned in lieu of or in addition to the consequences outlined in the matrix for that infraction.  For information on the discipline process and to appeal a consequence, please see page 9.  Federal privacy laws prohibit the District from naming students involved in disciplinary actions and from revealing the consequences of those actions to the parents of other students.  Due process and parental notification are expected for all discipline referrals. Recommended Consequence Infraction *Weapons, Other

Definition

Minimum

May include but are not limited to billy clubs, brass knuckles, knife with a blade length of at least 2.5 inches, nunchakus, and other prohibited items as listed in A.R.S. 13-3101.

Long term suspension

Maximum Expulsion

Glossary of Consequences Because some consequences apply to certain problems and not to others, it is not possible to list disciplinary options in a strict order of progression from less to more serious. Nevertheless, the District’s approach to student discipline is progressive in nature, and this glossary is generally organized to present consequences of misconduct in order of increasing severity. Conference A teacher or administrator will talk with the student about expected behavior and the consequences of misconduct. Parent Involvement A teacher or administrator will discuss student behavior with parent/guardian, seeking cooperation in creating a positive behavioral change. Loss of Privileges Any privilege that is abused may be revoked, pending behavior change or fulfillment of reasonable requirements. Privileges may be restored to students partially or fully and may depend upon development of a behavioral contract. Loss of privileges may include the student’s right to be enrolled in a class, or participation in extracurricular activity. Detention/Work Detail Detention is mandatory time spent in an assigned location. Work detail is the performance of supervised work for the school. Detention or work detail may be assigned before school, during the lunch period or after school. Parent/guardian will be notified prior to assignment of either school detention or work detail. 56

Rev.

Behavioral Contract A teacher or administrator may outline in writing the terms upon which certain student privileges will be granted or continued and specific consequences if terms are broken. Signatures of both student and school official are required. In some stances, parent or guardian will also be expected to sign, indicating agreement to terms of the contract. On Campus Suspension (Short Term) With notification to the student and parent/guardian, a school administrator may remove a student from all classes for a period of one to ten days. During this time, the student’s assignments will be provided. The student’s access to school services, facilities and personnel will be limited to the on-campus suspension area. The student is not permitted to participate in or attend any school sponsored events during the period of suspension. Off Campus Suspension (Short Term) With notification to the student and parent/guardian, a school administrator may remove a student from all classes for a period of one to ten days. During this time, the student’s assignments will be provided. The student is not permitted to participate in or attend any school sponsored events during the period of suspension. Long Term Suspension Hearing A Long term suspension is a withdrawal of the privilege to attend school that exceeds ten school days in duration and extends for a specified period of time. Off Campus Suspension (Long Term) Acting upon the recommendation of the administration, a hearing officer may deny all school privileges to a student for a period of eleven days or more. Expulsion Acting upon the recommendation of a hearing officer, the Governing Board may permanently deny all school privileges to a student. Manifestation Hearing Before the 11th day of suspension is imposed, the IEP Team, including the parents and the Director of Special Education, or designee, must meet to review the relationship between the child’s disability and the behavior subject to the disciplinary action to determine whether or not the behavior in question was a manifestation of the student’s disability. Restitution When personal or school property has been damages, stolen, lost, or destroyed, the student may be held responsible for replacing or paying the cost of the item. Restitution may be required in addition to other behavioral consequences. Revocation of Open Enrollment A student who is on an open enrollment variance may lose that privilege if the student demonstrates poor attendance, fails to maintain adequate academic performance and/or fails to follow school rules.

57

Rev.

Consent Agenda

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

Green Form

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

CONSENT AGENDA – Items 8.A through 8.K.

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: A. Approve the Minutes for the Regular Governing Board Meeting on March 8, 2016 and the Special Governing Board Meeting on March 10, 2016 B. Approve Payroll Voucher #18 in the amount of $7,278,667.54, and Expense Vouchers on the Voucher Summary Sheet in the amount of $4,767,076.08 for Fiscal Year 2015-16 C. Approve Donations D. Approve Addenda Contracts E. Approval of Additional Multiple Year IFB/RFP Contract Renewals for Fiscal Year 2015-16 F. Authorization to Enter into Additional Cooperative Purchasing Contracts for Fiscal Year 2015-16 G. Authorization to Enter into Additional Sole Source Contracts for Fiscal Year 2015-16 H. Approve the Arizona Purchasing (AZP) Cooperative Purchasing Agreement I. Approve the 2016-17 Criteria for defining Head Start Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA) Priorities, 2016-17 Program Long and Short Range Goals, 2016-17 Systematic Program Implementation J. Approve the Memo of Understanding (MOU) between Deer Valley School District and Homeless Youth Connection K. Student Travel 1. Approve travel for students from Boulder Creek High School to attend Academic Decathlon State Competition in Mesa, AZ from March 11 through March 12, 2016 2. Approve travel for students from Sandra Day O’Connor High School to attend Marshall Brennan National High School Moot Court in Washington, DC from April 7 through April 10, 2016 3. Approve travel for students from Sandra Day O’Connor High School to attend Arcadia Invitational in Arcadia, CA from April 8 through April 10, 2016 4. Approve travel for students from Sandra Day O’Connor High School to attend AMEA/ACE/ABODA All-State Honors Festival in Flagstaff, AZ from April 21 through April 23, 2016 (Continued on next page)

Form revised 2/7/11

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

Green Form

BOARD AGENDA ITEM

Continued: CONSENT AGENDA 5. Approve travel for students from Boulder Creek High School to attend A Bucket List Field Trip in Huntington Beach, CA from April 22 through April 24, 2016 6. Approve travel for students from Boulder Creek High School to attend DECA International Career Development in Nashville, TN from April 22 through April 27, 2016 7. Approve travel for students from Desert Sky Middle School to attend Student Council State Convention in Fort McDowell, AZ from May 5 through May 6, 2016 8. Approve travel for students from Sierra Verde School to attend Disney’s Youth Education Services Leadership in Anaheim, CA from May 6 through May 8, 2016 9. Approve travel for students from Canyon Springs School to attend State Math League Competition in Tucson, AZ on May 7, 2016 10. Approve travel for students from West Wing School to attend Knotts Berry Farm Performance in the Park in Buena Park, CA from May 7 through May 8, 2016 11. Approve travel for students from Barry Goldwater High School to attend Music in the Parks Band and Choir Festival in Anaheim, CA from May 13 through May 15, 2016 12. Approve travel for students from Sandra Day O’Connor High School to attend AFJROTC Cadet Leadership Course in Fort Tuthill and Sedona, AZ from May 29 through May 30, 2016

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to approve Consent Agenda Items 8.A. through 8.K.

Submitted by Kim Redding Governing Board Secretary

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

8.A.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve the Minutes for the Regular Governing Board Meeting on March 8, 2016 and the Special Governing Board Meeting on March 10, 2016

Date assigned for Board consideration:

April 12, 2016

BEDG Policy Reference

38-431.01 A.R.S. Reference

EXECUTIVE SUMMARY: See attached the Minutes for the Regular Governing Board Meeting on March 8, 2016 and Special Governing Board Meeting on March 10, 2016.

REQUESTED BOARD ACTION – That the Governing Board approve the Minutes for the Regular Governing Board Meeting on March 8, 2016 and Special Governing Board Meeting on March 10, 2016.

Submitted by Kim Redding Governing Board Secretary

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

UNAPPROVED MINUTES FOR THE REGULAR MEETING OF THE GOVERNING BOARD Tuesday, March 8, 2016 - 7:00 P.M. District Office Governing Board Room

20402 N. 15th Avenue

Phoenix, Arizona

1. CALL TO ORDER Mr. Gregoire, President, called the meeting to order at 7:00 p.m. 2. PRESENTATION OF COLORS PLEDGE OF ALLEGIANCE The Deer Valley High School Air Force JROTC Color Guard Presented the Colors and led the Pledge of Allegiance. 3. ROLL CALL Mrs. Fisher, Mr. Gregoire, Mrs. O’Brien, and Mrs. Ordway were present. Mr. Bayer was absent. Others in attendance: Superintendent Dr. Veitenheimer, Deputy Superintendents Dr. Galligan and Mr. Migliorino, and Board Secretary Ms. Redding. 4. ADOPTION OF THE AGENDA Mrs. O’Brien motioned to adopt the Agenda. Mrs. Ordway seconded the motion. The motion carried (4-0). 5. AWARDS, ACHIEVEMENTS AND RECOGNITIONS A. Winter Sports Awards The Governing Board recognized Cory Crooks, Boulder Creek High School senior, for being named Division I Wrestling State Champion in the 145 lb. weight class; Jacob Swift, Deer Valley High School senior, for being named Division I Wrestling State Champion in the 170 lb. weight class; and Taylor Campbell, Daniela Cuevas, Averie Klonowski and Kristina Zamora, Mountain Ridge High School, for being named Spiritline Stunt Team State Champion B. Demonstration of Classroom of Excellence The Governing Board recognized Deborah Johnson, Hillcrest Middle School, for being named DVUSD’s newest Demonstration Classroom of Excellence. C. Community of Character and Courage Award The Governing Board recognized Academic Liaisons Gail Hill and Kate Warren for their commitment to educating, supporting and holding the students of the Sunshine Residential Home accountable for their academic goals. 6. REPORTS A. Governing Board Mrs. O’Brien reported that she met with Superintendent Veitenheimer, attended the Student Advisory Council Student Summit at Barry Goldwater HS, the Flag Ceremony at Las Brisas Elementary, and a student online safety symposium. She stated that parents have expressed concern that Deer Valley is not keeping pace with neighboring districts in regards to gifted program funding and resources. She requested those concerns be reviewed to determine if there is a need for additional gifted program funding. Mrs. Ordway reported that she attended the Student Advisory Council Student Summit, read to students at Las Brisas Elementary for Read Across America Week. She stated that there are several proposed legislative bills, including gifted funding, and urged concerned citizens to email their legislators. Mrs. Ordway requested there be discussion about program funding at the March 10 Board Study Session. Mrs. Fisher requested employee transfer data and thanked Mr. Migliorino for providing the 2014-15 Addenda information and requested the 2015-16 data, including the recipient’s FTE job title. She asked citizens to talk to legislators about all funding, gifted included. She also attended the Student Advisory Council Student Summit. Mrs. Fisher stated her concerns regarding social media, student safety and discipline, special education, transparency, employees’ having a voice, her decision to abstain on the issue of renewal of employee contracts, and Board meeting decorum. Mr. Gregoire would like to see communication between Board members improve. He requested that the direction the District will take in the future regarding AzMERIT be shared with the Board. B. Superintendent Dr. Veitenheimer thanked Mrs. Fisher, Mrs. O’Brien, and Mrs. Ordway for recognizing the efforts of the Student Advisory Council and also thanked Barry Goldwater HS principal Dr. Mike Anderson and his team for hosting the event. The Student Advisory Council will provide the Board with a complete presentation of the Summit at the May 12 Regular Board Meeting.

Agenda for the Regular Board Meeting March 8, 2016 Page 2 of 4

C. Fiscal and Business Services 1. Student Enrollment Report Mr. Jim Migliorino, Deputy Superintendent of Fiscal and Business Services, reported Student Enrollment through February 25, 2016 was 34,201 with an increase of 1.2% from last year. Mrs. Ordway requested a report by grade level of the students that represent the 1.2% increase. 2. District Financial Reports Mr. Migliorino reviewed the Maintenance and Operations (M&O), Student Activity and Auxiliary monthly reports for the month ended February, 2016. 3. Fiscal Year 2015 Auditor General District Spending (Classroom Dollar) Report Mr. Migliorino reviewed the Auditor General District Spending Report for 2015 noting the data excludes charter schools. He compared the district data with peer groups of nine large unified and union high school districts and provided the classroom dollar spending percentage, student achievement results, cost measure comparisons, and financial metrics. The data showed that Deer Valley compares positively among the peer groups and even better compared to the State. 4. Fiscal Year 2017 Budget Update Mr. Migliorino thanked the Negotiation Solutions Team (NST) for their efforts and reviewed the guiding principles the committee used when developing the budget balancing options for Board consideration. He presented two options the Board will discuss further at the Study Session scheduled for March 10. Depending on the outcome of the Proposition 123 election in May, the Fiscal Year 2017 budget is currently projected to be a $1.6 million deficit without the voter approval and a positive balance of $4.5 million with voter approval. 7. OLD BUSINESS A. Approve the Guaranteed Maximum Price (GMP) #1 for the Esperanza Elementary School Modernization Project Mrs. O’Brien motioned that the Governing Board accept the Administration’s recommendation to approve the Guaranteed Maximum Price (GMP) #1, in the amount of $6,280,000 for the Esperanza Elementary School Modernization Project to CORE Construction, using the Construction Manager At-Risk Methodology. Mrs. Ordway seconded the motion. Mr. Migliorino explained that there have been no changes since the Board preview on February 23 and thanked ADM Architects, Core Construction and Valley Schools for their efforts with this project. The motion carried (4-0). 8. CONSENT AGENDA – (Motion by Exception) Mrs. O’Brien motioned that the Governing Board accept the Administrations recommendation to approve Consent Agenda Items 8.A. through 8.G. Mrs. Ordway seconded the motion. The motion carried (4-0). A. Approve the Minutes for the Regular Governing Board Meeting on February 23, 2016 The Governing Board approved the Minutes for the Regular Governing Board Meeting on February 23, 2016. B. Approve Payroll Voucher #17 in the amount of $7,374,840.39, for Fiscal Year 2015-16, and Expense Vouchers on the Voucher Summary Sheet in the amount of $4,212,249.77 for Fiscal Year 2015-16 The Governing Board accepted the Administration's recommendation to approve Payroll Voucher #17 in the amount of $7,374,840.39, for Fiscal Year 2015-16, and Expense Vouchers on the Voucher Summary Sheet in the amount of $4,212,249.77 for Fiscal Year 2015-16. C. Approve Donations The Governing Board accepted the Administration's recommendation to approve donations, on behalf of the district, in the amount of $11,304.11. D. Approve Addenda Contracts The Governing Board accepted the Administration's recommendation to approve the Addenda Contracts. A copy is attached to the official Minutes. E. Approval of Additional Multiple Year IFB/RFP Contract Renewals for Fiscal Year 2015-16 The Governing Board accepted the Administration’s recommendation to give approval of Additional Multiple Year IFB and RFP Contract Renewals for Fiscal Year 2015-16. F. Authorization to Enter into Additional Cooperative Purchasing Contracts for Fiscal Year 2015-16 The Governing Board accepted the Administration’s recommendation to give the Administration authorization to enter into Additional Cooperative Purchasing Contracts for Fiscal Year 2015-16. G. Student Travel 1. The Governing Board approved travel for students from Deer Valley High School to attend Military Ceremony in Tucson, AZ on March 18, 2016. 2. The Governing Board approved travel for students from Sandra Day O’Connor High School to attend 54th Annual MUN Conference in Tucson, AZ from March 18 through March 19, 2016. 3. The Governing Board approved travel for students from Sandra Day O’Connor High School to attend FCCLA State in Tucson, AZ from March 28 through March 30, 2016. 4. The Governing Board approved travel for students from Boulder Creek High School to attend FBLA State Conference in Tucson, AZ from April 4 through April 6, 2016.

Agenda for the Regular Board Meeting March 8, 2016 Page 3 of 4

5. The Governing Board approved travel for students from Mountain Ridge High School to attend 2016 FBLA State Leadership Conference in Tucson, AZ from April 4 through April 6, 2016. 6. The Governing Board approved travel for students from Deer Valley High School to attend AMEA Honor Festival of Performance in Flagstaff, AZ from April 21 through April 23, 2016. 7. The Governing Board approved travel for students from Gavilan Peak School to attend Lowell Observatory in Flagstaff, AZ on May 12, 2016. 8. The Governing Board approved travel for students from Sunset Ridge School to attend Grand Canyon National Park in Williams, AZ on May 13, 2016. 9. The Governing Board approved travel for students from Mountain Ridge High School to attend Heritage Music Festival from May 13 through May 15, 2016. 10. The Governing Board approved travel for students from Highland Lakes School to attend Disney Educational Workshops in Anaheim, CA from May 19 through May 20, 2016. 11. The Governing Board approved travel for students from Deer Valley High School to attend 39 th Annual Great Southwest Track and Field Classic in Albuquerque, NM from June 1 through June 5, 2016. 12. The Governing Board approved travel for students from Mountain Ridge High School to attend American Youth BILT Camp in Thousand Oaks, CA from July 26 through July 30, 2016. 13. The Governing Board approved travel for students from Legend Springs School to attend Outdoor Education Program at YMCA Camp Surf from September 12 through September 14, 2016. 14. The Governing Board approved travel for students from Mountain Ridge High School to attend Waikiki Holiday Parade in Honolulu, HI from November 11 through November 26, 2016. 9. ACTION A. Approve Human Resources Changes Mrs. O’Brien motioned that the Governing Board accept the Administrations recommendation to approve the Human Resources Changes. Mrs. Ordway seconded the motion. The motion carried (3-0). Mrs. Fisher abstained. A copy is attached to the official Minutes. B. Approve the Board Meeting Dates for Regular Scheduled Meetings for 2016-2017 Mrs. O’Brien motioned to accept the Administration’s recommendation to approve the Governing Board Meeting dates for regular scheduled meetings for 2016-17. Mrs. Ordway seconded the motion. The motion carried (4-0). C. Approve Average Daily Membership Settlement Agreement between the Arizona Department of Education and Deer Valley Unified School District Mrs. O’Brien motioned that the Governing Board accept the Administration’s recommendation to approve the Average Daily Membership Settlement Agreement between the Arizona Department of Education and Deer Valley Unified School District. Mrs. Ordway seconded the motion. Mr. Migliorino explained that as a result of an Arizona Department of Education (ADE) Average Daily Membership (ADM) Audit for Fiscal Years 2012, 2013 and 2014 it was determined high schools were short minutes due to the length of class periods in conjunction with the number of half days in the calendar. The District requested an informal settlement conference meeting to review how the audit repayment was calculated. As a result of this informal settlement conference, ADE and the Attorney General have agreed to a settlement offer to reduce the amount of the repayment from the $280,000 in the initial report to $188,000. This Settlement Agreement has been reviewed by legal counsel. Mr. Migliorino stated that to correct the problem there will need to be more time added to the day or reduce the number of half days, or a combination of both. The five high school principals, after discussion with their campus leadership team’s, met just prior to this Board meeting and have recommended options that will be presented to the Board in an Update. As part of this Agreement, there will not be a penalty for 2015 or 2016. Mr. Migliorino recognized Superintendent Veitenheimer for his efforts in helping to reach this Agreement. The motion carried (4-0). 10. PREVIEW A. 2016 Facilities and Maintenance Summer Improvement Projects Mr. Migliorino stated that each year the summer improvement projects are brought for Board approval. New this year, is the intent to award the contracts using cooperative Job-Order Contracting (JOC) agreements. This will allow the district to save General Condition costs that the General Contractor would charge for certain items. There will be two JOC awards, one for the interior and exterior painting and one for the remaining projects, presented for Board consideration on April 12th. B. Draft 2016-17 Employee Benefit Committee Recommendation Mr. Migliorino recognized the Employee Benefit Committee for their time and efforts. He stated that the medical coverage rates increased 6%, however the District will offset the employee cost by utilizing Valley Schools Employee Benefits Trust (VSEBT) reserves and revenue from the 2016-17 budget. There was no change in the Assurant and Cigna dental coverage. The Delta Dental Plan changed slightly with a lower deductible, the schedule of benefits changed from 80% to 60%, however there is a maximum annual cap of $1500. There was a slight increase in Arizona State Retirement (ASRS) from 11.47% to 11.48%. The remaining benefits are unchanged. The recommendation will be presented for Board consideration on April 12. Mr. Migliorino will provide the Board the monetary value of the employee benefits package in an Update.

Agenda for the Regular Board Meeting March 8, 2016 Page 4 of 4

11. PUBLIC COMMENTS Larry Herrera, Arizona School Boards Association Maricopa County Co-Director, defined his role and thanked the members for their time and commitment to education. Beth Baker and Shannon Keenan, parents, expressed their concern with the high school gifted model and asked the Board to consider additional gifted program funding, resources and training when considering the budget. Lauren Sheahan, Building Leadership Team President representing 63 campus administrators, thanked and congratulated all campus administrators for their efforts in taking care of students and keeping them safe on a daily basis and thanked the Board for approving the renewal of their contracts. Cedric Finnen and Kip Schlum, parents, voiced their support for the principal at Terramar School and expressed concern with certain social media posts. 12. FUTURE MEETINGS AND DATES TO REMEMBER March 10, 2016 – Governing Board Study Session March 21-25, 2016 – Spring Break – Schools and District Offices Closed April 8, 2016 – Staff Development – Early Release for Students April 12, 2016 – Regular Governing Board Meeting 13. ADJOURNMENT Mrs. O’Brien motioned to adjourn the meeting at 8:32 p.m. Mrs. Fisher seconded the motion. The motion carried (4-0).

UNAPPROVED MINUTES FOR THE SPECIAL MEETING OF THE GOVERNING BOARD Thursday, March 10, 2016 - 6:30 P.M. – STUDY SESSION District Office Governing Board Room

20402 N. 15th Avenue

Phoenix, Arizona

1. Call to Order Mr. Gregoire, President, called the meeting to order at 6:30 p.m. 2. Pledge of Allegiance 3. Roll Call Mrs. Fisher, Mr. Gregoire, Mrs. O’Brien and Mrs. Ordway were present. Mr. Bayer was absent. 4. Adoption of the Agenda Mrs. Ordway motioned that the Governing Board adopt the Agenda. Mrs. O’Brien seconded the motion. Mrs. Fisher motioned to adopt the Agenda moving Item 5.g. Student Rights and Responsibilities Handbook to be first priority. There was no second. Mr. Gregoire motioned to adopt the Agenda moving Item 5.g. Student Rights and Responsibilities Handbook prior to Item 5.d. Election Policies and Administrative Management Guidelines. Mrs. Fisher seconded the motion. The motion carried (4-0). 5. Topics for Study Session Discussion a. Executive Session Minutes Mrs. O’Brien reported that she and Mrs. Fisher attended the Arizona School Boards Association (ASBA) Board Operations and Leadership Training where she participated in a seminar about executive session minutes. She reviewed the Arizona State Statute requirements and feels that the minutes currently taken during executive sessions are too general and should contain more information regarding direction given during the sessions. Mrs. Fisher expressed concern that individuals are taking notes that are not secured. The Board added two entries to Policy BEC-E Executive Session Minutes: 1) Other Attendees 2) V. Direction Given: b. Board Budget for 2016-17 Mrs. Fisher stated that the upcoming election may result in three new board positions and expressed concern that the current budget allotted for the Board may not accommodate the trainings needed for members. It was decided that in the future only one copy of the Arizona Title 15 Education Code will be purchased for the office and members will utilize the internet access the statutes. Mr. Gregoire made the request to gather data about comparable district’s board budgets to discuss at a future meeting. c. Co-hosted Live with Dr. V Sessions Mr. Gregoire stated there is concern that a quorum of the board may be in attendance at the co-hosted Live with Dr. V sessions. Mrs. Ordway stated that these sessions are a rare opportunity for members to listen to the community and her understanding was the intent of having a co-host was to promote the working relationship with the board and superintendent, not to preclude members from attending. Mrs. Fisher’s concern is that when it is co-hosted a member will likely provide opinions and if other members are in attendance, that opinion was heard. When attending sessions that are not cohosted, board members are cautioned to listen and not opine. If there is a need for further discussion, this item can be added to a future Study Session. ***g. Student Rights and Responsibilities Handbook ***This Item was moved prior to Item 5.d. at the Adoption of the Agenda Dr. Dan Courson, Administrative Leadership and Services Director, reported that the Student Rights and Responsibilities Handbook (SR&R) serves as a guideline of systematic process for principals to follow. Administrators are provided several training opportunities for prevention and intervention programs and in addition, elements of the SR&R are discussed at each administrative level meeting. Dr. Courson and Jean Koeppen, Manager of Administrative Leadership and Services, addressed Board member concerns and questions and will utilize the comments received by requesting the committee consider the following: 1) Add additional information about Positive Behavioral Interventions and Supports (PBIS) structure 2) Add information explaining the importance of parent involvement 3) Re-evaluate the minimum consequences recommendations for each infraction in the discipline matrix 4) Consider alternative actions to suspension

UNAPPROVED Minutes for the Special Board Meeting March 10, 2016 Page 2 of 2

President Gregoire opened the floor to Public Comments. Paul Strauss, 8th grade teacher, stated that students review the SR&R and seeing a minimum infraction makes the consequence more real for them. Jenny Frank, parent, shared her experience with her child who would misbehave knowing the consequence was suspension. His behavior changed when he attended a campus where suspension was not utilized. Rich Keene, teacher, stated that not all campuses require teachers to review the SR&R with students and he feels the minimum infraction should be removed and the consequence should be the principal’s discretion. Althe Allen, parent, shared suspension data from a K-8 campus in Deer Valley and urged the Board to examine the district’s real data and determine if they truly support exclusionary practices. She stated there is no research that supports suspension works for students and many school district boards are banning the use of out of school suspensions for minor disciplinary infractions. Matt Hreha, Assistant Principal, stated that at his campus parents provide a signature that they have received and read the SR&R and teachers also review and quiz the students on it. This year, the campus adopted an inschool suspension program where discussions and strategies about changing behavior occur with the student. His experience has been that listing a minimum consequence does deter the student from committing a violation. d. Election Policies and Administrative Management Guidelines (AMG) Due to the November election and three available seats on the board, Mrs. Fisher would like to ensure that all staff, specifically administrators, be reminded of statute, policy and district guidelines related to participation in elections and to be cognizant of all candidates running for the positions. Mr. Gregoire requested the members review district policy and guidelines for continued discussion at an April study session. e. Certified Performance Pay Dr. Scott Smith, Director of Data Analysis and Organizational Improvement, recognized the Performance Pay Committee and provided the Board with an update on the committee’s efforts to identify plan components for approval. He reviewed each component and requested feedback from members regarding its inclusion or omission from the final plan. Mrs. Fisher requested Board members to thoroughly review state statute related to performance pay and also requested a copy of the appeal process. Dr. Smith will provide the Board with the Minutes from the next meeting of the committee. President Gregoire opened the floor to Public Comments. Maria Leyva, Performance Pay Committee and Appeals Committee member, cited A.R.S. 15-537 Section E.3 and stated that as a result of the law change that ties Standards 1-6 to the evaluation, the appeals process needs to be revisited. Alison Oswald Keene, teacher, shared her personal experience with the performance pay appeal process stating there were four individuals on her appeal committee and as a result the decision was split 2-2. The deciding vote was cast by someone who was not on the committee, not on the authorized Human Resources list, and was not in attendance during the appeal. She would like to see the addition of language that states the committee should consist of an odd number of individuals to avoid this situation from occurring in the future. Matt Hreha, Appeals Committee member, stated that when there is a split vote, the appeal is automatically denied. There has never been a fifth vote. f. 2016-17 Budget Development Mr. Jim Migliorino, Deputy Superintendent of Fiscal and Business Services, shared a list of prioritized budget requests, or fixes, in the event Proposition 123 passes. He asked the Board to provide feedback on the addition or removal of any items on the list and also to determine how much of the additional Proposition 123 revenue should go toward the list of requests. He asked that members email their input to Dr. Veitenheimer and he will share with the Negotiation Solution Team who meets on March 28. President Gregoire opened the floor to Public Comments. Maria Leyva asked the Board to consider the Classroom Site Fund, with a focus on Fund 13, when considering certified employee salaries. 6. Adjournment Mrs. O’Brien motioned to adjourn the meeting at 9:07 p.m. Mrs. Fisher seconded the motion. The motion carried (4-0).

8.B.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve Payroll Voucher #18 in the amount of $7,278,667.54, for Fiscal Year 2015-16, and Expense Vouchers on the Voucher Summary Sheet in the amount of $4,767,076.08 for Fiscal Year 2015-16

Date assigned for Board consideration:

April 12, 2016

DK Policy Reference

15-321 A.R.S. Reference

EXECUTIVE SUMMARY: Description – Attached is a recap of Payroll Voucher #18, for Fiscal Year 2015-16, and Expense Vouchers for Fiscal Year 2015-16. Rationale – This is a routine agenda item. According to A.R.S. 15-321 and District Policy DK, the Governing Board must approve all vouchers prepared by the district. Fiscal Impact – The amount each fund expended is listed on the attached recap summary sheet. The Voucher Report is available for inspection in the Fiscal Services Department during District business hours, 24 hours prior to the day of the meeting. A copy of the voucher summary sheet will be attached to the official minutes.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration's recommendation to approve Payroll Voucher Voucher #18 in the amount of $7,278,667.54, for Fiscal Year 2015-16, and Expense Vouchers on the Voucher Summary Sheet in the amount of $4,767,076.08 for Fiscal Year 2015-16.

.Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent

. Form revised 2/7/11

VOUCHERS Copy of the vouchers available upon request

(The Voucher Report is available for inspection in the Fiscal Services Department during District business hours, 24 hours prior to the day of the meeting.)

8.C.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve Donations

Date assigned for Board consideration:

April 12, 2016

KCD Policy Reference

15-342 A.R.S. Reference

EXECUTIVE SUMMARY: Description – Attached is a summary list of donations that have been given to various schools. Rationale – According to A.R.S. 15-342 and District policy KCD, the board must approve all donations received by the district. Fiscal Impact – The total amount being approved at this time is $22,444.51. The total received for the 2015-16 school year is $187,420.78.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration's recommendation to approve Donations, on behalf of the district, in the amount of $22,444.51.

Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

8.D.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve Addenda Contracts

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

15-502 A.R.S. Reference

EXECUTIVE SUMMARY: Description – Attached is a listing of the award of compensation for duties assigned to staff district wide for the current year. This list is reflected by categories. Rationale – The Governing Board must approve all addenda contracts pursuant to A.R.S. §15-502. Fiscal Impact – The attached list shows the amount requested for each addenda contract. IBN Addenda are negotiated agreements funded from M&O. Non-IBN Addenda are established and approved by each supervisor and are typically paid from nonM&O funds such as: State and Federal Grants, eSchool funds, Student Activity, Gifts and Donations, Tax Credits, Civic Center, Community Schools, Bookstore/Athletics, etc..

A copy of the addenda list will be attached to the official minutes.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration's recommendation to approve the addenda contracts in the attached listing.

Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

8.E.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approval of Additional Multiple Year IFB/RFP Contract Renewals for Fiscal Year 2015-16

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

15-213 A.R.S. Reference

EXECUTIVE SUMMARY: This is a list of additional contracts which are part of multiple year IFB’s and RFP’s. The board is required to approve renewal of these contracts. Some amounts are firm, while others are estimates based on previous years’ purchases. Several solicitations included awards to multiple vendors. A detailed list of vendor names and anticipated annual expenditures for those multiple awards are available in the Purchasing Services Department.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to give approval of Additional Multiple Year IFB and RFP Contract Renewals for Fiscal Year 2015-16. .

Submitted by Jim Migliorino Deputy Superintendent

Dr. James Veitenheimer Superintendent Form revised 2/7/11

8.F.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Authorization to Enter into Additional Cooperative Purchasing Contracts for Fiscal Year 2015-16

Date assigned for Board consideration:

April 12, 2016

DJE/DJB-R Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: Description – It is recommended that the Governing Board authorize the Administration to purchase from the attached list of vendors using cooperative purchasing contracts and develop miscellaneous blanket purchase agreements for the 2015-16 fiscal year. This is a list of anticipated cooperative purchases for Fiscal Year 2015. The list includes requests that are expected to arise during the year. By approving these vendors and amounts now, we are able to process requisitions without delay. These are only estimates and total purchases may be lower. If total purchases appear as if they will exceed these amounts, we will request additional approval at a future board meeting. Rationale – According to State Board of Education Rules and Regulations and District policy, the board must approve all contract purchases over $100,000. In order to ensure continuity in the payment of ongoing expenses, the Governing Board is being asked to authorize the Administration to proceed with contracts to these suppliers as the need arises. This list of vendors reflects the amount spent in Fiscal Year 14-15, with request for board approval for Fiscal Year 15-16 of the same amount or anticipated increased amount. From time to time, it may be necessary to come to the Governing Board with additional cooperative purchase contracts not on this list. Fiscal Impact – Funds for these contract purchases have been included in the District’s expenditure budget for the 2015-16 school year.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to give the Administration authorization to enter into Additional Cooperative Purchasing Contracts for Fiscal Year 2015-16.

Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

8.G.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Authorization to Enter into Additional Sole Source Contracts for Fiscal Year 2015-16

Date assigned for Board consideration:

April 12, 2016

DJE/DJB-R Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: Description – It is recommended that the Governing Board authorize the Administration to purchase from the attached list of sole source suppliers and develop miscellaneous blanket purchase agreements for the 2015-16 fiscal year. This is a list of anticipated sole source purchases for Fiscal Year 2015-16. The list includes requests that are expected to arise during the year. By approving these vendors and amounts now, we are able to process requisitions without delay. These are only estimates and total purchases may be lower. If total purchases appear as if they will exceed these amounts, we will request additional approval at a future board meeting. Rationale – According to State Board of Education Rules and Regulations and District policy, the board must approve all sole source purchases. In the past, the district has proceeded with contracts for these services and the Governing Board has ratified them via the approval of vouchers. In order to ensure continuity in the payment of ongoing expenses, the Governing Board is being asked to authorize the Administration to proceed with contracts to these suppliers as the need arises. This list of vendors reflects the amount spent in Fiscal Year 14-15, with request for board approval for Fiscal Year 15-16 of the same amount or anticipated increased amount. From time to time, it may be necessary to come to the Governing Board with additional sole source purchase contracts not on this list. Fiscal Impact – Funds for these contract purchases have been included in the District’s expenditure budget for the 2015-16 school year.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to give the Administration authorization to enter into Additional Sole Source Contracts for Fiscal Year 2015-16.

Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

8.H.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve the Arizona Purchasing (AZP) Cooperative Purchasing Agreement

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

41-2632 A.R.S. Reference

EXECUTIVE SUMMARY: Description – Voluntary, cooperative purchasing agreements between and among public agencies in the State of Arizona have been shown to facilitate and improve competition, quality, services, provide lower prices for materials and services, and avoid duplication of efforts. The purpose of this Agreement is to increase the effectiveness and efficiency of government entities through volume purchasing, insure compliance with state procurement requirements, and identify qualified vendors of commodities, goods and services. This agreement was a recommendation of the Efficiency Study.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to approve the Arizona Purchasing (AZP) Cooperative Purchasing Agreement.

Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

8.I.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve the 2016-17 Criteria for defining Head Start Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA) Priorities, the 2016-17 Program Long and Short Range Goals, 2016-17 Systematic Program Implementation

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: Head Start Program Governance Items: Criteria for defining Head Start Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA) Priorities 2016-2017 (no changes), Program long and short range goals (revised), Systematic Program Implementation 2016-2017 (no changes) Executive Summary: 1. Criteria for defining Head Start Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA) Priorities (no changes), 2. Program long and short range goals 2016-2017(revised) 3. Systematic Program Implementation 2016-2017 (no changes) Rationale: Head Start federal performance standards require annual approval of both the Governing Board and the Parent Policy Committee on the items listed. The Criteria for defining Head Start Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA) Priorities has no changes for Program Year 51 (2016-2017). The Program long and short range goals have been revised for the Program Year 51 (2016-2017). The Systematic Program Implementation for the Program Year 51 (20162017) has no changes. Fiscal Impact: None

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to approve the 2016-17 Criteria for defining Head Start Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA) Priorities, the 2016-17 Head Start Long and Short Range Goals, and the 2016-17 Systematic Program Implementation.

Submitted by Dr. Gayle Galligan Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

Head Start Program Year 2016 – 2017 Recruitment and Enrollment Policies

1

INTRODUCTION

3

GOALS OF THE RECRUITMENT PLAN

3

AGE ELIGIBILITY POLICY

3

INCOME ELIGIBILITY POLICY

3

EARLY HEAD START

3

AUTOMATIC INCOME ELIGIBILITY

4

INCOME VERIFICATION POLICY

4

VERIFICATION OF THE CURRENT FINANCIAL STATUS

4

RECRUITMENT OF CHILDREN

4

RECRUITMENT ASSISTANCE SOURCES

4

RECRUITMENT OF CHILDREN WITH SPECIAL NEEDS

5

INTAKE PROCEDURES

5

SELECTION PROCESS

6

NOTIFICATION OF ENROLLMENT

6

FAMILY SUPPORT CONFERENCE POLICY

6

TRANSFER POLICY

6

CLASS LIST

6

POLICY ON ABSENTEEISM

6

DROP POLICY

6

VACANCY POLICY

7

CONFIDENTIALITY POLICY

7

2

INTRODUCTION Goals of the Recruitment/ERSEA Plan: The Goals of Deer Valley Unified School District (DVUSD) Head Start Recruitment Plan are:  To specify the eligibility, recruitment, selection, enrollment and attendance procedures of DVUSD  To enable as many children as possible to have the opportunity to be considered for enrollment in Head Start  To assure that efforts are made to inform and recruit potential enrollees  To assure that decisions regarding selection of enrollees are made in a systematic and fair way in response to the individual needs in each local community.  To abide by the McKinney-Vento Homeless Assistance Act as it applies to Head Start The selection criteria will be developed and approved annually by the Policy Committee. The adopted or revised Recruitment /ERSEA Plan will be approved annually by the Policy Committee. Approval will occur no later than March of each fiscal year.

Age Eligibility Policy The DVUSD Head Start program gives priority to those children who are four years of age. Children must be four by December 31st of the current school year in order to be considered for the four year old classes. Children must be three by June 30th of the current year in order to be considered for the three year old class. Children with disabilities requiring special education or related services (as determined by the Individualized Education Plan/IEP) should be considered age eligible for Head Start as of their third birthday. (ACF IM-94-16)

Income Eligibility Policy The DVUSD Head Start program will “focus primarily upon children from low-income families”. “Primarily” means that at least 90% of the children in the program come from low-income families (total annual income before taxes is at or below the federal income guidelines). The remaining 10% come from families whose income is above the poverty guidelines. The 10% opportunity for children with disabilities may come from either income category. Income is the key component in determining eligibility, as it relates to family size. In order to implement the regulations regarding income, the DVUSD Head Start program must use the definitions of “family” and “income” found in the eligibility regulations (45 CFR Part 1305.2, Definitions). The poverty guideline figures are directly dependent on the number of persons in a family. In determining the size of a family the following definition must be used: "All persons in the same household who are: (i) Supported by the income of the parent(s) or guardian(s) of the child enrolling or participating in a Head Start program, and (ii) Related to the parent(s) or guardian(s) by blood, marriage or adoption." Once family size has been determined, the program should then look at the family income with the following definition in mind: The term "income" means gross cash income and include earned income, military income (including pay and allowances), veteran's benefits, social security benefits, unemployment compensation, and public assistance benefits.

3

Income Eligibility Children whose families qualify for public assistance, homeless children, and/or foster children are eligible for Head Start programs. . Homeless is defined by the McKinney-Vento Homeless Assistance Act and the Office of Head Start. Public assistance means Cash Assistance, Supplemental Security Income (SSI), General Assistance (GA) and Temporary Assistance to Needy Families (TANF) transitional services. With respect to a child in foster care, family income is the amount paid to the foster family on behalf of the child by a public or private agency.

Income Verification Policy: The DVUSD Head Start program is responsible for having accurate information regarding income eligibility. Grantee caseworkers must indicate that they have seen and verified documentation of the income. The caseworker's signature on the application form is proof of verification. Income documents should not be kept, except for written statements verifying income, to protect confidentiality of the family. (45 CFR 1305.4(e)) If a child has been found income eligible and is participating in a DVUSD Head Start program, he/she could remain income eligible throughout the first year and the immediate succeeding enrollment year. The family will remain eligible for services in most cases unless there is a compelling reason such as when there is a change in a child's family income and/or there is a child with a greater need for Head Start services (45 CFR 1305.7).

Verification of the current financial status can exist on any of the following documents:  W-2 Forms  Individual Tax Form 1040  Pay stubs  DES or Supplemental Security Income decision letters  Written statements of income from employer(s) will be accepted in under special situations  Written statements of income from parent(s) or guardian(s) may be accepted after evaluation by the CW II or CW III.

Recruitment of Children Recruitment and outreach efforts by Grantee caseworkers and DVUSD staff will begin in the spring prior to the beginning of the enrollment year and will be documented. Each Delegate Agency is unique and must establish creative methods to recruit and enroll families. Periodic advertising and community outreach will inform new families in the community of Head Start. DVUSD will actively complete pre-application forms throughout the year when interested families contact them and will obtain a number of applications during recruitment that is greater than the enrollment opportunities in order to select those families with the greatest need for Head Start services.

DVUSD Head Start and the Grantee’s caseworkers may find recruitment assistance from the following examples:           

Community Assessment Arizona Department of Health Arizona Department of Economic Security Public Service Announcements Children's Hospitals or Local Hospitals Door to Door Canvassing Other organizations devoted to specific disabling conditions Arizona Health Care Containment System (AHCCCS) Child Find Head Start parents Pediatricians

4

       

Local Education Agency (LEA) Women, Infant, and Children’s Program (WIC) City of Phoenix Human Services Department City of Phoenix Parks and Recreation Foster Parent support groups and agencies Agencies and shelters serving the homeless McKinney-Vento LEA homeless liaisons Community Based Organizations (i.e., Easter Seals, March of Dimes)

Recruitment of Children with special needs: Considerable effort is required to recruit children with disabilities. The DVUSD Head Start program will develop and implement an outreach program in order to identify and enroll children with disabilities. These children may also participate in dual programs. His/her enrollment in other therapy services does not exclude them from participation in a Head Start program. Each year Deer Valley Unified School District in accordance with the Intergovernmental Agreement with the Arizona Early Intervention Program (AzEIP) receives prior notification of children who will transition to the district. Head Start is considered as one option in the continuum of services offered in Deer Valley Unified School District. This information is presented to the parents of the children and the educational team during the transition process. In the event the 10% of the enrollment opportunities in a program is not met for children with disabilities, the Delegate Agency should review three factors with the Head Start Regional Supervisor and Disability Specialist:  Recruitment procedures  Local Education Agency resources  Other community resources serving children with disabilities. When the Delegate Agency has enrolled 10% of its population with children that have been identified as having a disability, the children with or without disabilities will compete for the available enrollment opportunities (45 CFR Part 1308). A reference should also be made to the Memorandum of Understanding (MOU) between the local education agency (LEA) and the Delegate Agency on saving slots for children with disabilities. Intake Procedures: Head Start second year intakes will begin in March and be completed by May 30th. The intake process for first year families will begin in April and will involve the following steps:  Pre-registration form to be completed by Delegate Agency staff, Grantee or childcare partner’s staff  Schedule intake appointments  Determination of Eligibility  Income verification  Age verification  Address verification B. Completion of relevant forms by City of Phoenix Caseworkers and DVPA (Program Assistant) will involve the completion of the following:  Application Form  Health History  Nutrition Screening  Risk Assessment: Lead and TB  Family Partnership Agreement Assessment form (goal setting form will be optional but must be completed within 90 days) DV process for:  Parent Contracts  Elementary School Registration  Emergency Cards and Information

5

C. Review of medical and immunization status and address verification will include the following:  Explanation of Health requirements  Physical Exam form distributed  Dental Exam form distributed  Immunization status reviewed & information on immunization fairs and free and low cost health services provided, if needed  Provide medical home information  Verification of current address

Selection Process The Head Start Agency must have a formal written process for selecting families with a selection criteria that considers, income, age, disabilities, and their community assessment. The Grantee’s Policy Council and Delegate Agency Policy Committees must approve the selection criteria. Each Delegate Agency program will submit their approved selection criteria to the Head Start Regional Supervisor prior to the beginning of the intake process. DVUSD Head Start will develop and maintain during the year, a waiting list that ranks children according to the program's selection criteria to assure that eligible children enter the program as vacancies occur. Notification of Enrollment DVUSD Head Start will notify all families in writing or by telephone of their enrollment. All families completing an intake will be placed on a class list or the waiting list. Alternative Placement/Drop Policy Each child enrolled in the DVUSD Head Start program is eligible to remain in the program until kindergarten is available for the child. Once a child is enrolled and attending a program and a concern arises regarding the child's individual needs, a multi-disciplinary conference must occur to discuss concerns and related services available prior to discussing alternative placement options. The parent must be notified of this conference and be a critical part of the multi-disciplinary team. This pertains to all Head Start children not just children with disabilities. No child will arbitrarily be dropped from the Head Start program. No child shall be dropped from the program based solely on a parent's refusal to participate in the program. The Director has the responsibility to drop children in accordance with the program's absenteeism and family support conference policy. An attempt will be made to inform the parent/guardian that the child has been dropped. The caseworker shall be notified of the child's drop and will document the appropriate date on the Graphical User Interface (GUI). Transfer Policy Children transferring from and to another DVUSD Head Start Program will be enrolled immediately if a slot is available to ensure a continuation of services. If a slot is not available, the child will be placed at the top of the waiting list. All children enrolling or re-enrolling must be up to date in all Head Start/State required immunizations. All returning children, who did not complete an initial physical and dental examination and/or follow up treatment, should have examinations completed prior to the beginning of their second year. Class List Class lists are developed for each classroom by the Delegate Agency. Children are placed on class lists based upon the selection criteria. Attempts are made to give preferences indicated by parents as to which classroom they prefer. Efforts are made to balance classes ethnically and linguistically when possible. The DA and Grantee will maintain an accurate and up to date class list with 20% more children per classroom than the funded enrollment to fill vacancies on a timely basis. Once the class is filled, the rest of the children will be placed on a waiting list. When a child drops out of the program, children from the waiting list are admitted to the class in the order ` Policy on Absenteeism Each Agency must have a written absenteeism policy approved by the Policy Committee. Documentation is required to verify that each parent receive and understand the policy. The program must have a method of documenting absences, analyzing causes of absenteeism, and noting immediately a drop in the average daily attendance below 85%, so that prompt action can be taken.

6

The program must communicate to parents their responsibility in contacting the program when their child is absent. The instructional staff contacts the parent the day the child is absent from class, if the parent has not contacted the Head Start program. On the third (3) consecutive day of absence for causes other than a diagnosed illness, the teacher writes a referral to the caseworker. The caseworker will make a personal contact with the family to assess the problem and need for assistance. If during the caseworker's contact, the parent indicates she/he wishes to drop the child from the program, the caseworker is responsible for providing initial assistance to the parents as appropriate. The Early Childhood Manager and Caseworker will review and evaluate all reasons indicated by the parent while looking for alternative solutions to resolve the problems. Vacancy Policy All vacancies in the program must be filled from the waiting list within thirty (30) calendar days. A child's slot shall be considered vacant on the child’s last day of school. When a vacancy occurs on or before 60 calendar days prior to the end of the school year, the vacancy will be filled. An exception to this rule can be made with the approval of the City of Phoenix Head Start Program Coordinator. The caseworker must be informed by DV Administration of new children to be enrolled, prior to the child's first day of class to ensure immunization requirements have been met. Confidentiality Policy Confidentiality is a program wide responsibility of all staff, and includes all matters of child, family, and staff members. It is defined as a process where one entrusts to another private information. The Child/Family files are the program's comprehensive records and are kept in the classroom. Portions of the comprehensive file may be kept in the Delegate Agency office and/or by the caseworker. All files containing child/family information must be stored in locked file cabinets, including all written and electronic information. Grantee staff will abide by the program’s confidentiality policy. Person's having access to these files on a need to know basis may include the following individuals:  Head Start Grantee and Delegate Agency staff  Parent(s)/Guardian(s) of the Head Start Child  Local Education Agency personnel  Childcare Partners Staff A release of information form must be signed by parent(s)/guardian(s) before child or family information is made accessible to other community agency representatives.

7

DELEGATE AGENCY SELECTION CRITERIA DEER VALLEY HEAD START Site: ___________________________________________________________________ Child’s Name: _____________________________ DOB: ________________________

CATEGORICALLY ELIGIBILE: (check all that apply - 1 point each) st

Income Eligible Homeless

Public Assistance (TANF, SSI)

 Returning/Transferring FAMILIES WITH SPECIAL SITUATIONS: (check all that apply - 1 point for each category)  Family Crisis  Domestic Violence  Substance Abuse  Sudden Loss of Employment  House Foreclosed/In Foreclosure

Family Status Four or more children living in the home Teen Parent when child was born Displaced Child/Non Foster Single Parent Multiple families living together Other: ______________________

Family Literacy Illiteracy  ESL Needs: ___ Child ___ Adult  Parent Non-Graduate/High School  Attending School  Other: ___________________ Early Head Start participant

Parent with a Disability Refugee Receives Special Education services

OTHER INFORMATION: (No Points) Over Income

Family Size (Total) _______

 Immunizations Current Walking parent

TOTAL POINTS: ___________ Comments: _____________________________________________________________ _______________________________________________________________________

Staff Signature: ___________________________________ Date: __________________

Distribution:

White – Caseworker File Yellow – Child/Family File Approved by Policy Committee – 2-17-16 Approved by Governing Board -

8

Rev (JZ)

DVUSD Head Start Long and Short Range Goals 2016-2017

Short Range Goals 1. The DVUSD Head Start instructional staff will continue to improve active supervision practices, ensuring the safety of all children. 2. DVUSD Head Start will ensure quality facilities for all classrooms, by improving Health and Safety issues through on-going monitoring. 3. The DVUSD Head Start instructional staff will facilitate higher level thinking/reasoning skills for children. 4. DVUSD Head Start will continue to improve the coordination of disability services. 5. The DVUSD Head Start instructional staff will ensure lesson Plans are completed with relevant and required documentation of individualization, IEP goals, and multi-cultural activities.

Long Range Goals 1. The DVUSD Head Start will provide training opportunities, and all staff will demonstrate commitment to continuous improvement and quality teamwork. 2. Working in partnership with Head Start, 100% of enrolled families will demonstrate the ability to identify their strengths, fulfill basic needs and therefore be able to establish and meet their personal and family goals. 3.

All Head Start staff will work in partnership with the community to promote and advocate for a continuum of family-centered and supportive services.

Approved PPC3/16/16 Gov. Board Approval

Goals /Objectives Reviewed and Revised Program Self Assessment Program Improvement Plan (PIP) Program Information Report Annual Fiscal Report Family/Community Partnerships: Health Advisory GroupMeetings Training Partnership Renewals (RIO Salado, etc.) Family Partnership Agreement Development Site Based Partnerships K Transition Plan Development

Human Resources Management: Certified staff evaluations and education/improvement plan development Classified Staff evaluations and education/improvement plan development Annual Policies and procedures Staff Training Dates & Deadlines Plan Training Plan Development (Family & Staff) New Staff Training - at hire date Management Systems/Procedures: Community Assessment (Tri-annual Goals & Objectives development w/ annual update) Fiscal, Program Reports Grant renewal process

Program Governance: - Parent Committee (PC), Policy Committee (PPC)/Governing Board (GB): PC: Meetings (See annual schedule) Recruitment, Elections, and Orientation PPC: By-Laws review/approval Elections & Orientation Meetings (See annual schedule) Parent Handbook & Volunteer Handbook review/approval Personnel Handbook Review GB: Annual Contract/Ammendment/Methodology Approval Hiring and Terminating/Policy revisions/ Goals/ Self-Assessment Plan (as needed)

Department Director (DD), Governing Board (GB), Parent/Policy Committee (PPC),

Note: Early Childhood Manager (ECM), Certified Teacher (CT), Secretary (S)

Activity July x

x

x x

x

x x x

x

x x

x

x

x x x x x

x

x

x

x

x

x

Aug x x

Sept

x

Oct x

x x x

x x

x x

Nov x x x

x

x

Dec x

x x

x

x

x

Jan x

x

x

x

x

Feb x x x

x x

x

x

x

x

x x

x

x

March

Deer Valley Unified School District Head Start 2016-2017 Plan for Systematic Program Implementation April x

x

x

x

x

x

May x

x x

x

x

x

x x

x

x

x

x x

x

x x

June n po

lit

y

i rif Ve

n tio a c

ECM CT,PM ECM CT,ECM PPC,ECM

Min. File File Plan Plan

All Staff, GB Plan ECM,PPC,GB Rpt. S,ECM, Rpt. DD,GB

ECM,PPC,DD Plan S,ECM, Plan/Rpt. ECM,PPC Plan/Rpt. ECM, All Plan/ Staff, GB, Approval, PPC Minutes

File File ECM File ECM List ECM,PPC Plan ECM File ECM CT

CT M-Rpt.min. CT, ECM " ECM, PPC " ECM, PPC " ECM, PPC " ECM,PPC " ECM " DD,GB " ECM,PPC "

s Re

bi si

Facilities/Equipment:

Development of Self Assessment Team /Plan Eligibility & Recruitment: Recruitment Plan Development/Approval Selection Criteria and Deadlines Dates Education and Early Childhood Development: Assess Child Outcomes Teaching Strategies Gold updates - three times per year. Annual Staff Development (Policies, DECA, Legislative updates etc.) Forms/Report Revision (as needed) Child Health and Development Services: Assessment of health care status (intake and ongoing) Accident Insurance Renewal Nutrition: Individual Child a. Needs Assessment (and ongoing as needed) b. Referrals (as needed) c. MDT/504 (as needed) Classroom Protocols (Defined by ADHS & DV Area Service Plan) Disabilities: Annual review/Development of District Protocols Review and Development of Transition Plan Review and Implement DV Area Service Plan Conduct Developmental Screening (within 45 days of enrollment) Monthly review/report of service delivery Transportation: Daily (for Children on IEP's) a. Vehicle Maintenance and Driver Supervision b. Daily Routines Mental Health: Review MH/DECA requirements (within 45 days of enrollment) Screen all children / share results (DECA) Review/Implement DV Area Service Plan

Department Director (DD), Governing Board (GB), Parent/Policy Committee (PPC),

Note: Early Childhood Manager (ECM), Certified Teacher (CT), Secretary (S)

Activity Aug x

x

x

x

x

x

x

x

x

x

x x x

x

x

x x x

CT,ECM CT,ECM PPC,ECM

Rpt. File Rpt.

LOG

Rpt. Plan File File Rpt.

File File File Rpt.

File File

Dist.Trans.Mgr. CT,ECM

DD,ECM ECM,PPC CT,ECM Staff, CT CT

x

x x x

Plan, Minutes

i rif Ve

n tio a c

CT,ECM TSG reports ECM, PPC CT,,ECM CT,ECM

x

x x x

x

x x

x x x

x x x

x

x

y

ECM, PPC Plan ECM,PPC Plan,Min.

CT CT CT, ECM CT,ECM

x x x

x

x

x

lit

on sp e R ECM, All Staff, GB, PPC

bi si

x x x

Sept x x x

x x x

Jan x

x x

Feb

x x x x

x x x

Dec x

April

CT,ECM ECM

x x

Nov x

May

x x

x

Oct x

March

July

Deer Valley Unified School District Head Start 2016-2017 Plan for Systematic Program Implementation June

Annual Inventory (classrooms, office, and playgrounds) Facilitites/Equip. Review and Requests Annual Emergency Procedures Training Approved by Governing Board Approved by Policy Committee: 3/16/16

Department Director (DD), Governing Board (GB), Parent/Policy Committee (PPC),

Note: Early Childhood Manager (ECM), Certified Teacher (CT), Secretary (S)

Activity July x

Aug x x

Sept x x

Oct x x

Nov x

Dec x

Jan x

Feb x

x

March

Deer Valley Unified School District Head Start 2016-2017 Plan for Systematic Program Implementation April x

May x x

x x

June

lit

on sp e R CT,ECM CT,ECM ECM

bi si

y

i rif Ve File Rpt. File

n tio a c

8.J.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve the Memo of Understanding (MOU) between Deer Valley School District and Homeless Youth Connection (HYC)

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

15-342 A.R.S. Reference

EXECUTIVE SUMMARY: Description – This MOU is for the purpose of communication and referrals to HYC’s Empowering Youth For the Future program. Rationale – This is a routine agenda item. According to A.R.S. 15-342 the District can enter into agreements with other governmental agencies.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to approve the Memo of Understanding (MOU) between Deer Valley School District and Homeless Youth Connection (HYC). . Submitted by Jim Migliorino Associate Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

8.K.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve Student Travel

Date assigned for Board consideration:

April 12, 2016

IJOA Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: 1. Approve travel for students from Boulder Creek High School to attend Academic Decathlon State Competition in Mesa, AZ from March 11 through March 12, 2016.

2. Approve travel for students from Sandra Day O’Connor High School to attend Marshall Brennan National High School Moot Court in Washington, DC from April 7 through April 10, 2016.

3. Approve travel for students from Sandra Day O’Connor High School to attend Arcadia Invitational in Arcadia, CA from April 8 through April 10, 2016.

4. Approve travel for students from Sandra Day O’Connor High School to attend AMEA/ACE/ABODA AllState Honors Festival in Flagstaff, AZ from April 21 through April 23, 2016.

5. Approve travel for students from Boulder Creek High School to attend A Bucket List Field Trip in Huntington Beach, CA from April 22 through April 24, 2016.

6. Approve travel for students from Boulder Creek High School to attend DECA International Career Development in Nashville, TN from April 22 through April 27, 2016.

7. Approve travel for students from Desert Sky Middle School to attend Student Council State Convention in Fort McDowell, AZ from May 5 through May 6, 2016.

8. Approve travel for students from Sierra Verde School to attend Disney’s Youth Education Services Leadership in Anaheim, CA from May 6 through May 8, 2016.

(Continued on next page) Form revised 2/7/11

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

Green Form

BOARD AGENDA ITEM

Continued STUDENT TRAVEL:

9. Approve travel for students from Canyon Springs School to attend State Math League Competition in Tucson, AZ on May 7, 2016. 10. Approve travel for students from West Wing School to attend Knotts Berry Farm Performance in the Park in Buena Park, CA from May 7 through May 8, 2016. 11. Approve travel for students from Barry Goldwater High School to attend Music in the Parks Band and Choir Festival in Anaheim, CA from May 13 through May 15, 2016. 12. Approve travel for students from Sandra Day O’Connor High School to attend AFJROTC Cadet Leadership Course in Fort Tuthill and Sedona, AZ from May 29 through May 30, 2016.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to approve the Student Travel.

Submitted by Dr. Dan Courson Director

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

School

Date(s) of Travel

Name of Event

Location

Fiscal Impact at no Cost to District

Description

Academic Boulder Creek Decathlon State HS 3/11/16-3/12/16 Competition Mesa, AZ $ Marshall Brennan National High School Moot Sandra Day Court O'Connor HS 4/7/16-4/10/16 Competition Washington, DC $

2,359.00

Moot Court Club

Sandra Day O'Connor HS

4/8/16-4/10/16

Sandra Day O'Connor HS

AMEA/ACE/AB ODA All-State 4/21/16-4/23/16 Honors Festival

Arcadia Invitational

Boulder Creek HS 4/22/16-4/24/16

A Bucket List Field Trip

Boulder Creek HS 4/22/16-4/27/16

DECA International Career Development

Desert Sky Middle School

Sierra Verde

5/6/16-5/8/16

Canyon Springs

5/7/2016

West Wing

5/7/16-5/8/16

Music in the Parks Band and Barry Goldwater Choir Festival in HS 5/13/16-5/15/16 Anaheim, CA

To compete at the state level as a 2nd place Regional winning team.

Arcadia, CA

$

1,431.00

Track & Field

Flagstaff, AZ

$

1,620.00

Choir

Students will improve argumentative reasoning while working with lawyers, law professors and judges. To expose our student athletes to hundres of college coaches that review results and/or recruit at this meet. This trip will give students who were successful in their All-State auditions the opurtunity to participate in the All-State Ensambles with the top students muscians in the state led by highly acclaimed conductors culminating in a public performance.

Bucket List Club

The students are crossing off an item on their Bucket List to go to the beach. We will participate in team building activities. Explore career opportunities in marketing and provide an understanding and appreciation of our free enterprise system and develop leadership skills.

Huntington Beach, CA

Nashville, TN

$

1,910.30

$

6,814.00

CTE

$

3,018.00

Student Council

Anaheim, CA

$

3,318.50

STEM Academy

Tucson, AZ

$

100.00

Student Council Fort McDowell, 5/5/16-5/6/16 State Convention AZ Disney's Youth Education Services Leadership State Math League Competition Knotts Berry Farm Performance in the Park

831.46 Academic Decathlon

Rationale

Buena Park, CA

Anaheim, CA

$

$

24,000.00

37,103.00

State Convention NJHS has five core principles, one of which is leadership. This invitation-only workshop for Disney's Youth Education Services will provide training in this core principle.

Matheletes

Performing Arts

Students will work to prepare concert performance music while utilizing results and suggestions from DVUSD Festival Participations

Fine Arts

Students will play instruments and sing, alone and together, music of varying genres and diverse cultures.

Sandra Day O'Connor HS

AFJROTC Cadet Leadership Fort Tuthhill & 5/29/16-5/30/16 Course Sedona, AZ

$

945.00

AFJROTC

Cadets will practice team building, leadership, desert/mountain survival, and land navigation skills in a controlled filed training enviorment.

Action 9.A.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve Human Resources Changes

Date assigned for Board consideration:

April 12, 2016

CBA/GCG/GDG Policy Reference

15-402/15-503 A.R.S. Reference

EXECUTIVE SUMMARY: The Governing Board approves all Human Resource changes per Governing Board policy and Arizona Revised Statutes.

New Hires Administrative Certified Classified Exempt VIP Assignments Substitutes: Certified Classified Resignation

Resignations/Terminations

56 17 1 -

1 38 40 -

Leaves 10 20 -

Transfers/Reassignments 1 35 28 -

18 4

Administrative/Exempt Contract Renewals – 1 Certified Contract Renewals - 2110

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to approve the Human Resources Changes.

Submitted by Jenna Moffitt Director

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

Board Date 04.12.16 HUMAN RESOURCES CHANGES NEW HIRES - CERTIFIED - Board Approval Required Eldridge, Mary Jo DO 1.0 Academic Facilitator Latshaw, Penny LB 0.5 Special Education

Effective 08/05/16 PRP Effective 02/26/16

NEW HIRES - CLASSIFIED - Board Approval Required Gonzales, Vincent DC Custodian II-8.0 hrs. Hawkins, Louann DE Paraprofessional-6.5 hrs. Hill, Gail DO Academic Liaison Clerk-8.0 hrs. Horton, Steven TR Bus Driver-6.0 hrs. Irwin, Shaundell DVHS F.S. Worker II-3.0 hrs. Jibeault, David TR Maintenance Mechanic VI-8.0 hrs. Kawamura, Anndrea HLS Clerk I-4.0 hrs. Morales, Viviana VM Crossing Guard-2.0 hrs. Mustafa, Shawn DO Maintenance I-8.0 hrs. Palafox, Francisco TE Custodian II-8.0 hrs. Petracca, Christine TR Bus Driver-6.0 hrs. Quinn, Carolyn GP Crossing Guard-1.5 hrs. Riederer, Julie GP Monitor-2.0 hrs. Romo, Gilbert CC Paraprofessional-6.75 hrs. Roskelley, Kari TE Monitor-2.75 hrs. Smith, Doreen TR Bus Driver-6.0 hrs. Wilkins, Karen HMS Paraprofessional-6.75 hrs.

Effective 04/04/16 Effective 03/28/16 Effective 08/08/16 Effective 03/14/16 Effective 03/11/16 Effective 04/04/16 Effective 02/29/16 Effective 03/01/16 Effective 03/30/16 Effective 03/03/16 Effective 03/15/16 Effective 03/15/16 Effective 02/29/16 Effective 03/15/16 Effective 03/01/16 Effective 03/07/16 Effective 02/29/16

NEW HIRES - EXEMPT - Board Approval Required Stolper, Chris DO 1.0 Software Engineer I

Effective 03/07/16

RESIGNATIONS/NON-RENEWALS/TERMINATION - ADMINISTRATIVE Board Approval Required Fleming, Aimee GP 0.5 Assistant Principal/ Effective 06/03/16 AN 0.5 Assistant Principal/ RESIGNATIONS/NON-RENEWALS/TERMINATION - CERTIFIED Board Approval Required Baily, Alyssa MS 1.0 Special Education Balcerak, Daniel CC 1.0 Special Education Barclay, Michele MRHS 1.0 Math Benson, Lindsay HLS 1.0 Kindergarten Bernard, Melinda CC 1.0 Kindergarten Bernier, Janet ES 1.0 Reading Specialist Bicanin-Ferguson, Radmila DVHS 1.0 Biology Carr, Laura CS 1.0 Special Education Castle, Jennifer SR 1.0 2nd Grade Chavez, Lacey BCHS 1.0 Spanish Christopher, Cassandra ME 1.0 3rd Grade Cook, Deborah NR 1.0 Nurse Dennis, Jessica ES 1.0 Special Education Preschool Dupuis, Richard DO 1.0 Psychologist Eder, Fred SR 1.0 6th Grade Fergus, Christine MRHS 1.0 Science Fowler, Amie GP 1.0 7th/8th Grade Science Gagliardi, Amber DO 1.0 Mentor Induction Specialist

Effective 05/27/16 Effective 05/27/16 Effective 05/27/16 Effective 05/27/16 Effective 05/27/16 Effective 05/27/16 PRP Effective 05/27/16 Effective 05/27/16 Effective 05/27/16 Effective 05/27/16 Effective 05/27/16 Effective 03/18/16 Effective 05/27/16 Effective 06/03/16 Effective 05/27/16 Effective 05/27/16 Effective 05/27/16 Effective 06/03/16

Board Date 04.12.16 RESIGNATIONS/NON-RENEWALS/TERMINATION - CERTIFIED-(Continued) Board Approval Required Giles, Shelly ME 1.0 6th Grade Effective 06/30/16 Henderson, Kimberly DVHS 1.0 Math Effective 05/27/16 Hines, Brittany SS 1.0 Special Education Effective 05/27/16 Laulo, Edwin SOHS 1.0 Math Effective 05/27/16 Li, Ying DE 1.0 1st Grade Mandarin Effective 05/27/16 Kinzler, Andrea TE 1.0 7th Grade Language Arts Effective 05/27/16 Liu, Pan GP 1.0 3rd Grade Mandarin Effective 05/27/16 Mazer, Dana SOHS 1.0 Social Studies Effective 05/27/16 Milliken, Diane MRHS 1.0 Librarian Effective 06/13/16 PRP Munson, Randie CC 1.0 3rd Grade Effective 05/27/16 Netz-Mowrer, Sallie SV 1.0 7th Grade Math Effective 05/27/16 Ngo, Megan AN 1.0 5th Grade Effective 05/27/16 Novacek, Mary DE 1.0 Special Education Effective 03/18/16 Pernick, Alecia SR 1.0 5th Grade Effective 05/27/16 Rysdam, Karen MS 1.0 Special Education Effective 05/27/16 Shimkus, Michael SOHS 1.0 JR ROTC Effective 05/27/16 Wang, Jinsha GP 1.0 Mandarin Effective 05/27/16 Wisdom, Ty GP 1.0 Physical Education Effective 05/27/16 Zamora, Gabriel BGHS 1.0 Art Effective 05/27/16 RESIGNATIONS/NON-RENEWALS/TERMINATIONS* - CLASSIFIED Board Approval Required Bart, David BGHS Monitor II Carter-Nash, Carolyn PM Paraprofessional Chandler, Tiffany MS Crossing Guard/ Monitor Dimarco, Maritza DO Accounting Clerk Ferguson, Baeley DVHS Custodian II Fetters, Nancy DO Instructional Assistant EL Gabster, Ginger DM Paraprofessional George, Andrea AN Registrar Hawkins, Annette TE Paraprofessional Heinicke, Nancy DO HR Technician Holst, Carey AH Maintenance IV Honea, Sean DO Maintenance VII Ibrahim, Allen MRHS Custodian II Ingalls, James DE Paraprofessional Johnson, Misty PH Monitor/ Crossing Guard Kunkel, Kenneth LB C.S. Assistant Lucero, Alex* DO Maintenance I Machamer, Janie DO Instructional Assistant EL Malott, Anna TR Bus Driver Mann, Constance SR C.S Instructor Marquez, Kathy TR Bus Assistant McCutcheon, Gary DO Technology Infra Specialist Mollat, Victoria AN Paraprofessional Nutter, Diane DO Instructional Assistant EL Nydam, Kathleen DSMS F.S. Worker II

Effective 03/11/16 Effective 03/10/16 Effective 03/01/16 Effective 03/09/16 Effective 03/18/16 Effective 05/26/16 Effective 03/18/16 Effective 06/03/16 Effective 03/16/16 Effective 05/31/16 Effective 05/31/16 Effective 03/11/16 Effective 03/21/16 Effective 05/27/16 Effective 03/07/16 Effective 02/29/16 Effective 03/04/16 Effective 05/26/16 Effective 03/03/16 Effective 05/31/16 Effective 03/03/16 Effective 03/31/16 PRP Effective 05/26/16 Effective 04/08/16 Effective 03/18/16

Board Date 04.12.16 RESIGNATIONS/NON-RENEWALS/TERMINATIONS* - CLASSIFIED-(Continued) Board Approval Required Padron, Edward DE Custodian II Effective 03/10/16 Pritts, Tanner CC C.S. Assistant Effective 02/15/16 Ryan, Kurtis NR Maintenance IV Effective 03/11/16 Scott, Taylor WW Paraprofessional Effective 04/08/16 Shields, Shirley ME Crossing Guard Effective 05/26/16 Simrak, Barbara NC C.S. Assistant Effective 03/18/16 Stapleton, Erica DVMS Title I Paraprofessional Effective 03/30/16 Stoffel, Karen TR Bus Driver Effective 03/02/16 Taylor, Marchelle NR Instructional Assistant Effective 03/29/16 Tegeler, Richard TR Bus Driver Effective 02/29/16 Theuerl, Deborah BCHS Paraprofessional Effective 03/07/16 Thorley, Kenneth DO Maintenance VIII Effective 03/31/16 PRP Tomes, Linda DVMS Custodian II Effective 02/18/16 Winslow, Lucille PH F.S. Worker II Effecrive 03/17/16 Zastrow, Marlene DVHS F.S. Worker II Effective 03/11/16 LEAVES - CERTIFIED - Board Approval Required Dueling, Britney PH 1.0 6th Grade Henderson, Kimberly DVHS 1.0 Math Kissinger, Jessica ME 1.0 6th Grade McAllister, Jessica SH 1.0 7th Science Salazar, Christina LS 1.0 Special Education Sears, Michelle TE 1.0 1st Grade Wolfley, Samantha BGHS 1.0 English LEAVES - CLASSIFIED - Board Approval Required Allman, Rachel DVHS Paraprofessional Alvord, Snow GB Paraprofessional Anderson, Heather TR Bus Driver Anwiya, Almas MRHS Custodian II Arnold, Joanne DVHS F.S. Worker II Boone, Debbie HLS Paraprofessional Boyd, Stephen BGHS Athletic Clerk Burian-Hedges, Donna TR Bus Driver Cooper, John LB Custodian II Garibay, Jacqueline CS Secretary III Hallanger, Suzanne BGHS YTP Technician Bus Driver Hatton, Carla TR Hesketh, Kimberly DVHS Paraprofessional Hoelzen, Kyle SOHS Paraprofessional Lowe, Linda HMS Library Clerk Reid, Rhonda BGHS Instructional Assistant EL/ LS C.S. Assistant See, Pamela SH Paraprofessional Sharapata, John Wolter, Darci

TR HLS

Bus Driver Paraprofessional

04/04/16-05/26/16 FMLA/MAT 03/07/16-05/20/16 FMLA/MAT REVISED 03/04/16-05/26/16 FMLA/MAT 02/16/16-04/03/16 MATERNITY 03/14/16-04/04/16 FMLA/MAT EXT 02/10/16-04/25/16 WORKERS COMP 03/14/16-05/27/16 MEDICAL

03/28/16-05/26/16 FAMILY MEDICAL 02/19/16-03/19/16 MEDICAL 02/14/16-04/14/16 MEDICAL 03/14/16-04/04/16 FMLA/MED 02/16/16-02/26/16 MEDICAL 03/28/16-05/26/16 MEDICAL 02/29/16-03/18/16 FMLA/MED 03/01/16-04/19/16 MEDICAL EXT 03/15/16-04/19/16 MEDICAL EXT 03/29/16-04/26/16 FMLA/MEDICAL 02/10/16-06/03/16 FMLA/MED INTERMITTENT

03/08/16-04/12/16 MEDICAL EXT 03/10/16-03/28/16 MEDICAL EXT 03/01/16-03/30/16 MEDICAL 02/29/16-11/09/16 MEDICAL EXT 02/10/16-03/10/16 MEDICAL 01/04/16-05/26/16 FMLA/MED INTERMITTENT/

03/8/16-08/05/16 MEDICAL EXT 03/04/16-03/18/16 MEDICAL 02/16/16-05/26/16 FAMILY/MED EXT

Board Date 04.12.16 TRANSFERS/REASSIGNMENTS-CERTIFIED-(change in compenstation) Board Approval Required Craig, Tina CE 0.5 RTI-Academic Specialist/ CE 0.5 Instructional Coach

0.5 RTI-Academic Specialist/ 0.7 Instructional Coach

TRANSFERS/REASSIGNMENTS - CLASSIFIED - (change in compensation) Board Approval Required Arana, Antonio TR Bus Driver-6.25 hrs. TR Atkinson, Danielle DM Monitor-2.0 hrs. DM Avalos, Brinda DC Monitor-2.25 hrs. DC Bonsignore, Camile Brewer, Charmaine Campbell, Kimberly Clinton, Jack Cordova, Alexandria

HLS DSMS TR TR TE

F.S. Worker II-2.25 hrs. F.S Worker II-3.75 hrs. Bus Driver-6.0 hrs. Bus Driver-6.75 hrs. F.S. Worker II-3.0 hrs.

Davtian, Laura Emocling, Laiela Florek, Paul

MRHS NC SH AN

Hashemi, Zahra Jamison, Jon Johnson, Kenneth Lamont, Ann

CC DO TR BE

Matthews, Curtis McClaskey, Brian Morquecho, Michael Ouzts, Lisa

CC BE TR NC

C.S. Assistant-6.0 hrs. C.S. Assistant-2.0 hrs./ F.S Worker III-4.5 hrs. Custodian II-4.0 hrs. 12 months/ Custodian II-4.0 hrs. 9 months Paraprofessional-6.75 hrs. Maintenance I-8.0 hrs. Bus Assistant-6.0 hrs. Clerk I-1.25 hrs./ Instructional Aide-4.0 hrs. Custodian II-8.0 hrs. Custodian II-8.0 hrs. Bus Driver-6.0 hrs. Monitor-2.0 hrs.

Ruby, Paul Tobias, Lance

TR AH

Bus Driver-7.0 hrs. Crossing Guard-2.0 hrs.

Ventimiglia, Andrew

DO

Maintenance VII-8.0 hrs.

Bus Driver-7.75 hrs. Paraprofessional-6.75 hrs. Monitor-2.25 hrs./ Crossing Guard-1.0 hr. HLS F.S. Worker II-3.5 hrs. DSMS F.S. Worker II-4.0 hrs. TR Bus Driver-6.75 hrs. TR Bus Driver-8.0 hrs. TE F.S. Worker II-3.0 hrs./ Paraprofessional-3.75 hrs. VM Library Clerk-8.0 hrs. NC C.S. Assistant-3.5 hrs./ SH F.S. Worker III-4.5 hrs. GP Maintenance IV-8.0 hrs. DO NR TR BE DO BE TR NC TR AH HLS DO

Instructional Asst. EL-7.0 hrs. Maintenance IV-8.0 hrs. Bus Assistant-7.5 hrs. Clerk I-1.25 hrs./ Instructional Aide-6.0 hrs. Maintenance I-8.0 hrs. Custodian II-4.0 hrs. Bus Driver-6.25 hrs. Monitor-2.0 hrs./ Instructional Asstistant-4.0 hrs. Bus Driver-8.0 hrs. Crossing Guard-2.0 hrs./ Custodian II-4.0 hrs. Maintenance VIII-8.0 hrs.

TRANSFERS/REASSIGNMENTS-CLASSIFIED - (no change in compenstation) Board Information-Approval Not Required Ingalls, James DVMS 1.0 7th/8th Grade Science DE Paraprofessional-6.75 hrs. Sanez, Edward SR Custodian II-8.0 hrs. CC Custodian II-8.0 hrs.

Board Date 04.12.16 SUBSTITUTES - Board Approval Required ("At will" employees; no right to continued employement_ CERTIFIED Allen, Tamara Garrison, Donna Lepicier, Shannon Ozuna, Matthew Roberts, Agata Webb, Paula

Constable, Brighid Hoeltge, Patricia Moinester, Steven Perry, Adrienne Siemsen, Amanda

Donovan, Janet Holley, Rebecca Mounts, Samia Quillen, Tatyana Stephenson, Jennifer

CLASSIFIED Bardsley, Josie Weeks, Sarah

Hinojosa, Braulia

Peterson, Holly

HR CHANGES FOR 2016-2017 SCHOOL YEAR NEW HIRES-CERTIFIED-Board Approval Required Alford, Laurie PM 1.0 6th Grade Bethea, Ebony MRHS 0.6 CTE Child Development Bi, Carol BCHS 0.8 Mandarin Bondi, Lynne MRHS 0.6 English Bowman, Cynthia BGHS 1.0 Math Britton, Molly MRHS 1.0 English Burk, Ashley DVHS 1.0 Dance Burnton, Emmett BCHS 1.0 History Buus, Vanessa MRHS 1.0 Earth Science Carvallo-Carolan, AlexandriaBGHS 1.0 Art Ciolino, Briana AN 1.0 7th Grade Math Davis, Denise SH 1.0 Reading Specialist Dragomir, Alycia TE 0.6 Music Dominguez, Catherine SH 1.0 4th Grade Donovan, Ryan BCHS 1.0 History Engelman, Carol WW 1.0 3rd Grade Gifted Cluster Fishback, Jodi WW 0.6 Exploratory Read 180 Gallo, Janine SH 1.0 7th/8th Grade Science Garcia, Danica PH 1.0 2nd Grade Gieselman, Laura DO 0.6 Occupational Therapist Harmon, Danielle VM 1.0 6th Grade Hughes, Helen DVHS 0.6 Art Iducovich, Hannah VM 1.0 3rd Grade Johnson, Jenna VM 0.4 Response to Intervention Kennedy, Lorie DC 1.0 Physical Education Kozel, Nancie BCHS 0.6 Music Kuhl, Rebecca DC 1.0 Special Education Kullos, Benjamin MRHS 1.0 Math Lachvayder, Katelyn BCHS 0.6 Dance McDermott, David BCHS 0.6 Music McKee, Kelsey ES 1.0 Music McKinley, Linda GB 1.0 Reading Specialist Miller, Jamie LS 1.0 Nurse Randolph, Travis MRHS 0.6 Math/ 0.4 CTE Industrial Technology

Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 PRP Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 PRP Effective 08/05/16 Effective 08/05/16

Board Date 04.12.16 NEW HIRES-CERTIFIED-Board Approval Required-(Continued) Reaume, Cassandra ES 1.0 Kindergarten Rego, Susan GP 0.4 Reading Specialist Reimer, Rebecca CS 1.0 Special Education Root, LeaAnn VM 1.0 1st Grade Salcido, Stephanie ME 1.0 Kindergarten Sanderson, Barbara SH 0.5 Reading Specialist Saunders, Jennifer SH 1.0 2nd Grade Schwing, Peggy WW 1.0 3rd Grade Gifted Cluster Senkler, Carissa DO 1.0 Psychologist Shipman, Hannah CC 1.0 Kindergarten Sosnowski, Tammy SR 0.4 Gifted/ VM 0.2 Gifted Sprankle, Susan HL 1.0 Gifted Sprouse, Marci WW 1.0 3rd Grade Strode, Josie GB 1.0 1st Grade Thomsen, Patricia NR 0.5 Art Tite, Julie BGHS 1.0 Biology Voegtli, Veronica VM 1.0 English Learner Development Werner, Debra CS 0.8 Counselor Weyrum, Emily GB 1.0 Art Woodward, Courtney SOHS 0.8 CTE Health Careers Zeeb, Charles BCHS 1.0 English

Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 PRP Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 07/27/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 PRP Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 Effective 08/05/16 PRP

TRANSFER/REASSIGNMENTS-ADMINSTRATIVE-(no change in compenstation) Haws, Marolyn TE 0.5 Assistant Principal/ TE 0.5 Assistant Principal/ VP 0.5 Counselor 0.5 Counselor TRANSFERS/REASSIGNMENTS-CERTIFIED-(change in compenstation) Board Approval Required Bondi, Lynne MRHS 0.6 English MRHS Branum, Jenna SS 0.5 1st Grade SS Bucher, Christopher NR 0.3 Music/ ES 0.5 Band Cabizo, Dan GP 0.5 5th Grade Mandarin/ GP 0.5 6th Grade Mandarin Meyers, Scott MRHS 1.0 Spanish MRHS TE Rosinbum, Kaitlyn MRHS 1.0 Dance MRHS Shah, David DVHS 1.0 Science DVHS

1.0 Spanish/ 0.2 Spanish 0.6 Dance 1.2 Science

TRANSFERS/REASSIGNMENTS - CERTIFIED-(no change in compensation) Board Information-Approval Not Required Adair, Deborah ES 1.0 Kindergarten PM Balsamo, Michele NR 1.0 6th Grade NR Bock, Michelle SF 1.0 3rd Grade DC Bohlman, Lori WW 1.0 3rd Grade CS Boland, Catherine HLS 1.0 7th Grade Gifted DVHS Brody, Tracey VM 1.0 6th Grade TE Bushnell, Quinnlyn CS 1.0 4th Grade CS Chadwick, Leslie Ann GP 1.0 Special Education VP Crook, Austin SS 1.0 7th/8th Grade Math AN

1.0 Art 1.0 4th Grade 1.0 7th Grade Language Arts 1.0 Kindergarten Gifted 1.0 History 1.0 6th Grade 1.0 3rd Grade 1.0 Alternative Special Education 1.0 8th Grade Math

0.8 English 1.0 1st Grade 0.5 Music/ 0.5 Band 0.6 4th Grade Mandarin

Board Date 04.12.16 TRANSFERS/REASSIGNMENTS - CERTIFIED-(no change in compensation)-(Continued) Board Information-Approval Not Required Fizz, Jarod BE 1.0 4th Grade BE 1.0 6th Grade Galbreath, Jennifer SOHS 1.0 Language Arts SOHS 0.8 CTE Family Consumer Science/ 0.2 Student Government Glenn, Samantha ES 0.5 Band/ BE 0.5 Band/ 0.5 Music 0.5 Music Harris, Kimberly ES 1.0 Special Education SS 1.0 Special Education Hartley, Gaylynne SS 1.0 4th Grade SS 1.0 6th Grade Heath, Tracey WW 1.0 Physical Education WW 0.5 Counselor/ DM 0.5 Counselor Hobbs, Laura DC 1.0 7th/8th Grade Language Arts AN 1.0 7th/8th Grade Language Arts Landis, Amber CC 1.0 5th Grade CC 1.0 3rd Grade Languell, Cory SS 1.0 Physical Education WW 1.0 Physical Education Lopez Hawkins, Devon SS 1.0 5th Grade SS 1.0 4th Grade Marano, John BE 1.0 6th Grade HLS 1.0 6th Grade Naughton, Mary DC 1.0 Special Education CC 1.0 Special Education Nelson, Lindsay HM 0.5 Counselor/ DSMS 1.0 Counselor PH 0.5 Counselor

Palmer, Eric Schmitt, Diane Scott, Diane Udall, Julie Wagner, Tracy

NC CS PM DVHS NR VM

0.5 Physical Education/ 0.5 Physical Education/ 1.0 6th Grade 1.0 Science 1.0 4th Grade 1.0 6th Grade

LB

1.0 Physical Education

NC DVHS NR CS

1.0 6th Grade 1.2 Science 1.0 6th Grade 1.0 3rd Grade

TRANSFERS/REASSIGNMENTS - CLASSIFIED - (change in compensation) Board Approval Required Kang, Jennifer BCHS Clerk I-8.0 hrs. BCHS Lake, Caterina BCHS F.S. Worker II-3.75 hrs. BCHS Mericle, Elizabeth BCHS Bookstore Manager-8.0 hrs. BCHS Mulvihill, Teresa BCHS Attendance Clerk-8.0 hrs. BCHS

Attendance Clerk-8.0 hrs. Clerk I-8.0 hrs. Bookstore Manager-4.0 hrs. Bookstore Manager-4.0 hrs.

LEAVES-CERTIFIED-Board Approval Required Branum, Jenna SS 1.0 1st Grade Rauscher, Jeanette LB 1.0 6th Grade Willard, Morgana SS 1.0 6th Grade

08/05/16-05/25/17 PERSONAL REVISED 08/05/16-05/25/17 PERSONAL 08/05/16-05/25/17 PERSONAL REVISED

LEAVES - CLASSIFIED - Board Approval Required Osborne, Desiree WW Paraprofessional-6.75 hrs.

08/07/16-01/09/17 PERSONAL

Name AARON, JULIA A AARON, JULIA A ABRAHAM, MICHELLE RAE ABRAHAMSON, ANGELA ROBIN ABRAHAMSON, ANGELA ROBIN ABRAMS, BRITNEE E ABRAMS, ZACHARY M ACKERMAN, JULIE MARIE ACKLEY, JASON GLENN ADAIR, DEBORAH ANN ADAM, TANYA S ADAMS, DENISE M ADDABBO, JIM G AFZAL, SAHER AGUILAR, CECILIA A AGUIRRE, JESSICA RENEE AIRING, KRISTI AKER, SYDNEY B AKIN, PAIGE LEANNE ALBANESIUS, AMANDA KAYE ALDRED, JAIME MICHELE ALEXANDER, KIMBERLY A ALEY, SHAY C ALFICH, BARBARA K ALFORD, MELISSA E ALLEN, DIANE MARIE ALLEN, KELLIE LYNN ALLINGER, DANIEL E ALLRED, CHRISTINE A ALMEIDA, ALEXANDRA SHUMANSKI ALVITRE, AMANDA LEIGH ALVITRE, AMANDA LEIGH AMARILLAS, MICHELLE T AMBROGINI, ANNETTE AMBROSE, MORGAN ALLEN AMOS, MISTY M ANAYA, HEATHER MARIA ANDERSEN, AGATHA MICHELLE ANDERSEN, AGATHA MICHELLE ANDERSEN, PENNY LEE ANDERSEN, PENNY LEE ANDERSON, GARY G ANDERSON, GARY G ANDERSON, JULIA KATHERINE ANDERSON, JULIA KATHERINE ANDERSON, NOLAN JOHN

FTE 1 0 1 1 0 1 1 1 1 1 0.5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 0.5 0.5 1 0 1

Primary Job Title INTERVENTION SPECIALIST INTERVENTION SPECIALIST TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER INTERV. COMPLIANCE COORD. TITLE I TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER CURR/INST SPECIALIST TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER CONSULTANT-TRANSITION CONSULTANT-TRANSITION TEACHER

ANDERSON, RICK W ANDERSON, RICK W ANDERSON, TAMARA DENISE ANDOLINO, SALLY A ANDOLINO, SALLY A ANDRADE, LORELEI ANDRE, MICHELLE E ANDREW, JACOB STEPHEN ANDREW, JACOB STEPHEN ANDREW, VIRGINIA L ANNUNZIATA, PATRICIA A ANTONE, SANDRA L ANTONIDES, REBECCA A APUAN, NICHOLLE ARCHER, ROBERT EUGENE ARCHER, ROBERT EUGENE ARMENTROUT, DIANA THERESA ARNOLD, AARON ARTHUR ARNOLD, ELIZABETH MARIE ARNOLD, KRISTINA V ARNOLD, NAOMI RUTH ARONEO, REGINA M ARRIETA, JENNIFER MICHELE ARTHUR, CINDY KRISTINE ASHCROFT, SHAD EDWARD ASHMORE, BENJAMIN F ASPAAS, NATALIE ANN ASSIMACOPOULOS, CHRIS DIMITRI AUFRANCE, JULIE M AVRAM, LYNNE A AXELROD, ERIC JASON AYERS, JENNIFER G BACKSTROM, ANNA JEAN BACKSTROM, WILLIAM RYAN BADGER, DENISE ELIZABETH BAIR, ALISSA BAIRD, SHANA TAYNE BAKER DJENIC, ELIZABETH M BAKER DJENIC, ELIZABETH M BAKER, ALAN C BAKER, KATHLEEN ANN BALDWIN, JULIETTE MARIE BALDWIN, RHONDA S BALKO, CLAUDINE EILEEN BALLOU, CARRIE ANNE BALOG, BRITTANY R BALOG, BRITTANY R

0.8 0.2 1 1 0 1 1 0.5 0.5 1 1 1 1 1 0.8 0.2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0.5 0

TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER COUNSELOR TEACHER TEACHER TEACHER TITLE I TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER NURSE TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER PSYCHOLOGIST PSYCHOLOGIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER

BALOG, BRITTANY R BALSAMO, MICHELE RENEE BANCZAK, CODIE E BARBEAU, CONSTANCE D BARBEE, SUSAN JEAN BARBER, MARYELLEN MCLAUGHLIN BARKER, STEVEN B BARKER, STEVEN B BARKLEY, DANIEL DEE BARNES, APRIL R BARNES, APRIL R BARNES, TRACEY LYNN BARNETT, ANDREW BARRERA, MIGUEL BARRIER, PAMELA A BARRY, DAVID B BARTEL, NICHOLE MARIE BARTEL, NICHOLE MARIE BARTLEIN, DANIEL GERARD BARTOLOMEY, KATHLEEN B BASCHE, SANDRA S BASHAAR, ROBIN ANDERSON BATISTA, SUSAN M BAUGH, ANNE MICHELLE BAUGH, ANNE MICHELLE BAUMGARTNER, JEFFERY JAMES BAUTISTA, ANGELINA R BAXLEY, DONALD LEE BAYLESS, ARTEMIS BEALL, MELISSA J BEASLEY, KRISTIN JOAN BEASLEY, KRISTIN JOAN BEATTY, KENDRA LYNN BEAUBIEN, AMANDA BEAUCHAMP, CHRISTINA GLADYS BEAUDOIN, BRIGITTE ANNE BECKER, JENNIFER MARGARET BEEMAN, KAREN F BEERMANN, FRANCES M BEGNOCHE, MELANIE DAWSON BEHLES, LAURA MARIE BEHRENS, BRITTANY KRISTEN BEHRENS, KURT FRANCIS BEHRENS, MARILYN RAIDEN BELL, BECKY L BELL, BECKY L BELL, BECKY L

0.5 1 1 1 1 0.6 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0.8 0 1 1 1 1 1 1 1 1 1 1 1 1 0.6 0.2 0.2

TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER SPEECH LANGUAGE ASSISTANT TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER

BELLIVEAU, DANIELLE BELLIVEAU, DANIELLE BELT, KIMBERLY ANN BENDER, JENNIFER C BENNETT, AMY D BENNETT, AMY D BENNETT, CHRISTOPHER A BENNETT, DAWN LORRAINE BENNETT, LAURIE LYNN BENSON, LANDON JAY BENSON, LINDSAY N BENTLEY, IDA ANN BENWARE, KELLIE ANNE BERGER, MARTIN L BERGOVOY, ANNE MARIE BERK, KRISTEN MICHELLE BERNARD, ANNETTE BERNARD, SHAWNA A BERNARD, SHAWNA A BERNAT, ASHLEY MORGAN BERNAT, ASHLEY MORGAN BERRY, BLAKE BOYD BERVIN, ELIZABETH PATRICIA HALE BETHEA, EBONY IESHIA EVELYN BETHELL, KRYSTYNA BI, CAROL CHONGKIN H BILLER, COURTNEY REAGAN BILLS, KELLY MELISSA BIRCH, AMANDA MARIE BISE, ROSALIE FRISENDA BIXBY, NICOLE LEE BIZJAK, CINDY JOZETTE BLACKBURN, JENNA RAE BLACKWELL, LINDA LEE BLACKWELL, MARK E BLACKWELL, MARK E BLAGG, LISA R BLAINE, LORI BETH BLAIR, JACALYN MORGAN BLAIR, JACALYN MORGAN BLAIR, JASON SCOTT BLAIR, JOEY D BLAKENEY, DONNA MARIE BLAKENEY, DONNA MARIE BLANK, SHARON C BLIGH, MOLLY MARIE BLOCK, CHRISTOPHER JOHN

0.5 0.5 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0.8 0.2 1 0 1 1 0.6 0.6 0.8 1 1 1 1 1 1 1 1 1 0 1 1 0.5 0.5 1 1 0.8 0.2 1 1 1

TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER COUNSELOR TEACHER TEACHER SPEECH LANGUAGE ASSISTANT SPEECH LANGUAGE ASSISTANT TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER CURR/INST SPECIALIST TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER TEACHER TEACHER

BLOODWORTH, SUSAN LYNN BLOOMFIELD, KENNETH D BLOYER, TAMARA LEE BOCK, MICHELLE BOGNER, JOANN MARIE BOHLMAN, LORI M BOHRMAN, CARLIE BOLAND, CATHERINE MARIE BOLAND, CATHERINE MARIE BOLINGER, MARY FRANCES BOLINGER, MARY FRANCES BOLLINGER, JENNIFER LYNN BOLTON, BRIAN SCOTT BOLUS, ERIC A BONDI, LYNNE MICHELLE BONDO, DEBORAH LYNN BOOTH, DANIEL M BOOTH, SHANNON ELISE BORCHERS, ELISABETH A BOUCHER, ERIC MADISON BOULE, KELLIE ELIZABETH BOUTELLE, PATRICIA BOWES, SHERI ANN BOWES, SHERI ANN BOWLUS, PATRICIA ANNA BOWMAN, SEAN W BOYCE, SHAWN BOYCE, SHAWN BOYSE, MARY ELIZABETH BRALY, DESERATA A BRAMLETT, TRACI LEIGH BRANDELL, LESLI ELLEN BRANN, GLEN J BRATLIEN, DEBORAH ANN BRAYER, SARAH FORBES BRAYER, SARAH FORBES BREMSER, CHERYL LYNN BRENING, PENNY LEE BRETT, AMY JANE BREWER, NANCEY ANNE BREWER, NANCEY ANNE BRICHTA, JESSICA LEE BRIDGES, BRIAN J BRIDGEWATER, KATHRYN JO BRIESKE, DAWN CASEY BRIGHT, WENDY JOY BURNS BRIGHT, WENDY JOY BURNS

1 1 1 1 1 1 1 1 0 1 0 1 1 1 0.8 1 1 1 1 1 1 1 1 0 1 1 0.5 0.5 1 1 1 1 1 1 0.5 0.5 1 1 1 1 0 1 1 1 1 1 0

TEACHER TEACHER TEACHER TEACHER TEACHER MENTOR TEACHER OCCUPATIONAL THERAPIST TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST NURSE TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER NURSE TEACHER TEACHER TEACHER SPEECH LANGUAGE ASSISTANT TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED INTERVENTION SPECIALIST TEACHER SPECIAL ED TEACHER TEACHER PSYCHOLOGIST PSYCHOLOGIST

BRIGULIO, HARRIET ANN BRIGULIO, HARRIET ANN BRINK, JOSHUA ROBERT BRITTON, MELANIE JANE BRODY, CHRISTINE LOUISE BRODY, TRACEY HELAINE BROOKINS, LORI KATRIN BROOKS, JENNIFER LYN BROOKS, JOHN HAROLD BROOKS, WENDY LEE BROPHY, NATASHA JENNIFER BROSCH, MORGAN R BROTHERS, KERRY TODD BROWN, KATHERINE A BROWN, KATHERINE A BROWN, KATHERINE A BROWN, KELLYANNE K BROWN, TRACY ANNE BRUBAKER, JESSICA MICHELLE BRUINING, SUSAN HARJU BRYANT, STEPHANIE A BUCHER, JULIE M BUCHER, JULIE M BUCHER, JULIE M BUENO, GRACIELA MARIA BUENO, GRACIELA MARIA BUMMER, PHILIP BRENDEN BURCHETT, SCOTT JASON BURD, REBECCA JOANNE BURGONI, GAIL BURINGRUD, KENDRA LEE BURINGRUD, KENDRA LEE BURK, ASHLEY N BURKE, CAROL J BURKE, THOMAS EDWARD BURKE-LEHMAN, CYNTHIA ANN BURNS, DENNIS WAYNE BURNS, LYNN D BURNS, NANCY A BURNS, NANCY A BURTIS, EMILY D BURTON, JAMES R BURTON, JAMES R BUSHNELL, QUINNLYN RENEE BUSSIERE, MICHELLE SHELLINA BUTKIEWICZ, CHRISTA LOUISE BUTRIM, DIANA M

1 0 1 1 1 1 1 1 1 1 1 1 1 0.5 0 0.5 1 1 1 1 1 0.5 0.1 0 1 0 1 1 1 1 1 0 1 1 1 1 1 0.6 0.5 0.5 1 1 0 1 1 1 1

TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER COUNSELOR OCCUPATIONAL THERAPIST TEACHER INTERVENTION SPECIALIST INTERVENTION SPECIALIST INTERVENTION SPECIALIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER COUNSELOR COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER

BUTSCH, MORGAN L BYERS, LISA MICHELLE BYLSMA, JASON A BYRN, JERRY C CABIZO, DAN LU CACCAVALE, SALVATORE ROCCO CADWELL, CAREY EVELYN CAGLE, DEBRA ANN CALLIES, DONNA LEA CALLIES, DONNA LEA CALLIES, DONNA LEA CALLIES, DONNA LEA CAMILLI, MEGAN LEIGH CAMMACK, SHANNON LEIGH CAMPBELL, JENNIFER MASHEL CAMPBELL, JENNIFER MASHEL CAMPBELL, MATTHEW RYAN CAMPBELL, SANDA CANDELA, MICHEL PIERRE CANDELA, MICHEL PIERRE CAPPELLO, JESSICA LYNN CARBAJAL, SAMANTHA CARDA, JOSH PATRICK CARDELLA, MIKKI DIANNE CARDELLI, WENDY SUZANNE CARDELLI, WENDY SUZANNE CARDINAL, SAMUEL VINCENT CARDINAL, SAMUEL VINCENT CARDON, ANDREW DANIEL CAREY CRIPPEN, SUSAN M CAREY, DEBORAH ELLEN CAREY, KRISTY CARLSON, JACK N CARLSON, VIRGINIA E H CARLSON, VIRGINIA E H CARR, JESSICA NICHOLE CARUSO, KIM C CARY, SUSAN A CARY, SUSAN A CASADY, ALEXANDER JAMES CASARELLA, ANTHONY J CASE, ERIN ASHLEY CASEY, STEPHEN JOHN CASH, KIMBERLY FAYE CASTIGLIONE, LYNN M CASTO, CRYSTAL N CATANI, KRYSTLE LYNN

1 1 1 1 0.6 1 1 1 1 1 0 0 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 0.8 0 1 1 0.5 0.5 1 1 1 1 1 1 1 1

TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH TEACHER TEACHER INTERVENTION SPECIALIST INTERVENTION SPECIALIST TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER

CATANIA, DANIELLE CAWLEY, MARY ANN ROLAND CENTA, JUDITH A CERJAK, JANET LYNN CERJAK, ROBERT MICHAEL CERJAK, ROBERT MICHAEL CERRETA-ROHLWING, BRIDGETTE A CHADWICK, LESLIE ANN CHADWICK, LESLIE ANN CHAMPION, ANN-MARIE CHANCE, EMILY KIRKLAND CHANCE, RYAN CHRISTOPHE CHAPMAN, DEREK B CHARNELL, MONICA AGNES CHARTIER, DEBRA CHARTIER, DENNIS SCOT CHARTIER, DENNIS SCOT CHAVARRIA, KERI LYNN CHAVEZ, ALLISON MARIE CHEBULTZ, LAURI L CHEBULTZ, LAURI L CHEN, LIANG-CHUN GRACE CHENAULT, CAROLYN RUTH CHENAULT, CAROLYN RUTH CHERNEY, JACOB MICHAEL CHESBRO, JODI GAYE CHITWOOD, KAYLE NICOLE CHMELA, JANET BARWICK CHMELA, JANET BARWICK CHRISTEAN, NATASHA LYNN CHRISTENSEN, KIMBERLY A CHRISTIANSON, SVEN ERIC CIGELSKE, MELISSA R CIMINO, CHRISTINA MARIE CLAEYS, MARIE A CLARK, JANELLE P CLARK, JENA R CLARK, JODY RENEE CLARK, KRISTINE F CLARK, LAUREN A CLARK, LAUREN A CLARKE, KAREN A CLARKE, THOMAS ALLEN CLARKE, THOMAS ALLEN CLARKSON, CHRISTINE R CLAWSON, CASSANDRA ERIN CLAYTON, CATHERINE ELIZABETH

1 1 1 1 0.5 0.5 1 1 0 1 1 1 1 1 1 0.5 0.5 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 0.2 0.8 1 1 1

TEACHER SPECIAL ED TEACHER CURR/INST SPECIALIST TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE ASSISTANT TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER

CLEMENT, DEBRA CLOVER, KIMBERLY ANN CLUTE, CHRISTOPHER GEORGE CLYDE, LYNDA MARIE COADY, MICHAEL J COCHRAN, JONATHAN W COCHRAN, KRISTEN G COCO, MICHELLE L COEN, SAMANTHA HOPE COEN, SAMANTHA HOPE COFFEE, SHARON M COFFEE, SHARON M COFFIELD, MOLLY GAIL COHON, ALEXANDER HARRIS COHON, ROBYN MICHELLE COIRO, VICKI WAGNER COLANN, MARY JO COLDEA, CARMEN COLDEA, CARMEN COLDREN, LEIGH A COLEMAN, KATHRYN JOY COLLINS, SHAWNA L COLLINS-MORENO, COLLEEN ELIZABETH COMEAU, KARISSA K CONKLIN, GEOFFREY C CONKLIN, SHANNON MARIE CONN, TRACY DANA CONNOLLY, STEVEN JAMES COOK, DAVID LEE COOK, DAVID LEE COOK, EDWARD K COOK, KATHERYN E COOK, KATHERYN E COOK, MELINDA M COOK, MELINDA M COOKMAN, ERIC STEPHEN COON, PATRICIA COONEY, NICOLE ANN COOPER, CECILY ANN COOPER, CHERYL A COOPER, KRISTI JO COOPER, SHELLEY COOTS, MICHELLE MARIE COOTS, STEPHEN J COPENHAVER, JOLYNN RENETTE CORDER, JESSICA MARY CORDREY, CORRIE A

1 1 1 1 1 1 1 1 0.5 0.5 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 0.6 0.4 1 0 1 1 1 1 0.8 1 1 1 1 1 1 0.6

TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER PSYCHOLOGIST TEACHER TEACHER SPEECH LANGUAGE PATH TEACHER TEACHER CURR/INST SPECIALIST TEACHER SPECIAL ED TEACHER TEACHER OCCUPATIONAL THERAPIST

COSENTINO-SHAFFER, KATHLEEN A COSTELLO, CYNTHIA ANNE COTNER, JUDI L COUCHON, TODD J COUGHLIN, LAURA ANN COUTURE, MARLA M COX, WILLIAM OREN CRABTREE, SARAH WAMPOLE CRAFT, BARBARA CRAIG, ANN M CRAIG, COURTNEY L CRAIG, JOSEPHINE E CRAIG, LAURA A CRAIG, TINA MARIE CRAIG, TINA MARIE CRAMER, JEANINE L CRAMER, JEANNETTE THERESE CRANE, STEVEN D CRANE, TINA KAY CRAWFORD, KATIE RACHEL CREACH, LORI R CREACH, LORI R CRENSHAW, PAMELA D CRIDER, DEBORA ANN CRIM, DEBORAH L CRISWELL, KELLY COLLEEN CROLEY, JAYME P CROOK, AUSTIN S CROOK, JESSICA CORRYN CROSLEY, SUZANNE JOYCE CROSS, JEREMY LANGDON CROSS, URIAH CHRISTIAN CROUCH, MARY TERESE CRUTCHFIELD, LAURINDA LEE CRUZ, ROBYN J CULLEN, SARA ANNE CULLEY, KATRINA ANNE CULLEY, KATRINA ANNE CULP, ALLAN W CUMBIE, AUTUMN E CUNNINGHAM, MICHAEL SHANE CUNNINGHAM, MICHAEL SHANE CUNNINGHAM, RONDA L CUPERO, CYNTHIA ANN CURRIER, MICHELLE ANN CURRIER, SCOTT R CURTIS, CYNTHIA LYNN

1 1 1 1 1 1 1 1 1 1 1 1 1 0.5 0.5 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.8 0.2 1 1 0.5 0.5 1 1 1 1 1

TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER TEACHER TITLE I INSTRUCTOR TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER NURSE TEACHER TEACHER TEACHER SPECIAL ED COUNSELOR TEACHER SPECIAL ED TEACHER TEACHER OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST TEACHER TEACHER TEACHER NURSE TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER NURSE TEACHER TEACHER TEACHER

CUSSON, SHANNON MARIA DAHL, DEBRA L DALEY, TARA L DALY, CHARLES BRIAN DAMICO, KAREN E DAMLOS, TERESA L D'ANDREA, JUDITH K DARRE, DENISE SUSAN DARYANI, LAURA L DAVENPORT, JEFF CAROL DAVID, ANDREA M DAVID, ANDREA M DAVIDSON, ALLISON GRACE DAVIDSON, BRITTANY E DAVIS, DENA MICHELE DAVIS, HEATHER ANNA DAVIS, JEAN S DAVIS, PAMELA ANNE DAVIS, ROBERT S DAVIS, TRACY IRENE DAVIS, TRACY IRENE DAY, LAURA ALISON DAY, MICHAEL SCOTT DE MOUY, DOROTHY SUSAN DEBARR, DAVID C DEBARR, DAVID C DeCARLO-BROWN, GINA DECKER, CAIA DECOUFLE, APRIL C DECOUFLE, APRIL C DELLEREE, VICTORIA PAIGE DEMING, THOMAS C DEMINIE, CHRISTOPHER KYLE DENMAN, NICHOLAS A DENNIS-DOWLAND, DE ANNE D DENTON, JOHN W DEREESE, DIANA MARIE DeROSA, BARBARA A DEROSIER, LORREN M DETTMER, CHRISTA D DETTMER, CHRISTA D DEUTSCH, KEVIN S DEUTSCH, VALERIE DeVARGAS, CHRISTINE NICOLE DEVENNEY, JONATHAN R DEVINE, CELESTE L DEVITO, PATRICIA CLAIRE

1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0.6 0.4 1 1 1 1 0 1 1 0.8 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1

TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER COUNSELOR TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER BEHAVIOR CONSULTANT BEHAVIOR CONSULTANT HEADSTART INSTRUCTOR TEACHER PHYSICAL THERAPIST TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER

DEVRIENDT, SAMANTHA N DEW, ANGELA M DIAZ, SUZETTE M DIBRITO, SHELLIE JANE DIEHL, AMANDA M DILLON, JENNIFER LEE DiMAIO, ROSA I DINSMORE, WENDY S DITTRICK, KELCIE D DIXON, EVAN J DIXON, EVAN J DOBASH, NICOLE M DODSON, ROSS P DODSON, ROSS P DOMINGUEZ, CATHERINE MARIE DONALD, SHELLEY S DONALD, SHELLEY S DONAT, KIMBERLEE JEAN DORCOO, TIFFANY G DORICH, AMBER NICOLE DOUBLEDAY, JULIE MAAIKE DOUGLAS, KIRK J DOUGLASS, RYAN ROGER DOUGLASS, TRACEY SUE DOUGLAS-SALISBURY, COURTENAY DOUGLAS-SALISBURY, COURTENAY DOWNEY, KIMBERLY J DOYLE, MARTHA JEAN MILLE DRAGOMIR, ABEL B DRESSMAN, SARAH J DREY, DEBORAH L DRISCOLL, MARK A DUARTE, DAVID PATRICK DUARTE, JACQUELYN J DUDLEY, MEGAN M DUDZINSKI, CATHY ANN DUELING, BRITNEY LOIS DUELING, TROY WILLIAM DUERKSEN, SHERRI L DUFFIELD, NANCY L DUFFY, MARIANNE K DUGAN, WILLIAM E DUNN, JED RAY DUNN, RICK H DUNN, RICK H DUNN, RICK H DUNN, RICK H

1 1 1 1 1 1 1 1 1 0.6 0.4 1 1 0 1 0.8 0 1 1 1 1 1 1 1 0.5 0.5 1 1 1 1 1 1 1 1 1 1 1 1 1 0.6 1 1 1 1 1 0 0

TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER COUNSELOR COUNSELOR TEACHER CONSULTANT-ASSIT. TECH TEACHER TEACHER TEACHER TEACHER CURR/INST SPECIALIST NURSE SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED

DURAN, HEATHER ANN DURAN, NICOLE LYNN DURAZO, CYNTHIA IONA DURELL, MARIANNE A DURGIN, SUMMER LESLIE DURKIN, MEGAN MARIE DWORSCHACK, MARIBETH S DWYER, MELISSA L DYMOND, HEATHER MARIE DYRESEN, TERESA K EASTBURN, KATE BRISCOE EASTIN, MICHAEL DENNIS EASTIN, MICHAEL DENNIS EBERHARDT, PATRICIA DIANA EBERHART, DANIELLE M ECKLOFF, KAYLA M EDDLEMAN, KRISTEN J EDDY, NORA VIRGINIA EDELSON, KIMBERLY LYNNE EDWARDS, JULIE ANN EDWINS, TAINA LYNN EICK, SARA ANN EIDE, KARILYN M EKLUND, PAUL JAMES EL NOUNW, MOHAMED RYAD EL NOUNW, MOHAMED RYAD ELITZAK, MICHELLE A ELLER, NICOLE N ELLIOTT, JACK ELLIS, TIFFANEY L ELLIS, TIFFANEY L ELLIS, TIFFANY A ELLIS, WENDY ARLENE ELMER, AMY C ELTON, VERONICA M EMERICK, DAVID ALLEN EMERSON, SUE ANN EMMS, MELISSA SCOTT EMMS, MELISSA SCOTT ENDRESEN, GINA LYNN ENG, CARISSA A ENGELKING, KIMBERLY A ENGLERTH, SARA B ERATH, KIMBERLY A ERBSTOESSER, DEBBIE ERICKSON, ELIZABETH ANN ERICKSON, ELIZABETH ANN

1 1 1 0.5 1 1 1 1 1 1 1 0.5 0.5 1 1 1 1 1 1 1 1 1 1 1 0.8 0.2 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0.6 0.4

TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER PSYCHOLOGIST CURR/INST SPECIALIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER

ERICKSON, PETER JAMES ESPARZA, ERIC T ESPOSITO, EVA R ESPOSITO, EVA R ESQUIVEL, NORMA F ESSERT-DINI, HEIDI V ETTLING, ALEXANDRIA SIOBHAN ETZEL, GINA GRACE EVANS, CHANDLER PEYTON EVANS, CHANDLER PEYTON EVANS, DOUGLAS MICHAEL EVANS, DOUGLAS MICHAEL EVERTZ-BROWN, KATHERINE FALES, TONY E FANNIN, KELLY LYNN FANTIN, MICHELE MARIE FANTIN, MICHELE MARIE FARACI, BONITA J FARACI, BONITA J FARKASH, JESSICA L FARMER, LAURIE ANNE FASCIANO, PETER THOMAS FASSETTE, KRISTIE J FASULA, GARY A II FASULA, JENNIFER L FATE, KIMBERLY JEAN FAUCHER, CYNTHIA L FAY, STEVEN EHRHARDT FEDDERSEN, LAURA MARIE FEENEY, KATHLEEN ANN FELDMAN, DIANA KATHLEEN FELICIANO, LAUREN E FELLENS, JOHN E FENCL, JEFFREY J FENN, BETHANY G FERDMAN, JENNIFER L FERGUS, CHRISTINE EVELYN FERGUSON, DANIELLE CHRISTINE FERN, JACLYN H FERRILL, RYAN W FERRILL, RYAN W FETKENHIER, LAUREN LEE FEWELL, ERICA P FIELD, ANN L FIELD, LINDSAY B FIELD, LINDSAY B FIELD, MELISSA CARMEN

1 1 1 0 1 1 1 1 0.4 0.6 0.8 0.2 1 1 1 0.8 0.2 1 0 1 1 1 0.5 1 1 1 1 1 1 1 0.6 1 1 1 1 1 1 0.6 1 1 0 1 1 1 1 0 1

TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED NURSE TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER INSTRUCTIONAL COACH TEACHER TEACHER TEACHER SPEECH LANGUAGE THERAPIST TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER NURSE OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST TEACHER SPECIAL ED

FIELDS, ALISA ANN FIELDS, SHEILA RAE FIERRO-BIRD, LISA A FIERRO-BIRD, LISA A FINCH, BRITTNEY ANNE FINEBERG, JAMI SUE FINEBERG, JAMI SUE FINKLE, JENIFER FIORAMONTI, TONI DENISE FISCHER, CHRISTINE LYNNE FISHBACK, JODI L FISHER, JESSICA JEAN FISHER, KELLEY FITZGERALD, TRACY L FIZZ, JAROD RALPH FLEEGLE, LINDSEY MICHELLE FLEEGLE, SHAWNA LEE FLEMING, SHANNON COLLEEN FLEMING, SHANON MARIE FLEURY, DENNI LYNN FLINT, KEVIN M FLORES, JESUS AARON FLORES, STEPHANIE C FLORY, HOLLY RAE FLOYD, LAURA B FOLKMAN, PATTEE A FONNET, RENEE A FONNET, RENEE A FONTES, SHANIN KRISTINE FOOTE, DENNIS RUSSELL FORD, KAREY LOIS FORD, KAREY LOIS FORD, KELLI JUNE FOREMAN, ELLEN ELIZABETH FOREMAN, LISA P FORREST, MARIELA S FOSTER, THOMAS CRAIG FOUTZ, JENNIFER LEIGH FOX, DIANE M FRALEY, APRIL ANN FRANCIA, PATRICK D FRANCIS, MARY B FRANCOM, JENNIE FRANKLIN, CRISTEN M FRANKLIN, CRISTEN M FREELAND, REGINA S FREESE, MARC ALAN

1 1 1 0 1 1 0 1 1 1 0.6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0.2

TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER PSYCHOLOGIST PSYCHOLOGIST TEACHER TEACHER TEACHER SPECIAL ED TEACHER SOCIAL WORKER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER ORIENTATION & MOBILITY SP ORIENTATION & MOBILITY SP TEACHER TEACHER OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER INTERVENTION SPECIALIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER BEHAVIOR HEALTH COUNSELOR

FREESE, MARC ALAN FRESQUEZ, PATRICIA FREUND, ZACHARY NORMAN FREYMULLER, MELISSA ANN FRICKER, CHELSEA ANN FRICKER, LACEY MARIE FRIEDMAN, DANIEL T FRUGONE, JENNIFFER APRIL FRYER, KATHLEEN MCQUILLAN FUGATE, ROBERT JASON FURER, MICHAELA COLLINS GABLE, DAWN M GABOW, JACOB E GABOW, JACOB E GALAVIZ, CARMEN J GALBREATH, JENNIFER CHRISTINE GAMBOA, NICOLE L GARCIA, MELINDA JANE GARDNER, MELANIE C GARLUTZO, GINA MARIE GARNER, SARA LEE ANN GARRAWAY, CYNTHIA ANN GARRETT, CANDACE M GARY, SHANNON K GAUNA, LIA MARIE GAYDOS, LYNETTE K GEARING, ANDREA KAY GEARING, NICHOLAS JOHN GEDNEY, KELLY K GEISER, LESLY G GELLINGS, CASEY N GELMSTEDT, DAVID DALE GELMSTEDT, ELIZABETH A GEORGE, JO ANNE GEORGE, JO ANNE GEORGOPULOS, TORI A GEPHART, LANCE GERRESSEN, DENISE M GERSTER, JENNIFER M GESELL, GAYLEN A GETTYS, AMY CORINNE GEWARGIS, EILEEN GIACINI, KATHLEEN ROSE GIBBONS, EMILY MARIE GIBBS, PAUL R GIBSON, KIMBERLY M GIBSON, KIMBERLY M

0.8 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.4 0 1 1 1 1 1 1 1 1 1 1 1 0

BEHAVIOR HEALTH COUNSELOR TEACHER SPECIAL ED TEACHER TEACHER TEACHER COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER NURSE TEACHER TEACHER TEACHER TEACHER INTERVENTION SPECIALIST TEACHER SPECIAL ED SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER COUNSELOR TEACHER TEACHER SPECIAL ED TEACHER TEACHER COUNSELOR SPEECH LANGUAGE PATH TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED

GIBSON, SHELBY LYNN GIEBER, NATASHA M GILL, MAURA GILLETTE, HEIDE S GILLETTE, HEIDE S GILLILAND, KORY T GILLOTTI, TAYLOR M GINDT, KATHLEEN S GINDT, KATHLEEN S GIRNIUS, DANIELLE MARIE GIRNIUS, JASON E GIST, JULIE A GIST, JULIE A GIURGIU, CARMEN MARIA GLASSBURN, ELIZABETH HELEN GLEASON, CHELSEY MARIE GLEASON, LESLIE G GLEASON, LESLIE G GLENN, SAMANTHA M GLENN, SAMANTHA M GLORIA, AMBER L GOETTL, DAVID GOLD, JEAN LOUISE GOLDEN, RHONDA SUE GOLDEN, RHONDA SUE GOLDMAN, DIANE ARVILLA GONZALES, SELINA P GONZALEZ, PEGGY JOYCE GONZALEZ, PEGGY JOYCE GONZALEZ, RACHEL GOOD, LAINEY A GOODING, DAVID PAUL GOODRIDGE, DEBORAH JEAN GORDON, MERRY LYNNE GORDON, MERRY LYNNE GOROSPE, CATHRYN LYNETTE GOSS, ROBERT D GOSS, ROBERT D GOTTLIEB, KATHERINE F GOULETTE, KATHLEEN ANNE GRANDLIENARD, DOMINIKA GRANILLO, TAMARA L GRANTHAM, GREGORY H GRASSO, KRISTIN MICHELLE GRAUER, SCARLETT MICHELLE GRAY, SARAH ELIZABETH GRAYBEAL, TIFFANY ANN

1 1 1 0.8 0.2 1 1 1 0 1 1 1 0 1 1 1 1 0 0.5 0.5 1 1 1 1 0 1 1 1 0 1 1 1 1 0.6 0.2 1 1 0 1 1 1 1 1 1 1 1 1

TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER PSYCHOLOGIST PSYCHOLOGIST PSYCHOLOGIST TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED PSYCHOLOGIST PSYCHOLOGIST TEACHER TEACHER TEACHER NURSE TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE THERAPIST TEACHER NURSE

GREAVES, SHAD M GREEN, BYRON KEITH GREEN, CHERYL L GREEN, LAURA M GREEN, LAURA M GREEN, REBECCA LEE GREEN, ROBERT C JR GREGORY, SUZANNE PRUETT GRIFFIN, JULIE M GRIGG, JESSICA ANN GRIMM, ANGELA F GRINDEY, REBECCA S GRINDEY, REBECCA S GROSSMAN, BARBARA I GROSSMAN, PATTI S GROSSMAN, PATTI S GROSSMAN, STUART P GUERRETTE, JENNIFER K GUETTER, LYNDA KATHERINE GUGEL, CAROLE D GUIDONE, KIMBERLEE GUSTAFSON, HEATHER MARIE GUY, KRISTINE MARIE HACKASH, ELIZABETH D HAGEMAN, EVA J HAGEMAN, EVA J HAHN, REBECCA A HAINLINE, LISA MICHELE HALAL, CHRISTINE MARIE HALL, PAMELA SUSAN HALLORAN, LAUREN BRIGITTE HAMBLEN, DENA D LYNN HAMILTON, JOHN ANTHONY HAMILTON, JONI JACOBS HAMM, MINDEA PAGE HANCOCK, LISA C HAND, AIMEE C HANEN, JANET E HANNON, KAREN ELIZABETH HANSEN, JAIME LEE HANSEN, LORRAINE S HANSON, KELLY J HARDER, KIRSTEN MARGARET HARDER, LYNDA A HARDY, JO LINDA RUSSELL HARKEMA, KATIE M HARKLESS, CHERYL L

1 1 1 0 0.8 1 1 1 1 1 1 1 0 0.4 0.2 0.2 0.4 1 1 1 0.5 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.8

TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER SPECIAL ED NURSE TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TITLE I TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE ASSISTANT COUNSELOR TEACHER SPECIAL ED TEACHER TEACHER PSYCHOLOGIST PSYCHOLOGIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER PHYSICAL THERAPIST NURSE TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH

HARMAN, CHELSEA LEIGH HARMONSON, DEBBIE CHILDRESS HARMONSON, J. CHRISTOPHE HARPER, ERIN LEA HARPER, ROBYN L HARPER, ROBYN L HARREL, SARAH M HARRINGTON, CHARITY HOPE HARRINGTON, MATTHEW F HARRIS, ALISON MAE HARRIS, KAREN JEAN HARRIS, KERRY JOANNA HARRIS, KIMBERLY R HARRIS, KIMBERLY R HARRIS, KIMBERLY R HARRIS, ROBERT MICHAEL HARRIS, ROBERT MICHAEL HARRIS, WILLIAM C HARSCH, DIANE MARIE HARTLEY, GAYLYNNE HARTLINE, REBECCA A HARVELL, DANNY BRUCE HARVEY, ROSE M HASLAM, JAMES ANTHONY HATCHER, DEANA LYNN HATFIELD, DANIEL F HATFIELD, DANIEL F HATFIELD, JENNIFER LYNN HATFIELD, LEAH R HATTENDORF, GEORGE W HAUGEN, KRISTEN N HAUPTMAN, DANIELLE A HAUSER, RODNEY J HAUSER, TRICIA L HAUTER, MEGHAN ANNE HAWKINS, COREY CLIFTON HAWKINS, REBECCA B HAWS, MAROLYN A HAY, JESSICA A HAY, JESSICA A HEATH, CHERYL A HEATH, TRACEY D HEAVIN, NANCY A HEEB, LAURA G HEFFERNON, EMILY A HEIN, NANCY C HEINRICHS, DONALD W

1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 0.5 0.5 1 1 1 1 1 1 1 1 0.5 0.5 1 1 1 1 1 1 1 1 1 1 0.5 1 0 1 1 1 1 1 1 1

TEACHER COUNSELOR COUNSELOR PHYSICAL THERAPIST TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER NURSE TEACHER TEACHER TEACHER TEACHER PSYCHOLOGIST ASSISTANT PRINCIPAL TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER

HELLER, MARTHA JO ELAINE HELMICK, NICHOLAS J HELMIG, KRISTEN N HELTON, BRANDON DAVID HENDERSHOT, AMY L HENDERSHOT, AMY L HENDERSON, HEATHER J HENKEL, WHITNEY LEIGH HENRY, HEATHER MARIE HENRY, SUSAN MICHELLE HERITAGE, CHRISTY JO HERMAN, KAREN M HERMANSON, ELIZABETH LOUISE HERMIT, JESSICA AMBER HERNANDEZ, JOSHUA DAVID HERNANDEZ, MONICA HEROLD, JEFFREY S HEROLD, RENEA LYNN HERRINGTON, LORIN M HESSE, JENNIFER ELIZABETH HESSE, JENNIFER ELIZABETH HICKMAN, MARION WILLIAM II HICKS, CYNTHIA A HILBERT, PATRICIA P HILEMAN, DEBRA JOLENE HILL, KATELYN G HILL, ROBERT E HINES, BAILEY R HINRICHS, CHET WILLIAM HINTON, DANIEL D HIRSCH, CHERYLEE E HOBBS, LAURA L HOBBS, RYAN C HOBSON, MELISSA J HODGE, TAKIYAH HODGES, DAVID E HOELZEN, STEVEN R HOERNIG, LYNN M HOFFMAN, AMY M HOFFMAN, LAURA A HOKE, DELIA HOLDER, CHARITY MILISSA I HOLEHAN-KOPAS, MELODY M HOLLEY, KATHLEEN M HOLLINGSWORTH, BRANDI L HOLLY, AMY CHARLENE HOLLY, NANCY K

1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0.5 1 1 0.2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED PSYCHOLOGIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER COUNSELOR TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE THERAPIST TEACHER TEACHER SPECIAL ED TEACHER TEACHER PSYCHOLOGIST TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER INTERVENTION SPECIALIST TEACHER TEACHER TEACHER PSYCHOLOGIST TEACHER MEDIA SPECIALIST TEACHER TEACHER TEACHER TEACHER

HOLLY, SHERRY-ANN M HOLMAN, CHRYSTYNA A HOLSCHER, CHELSEA M HOLSTROM, GRACE LEEANN HOLSTROM, RYNE A HOLT, NENA MAE HOLT, TIMOTHY N HOPSON, LAURA ANN HORMEL, DAWN HOROWITZ, GARY MARK HORTON, RONDA LYNN HORTON, RONDA LYNN HOSCHEIDT, CARLEEN ANNE HOSCHEIDT, CARLEEN ANNE HOSLER, L. KENNY HOUSE, LIA MARIE HOWEY, KIMBERLY GAYLE HOWK, AMANDA DENISE HOWSE, DENA A HRENIUC, DIANA K HROVAT, STEPHEN M HUBBARD, DIANE HELEN LEUNIZ HUBER, SUSAN P HUDSON, DARRELL M JR HUDSON, DARRELL M JR HUDSON, MALLORY ELIZABETH HUDSON, TINA M HUGE, KENNA ROCHELLE HUGHES, CINDY ANN HUGHES, HELEN N HUGO, AMY C HUMBLE, KRISTEN OTTANI HUMMELL, AMY BELINDA HUMMELL, LAURA S HUMPAL, DEBRA L HUMPHREY, KATHERINE J HUMPHREY, KATHERINE J HUNDLEY, COURTNEY R HUNT, VICTORIA LYNN HUNTINGTON, KATHERINE M HURGUY, LEAH M HURGUY, LEAH M HURLBURT, KRISTI KAYLER HURST, KAREN LOUISE HURTADO, CHARLAMEN C HUSTON, STEPHEN ARTHUR HUTH-DERRAH, ALICE MARY

1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0.6 0.4 1 1 1 1 0.6 1 1 1 1 0.5 1 0 1 1 1 0.8 0.2 1 1 1 1 1

TEACHER TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER TEACHER PSYCHOLOGIST TEACHER TEACHER TEACHER OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER PSYCHOLOGIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER INSTRUCTIONAL COACH NURSE TEACHER TEACHER TEACHER

HUTSON, DEBORA K HUTSON, DEBORA K HYATT, ANN-CHRISTIN HYATT, ANN-CHRISTIN IBARRA, DANIELLE NICOLE IBARRA, DANIELLE NICOLE IMDORF, COLLEEN MARIE IMPARATO, SHERRY A IMPARATO, SHERRY A INEZ, LEILANI M IRVINE, JAMES DONALD JR IRVINE, JAMES DONALD JR IRWIN, JAYMIE M ISAACSON, LESLY KATHLEEN JACKLIN, J TREVOR JACKSON, JASON C JACKSON, NANETTE L JACKSON, NANETTE L JACOBS, KIM BETH JAEGER, JAMES Q JAGERNAUTH, SAROJNIE JAKUBIK, LYNN M JALLO, KRISTINA LEIGHANNE JAMES, EDWARDO DANIEL JAMES, JACQUELINE MARIE JAMES, LINDA S JAMIOLKOWSKI, KATHRYN ANN JAMISON, DAWN M JAMSGARD, EJ GEORGIANNA JANSEN, SHARON LYNN JARVINEN, PATTI A JENKINS, CARILYNN RAMSAY JENKINS, MICHAEL STEPHEN JENNEWINE, JANE CHASE JERGENSON, DEANNA L JEWETT, ANDREA R JEWETT, ANDREA R JIMENEZ, NEELY JAYNE JO, XIZI CHEN JOHNSEN, KRISTINA M JOHNSON, DEBORAH ANN JOHNSON, JAMES ARTHUR JOHNSON, JENNA M JOHNSON, KATHRYN ANN JOHNSON, KATHRYN ANN JOHNSON, KIMBERLY A JOHNSON, LORI A

0.5 0.5 1 0 0.5 0.5 1 0.6 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.8 0.2 1 1 1 1 1 0.4 1 0 1 1

TEACHER TEACHER OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER INTERVENTION SPECIALIST INTERVENTION SPECIALIST TEACHER SPEECH LANGUAGE PATH TEACHER TEACHER BEHAVIOR CONSULTANT BEHAVIOR CONSULTANT TEACHER SPECIAL ED TEACHER COUNSELOR TEACHER SPECIAL ED TEACHER TEACHER NURSE TEACHER TEACHER TEACHER COUNSELOR TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TITLE I TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER

JOHNSON, MICHELLE R JOHNSON, NICOLE MARIE JOHNSON, RICK ROBERT JOHNSON, STACI J JOHNSON, TIMOTHY A JOHNSON, VIRGINIA ANNA JOHNSTON, KARI AMBER JONES, MICHELLE N JONES, MICHELLE N JONES, NICOLE M JONES, PATRICIA E JONES, VICKI L JONES, WILLIAM HEISKEL JONES-WILD, STEPHANEY C JORALMON, JILL ALISYN JORDAN, ALICIA JORDAN, STEPHEN ANDREW JORDAN-LEBLOND, SABRINA ANN JORDEN, VIRGINIA COLLEEN JUDKINS, NICOLE LOUISE JUHAS, KRISTIN L JUHAS, KRISTIN L JULIUS, LISA G JULIUS, LISA G JUST, KRISTINA LOUISE KACZMAROWSKI, MARY KADAH, KATRINA THERESE KADAH, KATRINA THERESE KADOTANI, KARA L KAFOUROS, MARK T KALLE, SALLAR KARAS, JOSEPH C KARLS, MARCIA A KASHER, TERESA SUZANNE KASTEN, DANIELLE MARIE KAUPA, CAROLINE M KAYE, JOANNE M KEAGLE, NICOLE SUZANNE KEAVENEY, AMY C KEFFELER, NANCY KAY KEITH, ELIZABETH J KEITH, JENNIFER E KELLEY, CAMI MARIE KELLY, BRIDGET A KELLY, JENNIFER KELLY, LINDA R KELMAN, HOLLY J

0.6 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0.4 1 0 0.5 0.5 1 1 0.5 0.5 1 0.6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

NURSE TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER NURSE OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST INSTRUCTIONAL COACH INSTRUCTIONAL COACH TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER PSYCHOLOGIST

KELMAN, HOLLY J KENNEDY, ELLEN R KENNEDY, LORIE A KENNEDY, WILLIAM SCOTT KENOBBIE, MARY BETH KENOBBIE, MARY BETH KENT, CORBIN J KEPPNER, MARLINA CHRISTINE KERICH, JESSICA LEIGH KERR, BEVERLY ANNE KIDWELL, DEBRA ELIZABETH KILLEEN, AARON B KILLMAN, HARLEY G JR KILLMAN, ROANNA JENEIL KIMBROUGH, AMANDA KING, BRANDI L KING, CASEY M KING, JOHNATHAN RYAN KING, MATTHEW JONATHON KING, MATTHEW JONATHON KING, SHERRY LYNN KING, TOBIAS LEE KINNEY, LAURA S KINSEY, ELIZABETH A KISSINGER, JESSICA L KISSINGER, SAMUEL J KLAPPER, CAROL A KLEIN, ERIK ALLAN KLEIN, EUGENE A KLEMS, KRISTINA ANNE KLENOFSKY, TARIN N KLEVEN, VERA L KLEVEN, VERA L KLOFT, VALERIE PAULA KNAPE, CYNTHIA LYNN KNAUS, MIRANDA LEE KNEPPER, ANNIE M KNIGHT, EMILY LOUISE KNIGHT, MELANIE LYNN KNOLL, CYNTHIA L KNOPE, ANGELA D KNOPE, CHRISTOPHER R KNUTH, ANGELA SUE KOEBLER, TARA B KOEBLER, TARA B KOEHNKE, ANDREA MAGDALENE KOENIG, KAREN RENEE

0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0.8 0.2 1 1 1 1 1 1 1 1 1 0.6 1 1 0 1 1 1 1 1 1 1 1 1 1 0.5 0.5 1 1

PSYCHOLOGIST HEADSTART INSTRUCTOR TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPECIAL ED SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED

KOHLER, KIMBERLY K KOPAS, JAY THOMAS KOPAS, JAY THOMAS KOPPELMAN, TIFFANY ELIZABETH KORMAN, ADAM N KORN, LAURA JOHANNA KOZEL, NANCIE K KOZELISKI, LEANN GAYLE KOZELISKI, LEANN GAYLE KOZUBAL, DEBORAH S KRAAK, ROBIN MICHELE KRAMER, ANNA R KRANZ, LISA A KRAUSE, KIM ANNE KREITL, ROBYN MARIE KREITL, ROBYN MARIE KREITL, ROBYN MARIE KRESS, KELLY LYNN KROPIDLOWSKI, ANDREA LYNN KROULIK, LORILEE M KRUMLAND, JAMES R KRYSTEK, ALISON MARY KUHN, HOLLY H KUHNS, DAVID W KUJAN, WHITNEY NICOLE KULISIC, DRAGANA KUMAR, SUJATA KUNKEL, KIMBERLY ANN KUNSELMAN, JEFF C KUNTZ, MELINDA LEE KUNZ, CARYN ELIZABETH KUNZ, CARYN ELIZABETH KURASCH, MARA LYNN KURBAT, DANIELLE ERIKA KURTENBACH, KRISTIN M KURTZ, BROOKE D KURTZ, TIFFANY S KUSMIERCZYK, MARISSA ISANNA LA DUCA, ALEXIS READ LA DUCA, ALEXIS READ LABATE, DELLA M LaBELLE, SHARLA GRACE LaBELLE, SHARLA GRACE LACHVAYDER, KATELYN L LaFORCE, LAURIE LYNN LAIRD, JENNIFER BETHANY LAMB, STEVEN ELLIOTT

1 0.6 0.4 1 1 1 0.6 1 0 1 1 1 1 1 0.6 0.4 0.2 1 1 1 1 1 1 1 1 1 1 1 1 1 0.8 0.2 1 1 1 1 1 1 0.8 0.2 1 0.5 0.5 0.6 1 1 1

TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER OCCUPATIONAL THERA ASST OCCUPATIONAL THERA ASST TEACHER TEACHER TEACHER MEDIA SPECIALIST TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED INSTRUCTIONAL COACH INSTRUCTIONAL COACH TEACHER TEACHER TITLE I TEACHER TEACHER

LANCASTER, CYNTHIA M LAND, BRADLEY J LANDIS, AMBER RENEE LANDIS, DAVID N LANDIS, DAVID N LANE, ROBERT NEAL LANESE, TROY AUSTIN LANESE, TROY AUSTIN LANG, ANDREW SHANNON LANGFORD, CAROLYN MARIE LANGFORD, CAROLYN MARIE LANGUELL, CORY J LANINGHAM, CHELSEY A LANKFORD, CATHY LYNNE LANKFORD, HANNAH LANNEN, SCOTT PATRICK LARANCE, ARIELLE DYAN LARE, ELIZABETH A LARKINS, LEANNE M LARNER, AMANDA SUE LARSEN, ADAM D LARSON, ANGELA M LARSON, MELISSA DIANE LARTER, SCOTT DAVID LASCHEN, REINE J LASKIN, DANA B LASKIN, MATTHEW JACOB LATONA, ROBERT MICHAEL LATONA, ROBERT MICHAEL LATSHAW, PENNY L LATSHAW, PENNY L LAULO, EDWIN KEITH LAWHON, DEBRA A LAWRENCE, DEMI CALI LAWSON, BRIDGET M LEACH, ANN M LEACH, ANN M LEBLANC, MICHAEL D LeBLOND, RICHARD FRANKLIN LECKLITER, JOHN C LECKLITER, KRISTINA ANN LEDINGTON, TAMMY ANNETTE LEDINGTON, TAMMY ANNETTE LEE, MARTHA RIPLEY LEE, MELISSA SUE LEFEVRE, ELAINE GLOW LEIBIWITZ, SANDY JO

1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0.5 0 1 1 1 1 1 0 1 1 1 1 1 0 0.6 1 1 1

TEACHER TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER NURSE TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER

LEMKE, MELISSA JANE LEOS, JENNIFER LYNN LEOS, JENNIFER LYNN LEPICK, CHANTELLE MARIE LESSARD, DEBORAH K LESSARD, DEBORAH K LETTIERI, ROBERT J LETTIERI, ROBERT J LEUBNER, KIMBERLY ANN LEVAKE, SHARON L LEVINE, JULIE K LEVINE, JULIE K LEWIS, CATINA N LEWIS, ELIZABETH ANN LEWIS, ILA MAE LEWIS, ILA MAE LEWIS, KENNETH DUANE LEWIS, KENNETH DUANE LEYVA, MARIA V LIGUORI, DEBORAH L LILJENQUIST, LISA LYNN LIM-MONOT, PASCALE C LINDENMEIER, JESSICA ELIZABETH LINERT, KIRSTIN LINGENFELTER, MELISSA LEE LIPPERT, ANNE M LISA PETRAUSCHKE, SARAH ANNE LISSARIS, VICTORIA LITTLE, AUDRA M LITTLE, AUDRA M LITTLE, LETHA ANN LITTLE, LETHA ANN LIU, SHENGJIE LIVINGSTON, CAROL LIZANEC, MARIA G LLOYD, NICOLE LORRAINE LOCK, KAREN ELIZABETH LOHMEIER, JASON CHRISTOPHE LOKKEN, DEBORAH LYNN LOLEIT, FELICE WILNER LONG, JOHANNA M LONON, PAMELA JOY LOONEY, VALERIE MICHELLE LOPEZ HAWKINS, DEVON JANIELLE LOPEZ, BASILIO IV LOPEZ, ELI LORD, JEREMY M

1 0.8 0.2 1 1 0 1 0 1 1 0.5 0.5 1 1 1 0 1 0 1 1 0.6 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

TEACHER SPECIAL ED TEACHER TEACHER TEACHER OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST INTERVENTION SPECIALIST INTERVENTION SPECIALIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED ASSOCIATION PRESIDENT TEACHER OCCUPATIONAL THERAPIST INSTRUCTIONAL COACH TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER NURSE TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED

LORD, JEREMY M LORD, STEPHANIE S LORD, STEPHANIE S LORENZ, HEATHER L LORIMER, NANCY ELIZABETH LORTON, GLORIA J LOSCALZO, VINCENT T LOSTUTTER, JORDAN E LOTZ, SARA NICOLE LOUGHRY, SHERI T LOUTHAIN, CHRISTINE M LOVELAND, HOPE G LOWE, REBEKAH A LUCAS, REBECCA LYNNE LUCERO, KRISTEN JEAN LUNDBERG, H. ROGER LYIJYNEN, DAVID C LYLE, GREGORY R LYLE, GREGORY R LYONS, HOLLY D LYONS, JEFF T MA, MEIYAN MACDONALD, BONNIE FRANCES MACEVICIUS, COLLEEN ANN MACKEDA, LAUREN A MACKENZIE, ROBERT E MADDOX, HEATHER LYNN MADISON, KATIE S MAHONEY, MELINA I MAI, HANG THI MAKI, MARIE ANN MAKI, MARIE ANN MALONE, TRACY J MANGRUM, JACQUELINE SUE MANNING, MEGAN N MANS, KAREN JOHANNA MANZANO, VICTORIA L MANZANO, VICTORIA L MARA, MELISSA A MARANO, JOHN FLOYD MARCUS, CARMEN MARCUS, CRAIG MARIANI, CHRISTINE MARIE MARINELLI, TROY WAYNE MARKEL, JAMES H MARKHAM, CHERYL ANN MARKHAM, CHERYL ANN

0 1 0 1 1 1 1 1 1 1 1 1 0.5 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0

TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER PSYCHOLOGIST TEACHER TEACHER TEACHER CURR/INST SPECIALIST TEACHER TEACHER TEACHER TEACHER TEACHER BEHAVIOR CONSULTANT BEHAVIOR CONSULTANT TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER NURSE TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED OCCUPATIONAL THERA ASST OCCUPATIONAL THERA ASST

MARKHAM, VIRGINIA J MARKLUND, AMBER M MARRERO, MARGINE M MARSDEN, GEOFFREY KIYOSHI MARSHALL, LORIE ANN MARTELL, KIMBERLEY R MARTELLI, MICHELLE LEANN MARTIN, BRANDI S MARTIN, BREANNE L MARTIN, ELISABETH ANN MARTIN, KRISTINA LEA MARTIN, KYLE J MARTINEZ, AMBRE LEIGH MARTINEZ, AMBRE LEIGH MARTINEZ, ANISSA N MARTINEZ, BENNET L MARTINEZ, DAVID T MARTINEZ, LAURA SAENZ MARTINEZ, LINDSEY ANNE MASON, PETER GEORGE MASTRODDI, ALLISON CATHERINE MATA, RACHEL S MATHER, LINDSAY CHRISTINE MATHIS, MICHELLE L MATSON, BRADLEY G MATTERN, SELENA JO MATT-GONGORA, MOLLY DEE MATTHEIS, RYAN E MATTHEWS, WENDI J MATTINGLY, DENISE LOUISE MATTINGLY, DENISE LOUISE MAUER, CASSANDRA MAULDIN, KATHERINE M MAULDIN, KATHERINE M MAY, VERONICA ANN MAYBERRY, PAMELA MAYER, LISA D MAYFIELD, TRACI STARR MCALLISTER, JESSICA D MCALLISTER, MARY ELIZABETH MCALLISTER, STEVEN FORBES MCANDREW, CAITLIN ELIZABETH McBRIDE, KATHLEEN ANNE McBRIDE, KATHLEEN ANNE MCBRIDE, TRACY A McCALL, ANDREA LYNN MCCALL, EMILY L

1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1

COUNSELOR TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER NURSE TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE ASSISTANT TEACHER COUNSELOR TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER

MCCARTHY, NORMA JEAN McCLINTOCK-PITTS, LINDA M McCORMICK, JACQUELINE L McCRACKEN, ERIN MICHELLE McDERMOTT, DAVID MITCHELL MCDERMOTT, DOUGLAS D McDERMOTT, JOCELYN DAWN McDERMOTT, KAREN J McDONALD, JOSEPH P McELHANEY, REX STEVEN McELROY, ANGELA R McFADDEN, MARGARET G McFALL, KIM A MCGINNIS-ZEE, KIMBERLY DIANA MCGINNIS-ZEE, KIMBERLY DIANA MCGLAUGHLIN, SEAN M MCGLAUGHLIN, SEAN M McGORRAY, KATHLEEN A McGORRAY, KATHLEEN A McGOWAN, ALISON J MCGURIN, GINA A McINERNEY, JESSICA ANN MCKEEVER, DANIEL SCOTT MCKERNAN, TRACY LINEEN MCKINLEY, BRITTNEE ELIZABETH McKINLEY, LINDA SUE McKINLEY, SHAUNNE KAY McKINNEY, DAWN MARIE McLAIN, JUSTIN RAY McLUEN, KIMBERLY ANN McMAINS, MARISSA A MCMICKELL, LAURA NICOLE MCMORROW, LISA K McNAMARA, COLLEEN MARIE McWHORTOR, RONDA LOUISE MEAD, VICKY LYNN MEDLIN, KRISTINA L MEDVED, SARAH LAURENE MEDVED, SCOTT JASON MEHNE-SANDERS, BETH ANN MELVIN, GAYLE JEAN MENNENGA, LORRIE A MERRILL, ROBYN DEANN MERRIMAN, COURTNEY A MESSINA, KIMBERLY S METCALF, RICHARD CLAIRE METCALF, RICHARD CLAIRE

1 1 1 1 0.6 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.4 0.6

TEACHER NURSE TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH PSYCHOLOGIST PSYCHOLOGIST PSYCHOLOGIST PSYCHOLOGIST TEACHER TEACHER HEADSTART INSTRUCTOR TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH COUNSELOR TEACHER TEACHER TEACHER TEACHER NURSE TEACHER PSYCHOLOGIST TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER

METCALF, RICHARD CLAIRE MEYERES, APRIL D MEYERS, DENNIS O MEYERS, SCOTT THOMAS MICHALSKI, GRETCHEN HEATHER MIHALJEVICH, SARA CATHERINE MILES, EMILY K MILES, MEREDITH C MILES, SHANEA K MILHAM, KAELYN R MILKS, THERESA M MILKS, THERESA M MILLER, ALYSSA A MILLER, CHAD E MILLER, CHAD E MILLER, CLEVE JAY MILLER, EMMA A MILLER, HEATHER LYNN MILLER, JACOB BRUCE MILLER, JENNIFER LYNN MILLER, MICHAEL D MILLER, RACHEL J MILLER, SANDRA LYNN MILLER, SHARILYN TURLEY MILLER, SHELLEY LYNN MILLER, SHELLY ALLISA MILLER, TOBI L MILLETT, SHARON LEE MILLIKEN, DIANE ELIZABETH MILLS, DENA R MILLS, LAURA E MILMINE, MATTHEW ROBERT MILNOR, JILL L MILOSEVICH, AME L MILOSEVICH, AME L MINANA, ALEXIS K MINETTE, GABRIELLE T MING, SUSAN KAY MIRANDA, RUBEN J MIRANDA, RUBEN J MITCHELL, JESSE CARL MITCHELL, JESSE CARL MITCHELL, SANDRA L MITTENDORF, MEGAN D MITTON, CANDICE HELENE MOEN, ELIZABETH C MOHLER, DAVID CHARLES

0 1 1 1 1 1 1 1 1 1 0.5 0.5 1 0.6 0.4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0.5 0.5 0.5 0.5 1 1 1 1 1

TEACHER TEACHER TEACHER TEACHER TEACHER NURSE TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER COUNSELOR TEACHER TEACHER TITLE I TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER MEDIA SPECIALIST TEACHER TEACHER TEACHER TEACHER BEHAVIOR CONSULTANT BEHAVIOR CONSULTANT TEACHER TEACHER MENTOR TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER

MOHN, PAMELA SUE MOKOGWU, ELIZABETH IFEYINWA MOLER, ERIN CAMILLE MOLINA, LYNNE MONESTIME, SHELLY A MONESTIME, SHELLY A MONROE, ANSLEY ARYN MONROE, COURTNEY M MONTGOMERY, JULIE SUSANNE MONTGOMERY, JULIE SUSANNE MONTGOMERY, VANESSA MARGARET MONTICALVO, CATHERINE L MOODY, TERRY LYNN MOODY, TERRY LYNN MOORE, BRIDGETTE MOORE, BRIDGETTE MOORE, CARON G MOORE, DEBORAH O MOORE, DEBORAH O MOORE, DEBORAH O MOORE, ERIN MOORE, ERIN MOORE, JENNIFER K MOORE, KELLY ANN MOORE, LAURA ELLEN MOORE-KESTNER, HEATHER JANE MORAN, ASHLEY MICHELLE MOREW, ROSEMARY D MORGAN, CHRISTOPHER J MORGAN, SUSAN LYNN MORICI, SUSAN M MORRIS, GAIL A MORRIS, VICKI JO MORRISON, CARLENE F MORRISON, CAROLYN W MORRISON, CAROLYN W MORRISON, MARCI LYNN MORRISON, MARCI LYNN MORRISSEY, KYLA MOSS, MICHELE LEIGH MOST, BRIANNA K MOTEN, NATALIE HELENA MOTEN, NATALIE HELENA MOYA, HEIDI JUANITA MUNOZ, VICTORIA E MUNSON, RANDIE LYNN MUR, MARC MANUEL

1 1 1 1 1 0 1 1 1 0 1 1 1 0 0.5 0.5 1 0.6 0.2 0.2 1 0 1 1 1 1 1 1 1 1 1 0.49 1 1 1 0 1 0 1 1 1 1 0 1 1 1 0.6

TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED COUNSELOR COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SOCIAL WORKER SOCIAL WORKER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER

MUR, MARC MANUEL MURILLO, ANDRE HILARIO MURPHY, LORI ANN MURPHY, LORI ANN MURPHY, PENNY LYNN MURPHY, PENNY LYNN MURRAY, JACY J MURRAY, TRACEY LEE MUSCHEID, MIKAELA R MWANGI, NICOLE ELENA MYERS, CHRISTINA ANN MYERS, JOHN STUART JR MYERS, SARA MARIE NARDONE, LAURA ELIZABETH NATOLI, THERESA M NAUGHTON, MARY KAY NAVA, TIFFANY J NAYLOR, ROBIN M NEAL, PHILIP J NEBEL, CAROLYN S NEHER, ELIZABETH KATHERINE NEIBLING, SARAH ELIZABETH NEIBLING, SARAH ELIZABETH NEIMAN, CHRISTIAN S NELSON, BENJAMIN R NELSON, JOE R NELSON, LINDSAY MARIE NELSON, LINDSAY MARIE NELSON, PAMELA JEAN NELSON, SHELLEY LYNN NEMETH, LORI LYNN NETZ-MOWRER, SALLIE NEULING, NICHOLAS JOHN NEUMEYER, KIMBERLY J NEVERS, JOYCE ANNE NEWELL, KELLEY R NEWMAN, NATASHA M NEWPORT, DONNA LYNN NEWTON, JENNIFER M NGO, MEGAN M NGUYEN, EILEEN MARIE NICHOLS, CHRISTINA LYNN NICHOLS, JANEE M NICHOLS, JILL KRISTEN NICHOLS, PHILIP MARK NICK, KAREN MARIE NICKOLITE, ROBIN JEAN

0.4 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0.5 0.5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED NURSE TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER SPECIAL ED TEACHER TEACHER COUNSELOR COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER

NIEB, LINDA L NIEB, LINDA L NIX, ANDREA MARIE NOONAN, BRIAN THOMAS NORDINE, KATHLEEN P NORTH, EDWARD JAMES NUCKOLLS, SHANNON DANIELLE NULL, BELINDA C NUNES, GEMENIANO NYE, DAVID OBERT-GORALSKI, CAMILLE M O'BRIEN, CHRISTOPHER P O'BRIEN, KARLA R O'BRIEN, SARAH A OCHOCKI, TAMARA M O'CONNELL, JAMES PATRICK ODEH, AUDE ODOM, ANGELA MARIE ODOM, ANGELA MARIE ODOM, MEAGAN M ODOM, SHERRI L ODORCIC, TRACEY OESTERLE, BROOKE KAULANA OESTERREICH, TORI JOY O'HALLORAN, CONNIE ANN O'HALLORAN, JAMES K OHLSEN, SABRA R OHLWILER, DENIS A OLDS, KRISTEN LYNNETTE O'LEARY, BRITTANY CHRISTINE OLSEN, ANN S OLSEN, ANN S OLSEN, LISA JEAN OLSEN, LISA JEAN OLSON, ALLYN LEIGH OLSON, DAWN MARIE OLSON, DAWN MARIE OLSON, JENNIFER OLSON, JULIA LOUISE O'MEARA, LAURA JEAN ORMSBY, REGINALD L II ORMSBY, REGINALD L II ORR, JENNIFER LYNN ORRAHOOD, SHERI LYNN ORTIZ MELENDEZ, NIEVES C O'SHEA, COLEEN TERESA OSHRIN, DIETTE EUGENIA

1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0.6 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1

AUDIOLOGIST AUDIOLOGIST TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER INTERVENTION SPECIALIST INTERVENTION SPECIALIST TEACHER TEACHER SPEECH LANGUAGE ASSISTANT TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER PHYSICAL THERAPIST PHYSICAL THERAPIST TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER PSYCHOLOGIST PSYCHOLOGIST TEACHER TEACHER

OSWALD-KEENE, ALISON MARIE OURA, JANE YURI OVERFIELD, TERI L OWENS, APRIL LARAE OZMENT, BRANDY PACE, SUSAN E PACE, SUSAN E PACKER, KRISTINA PADELFORD, KAREN EMMA PADILLA, BRANDON MICHAEL PAFFRATH, LISA SUSAN PAINTER, DEBRA E PALERMO, DANA LEONA PALLAS, NANCY M PALMER, ERIC WILLIAM PAPPALAU, JACLYN CHRISTINE PARKER, BIANCA PARKER, KIMBERLY K PARKS, DEBERRA COLEEN PARMELEY, JACQUELYN K PARMELEY, JACQUELYN K PARRINO, DENISE ILENE PARRINO, TIM ANDREW PARRISH, KIMBERLY ANN PARROTT, KATHERINE JANE PARSONS, AARON MITCHELL PASINSKI, JASON D PASINSKI, JASON D PATRICK, DIANA JEAN PATRICK, DIANA JEAN PATTERSON, GLENDA JEAN PATTERSON, GLENDA JEAN PATTI, CRYSTAL DAWN PATYI, CHRISTAL FAITH PAUGA, JODILYNN NOEL PAVLINCH, DAWN LOUISE PAWLING, DINA ALEXA PAYNE, DEBRA M PECCIA, RENEE J PECK, ANGELA K PECK, ANGELA K PECK, PATRICIA ANN PECK, SUSAN ELENE PELTON, AMANDA L PENA, SALINA RACHELLE PENNOCK, MARY P PENROD, MARY SUSAN

1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1

TEACHER TEACHER SPECIAL ED TEACHER TITLE I TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER COUNSELOR TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER NURSE TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED PSYCHOLOGIST PSYCHOLOGIST TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER

PEPE, ALBERT ALFRED PEPER, STELLA JEAN PEREZ, DEBRA LYNN PEREZ, STEVEN MICHAEL PERKINS, NANCY JEAN PERMENTER, LAURA L PERONE, JANAY ELLEN PERRY, ELIZABETH M PERRY, GREGORY GERALD PERRY, KAREN C PERSONS, NANCY B PETERSEN, DANIELLE M PETERSEN, DONNETTE MARIE PETERSON, CHRISTINE KAY PETERSON, CHRISTINE KAY PETERSON, KAREN LU PETTIT, ARIANE JOE PFANTZ, ABIGAIL ELIZABETH PHAM, KIEUANH THI PHIPPS, GENE KELLY PHIPPS, MICHELE WOOLERY PICEK, SHELBEY ANNE PICKARD, REBECCA SUSAN PICKETT, SHARON J PICKETT, SHARON J PIERCE, DEANN T PIERCE, DEANN T PIERCE, JESSE LEE PIERCE, TARA R PIETRO, ELIZABETH A PIETROPAOLO, SARAH EVE MARIE PILE, TESSA NICOLE PINNELL, MICHAEL J PINNELL, MICHAEL J PINSON, JENNIFER A PIORO, DINA L PIOTROWSKI, SUE ELLEN PITNIKOFF, SUSIE PITNIKOFF, SUSIE PLATT, JESSICA LYNN PLETNICK, RYAN JOSEPH PLOGMAN, DEBORAH MARIE POE, JONATHAN D POETZL, GERHARD POLDERMAN, ALEXANDRA C M POLDERMAN, ALEXANDRA C M POLICARO, CANDACE RENEE

1 1 1 1 1 1 1 1 1 1 1 0.6 1 1 0 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1

TEACHER TEACHER TEACHER TEACHER TEACHER COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER MENTOR SPEECH LANGUAGE THERAPIST CURR/INST SPECIALIST TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER NURSE TEACHER TEACHER TEACHER TEACHER INTERVENTION SPECIALIST INTERVENTION SPECIALIST SPEECH LANGUAGE THERAPIST SPEECH LANGUAGE THERAPIST TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER PSYCHOLOGIST PSYCHOLOGIST TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED

POLL, MELANIE SUE PONCE, AMY B PONCE, JOSEPH PONDY, CHRISTOPHER MICHAEL PONDY, KATHY POPE-TURNER, DARLENE POPOVICH, LAURA L PORCELLI, KARI PORTELA, MELISSA RIDER PORTER, ALEX S POTTS, DEANN CAROL POTTS, JENEEN MICHELE POTTS, KIMBERLY J POWELL, MARY ELIZABETH PRESTON, KIMBERLEE RENE PREY, JASON EDWARD PRICE, LAURA R PRICE, MICHIKO IWAOKA PROBST, JESSICA LEIGH PROPER, JANET LEIGH PUCCIO, JEAN R PUCKETT, RICHELLE L PUENTES, PENNY LYNN PULLIN, TARADAWN PUNG, MINDY PODOLSKY PUNG, MINDY PODOLSKY PURDY, REBECCA L PURDY, REBECCA L PURYEAR, LAURIE L QUAN-TANG, DEBRA A QUARANTA, MARY C QUINA, KAREN E QUINN, LAURA ELLEN QUINN, MARISA J QUINN, MARISA J RACINE, MICHAEL K RADNICH, KENDRA LEE RAIN, STEVEN LARRY RAINER, DEANNA C RAM, DALIA DONAJI RAM, DALIA DONAJI RAMIREZ, CHERYL LEE RAMIREZ, PATRICIA C RAMIREZ, SUSAN MARIE RAMSEY, ANGELA R RAUSCHER, JEANETTE LOUISE RAVINDRA, PRIYA KASHYAP

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 0.5 0.5 1 1 1 1 1 0 1 1 1 1 1 1

TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER COUNSELOR TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPEECH LANGUAGE ASSISTANT TEACHER SPECIAL ED TEACHER TEACHER

RAY, DONNA JEAN RAYMOND, JESSICA L RAYNAK, DEBRA D REAGAN, MELISSA MARIE REAGAN, MELISSA MARIE REED, SHARON L REESE, TRACY L REGO, SUSAN D REICHE, CANDY S REICHERT, KIMBERLY D REILLY, WILLIAM A REIMANN, LESLIE J REIMANN, LESLIE J RENNING, CHARLES ANDREW RENNING, CHARLES ANDREW RENNING, CHARLES ANDREW REYES, ELIZABETH M REYLING, JOHN EDWIN RHOADES, KRISTINE ANN RICCITELLI, CHRISTINA M RICE, ABBY L RICE, GREGORY R RICHARDSON, BERNADETTE E RICHARDSON, BERNADETTE E RICHARDSON, KIMBERLY MARIE RICHARDSON, MICHELLE SONJA RIDENOUR, ANDREA RIEGLE, KEVIN R RIEGLE, KEVIN R RISING, LINDA SUE ROA, CANDICE MADELEINE ROADS, PAUL EDWARD ROADS, PAUL EDWARD ROBERTS, HEATHER ROBERTS, MARK ANTHONY ROBERTS, MATTHEW J ROBERTS-VALDIVIA, TERESA LOUISE ROBIDOUX, ANGELA KAY ROBINSON, ERIN MELISSA ROBINSON, ERIN MELISSA ROCK, CHRISTINA D ROCKEY, RYAN JOSEPH RODGERS, KIM KOREEN RODGERS, KIM KOREEN RODRIGUES, DEBORAH F RODRIGUEZ, BETH ANNE RODRIGUEZ, EDDIE

1 1 1 0.8 0.2 1 1 0.4 1 1 1 1 0 0.4 0.4 0.2 1 1 1 1 1 1 0.5 0.5 1 1 1 0.6 0.4 1 1 1 0 1 1 1 0.8 1 0.8 0 1 1 0.8 0.2 1 1 1

NURSE TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED NURSE TEACHER OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER OCCUPATIONAL THERAPIST OCCUPATIONAL THERAPIST TEACHER TEACHER TEACHER TEACHER NURSE TEACHER COUNSELOR

RODRIGUEZ, JANE L RODRIGUEZ, JOHN J RODRIGUEZ, JOHN J RODRIGUEZ, JOHN J RODRIGUEZ, NEREYDA RODRIGUEZ, SARA J ROGERS, CHERYL A ROGERS, JULES MAXWELL ROMENS, MARSHA ANN ROMENS, MARSHA ANN ROMERO, BRIDGET A ROMERO, LISETTE ALLENDER ROMERO, SEAN A ROMIROWSKY, KELLY J RONDEAU, DEBORAH L ROOT, BRENDEN D ROOT, LEE ANN ROSE, MELISSA L ROSE, ROBERTA MAE ROSENBAUM, AMY MARY ROSINBUM, KATY ROSINBUM, TIMOTHY DAVID ROSKO, GINA LEE ROSS, SUSAN LEE ROSSI, BRYAN D ROTH, DEBBIE ELAINE ROTH, NATALIE M ROTHBERG, HEATHER E ROTHKOPF, STEPHEN DANIEL ROUSE, VALERIE K ROUSH, ASHLEY ANNE ROWLAN, CHRISTINE M ROY, JENNIFER J ROY, JENNIFER J ROZENWASER, KIERSTEN FRANCES RUDISEL, CHRISTY ANN RUFFCORN, JEFFREY DEAN RUFFCORN, JEFFREY DEAN RUSHFORTH, JESSICA A RUSSELL, DANA ROBINSON RUTAN, SHEILA R RUTT-SHEPARD, AMBER MARGARET RUTT-SHEPARD, AMBER MARGARET RYAN, DEBORAH LYNN RYAN, MICHELLE N RYAN-FRANDSEN, JEANINE CARRIE RYBOLT, BENJAMIN P

1 0.8 0 0.2 1 1 1 1 1 0 0.5 1 1 1 1 1 1 1 1 0.5 0.6 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0.5 0.5 1 1 1 1 0 1 1 1 0.5

TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED COUNSELOR TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED HEADSTART INSTRUCTOR TEACHER NURSE TEACHER TEACHER SPECIAL ED TEACHER SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER TEACHER

RYBOLT, BENJAMIN P RZEMIEN, JULIE ANNE SABEL, DANIEL JOHN SABEL, DANIEL JOHN SADRI, AREMY DIANNE SAKSENHAUS, ROBERT SOL SALAMEH, GAIL A SALAZAR, CHRISTINA MARIE SALETTA, CAROLE A SALTER, KATHERINE MARGARET SALYER, ELAINE DANIELLE SAMBAIEW, KIMBERLY DEAN SAMPSON, RACHEAL L SAMS, KIMBERLY A SANDERSON, BARBARA LYNNE SANDOVAL, CONNIE E SANDOVAL, LAUREN A SANDQUIST, DEANNA MARIE SANDQUIST, DEANNA MARIE SANDS, EDEE RITTEN SANFORD, BARBARA J SAUFLEY, KELLY G SAVOIA, MICHELE RENAE SCALISE, JILL E SCAPPATICCI, JAMES M SCATES, DARIN E SCHAEFER, JENNA MARGARET SCHAEFER, SARAH A SCHAUDER, NANCIE MORAN SCHAUDER, NANCIE MORAN SCHEER, BRITTANY M SCHEFFLER, KERRI-LYNN MARIE SCHERER, JEAN MICHEL SCHICK, DANIELLE A SCHMIDT, CYNTHIA J SCHMITT, DIANE KAY SCHMITT, KEVIN J SCHMITT, MELISSA L SCHNEE, JASON L SCHNEE, JASON L SCHNEIDER, CHERYL LYNN SCHNEIDER, LAURIE R SCHOFIELD, DINA SCHOPMEYER, SHANNA M SCHRADE, HOLLY G SCHRAM, HEATHER L SCHRAMM, LESLIE ANN

0.5 1 0.6 0.4 1 1 1 1 1 1 1 1 1 1 0.5 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0.5 0.5 1 1 1 1 1 1 1

TEACHER TEACHER TEACHER TEACHER NURSE TEACHER SPECIAL ED MEDIA SPECIALIST TEACHER SPECIAL ED TEACHER CURR/INST SPECIALIST TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED PSYCHOLOGIST PSYCHOLOGIST TEACHER NURSE TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER PSYCHOLOGIST TEACHER TEACHER TEACHER

SCHRANTZ, SARAH K SCHREYER, LEANNE MICHELLE SCHUBERT, SHELLY E SCHUCH, RENEE KATHLEEN SCHULTE, JENNIFER LAVONNE SCHULZE, KATY ANN SCHWARTZ, ANDREA J SCOTT, DIANE GRIFFIN SCOTT, ERIN M SCRAGG, MISHELLE CRUZ PATTY SCRUGGS, NANCY ELIZAETH SEARS, MICHELLE MARIE SEBRANEK, SCOTT F SENATORE, SARA ELLEN SENATRO, DEBRA MARIE SERBIC, CHRISTOPHER P SERBIC, CHRISTOPHER P SERCL, KELSEY E SHACKLEFORD, MIKAILAH LORENE SHADE, KELSEY MAY SHAFER, MARGIE LOIS SHAH, DAVID J SHANE, STACY MARIE SHANLEY, CHRIS ANN SHARPE, SHARON ANN SHELTON, MICHAEL R SHELTON, MICHAEL R SHEPARD, BEVERLY ANN SHERIDAN, MICHELLE T SHERMAN, DEBORAH F SHIERS, ALISON SHIERS, ALISON SHIRK, KIMBERLY ANNE SHIRK, STACEY MARIE SHOFFER, SALLY ANN SHOFFER, SALLY ANN SHOGER, KRISTINA ANN SHOOP, HENRY E SHOWERS, JAMIE L SHRYOCK, ALYSSA J SIERP, ALEXANDRA SILVERSTEIN, SHARON JOY SIMCOE, JENNIFER L SIMMONS, JOHN CLIFTON SIMON, KELLY JEAN SIMONSEN, KATRINA JANE SIMPSON, GINA M

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.5 0.5 1 1 1 1 1 1 1 1 0.5 0.5 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1

TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER INTERVENTION SPECIALIST INTERVENTION SPECIALIST TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER ROTC TEACHER TEACHER TEACHER SPECIAL ED

SIMPSON, GINA M SIMPSON, KRISTI L SIMS, SCOTT SINCLAIR, MICHELLE E SINGLETON, DANIEL CLARENCE SINGLETON, MELANIE D SINGLETON, MELANIE D SIZEMORE, ELLEN LORRAINE SJOERDSMA, JILL LEANN SKVAREK, LADONNA CHARLENE SLATER, KEITH ALLEN SLAVICK, LINDA MICHELLE SLAWSON, JERRY WAYNE II SLESARIK, KENNETH THOMAS SLESARIK, KENNETH THOMAS SLUGH, SAMANTHA B SLUGH, SAMANTHA B SMALL, JENNIE L SMIDT, KRISTIN S SMIDT, KRISTIN S SMITH, ANDREW JAMES SMITH, APRIL THERESA SMITH, DANIEL K SMITH, DAVID R SMITH, DINA LORRAINE SMITH, JASON A SMITH, KATHRYN LEIGH SMITH, ROBERT THEODORE SMITH, SHARON LEE SMITH, SUSAN JANE SMITH, TINA MARIE SMITH, VIRGINIA LYNN SMITH-ANDERSON, JACQUELYN SNADER, ELISA CHERYL SNEED, CHERYL L SNOWDEN, MELISSA E SNYDER, SUSAN I SNYDER-ROY, CHERYL RENIE SOLANO, STEPHANIE C SOLIMAN, DOMADIOS SOLOMON, GINA MICHELLE SOMMER, SHARON ANN SONG, WEI SORENSEN-HIGGINS, BECKY L SORENSEN-HIGGINS, BECKY L SOSNOWSKI, TAMMY NANCY SOSNOWSKI, TAMMY NANCY

0 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0.6 0.4 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.3 0.3 0.4 0.4

TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER INTERVENTION SPECIALIST TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER INSTRUCTIONAL COACH INSTRUCTIONAL COACH TEACHER TEACHER

SOSNOWSKI, TAMMY NANCY SOSNOWSKI, TAMMY NANCY SOUKUP, SUZAN L SOUTH, ANGELA PATRICE SOUTHMAYD, SHEREE SOWERS, KIMBERLEIGH GAY SPAIN, ANN ELIZABETH SPAK, JEANNE B SPARKS, CHERISE L SPARKS, CHRISTOPHER DAVID SPARTZ, JAMEY ELLEN SPENCER, STACY M SPENDEL, ELLEN ELIZABETH SPINNER, KRISTY KAY SPINNER, KRISTY KAY SPITLER, CYNTHIA RENEE SPLITEK, MELINDA CHRISTINE SPRAGUE, JULIE D SPRANKLE, SUSAN CAROL SQUIRE, DENNA M SQUIRE, LISA SUZANNE SROMEK, ABBY DYANN STAFFORD, HOLLIE LEIGH STAJDUHAR, SHANNA REBECCA STANFORD, JORDAN SHAWN STANFORD, JORDAN SHAWN STANFORD, RACHAEL A STANFORD, RACHAEL A STANFORD, TARI LYNN STANLEY, JASON D STEED, JEFFREY JAMES STEELE, MIRANDA K STEFFENS, SANDRA L STEGH, LINDSEY C STEIN, RICHARD J STELL, KATHLEEN M STELZER, LISA FELDMAN STEM, BETHANY ANN STENTO, JAMIE STENWALL-HOELZEN, LISA I STEPHENS, PHILIP JAMES STEPHENS, STEPHANIE LACY STEPHENS, STEPHANIE LACY STEPHENSON, DANELL MARIE STEUTERMANN, ANN MARIE STEUTERMANN, ANN MARIE STEVENS, MITCHELLA

0.2 0 0.5 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0.5 0.5 0.5 0.5 1 1 1 1 0.4 1 1 1 1 1 1 1 1 1 0 1 1 0 1

TEACHER TEACHER TEACHER TEACHER COUNSELOR TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TITLE I INTERVENTIONIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE ASSISTANT TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER INTERVENTION SPECIALIST INTERVENTION SPECIALIST TEACHER

STEVENS, SARA N STEVENSON, DANIELLE R STEWART, JACQUELINE JEAN STEWART, JOSEPHINA MARIA STEWART, SANDRA D STEWART, SUSAN E STILCHEN, DANILYA D STOLLAR YATES, SARA N STOUT-BLOYER, SUMMER STRAIN, SAVANNAH JOY STRANG, CYNTHIA ADGATE STRANG, CYNTHIA ADGATE STRAUSS, PAUL E STREETZ, CYNTHIA LEE STROW, TANA B STUART, ERIN RENEE STUART, JESSICA KRUSE STUCKEY, FELICIA KATERI STUTESMAN, JENNIFER E SUDDARTH, LORANN LAGE SULLINGER-DUKARM, STEPHANIE A SUMMERHILL, RONALD RAYMOND SUMMERHILL, RONALD RAYMOND SUMMERHILL, RONALD RAYMOND SUMNER, MICHELLE L SUNDER, ASHLEE DANIELLE SWAIN, CHRISTINE SWAN, JEANINE A SWANNIE, JENNIFER L SWERDFEGER, FLINT DAVID SWIATOWIEC, RACHEL C SWINGLE, KATHRYN SYLVESTER, MICHELLE SZCZEPANIAK, KATHLEEN TAHTINEN, DENISE LOUISE TAMNEY, MARY KATHRYN P TAMUTY, DEBORAH ANN TAPLEY, JENNIFER ANNE TAPP, LAURA E TAPP, LAURA E TATE, DONALD L TATE, DONALD L TAYLOR, ROSANNA N TAYLOR, TERRI JO TELFORD, SHAWN CHERI TELLEZ, CLAUDINE N TERAN, VERONICA E

1 1 1 1 1 1 1 1 1 1 0.4 0.6 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0.5 0.5 1 0 1 1 1 1 1

TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER ROTC TEACHER SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER PSYCHOLOGIST PSYCHOLOGIST PSYCHOLOGIST TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER NURSE SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER

TERRELL, KIMBERLY JULIE TERRELL, KIMBERLY JULIE TERRY, CHRISTINE C TEWERS, JESSICA DAYLE THELANDER, NOELLE RENEE THIEBEAU, ANNE M THIRSK, TREVOR ANTHONY THOMAS, MICHELLE ANNE THOMASON, JENNIFER M THOMASON, JO LYNN THOMPSON, PETER J THOMPSON, ROXANNE E THOMSEN, PATRICIA G THORNTON KINGMAN, MEGAN D THORNTON, ANDREA S THORNTON, ANDREA S THORNTON, JENNIFER ELIZABETH THUDE, CARI LEIGH THURSTON, SUSAN R TIBBS, CARLA A TICKNOR, JAMES M TIEDEMAN, JEFFREY KENT TING, CHIU-CHU TODD, JODI A TOLBERT, REITA LAVON TOLLEFSON, MARY JO S TOMLINSON, CHARLENE S TOMPKINS, SARA M TOWNER, SHAWN RUSSELL TRAINOR, LINDA ALLYN TREFZGER, LINDSAY M TROFTGRUBEN, SARA M TRUE, CAROL ANN TRUNZO, VICTORIA ANNE TRUNZO, VICTORIA ANNE TSANG, MITCHELL MAN CHIU TSAU, LISA MARIE TUCKER, DEANNA CAROL TUCKER, SUE-ELLEN TUCKER, SUE-ELLEN TURNER, ELIZABETH J TURNER, NICOLE R TURNER, NICOLE R TUTRONE, JEANETTE C TUTT, ANDREW EVERETT TYLER, JENNIFER L TYLER, PATRICIA J

0.5 0.5 1 0.5 1 1 1 1 1 0.3 1 1 0.5 1 1 0 1 1 1 1 1 1 1 0.6 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0.5 0.5 1 1 0 1 1 1 1

TEACHER TEACHER COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE THERAPIST TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER PSYCHOLOGIST PSYCHOLOGIST TEACHER TEACHER TEACHER SPECIAL ED TEACHER

TYRRELL, APRIL CHRISTINE UDALL, JULIE E ULRICH, CAROLYN MARIE ULRICH-SUSS, KIM L UMBLE, SARAH CHRISTINE UNDERHILL, SUSAN LYNNE UNDIANO, MICHELLE ANNETTE UPHOFF, VANESSA ANN UTHE, AMBER N UTTER, RAYMOND P UTYRO, KEITH S VALENCIA, ANGELA VAN ATTA, JENNIFER LYNN VAN ATTA, JENNIFER LYNN VAN ZWOL, SALLY SUE VANDEBERG, ALISON M VANDENBOOM, BUFFY J VANNOY, WESTON H VANZWOL-ANDERSON, SANDRA LOU VANZWOL-ANDERSON, SANDRA LOU VAUGHAN, LISA GAIL VECERA, SARAH JENISE VELONIS, MARIANNE CHRISTINE VENTIMIGLIA, ELLIOT VENTIMIGLIA, MEREDITH J VERLEI, BRITTANY ELIZABETH VERLEI, MATTHEW C VESHI, JOHN ROBERT VETNAR, ALEXA VICKERS, ELIZABETH ASHLEY VIEL, ANDREA C VILLA, KARINA M VILLA, KARINA M VILLALOVOS, MELINDA MARIE VILLAMAR, HYLARI K VINING, CLAIRE E VISO, JEFFREY J VISO, JEFFREY J VITERBO, GINA MARIE VIVOLA, MARY M VLASITY, AMELIA L VOGELSANG, MICHELLE A VOGLER, SARA ELIZABETH VON TOBEL, MONICA ANN VONASEK, MARY JO VONASEK, MARY JO VOS, LISA MICHELLE

1 1 1 0.5 1 1 1 1 0.6 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0.6 0.4 1 1 1 1 0 1 1 1 1 1 1 1 0 1

COUNSELOR TEACHER TEACHER COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER MATH COACH-DO TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER NURSE TEACHER TEACHER TEACHER TEACHER TEACHER

WACIENGA, MARIA WADDELL, TRAVIS WADE, GINGER M WADE, SPENCER NIELSEN WAGNER, MINDI S WAGNER, PHOEBE ANNE WAGNER, TRACY W WAHLSTROM, KATIE LEE WALL, COURTNEY M WALLACE, COLBY R WALLACE, JACKIE WALLACH, ANDREA LYNNE WALLER, LAURA MARIE WALLER, LAURA MARIE WALSH, MICHELLE THERESE WALTER, KIM M WALTERS, CHEYENNA L WALTERS, VIRGINIA KAY WALTZ, JOANNE G WANN, PATTI A WANSLEE- CIALDINI, KATHERINE R WARD, PAULA K WARDEN, RICHARD TODD WARDEN, RICHARD TODD WARNER, ANGELA C WARNER, LAURIE HANNAH WASH, KRISTIN S WASHINGTON, NATHANIEL EVERETT WATERMAN, HOLLY MARIE WATSON, KIMBERLY SUE WATSON, KIMBERLY SUE WATSON, STEPHEN B WATTERSON, KATHYE HOPE WATTERSON, KATHYE HOPE WEATHERFORD, LORI ANN WEAVER, CLAUDE LEE WEBB, TAMI N WEEKS, CATHERINE ALEXANDRIA WEIBLE, SHANNA MARIE WEINFELD, BRYAN DAVID WELCH, AMY WELCH, AMY WELCH, ELIZABETH A WERBACH, JANET LYNN WERNER, DEBRA D WERNER, DEBRA D WERTHEIM, DONALD T

1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0.5 0.5 1 1 0 1 1 1 1 1 1 1 0 1 1 0.5 0.3 0.5

TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED PSYCHOLOGIST TEACHER TEACHER TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER NURSE TEACHER COUNSELOR TEACHER SPECIAL ED CURR/INST SPECIALIST INTERVENTION SPECIALIST TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED COUNSELOR COUNSELOR TEACHER SPEECH LANGUAGE PATH SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER COUNSELOR COUNSELOR COUNSELOR

WERTHEIM, DONALD T WEST, JOYCE ANN WEST, JOYCE ANN WESTBURY, CLAIRE EMILY WESTERN, DIANE F WEYKER, RICHARD ROBERT WEYRUM, EMILY E WHEELER, KATHLEEN ANNE WHITE, CYNTHIA F WHITE, JENNA MARIE WHITE, TRICIA C WHITED, VAUGHAN T WHITELEY, NANCY KENDERDINE WHITSON, MARY RACHEL WHITSON, PAUL A WHITTEN, COREY J WHITTINGHAM, RANDY LYN WIBEL, MEGAN MICHELLE WIDEN, JANEL MARIE WIEBERS, TANA L WIGGANS, KATIE M WILDA, KATHLEEN MARIE WILDING, STEPHEN T WILFONG, CARL CLINTON WILLARD, MORGANA J WILLER, JEFFREY A WILLER, JEFFREY A WILLIAMS, ANDREA JILL WILLIAMS, ANNIE M WILLIAMS, ANNIE M WILLIAMS, ANNIE M WILLIAMS, CHERI ELAINE WILLIAMS, DARRYL G WILLIAMS, JEFFREY H WILLIAMS, KIMBERLY ANN WILLIAMS, KRISTI SUE WILLIAMS, LAURA JANE WILLIAMS, MATTHEW JAMES WILLIAMS, WILLOW CAROL WILLIAMS, WILLOW CAROL WILLIAMSON, GEORGE TODD WILLIAMSON, GEORGE TODD WILLIAMSON, PATRICIA ROSE WILLIS, BARBARA L WILLSON, VICKI LYNN WILSON, BRANDI LYNN WILSON, JENNIFER LYNN

0.5 0.7 0 1 1 1 1 1 1 1 1 1 0.4 1 0.6 1 1 1 1 0.6 1 1 1 1 1 1 0 1 0.6 0 0.4 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1

COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER SPEECH LANGUAGE PATH TEACHER TEACHER TEACHER TEACHER TEACHER PSYCHOLOGIST PSYCHOLOGIST TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER TEACHER

WILSON, KELLY ANN WILSON, LORI MARIE WILSON, TIA MARIE WILSON, VALLERI KAY WILSON, VALLERI KAY WINGERT, DAVID G WITHROW, SARA B WOEHLER, CHRISTY M WOJCIECHOWSKI, AIMEE L WOLFLEY, SAMANTHA ANN WONG, GIZELLE WONG, LESLIE S WOOD, MAXWELL COUMBE WOODRUFF, RENEE JEAN WOODS, KERRY WOODS, KERRY WOODWARD, CANDY S WOODWELL, CHERYL L WOODWELL, CHERYL L WOODWELL, CHERYL L WOOLF, AMBER J WOOTON, SUZANNE LORENE WOYTKO, JANICE H WYATT, JENNIFER LYNN YAHNER, JANET L YANEZ, NICOLE LEE YANTIS, BRIANNA L YAO, LAI YAO, WEN CHIN YATES, TIMOTHY CODY YATES, TIMOTHY CODY YEDNAK, LISA MARIE YINGST, JANA LYNN YONAN, SARA CHRISTINE YORKE, MICAH JOHN YOST, SHIRLEY A YOUNG, HANNAH R YOUNGBERG, MICHAEL K YOUNGER, KENT RICHARD YOUNG-ESPARZA, RENEE MICHELLE YOUNG-ESPARZA, RENEE MICHELLE ZAMPINI, CLAIRE CHRISTINE ZANZUCCHI, JOSEPH ANDREW ZAZUETA-JORDAN, ADRIANA ZEEB, CHARLES W ZENT, CHRISTOPHER MICHAEL ZERARKA, LISA M

1 1 1 0.5 0.5 0.6 1 1 1 1 1 1 1 1 1 0 1 0.4 0 0.2 1 1 1 1 1 1 1 1 1 0.5 0.5 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1

TEACHER TEACHER COUNSELOR TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER COUNSELOR TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPEECH LANGUAGE THERAPIST TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER TEACHER SPECIAL ED TEACHER TEACHER SPECIAL ED TEACHER TEACHER TEACHER NURSE TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER

ZHANG, LINGLI ZUNTAG, JENNIFER GWEN

1 1

TEACHER TEACHER

9.B.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve Proclamation Declaring April 10-16, 2016 Volunteer Week in Deer Valley Unified School District

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: National Volunteer Week is April 10-16, 2016. The Deer Valley Unified School District staff will celebrate Volunteer Week April 10-16, 2016 by recognizing and thanking our dedicated volunteers. In the 2014-15 school year volunteers donated nearly 127,221 hours of service. This year, for the first semester, DV schools reported a total of 5923 volunteers who donated a total of 76,952.03 volunteer hours, which has an assessed value of $1,775,283.33. Attached is a schedule of volunteer recognition events. Please feel free to join any of these events as your schedule permits. You, the Governing Board, are our most dedicated volunteers and we thank you for your contributions.

REQUESTED BOARD ACTION – That the Governing Board approve a Proclamation declaring April 10-16, 2016 to be Volunteer Week in the Deer Valley Unified School District.

Submitted by Jenna Moffitt Director

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

Deer Valley Unified School District Governing Board Proclamation WHEREAS, the entire community can effect positive change with any volunteer action no matter how big or small; and WHEREAS, volunteers can connect with local community service opportunities through our schools; and WHEREAS, hundreds of volunteers working in our schools utilize their time and talent daily to make a real difference in the lives of children and adults; and WHEREAS, during this week, all over the nation, service projects will be performed and volunteers recognized for their commitment to service; and WHEREAS, during this month, Deer Valley Schools will be recognizing volunteers for their commitment to students and staff; and WHEREAS, the giving of oneself in service to another empowers the giver and the recipient; and WHEREAS, experience teaches us that government by itself cannot solve all of our nation’s social problems; and WHEREAS, our country’s volunteer force of over 64 million people is a great treasure; and WHEREAS, volunteers are vital to our student’s future as caring and productive citizens; NOW, THEREFORE, I, Michael Gregoire, serving as President of the Deer Valley Unified School District Governing Board, do hereby proclaim April 10 – 16, 2016 as the annual observance of VOLUNTEER WEEK. Signed this 12th day of April, 2016. __________________________________ Michael Gregoire, Governing Board President

DVUSD 2016 Volunteer Week Recognition Programs April 10–16, 2016 Friday, April 1 2:00 pm

Norterra Canyon

Volunteer Tea

7:30 am

Sandra Day O’Connor

Breakfast Celebration.

8:00 am

Mountain Shadows

Volunteer Recognition Breakfast.

3:45 – 4:30 pm

Paseo Hills

Movie Themed Volunteer Party

4:00 pm

Greenbrier

Volunteer Tea

9:30 – 11:00 am

Village Meadows

Volunteer Brunch

Lunches

Park Meadows

BBQ

3:00 pm

Deer Valley HS

Volunteer Reception

11:00 am

Sierra Verde

Volunteer Lunch in the Media Center

2:30 pm

Boulder Creek HS

Volunteer celebration during Staff meeting

6:00 pm

Sunset Ridge

Volunteer Potluck Dinner

8:45 am

Legend Springs

Friday Flagpole celebration. Treats afterwards.

3:15 – 4:00 pm

Sunrise

Volunteer Tea

Canyon Springs

Coffee and donuts with administration

Las Brisas

Volunteer luncheon in conjunction with field day

Tuesday, April 12

Wednesday, April 13

Thursday, April 14

Friday, April 15

Thursday, May 5

Thursday, May 12

Other Recognitions: Barry Goldwater HS

Message on marquee. Treats.

Canyon Springs

Message on marquee.

Desert Mountain

Cards made by students. Gifts. Banners.

Desert Sky Middle

Gift bags. Posters. Message on newsletter and marquee.

Gavilan Peak

Cake reception. Banners, Thank you cards.

Highland Lakes

Posters. Message in newsletter and on marquee. Gift bag.

Las Brisas

Bulletin Board Display.

Mirage

Thank You’s on Facebook and Marquee. Gift.

Mountain Ridge HS

Goodie bags and lunch.

Sonoran Foothills

Goodie bags.

Terramar

Message on marquee. Gift bags.

9.C.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Approve the Agreements between Pivotal Realty and Deer Valley Unified School District

Date assigned for Board consideration:

April 12, 2016

KCD-R Policy Reference

15-342 A.R.S. Reference

EXECUTIVE SUMMARY: Description – As part of a rezoning application made by Pivotal Realty to the City of Peoria, we have reached an agreement to do a land exchange and a voluntary development donation of $750/home site for two parcels in the West Wing community, about 143 home sites. Rationale – According to A.R.S. 15-342 the District can enter into agreements with other agencies.

REQUESTED BOARD ACTION – That the Governing Board accept the Administration’s recommendation to approve the Land Exchange Agreement, and the Per Unit Payment Agreement between Pivotal Realty and Deer Valley Unified School District.

Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

Preview 10.A.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Preview the 2016-17 Certified Performance Pay Plan

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: The 2016-17 Performance Pay Plan will be presented for the Board to preview. There are minor changes from the 2015-16 plan. The changes are highlighted in the plan draft.

REQUESTED BOARD ACTION – No action required.

Submitted by Dr. Scott Smith Director

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

2016-2017 Certified Performance Pay Plan The Certified Performance Pay Plan consists of 3 distinct components: The teacher evaluation, professional responsibility/professional development hours, and state assigned district letter grade. Each component will be assessed independently. Performance Pay funds will be allocated to each component based on the weight of the component.

Teacher Evaluation = 50% Scored observation from the Certified Evaluation System Using standards 1-6 from the Stronge evaluation, performance pay for this component will be calculated at the school level. That is, District Office will allocate this 50% bucket of money to each school based on the number of qualifying certified staff at the school. District Office will then allocate each school’s bucket of money to the teachers at that school. Ineligibility: The teacher is not eligible for this component if he/she receives any ineffective rating or more than 3 developing ratings on the final evaluation. Payout for Evaluation: District Office will divide the total dollar amount available to the school by the number of teachers to obtain an average allocation per teacher. Each teacher will receive a portion of this allocation based on the following matrix (no rounding up). Any left over money in this allocation will be added to the district letter grade component. Evaluation Score Payout %

3.2 - 4.0 100%

2.8 – 3.19 85%

2.5 – 2.79 60%

< 2.5 0%

PROFESSIONAL RESPONSIBILITIES / PROFESSIONAL DEVELOPMENT = (10%)

20 total hours of either service for school, students, and/or staff and/or professional development. All PD hours must be logged outside the normal work day and must be the financial responsibility of the staff member. Money allocated for this component will be 10% of the total for performance pay. Twenty (20) total hours must be accumulated outside of the normal work day. Required Professional Responsibility / Professional Development hours will be pro-rated for part time employees. For example, a .6 FTE employee will require 12 hours. Responsibility / PD hours will also be prorated for hire date. For example, an employee working for more than ½ of the year but less than ¾ of the year is eligible for 75% of performance pay (see Hire Date section below). This employee will require 15 hours. Documentation will be provided by the staff member to his/her administrator. A sample list (not exhaustive) of professional responsibilities follows. 1. Committee – District/School/State 2. Mentors 3. Awards/accreditations/grant preparations 1 Draft 3.30.16

4. Staff Development – Presenter or Facilitator 5. Gen Ed/Special Ed preps are never the same (not common preps) – must meet before/after school (differentiated instruction) 6. Leadership positions 7. 504 Coordinator 8. Club Sponsors 9. NCA/CASI 10. Title I Parent Coordinator 11. District Liaisons 12. Facilitation/participation in Professional Learning Community related to professional development items above 13. Grade level content area/department meetings 14. Others as mutually agreed to by administrator and teacher A sample list (not exhaustive) of professional development follows. 1. Training towards National Board Certification not reimbursed by district and/or district credit given 2. Academic/Content Areas 3. Common Assessments 4. Instructional Technology 5. Guaranteed and Viable Curriculum 6. Differentiated Instruction 7. Common Assessments 8. Standards Based Curriculum and Instruction 9. Inclusionary practices (modifications and accommodations for special education and/or ELL students 10. Highly Qualified in a new area/content 11. Endorsement in a new area/content 12. Certification in a new area/content 13. Student Engagement 14. Advanced Placement Training 15. International Baccalaureate 16. Building a Purposeful Community 17. Others as mutually agreed to by administrator and teacher Documentation of Attainment (provided to administrator) Agendas, sign-in sheets, calendars of events/meetings, copies of blogs showing dates/times from June 2016 to May 2017

State Assigned District Letter Grade = 40% Money allocated for this component will be 40% of the total for performance pay plus left over money from the evaluation component. It is uncertain whether or not the state will be assigning new letter grades for this year, therefore, payout will be based on last year’s letter grade. The following matrix will be applied. 2 Draft 3.30.16

School Letter Grade Payout %

A 100%

B 95%

C 85%

Process to allocate all the money: For district letter grades, the following process will be used to ensure all money is allocated.    

Start with the original methodology This results in a % of the possible money being paid Take the remaining % and allocate with same methodology Take the remaining money and continue until all the money is paid.

Appeal Process Evaluation and Professional Responsibility/PD Hours If an employee feels there has been a procedural breach, submit the appeal form and any documentation supporting the claim in writing to Peggy Rimbey in Human Resources no later than 5:00 pm Monday, 5/22/17 (The appeal form is available on the HR Portal page under “Performance Pay – Certified”). The committee will review the written appeal; three votes will be required to approve an appeal. If an evaluation appeal is approved, the employee will move up one category on the Evaluation Score Payout matrix. If a Professional Responsibility / PD appeal is approved, the employee will receive credit for that 10%. All appeals must be requested and decided upon before any payout can be calculated and prepared for payroll. The appeal committee is comprised of 5 members from the Performance Pay Committee: three certified, with one selected by DVEA, and two building administrators. The committee’s decision will be final.

District Letter Grade An appeal process for the District Letter Grade result is not necessary.

Ineligibility Conditions An employee will become ineligible for performance pay if any one of the following conditions exist: 1. One formal level discipline (reprimand, suspension without pay) 2. Termination or separation of employment from district in lieu of formal discipline or termination. 3. Non-renewal for inadequate classroom performance. 4. Do not complete your contract. 3 Draft 3.30.16

Hire Date - Number of days present – If you work more than ¾ of the year you are eligible for 100%, more than ½ the year you are eligible for 75%, more than ¼ of the year you are eligible for 50% and if less than ¼ of the year you are not eligible. Part Time – FTE – Performance Pay will be calculated as if full time employee then weighted/pro-rated for FTE. Leave of Absence – Number of days present - If an employee is on FMLA or Medical for 12 weeks, then the employee is still eligible for 100% when they return – no penalty. For absences after 12 weeks the same formula for Hire Date will be used. If you work more than ¾ of the year you are eligible for 100%, more than ½ the year you are eligible for 75%, more than ¼ of the year you are eligible for 50% and if less than ¼ of the year you are not eligible.

Itinerant Staff Previous performance pay plans have had unique criteria for itinerant staff. This plan, using district letter grade, does not require separate criteria for itinerant staff.

4 Draft 3.30.16

10.B.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Preview the Negotiation Solution Team (NST) Salary Recommendation

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: A preview of the NST recommended salary increase will be presented.

REQUESTED BOARD ACTION – No action required.

Submitted by Jim Migliorino Deputy Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

10.C.

Green Form

DEER VALLEY UNIFIED SCHOOL DISTRICT #97

BOARD AGENDA ITEM Please provide information listed below when submitting items intended for the consideration of the Governing Board to be placed on the official agenda of the meeting of the Board.

TOPIC:

Preview the 2016-27 K-8 Promotion, Retention, Acceleration and Grading (PRAG) Handbook

Date assigned for Board consideration:

April 12, 2016

None Policy Reference

None A.R.S. Reference

EXECUTIVE SUMMARY: Preview of the 2016-2017 K-8 Promotion, Retention, Acceleration and Grading Handbook Dr. Gayle Galligan will present a preview of the 2016-2017 K-8 Promotion, Retention, Acceleration and Grading Handbook. In addition, changes made to the Handbook by the Promotion, Retention, Acceleration and Grading Work Team will be showcased.

REQUESTED BOARD ACTION – No action required

Submitted by Dr. Gayle Galligan Associate Superintendent

Dr. James R. Veitenheimer Superintendent Form revised 2/7/11

PRAG CHANGES 2016-2017 Page Numbers Information Added to Existing Sections: 5 7 16 1Ac 26 38 68 69

Clarification was added to the statute A.R.S. § 15-701 to acknowledge that we are not using AIMS any longer, but it still is written in the statue. A definition for “Promotion to High School” was added to clarify the competency requirements needed. In “Retention Criteria for Grades K-6…” a bullet point was added to include information for students who might need additional reading intervention In “Retention Criteria for Grades 7-8…” statements were added to further clarify reassignment criteria. In the “Acceleration Procedures” section, a paragraph was added specific to acceleration procedures for Renaissance Academy students. The beginning sentence in the Kindergarten Grading and Reporting section was added to acknowledge grading options for teachers. “Early Entry Checklist” was added to the documents in the Appendix. A chart was added to the Appendix to help clarify the difference between promotion and reassignment with 8th graders to high school.

Refinements:

8 22 23 23 23 26 36 36

Throughout the handbook, other than statute, “AIMS” was replaced with “state test.” In the “Placement of Transfer Students…” section, “for the district’s academic school year” was added to clarify placement when new students from other areas enter our district. In the “Acceleration Information” section, early admission reference now includes Kindergarten. In the “Acceleration Procedures” section, a sentence was added to clarify the testing identification differences between students accelerating from one grade to another and early entry to 1st grade or kindergarten. In the “Acceleration Procedures” section, procedures for parents to follow were refined to be consistent. In the “Acceleration Procedures” section, “counselor and/or school psychologist” was added to the acceleration team list Verbiage was changed slightly in the “Single-Subject Acceleration…” section to clarify identification of gifted/above grade level criteria. In the “Grading in Special Programs” section, a sentence was added to the IEP area regarding paper progress reports for clarification. The section on “Accommodations/Modifications/Accelerations” was moved to after the section “Grading in Special Areas” for a more cohesive placement.

Revisions: 24-25

28-

37

The “Early Entry to Kindergarten” and “Early Entry to 1st Grade” sections were revised to give more detailed information for following district policy. The “Grading & Reporting” section was revised and rearranged to better communicate to schools and parents the district expectations and procedures with grading and how we are to inform parents. Significant changes include:  Changing the percentage for “F’s” or “U’s” to 49% and below from 59% and below and including percentages for Standards Based Grading  Adding verbiage to better clarify the difference between being “promoted” from 8th grade and being “reassigned” from 8th grade  Rewriting the section on “Progress Reports” for clarity and differences in procedures at different schools  Section was added for “Conferences” to include student-led conferences  Section was added called “Canvas” as this is new to DVUSD this year  Section on “Grade Eligibility” was added to “Grading Procedures – Grades 7-8” to acknowledge ADE regulations and district policy with student eligibility to participate in extracurricular sports and activities In the “Grading In Special Programs” section, the “Modifications” paragraph was re-written for clarification, and a link to more information was provided.

K-8 PROMOTION, RETENTION, ACCELERATION & GRADING HANDBOOK 2016-2017

Superintendent

Dr. James Veitenheimer Ron Bayer

Kim Fisher

Governing Board Michael Gregoire Ann O’Brien

Ann Elizabeth Ordway

Mission Statement: Our mission is to provide extraordinary educational opportunities to every learner. Deer Valley Unified School District does not discriminate on the basis of race, color, national origin, gender, age, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. Deer Valley Unified School District no discrimina por motivos de raza, color, origen nacional, género, edad o discapacidad en la admisión a sus programas, servicios o actividades, en el acceso a ellos, en el tratamiento de las personas, o en cualquier aspecto de sus operaciones. 2/27/15 dg

1

Table of Contents Forward

Page Promotion and Retention Arizona State Statutes Page 3rd Grade State Testing Requirement Page DVUSD Governing Board Policy Page Guidelines Page Standards and Definitions Page Placement of New Students & Entry of Home Schooled Students Page Home Schooled Students Wanting to Participate in DVUSD Extra-Curricular Activities Page Parent Retention/Promotion Information (Student Rights & Responsibilities Handbook) Page

Promotion

4 5 5 6 6 7 8 8 9

Page 11 Page 12 Page 13 Page 14

K-6 Criteria 7-8 Criteria Promotion Parent Appeal Process

Retention

Page 15 Page 16 Page 17 Page 18 Page 19 Page 20

Retention Procedures K-6 Criteria and Notification Timeline 7-8 Criteria and Notification Timeline 7-8 Reassignment Criteria and Notification Timeline K-8 Retention Parent Appeal Process

Acceleration Acceleration Information Whole Grade Acceleration (Grade Skipping) Early Entry to Kindergarten Early Entry to First Grade Single-Subject Acceleration (Content Replacement)

Page 21 Page 22 Page 23 Page 25 Page 25 Page 26

Grading and Reporting

Page 27

Reporting Parent Communication, PowerSchool, Progress Report, Special Programs, Conferences and Canvas Traditional Grading vs. Standards-Based Grading Traditional Grading Guidelines Standards Based Grading Guidelines Gradebook Guidelines How PowerTeacher Gradebook Calculates Grades Report Card Standard Tagging Requirements Procedures for Incomplete Grades, Grades 1-8 Performance Level Guidelines Grading in Special Programs Accommodations/Modifications/Acceleration Grading Procedures - Kindergarten Student Citizenship (Conduct) - Kindergarten Grading Procedures - Grades 1 & 2 Student Citizenship (Conduct) - Grades 1 & 2 Grading Procedures - Grades 3-6

Page 28 Page 30 Page 31 Page 32 Page 32 Page 33 Page 33 Page 33 Page 34 Page 35 Page 36 Page 38 Page 40 Page 41 Page 42 Page 44

2

Table of Contents (cont.) Grading and Reporting (cont.) Student Citizenship (Conduct) - Grades 3-6 Grading Procedures - Grades 7-8 Transfer Procedures - Grades 7-8 Final Grade Calculations - Grades 7-8 High School Courses in Middle School 8th Grade Promotion Ceremony Procedures Home Practice Policy and Philosophy Home Practice Guidelines and Procedures Make Up Opportunities English Language Learners Promotion and Retention Special Education Promotion and Retention Academic Recognition for Grades K-8 (Principal's List/ Honor Roll) Committee Members Notification Letters/Forms

Page 45 Page 47 Page 48 Page 49 Page 52 Page 52 Page 53 Page 55 Page 56 Page 57 Page 57 Page 57 Page 58 Page 58

Appendix Parent/Legal Guardian Letters and Forms

Page 59

3

Foreword Deer Valley Unified School District (DVUSD) is dedicated to each student’s continuous development. This handbook’s purpose is to provide information on student promotion, retention, and acceleration. This handbook also delineates grading and reporting guidelines for teachers and administrators. The guidelines outlined in this handbook adhere to the requirements of the Arizona Revised Statutes and DVUSD policies and regulations. Grading is the process by which teachers assess student learning and progress towards mastering the Arizona College and Career Ready Standards and the Arizona K-12 State Standards. Reporting is the process by which teachers communicate information to parents/guardians about students’ mastery of taught subject matter and skills. This handbook is reviewed annually by a Handbook Review Committee and adjustments made as necessary.

Note: This handbook is reviewed and revised each spring, typically during the time that the Arizona Legislature is in session. Therefore, if there are changes in statute that affect the information contained herein, we will update these changes as they occur in the electronic version of this handbook that can be found on our district web site, http://www.dvusd.org.

4

Arizona State Statutes The statutory authority to retain or promote a student in an elementary grade or to pass or fail a student in high school is set forth in A.R.S. § 15-701.

A.R.S. § 15-342(11) Discretionary powers states: The governing board of a district may: Review the decision of a teacher to promote a pupil to a grade or retain a pupil in a grade in a common school or to pass or fail a pupil in a course in high school. While the teacher has the primary responsibility to make these decisions, it is the Governing Board that has the authority to prescribe standards or criteria for promotion that may be in addition to those prescribed by the State Board of Education. (A.R.S. § 15-701.C and 701.01.C). However, once these criteria are set, a school district cannot delay graduation for a student who has achieved the necessary credits. (Ariz. Atty. Gen. Op. 189-095).

A.R.S. § 15-516 Teacher immunity states: A full-time teacher who is employed by a school district or a charter school is immune from personal liability for all acts done and actions taken in good faith in evaluating or grading any student.

A.R.S. § 15-521 Duties of teachers states: Every teacher shall: 1. Make student learning the primary focus of the teacher's professional time. 2. Hold pupils to strict account for disorderly conduct. 3. Take and maintain daily classroom attendance. 4. Make the decision to promote or retain a pupil in grade in a common school or to pass or fail a pupil in a course in high school. Such decisions may be overturned only as provided in section 15-342, paragraph 11. 5. Comply with all rules and policies of the governing board that relate to the duties prescribed in this section.

A.R.S. § 15-701 Common school; promotions; requirements; certificate; supervision of eighth grades by superintendent of high school district; high school admissions; academic credit (3a) states: A requirement that a pupil not be promoted from the third grade if the pupil obtains a score on the reading portion of the Arizona instrument to measure standards test, or a successor test, that demonstrates that the pupil's reading falls far below the third grade level. A school district or governing board MAY choose to promote a pupil who earns an AIMS* score that falls far below the third grade level for the following reasons: 1. A good cause exemption if the pupil is an English learner or a limited English proficient student as defined in section 15-751 and has had fewer than two years of English language instruction. 2. A child with a disability as defined in section 15-761 if the pupil’s individualized education program team and the pupil’s parent or guardian agrees that promotion is appropriate based on the pupil’s individualized education program. * Although AIMS is no longer in place, statute still refers to AIMS.

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A.R.S. § 15-701 Common school; promotions; requirements; certificate; supervision of eighth grades by superintendent of high school district; high school admissions; academic credit states: E. A teacher shall determine whether to promote or retain a pupil in grade in a common school as provided in section 15-521, paragraph 3 on the basis of the prescribed criteria. The governing board, if it reviews the decision of a teacher to promote or retain a pupil in grade in a common school as provided in section 15-342, paragraph 11, shall base its decision on the prescribed criteria.

A.R.S. § 15-821 Admission of children; required age states: A. Unless otherwise provide by article 1.1 of this chapter or by any other law, all schools shall admit children who are between the ages of six and twenty-one years, who reside in the school district and who meet the requirements for enrollment in one of the grades or programs offered in the school. A school may refuse to admit a child who has graduated from a high school with a recognized diploma. C. If a kindergarten program is maintained, a child is eligible for admission to kindergarten if the child is five years of age. A child is deemed five years of age if the child reaches the age of five before September 1 of the current school year. A child is eligible for admission to first grade if the child is six years of age. A child is deemed six years of age if the child reaches the age of six before September 1 of the current school year. The governing board may admit children who have not reached the required age as prescribed by this subsection if it is determined to be in the best interest of the children. For children entering the first grade, such determination shall be based upon one or more consultations with the parent, parents, guardian or guardians, the children, the teacher and the school principal. Such children must reach the required age of five for kindergarten and six for first grade by January 1 of the current school year.

DVUSD Governing Board Policy The following are Deer Valley Unified School District Governing Board policies and regulations that are important for us to know with the use of this handbook. IKA IKAB IKACA IKB IKD IKE IKE-RA IKE-RB IKEA IKEA-R IKEB

GRADING / ASSESSMENT SYSTEMS REPORT CARDS / PROGRESS REPORTS PARENT CONFERENCES HOMEWORK HONOR ROLLS PROMOTION AND RETENTION OF STUDENTS PROMOTION AND RETENTION OF STUDENTS PROMOTION AND RETENTION OF STUDENTS: Competency Requirements for Promotion of Students from Third Grade MAKE UP OPPORTUNITIES MAKE UP OPPORTUNITIES ACCELERATION

Guidelines Promotion, retention, acceleration, and grading guidelines are designed to establish a procedure for providing an appropriate academic intervention and/or enhancement program for each student in Deer Valley Unified School District. It is every teacher’s professional responsibility to recognize and assist struggling students or challenge academically capable students at each grade level. This handbook provides an overview of professional responsibilities for classroom teachers, local school and district level administrators. In each case, an in-depth examination of student needs should be conducted by all professionals.

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Standards Students must demonstrate accomplishment and proficiency of the academic standards in reading, writing, mathematics, science and social studies adopted by the State Board of Education. In addition to these standards, test scores, grades, teacher recommendations, and other pertinent data will be used to determine promotion or retention. If a parent or legal guardian disagrees with a teacher’s promotion or retention decision as provided in A.R.S. §15-521.10, the parent or legal guardian may request in writing that the Governing Board review the teacher’s decision.

Definitions for Grades K-8 Acceleration:

Iowa Acceleration Scale:

Promotion: Promotion to High School:

Reassignment: Retention: Light’s Retention Scale:

Accommodations

Modifications

The early promotion of individual students to the next grade or higher (based on their academic achievements or readiness for higher level work or advancing them in one or more content areas). The Iowa Acceleration Scale (IAS) is a tool for use by a team of school professionals when whole-grade acceleration (grade skipping) is being considered. The IAS was designed for use with students in grades K-8. The IAS provides a systematic and defensible way to generate recommendations and guidelines that will help make educated and appropriate placement decisions for students who demonstrate high ability and who have the capacity to process greater amounts of information and knowledge than they are able to acquire in their present learning environments. Meeting the criteria for moving to the next grade level. Students must meet competency requirements in the adopted standards for promotion of students from the eighth (8th) grade as determined by the State Board of Education in the areas of reading, writing, mathematics, science, and social studies. An 8th grade certificate of promotion meets this requirement. Not meeting all criteria for promotion at a grade level (7/8) but moving to the next grade. Not meeting the criteria for promotion and remaining at the same grade level. The Light’s Retention Scale (LRS) is a powerful tool that assists school professionals when making sensitive and often difficult decisions about promoting or retaining a child. LRS provides opportunities for dialogue between parents and educators and assures all involved that the decision is based on thoughtful, professional findings. (Academic Therapy Publications) Accommodations are supports provided to help a student access the general education curriculum and validly demonstrate learning. They assist students in learning the same material and content, allowing them to meet the same expectation as their peers. Modifications are individualized changes made to the content and performance expectations for students with significant intellectual disabilities.

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Placement of Transfer Students New to the District Or Entry of Home Schooled Students Home schooled students or students entering without a current grade report should be placed in the age appropriate grade level for the district’s academic school year. Observation and evaluation over a period of three weeks will determine appropriate placement. Evaluation will include reading, writing, math and social consideration. After three weeks, the school will determine if the data supports maintaining age appropriate placement or if the data supports a change in grade level. The principal will determine whether there should be any change in the grade-level placement of the student. In making such determination, the principal will refer to the teacher recommendations and consultation with the parents/legal guardians. (DVUSD Policy JG-R) A student's class assignments are the principal's responsibility. The principal will consider the student's grade level assignment, the prerequisite completion, the student's achievement, and classroom limitations or class size guidelines. (DVUSD Policy JG-R) Children may be admitted to first grade who are six years of age, or shall be deemed six years of age if they reach such age prior to September 1 of the current school year. Children entering first grade who are not six years old on or before August 31, but will be six years old by December 31 of the current school year will be tested through the Early Entry testing process. (A.R.S. § 15-821 Admission of children; required age)

Home Schooled Student Participation in DVUSD Extra‐Curricular Activities Students who are being home schooled at the K-8 level may participate in special area and/or exploratory classes and/or after-school sports at their home DVUSD school. All registration paperwork is required, including immunization records, proof of residence, etc. If sports participation applies, athletic paperwork is required. If a home schooled student wants to participate in special area and/or exploratory classes at a DVUSD school that is not their home school, open enrollment must be completed and all open enrollment rules and procedures will be followed for placement in the school and class. A copy of the Affidavit of Intent for Homeschooling filed with Maricopa County is required. Students attending a charter school may not participate in DVUSD exploratory classes or athletics. (A.R.S. § 15-802.01: Homeschool students’ eligibility to participate)

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Retention and Promotion Parent or Legal Guardian Information (From the Student Rights and Responsibilities Handbook) The student’s academic achievement level and cognitive ability are important, but physical and social characteristics are also determining factors. A decision to promote or retain should be based on sufficient data collected over a period of time and motivated by a desire to place the student in the school program where the greatest success will result.

The Statutes The statutory authority to retain or promote a student in an elementary grade or to pass or fail a student in high school is set forth in A.R.S. 15-701, Common school; promotions; requirements; certificate; supervision of eighth grades by superintendent of high school district; high school admissions; academic credit. A.R. S. 15-701 states: E. A teacher shall determine whether to promote or retain a pupil in grade in a common school as provided in section 15-521, paragraph 3 on the basis of the prescribed criteria. The governing board, if it reviews the decision of a teacher to promote or retain a pupil in grade in a common school as provided in section 15-342, paragraph 11, shall base its decision on the prescribed criteria.

Parental or Legal Guardian Rights A.R.S. 15-102 states: 7. Procedures by which parents may learn about parental rights and responsibilities under the laws of this state, including the following: (e) The promotion requirements prescribed in section 15-701.

A.R.S. 15-342 states: 11. Notwithstanding Title 38, chapter 3, article 3.1, the governing board shall review the decision of a teacher to promote a pupil to a grade or retain a pupil in a grade in a common school or to pass or fail a pupil in a course in high school in executive session unless a parent or legal guardian of the pupil or the pupil, if emancipated, disagrees that the review should be conducted in executive session and then the review shall be conducted in an open meeting.

Process for Parents or Legal Guardians If a parent or legal guardian chooses to contest the teacher’s decision to retain or promote a student: 1. Within five days from the notification of intent to retain or promote, parent or legal guardian will complete a Retention Appeal form or Promotion Appeal form, submit it to the school secretary and schedule a meeting with the principal. (See Appendix for forms). 2. The appeal process will start immediately upon the parent/legal guardian’s completion and submission of an Appeal form. 3. The teacher must fill out a Teacher Promotion or Teacher Retention Justification Form and attach the required documentation.

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Process for Parents or Legal Guardians (Cont.) 4. The principal collects all forms, with the required documentation, and forwards the packet to the Deputy Superintendent for Curriculum, Instruction and Assessment for review. 5. If warranted, the Deputy Superintendent for Curriculum, Instruction and Assessment will then schedule a hearing conference with the Governing Board. The Light’s Retention Scale (LRS) is a powerful tool that assists school professionals when making sensitive and often difficult decisions about promoting or retaining a child. LRS provides opportunities for dialogue between parents and educators and assures all involved that the decision is based on thoughtful, professional findings. (Academic Therapy Publications)

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PROMOTION

According to A.R.S. § 15-521.10, each teacher shall make the decision for promotion or retention of students. All recommendations for promotion must be documented by the teacher. Recommendations that do not comply with the stated criteria must be substantiated by the teacher.

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K-6 Promotion Procedures Student progression in grades K-6 is determined by a variety of indicators, as defined by state standards and district expectations, which are aligned with the Arizona College and Career Ready Standards (AZCCRS). These expectations include specific levels of student performance on locally determined assessments, including universal screenings and ongoing progress monitoring, and results of statewide assessments. Promotion from one level to the next is based upon each student’s progress toward the accomplishment of high standards that are both challenging and achievable. The evaluation of each student’s progress will be based upon the student’s classroom work, observations, tests, district and state assessments, and other relevant information.

Promotion Criteria for Grades K-6 include: At the K-6 level, it is the responsibility of the teacher to notify parents, via the fourth quarter report card, of the intent to promote to the next grade. A.

Achievement: Students must demonstrate accomplishment of the standards in reading, writing, mathematics, science and social studies adopted by the State Board of Education. In grades K-6, the student will be promoted when the student receives a teacher’s recommendation for promotion.

B.

Attendance: The minimum attendance standard for the Deer Valley Unified School District is 90% of the days of the school year per A.R.S. §15-802 and A.R.S. § 15-803. Extenuating circumstances will be considered on an individual basis. Students who are absent 10% of the school year, or 18 days, may need to be retained. 

If a teacher notices a pattern of absences and/or tardies that is affecting student performance, the teacher may contact the parents/legal guardians. Student absences for each grading period are to be recorded on the report card. If the absences are a reason for low grades, the teacher may wish to write a comment on the report card. Attendance issues may not be the sole criterion for retention.



According to Arizona State Law, A.R.S.§15-802, students who are identified as having chronic health problems must have the opportunity to keep up with class work through homework assignments. (See Appendix - Form JHD-EB)

Social & Emotional Component: The student’s academic achievement level and cognitive ability are important, but physical and social characteristics are also determining factors. Schools will use the Light’s Retention Scale (see page 7) for student data.

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7-8 Promotion Procedures Student progression in grades 7-8 is determined by a variety of indicators, as defined by state standards and district expectations, which are aligned with the Arizona College and Career Ready Standards (AZCCRS). These expectations include specific levels of student performance on locally determined assessments, including universal screenings and ongoing progress monitoring, and results of statewide assessments. Promotion from one level to the next is based upon each student’s progress toward the accomplishment of high standards that are both challenging and achievable. The evaluation of each student’s progress will be based upon the student’s classroom work, observations, tests, district and state assessments, and other relevant information.

Promotion Criteria for Grades 7-8 include: At the 7-8 level, it is the teacher’s responsibility to notify parents through the report card of the intent to promote to the next grade. A. Achievement: The minimum requirement for promotion to the next grade level is a D or higher in the final grade in ALL subjects. A student must pass all subjects in order to qualify for promotion to the next grade. Within specified guidelines, schools shall have the authority to “place” a student who does not meet promotion requirements based on the best educational interest of the child. B. Attendance: The minimum attendance standard for the Deer Valley Unified School District is 90% of the days of the school year per A.R.S. §15-802 and A.R.S. § 15-803. Extenuating circumstances will be considered on an individual basis. Students who are absent 10% of the school year, or 18 days, may need to be retained. 

If a teacher notices a pattern of absences and/or tardies that is affecting student performance, the teacher may contact the parents/legal guardians. Student absences for each grading period are to be recorded on the report card. If the absences are a reason for low grades, the teacher may wish to write a comment on the report card. Attendance issues may not be the sole criterion for retention



According to Arizona State Law, A.R.S.§15-802, students who are identified as having chronic health problems must have the opportunity to keep up with class work through homework assignments. (See Appendix - Form JHD-EB)

Social & Emotional component: The student’s academic achievement level and cognitive ability are important, but physical and social characteristics are also determining factors. Schools will use the Light’s Retention Scale (see page 7) for student data.

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K-8 Promotion Appeal Process Parent/legal guardianWithin five days from the notification of intent to promote: 1. Complete a Promotion Appeal Form and submit it to the school principal or secretary. 2. Notify the school principal to schedule a meeting. 3. The appeal process will start immediately upon the parent/legal guardian’s completion and submission of a Promotion Appeal Form.

Teacher – Fill out a Teacher Promotion Justification Form and attach the following required documentation: a. Promotion Appeal Form from parent(s)/legal guardian(s) b. Copies of report cards c. Copy of the student’s attendance record d. Test results from district assessments (DIBELS Next, reading or math assessments, Scholastic Reading Inventory (SRI), teacher-made tests, etc.) and state mandated assessments e. Examples of the student’s work and examples of an average student’s work (be sure to remove the average student’s name from the papers) f. Copy of the student’s Intervention Plan or documentation collected by the campus Multi-Tiered System of Support (MTSS) team g. Records of communication with the student’s parents/legal guardians (telephone logs and copies of written/electronic communication) h. Verification of conferences with parents/legal guardians (signed forms with a list of items discussed) i. Light’s Retention Scale Rating (see page 7)

Principal – 1. Meet with parents. 2. Sign the Teacher Justification Form. 3. Collect all forms, with the required documentation, and forward the packet to the Deputy Superintendent of Curriculum, Instruction and Assessment for review and decision. 4. If warranted, the Deputy Superintendent of Curriculum, Instruction and Assessment will then schedule a hearing conference with the Governing Board.

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RETENTION

According to A.R.S. § 15-521.10, each teacher shall make the decision for promotion or retention of students. All recommendations for promotion must be documented by the teacher. Recommendations that do not comply with the stated criteria must be substantiated by the teacher.

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Retention Procedures When considering retention, it is Deer Valley Unified School District’s belief that the school staff must make a concerted, proactive effort to provide the learning opportunities and support systems that meet students’ needs for success. Conducting a campus Multi-Tiered System of Support (MTSS) team meeting to determine the appropriate academic and behavioral interventions for potential retainees is necessary. It is important for teachers to document instructional strategies used as interventions for underachieving students. Promoting students annually is desirable; however, it is recognized that under certain circumstances retention must be considered for some students. Retaining elementary school students shall conform to the following: 1. Every effort shall be made to identify potential retainees as early as possible during the school year and to work with the students’ parents/legal guardians to improve academic performance. 2. Attendance regulations set forth by Arizona Department Education ARS 15-803 shall be enforced. Promotion of students in grade 3 shall follow requirements set forth in A. R. S. 15-701, Common school; promotions; requirements; certificate; supervision of eighth grades by superintendent of high school district; high school admissions; academic credit: Effective the 2013-2014 school year, no third grade student shall be promoted to the fourth grade if the student obtains a score on the third grade state reading test that indicates he or she is reading far below third grade. At the K-8 level, it is the teacher or counselor’s responsibility to notify the parents/legal guardians of intent to retain. The staff completing the notification must provide a copy to the principal. The teacher makes the final decision to retain with the use of the Light’s Retention Scale (see page 7). Consultation with the principal and other staff members and involvement of parents/legal guardians in all steps of the retention process is vital. No decision for retention shall be made without parent/legal guardian involvement. If parents/legal guardians feel retention is not in the best interest of the child they should: 1. Meet with the child’s teacher to share concerns. 2. Complete a Retention Appeal Form (see appendix) and submit it to the child’s teacher. 3. Schedule a meeting with the school principal to review school and home documentation and the retention process. 4. The appeal process will start immediately upon the parent/legal guardian’s completion and submission of a Retention Appeal Form.

Retention Criteria for Grades K-6 include: A. Achievement: Students must demonstrate accomplishment of the standards in reading, writing, mathematics, science and social studies adopted by the State Board of Education. 

Students who are identified intensive on DIBELS and have reading diagnostic screener results indicating discrepancy of one grade level or more should receive notification at the end of the first quarter that they may be good candidates for retention. Every effort should be made through the MTSS process to provide intervention to close the gap. Possible retention letters should be sent at the end of second quarter if updated winter benchmark DIBELS and screener scores show the same gaps.

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B. Attendance: The minimum attendance standard for the Deer Valley Unified School District is 90% of the days of the school year per A.R.S. §15-802 and A.R.S. § 15-803. Extenuating circumstances will be considered on an individual basis. Students who are absent 10% of the school year, or 18 days, may need to be retained. 

If a teacher notices a pattern of absences and/or tardies that is affecting student performance, the teacher may contact the parents/legal guardians. Student absences for each grading period are to be recorded on the report card. If the absences are a reason for low grades, the teacher may wish to write a comment on the report card. Attendance issues may not be the sole criterion for retention.



According to Arizona State Law, A.R.S.§15-802, students who are identified as having chronic health problems must have the opportunity to keep up with class work through homework assignments. (See Appendix - Form JHD-EB.)

Social & Emotional Component: The student’s academic achievement level and cognitive ability are important, but physical and social characteristics are also determining factors. Schools will use the Light’s Retention Scale (see page 7) for student data.

K-6 Retention Notification Timeline: Following the end of 1st quarter:  Parents/legal guardians are notified that their child is experiencing academic difficulty during their first conference time  Teacher will notify and conference with administration regarding concerns  A MTSS Team meeting to review pertinent data, determine targeted intervention strategies, and make plans for monitoring and reviewing student progress will be conducted  Information flagged in PowerSchool Following the end of 2nd quarter:  Parents/legal guardians are notified of possible retention  Use K-6 Notification of Possible Retention letter (Principal must sign letter)  Update information in PowerSchool Six weeks into the 4th quarter, upon documentation of teachers’ final grades:  Parents/legal guardians are notified of intent to retain  Use K-6 Notification of Retention letter/Appeal letter (Principal must sign letter)  Update information in PowerSchool Within five days of the date of notification of retention, parents/legal guardians may appeal the decision to retain by completing the Grade K-8 Retention/Promotion Appeal Form. A meeting is held with parent/legal guardian, teachers and Principal.

Retention Criteria for Grades 7-8 include: Achievement: The minimum requirement for promotion to the next grade level is a D or higher for the final grade in ALL subjects and 4 quarters exploratory/elective areas. This includes ELA, math, social studies, science, PE and exploratory. Students who fail a core academic subject must pass that subject in summer school in order to be reassigned. Summer school is at parent/legal guardian’s expense. The district does not provide transportation.

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





Attendance: The minimum attendance standard for the Deer Valley Unified School District is 90% of the days of the school year per A.R.S. §15-802 and A.R.S. § 15-803. Extenuating circumstances will be considered on an individual basis. Students who are absent 10% of the school year, or 18 days, may need to be retained. If a teacher notices a pattern of absences and/or tardies that is affecting student performance, the teacher may contact the parents/legal guardians. Student absences for each grading period are to be recorded on the report card. If the absences are a reason for low grades, the teacher may wish to write a comment on the report card. Attendance issues may not be the sole criterion for retention. According to Arizona State Law, A.R.S.§15-802, students who are identified as having chronic health problems must have the opportunity to keep up with class work through homework assignments. (See Appendix - Form JHD-EB.)

Social & Emotional Component: The student’s academic achievement level and cognitive ability are important, but physical and social characteristics are also determining factors. Schools will use the Light’s Retention Scale (see page 7) for student data.

7-8 Retention Notification Timeline: Following the end of 1st quarter:  Parents/legal guardians are notified of possible retention  Teacher will notify and conference with administration regarding concerns  Use Grades 7 and 8 - First Quarter Letter  MTSS Team meeting to review pertinent data, determine targeted intervention strategies, and make plans for monitoring and reviewing student progress will be conducted  Information flagged in PowerSchool Following the end of 2nd quarter:  Parents/legal guardians are notified of possible retention  Use Grades 7 and 8 - Second Quarter Letter  Update information in PowerSchool Following the end of 3rd quarter:  Parents/legal guardians are notified of possible retention  Use Grades 7 and 8 - Third Quarter Letter  Update information in PowerSchool At the end of 4th quarter, upon documentation of teachers’ final grades, parents/legal guardians are notified of retention. Use Grades 7 and 8 End of Year – Retained/Reassigned letter. Within five days of the date of notification of retention, parents/legal guardians may appeal the decision to retain by completing the Grade K-8 Retention Appeal Form.

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Reassignment Criteria for Grades 7-8 include: Achievement: The minimum requirement for reassignment to the next grade level is a D or higher for the final grade in ALL four core academic subjects. Students who fail a core academic subject must pass that subject in summer school in order to be reassigned. Summer school is at parent/legal guardian’s expense. The district does not provide transportation. Reassignment is not an option for students who do not meet this minimum standard except for the following situations:  Seventh grade students who will be 15 years old during the upcoming school year and/or will have attended grades seven and eight for three years will be reassigned to the 8th grade.  Students who will be 16 years old during the upcoming school year and/or will have attended grades seven and eight for three years will be reassigned to the high school. B. Attendance: The minimum attendance standard for the Deer Valley Unified School District is 90% of the days of the school year per A.R.S. §15-802 and A.R.S. § 15-803. Extenuating circumstances will be considered on an individual basis. Students who are absent 10% of the school year, or 18 days, may need to be retained.  If a teacher notices a pattern of absences and/or tardies that is affecting student performance, the teacher may contact the parents/legal guardians. Student absences for each grading period are to be recorded on the report card. If the absences are a reason for low grades, the teacher may wish to write a comment on the report card. Attendance issues may not be the sole criterion for retention.  According to Arizona State Law, A.R.S.§15-802, students who are identified as having chronic health problems must have the opportunity to keep up with class work through homework assignments. (See Appendix - Form JHD-EB) Social & Emotional Component: The student’s academic achievement level and cognitive ability are important, but physical and social characteristics are also determining factors. Schools will use the Light’s Retention Scale (see page 7) for student data.

7-8 Reassignment Notification Timeline: Following the end of 3rd/4th fourth quarter, parents/legal guardians of students who are now passing but were previously recommended for retention are notified of promotion to the next grade level. Use Grades 7 and 8 “Reassignment” Letter. At the end of 4th quarter, parents/legal guardians of 7th grade students who are recommended for retention and will be 15 years old during the upcoming school year are notified that their child will be reassigned to 8th grade. Use 7th Grade Retention /15 Years Old Letter. At the end of 4th quarter, parents/legal guardians of 8th grade students who are recommended for retention and will be 16 years old during the upcoming school year are notified that their child will be reassigned to high school. Use 8th Grade /16 Years Old Letter.

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K-8 Retention Appeal Process Parent/legal guardianWithin five days from the notification of intent to retain: 1. Complete a Retention Appeal Form and submit it to the school principal or secretary. 2. Notify the school principal to schedule a meeting. 3. The appeal process will start immediately upon the parent/legal guardian’s completion and submission of a Retention Appeal Form.

Teacher – Fill out a Teacher Retention Justification Form and attach the following required documentation: a. Retention Appeal Form from parent(s)/legal guardian(s) b. Copies of report cards c. Copy of the student’s attendance record d. Test results from district assessments (DIBELS Next, reading or math assessments, Scholastic Reading Inventory (SRI), teacher-made tests, etc.) and state mandated assessments e. Examples of the retained student’s work and examples of an average student’s work (remove the average student’s name from the papers) f. Conduct a MTSS Team meeting to review pertinent data, determine targeted intervention strategies, and make plans for monitoring and reviewing student progress g. Records of communication with the student’s parents/legal guardians (telephone logs and copies of written/electronic communication) h. Verification of conferences with parents/legal guardians (signed forms with a list of items discussed) i. Light’s Retention Scale (see page 7) Rating

Principal – 1. Meet with parents. 2. Sign the Teacher Justification Form. 3. Collect all forms, with the required documentation, and forward the packet to the Deputy Superintendent of Curriculum, Instruction and Assessment for review and decision. 4. If warranted, the Deputy Superintendent of Curriculum, Instruction and Assessment will then schedule a hearing conference with the Governing Board.

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ACCELERATION

In accordance with DVUSD Governing Board policy IKEB the final decision to accelerate a student rests with the Superintendent.

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Acceleration Information DVUSD Board Policy I‐7300 IKEB states: When circumstances indicate that acceleration in grade placement is in the best interest of the student, close cooperation between the parents/legal guardians and all school personnel involved is imperative. Each student’s placement will be considered individually and decisions will be made only after a careful study of facts relating to the student’s growth and development. The student’s academic achievement level and cognitive ability are important, but physical and social characteristics are also determining factors. A decision should be based on sufficient data collected over a period of time and motivated by a desire to place the student in the school program where the greatest success will result. The final decision to accelerate a student rests with the Superintendent. Parental/legal guardian involvement in all steps of the process is vital. Parental consent to the acceleration of a student should be in writing. If parents do not approve of a decision regarding the acceleration of the student, they may appeal the decision to the Superintendent. Further appeal, if necessary, may be made to the Board. What is Acceleration? Acceleration is one of the most effective ways to meet high achieving and/or gifted students’ educational needs. While DVUSD wants acceleration opportunities to be accessible to students whom it will benefit, we also acknowledge that decisions to accelerate must be well reasoned and evidence based. The decision to accelerate changes the path of a child’s education and should be made carefully. Grade Based Acceleration (see Whole Grade Acceleration – Grade skipping below) shortens the number of years a student spends in K‐12 schooling. Students are placed by factors other than age and are given opportunities to master content faster. This also includes early entrance. Forms of grade‐based acceleration include: • Early admission to Kindergarten and 1st grade • Whole‐grade skipping • Early entrance into middle or high school Content Based Acceleration (see Single‐subject Acceleration below) provides students with content, skills, or understanding that is beyond their grade level or age. Students can work on the advanced content either within their current age grade level, in a content replacement pull‐out class for gifted identified students know as SAGE in most schools or in a classroom above their age grade level. Opportunities for content‐based acceleration include: • Single‐subject acceleration • Curriculum compacting * • eSchool online classes

*Curriculum compacting -- Standard curriculum is compressed into a shorter period of time, allowing the gifted student to study related material while classmates master standard content.

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Acceleration Procedures Whole Grade Acceleration (Grade Skipping) When a student displays significant academic, emotional, and social maturity, the child's age‐grade might not be the optimal placement. Parents, school staff, and the child can initiate consideration for grade skipping. The Iowa Acceleration Scale (IAS) will be used by all schools when considering grade skipping in grades K-8. It is a tool commonly used to guide decisions about whole‐grade acceleration. The IAS provides a systematic, objective process by using data to inform the decision. It uses factors such as ability, motivation, attitude, and peer relationships in addition to ability, aptitude, and achievement. The result is a prediction of success with grade skipping, and a recommendation for or against whole‐grade acceleration. Early Entry testing for Kindergarten and First Grade utilizes alternate testing tools to determine eligibility. Early entry testing is described in detail on page 25-26. If parents/legal guardians feel whole‐grade acceleration is in the best interest of the child they should complete a Request for Whole Grade Acceleration form (see appendix) and submit it to the principal. The principal will contact the Gifted Coordinator or the Deputy Superintendent of Curriculum, Instruction and Assessment to start the process. The Gifted Coordinator will provide the IAS materials and will guide the principal and school team through the process. Timeline for Requesting Whole Grade Acceleration: Parents requesting whole grade acceleration must do so before the end of the 3rd quarter to be considered for skipping the next school year. Principals may not be able to consider summer requests until school staff returns from summer break. The principal will: 1. Request the Iowa Acceleration Scale (IAS) and Summary and Planning Record from the Gifted Coordinator or the Deputy Superintendent of Curriculum, Instruction, and Assessment. 2. Form an acceleration team that includes the following people:  Principal  Current teacher  Receiving teacher  Parents or legal guardians  Counselor and/or school psychologist  Any specialists who work with the child (gifted, ELL, special education, etc.), if applicable 3. Gather available assessment data including: Ability, Aptitude, and Achievement (required for the IAS completion). Options for each area include but are not limited to:  Ability- Cognitive Abilities Test (CogAT), Woodcock Johnson Tests of Cognitive Abilities (WJ-Cog); these assessments may be administered by a gifted teacher or school psychologist. Parents may provide a report completed by a private psychologist if it meets the State of Arizona’s criteria for gifted identification  Aptitude- DVUSD benchmark exams given above grade level (at the level being considered for placement)

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

Achievement- State standardized assessments, Woodcock Johnson Tests of Achievement (WJ-ACH); these tests may be administered by a school psychologist or qualified teacher

4. Schedule testing for any areas (ability, aptitude, and achievement) where scores are not already available. School psychologists, gifted specialists/teachers, and other qualified staff may administer the assessments. 5. Meet with the acceleration team to complete and discuss the IAS.  The team will review the required data to complete the IAS including ability, aptitude, and achievement scores. Using the IAS, the team will make a recommendation for or against whole grade acceleration and the principal will contact the Gifted Services Coordinator.  The team will use the IAS Summary and Planning Record to outline subsequent steps to ensure success. This process is detailed below.  If the team recommends whole grade acceleration, the principal will forward the IAS Planning Record to the Gifted Services Coordinator. The Coordinator will then meet with the Deputy Superintendent of Curriculum, Instruction & Assessment to review the documentation. The Deputy Superintendent of Curriculum, Instruction and Assessment will forward the recommendation to the Superintendent, who will make the final recommendation for or against acceleration. Further appeal, if necessary, may be made to the Board.  If the decision is made not to skip a whole grade, the team should consider single subject acceleration. See the Single Subject Acceleration (Content Replacement) section below. Planning and Monitoring for Success: After a decision to whole grade skip, the team will complete the IAS Summary and Planning Report. This document summarizes all of the important information from the IAS and outlines:  a step‐by‐step plan of the program change  a transition plan  a monitoring plan Each member of the acceleration team should receive a copy of the plan, and one must be placed in the student’s cumulative file. A follow‐up meeting with the acceleration team should take place within eight weeks of the grade change. At this time, the team may establish a need for continued monitoring or other interventions to ensure success. An accelerated student may need a semester or longer to fully adjust to the new placement. During this time, staff should closely monitor the student for gaps in academic understanding or social difficulties. Should problems arise, factors other than the placement change may be contributing to the problem. Be sure to examine all issues and possible related factors before making further decisions. Whole Grade Acceleration When Moving to Another Building (K-6 to MS or MS to HS): For students at a K-6 school accelerating into middle school, or a 7th grade student accelerating over 8th grade into high school, parents and school will follow the identified acceleration process found on the preceding pages. However, the team should include all current core content teachers and a counselor and administrator from both schools. The team should identify a contact person at the receiving school who will monitor the student’s transition for the first semester and will coordinate interventions, if necessary.

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Early Entry to Kindergarten Children who are 5 years old by August 31st are eligible to enroll in kindergarten. However, children who turn 5 between September 1st and December 31st may be assessed to determine readiness for early entrance into kindergarten. The intent of early entrance is to identify highly capable children who miss the regular September 1st cutoff for kindergarten entrance. Early entry is specifically geared for children whose curriculum achievement level far exceeds the norm. In order to be considered for the early entrance exception, the child must exhibit advanced skills in language arts, mathematics, and in social, emotional and motor development as measured by tests administered by Deer Valley Unified School District by July 31st of the upcoming school year. No age exceptions will be granted after the start of the first day of the school year, unless unique circumstances exist with children transferring from another school, state or country. In these unique circumstances, all rules and procedures described above will be followed. No screenings from other schools will be accepted. Thirty Day Classroom Observation Period The kindergarten teacher will observe the early enrolled kindergarten student's work habits and maturity in the classroom setting during the first thirty (30) calendar days enrolled. The classroom teacher will complete the Kindergarten Readiness Checklist after the 30 day observation period and the appropriateness of placement will be discussed with site administration. The administrator and the teacher will meet with the parent to discuss the appropriateness of the placement at the end of the 30 days if it is determined that the child is struggling academically, socially, or behaviorally. The principal will make a determination about the continuation of placement in early entry kindergarten after reviewing all data. The administrator’s decision is final. For additional information about testing, please go to: http://www.dvusd.org/Page/30453 For additional information regarding early entry readiness, please see page 67 in the appendix.

Early Entry to First Grade Children who are 6 years old by August 31st are eligible to enroll in first grade. However, children who turn 6 between September 1st and December 31st may be assessed to determine readiness for early entrance into first grade. The intent of early entrance is to identify highly capable children who miss the regular September 1st cutoff for first grade entrance. Early entry is specifically geared for children whose curriculum achievement level far exceeds the norm. In order to be considered for the early entrance exception, the child must exhibit advanced skills in language arts, mathematics, and in social, emotional and motor development as measured by tests administered by Deer Valley Unified School District. No age exceptions will be granted after the start of the first day of the school year, unless unique circumstances exist with children transferring from another school, state or country. In these unique circumstances, all rules and procedures described above will be followed. No screenings from other schools will be accepted. Thirty Day Classroom Observation Period If a student passes the first grade readiness test, the first grade teacher will observe the early enrolled student's work habits and maturity in the classroom setting during the first thirty (30) days enrolled. Appropriateness of placement will be communicated with parents and site administration. The administrator and the teacher will meet with the parent at the end of the 30 days if it is determined that

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the child is struggling academically, socially, or behaviorally. The principal will make a determination about the continuation of placement in early entry first grade after reviewing all data. The administrator’s decision is final. For additional information about testing please go to: http://www.dvusd.org/Page/30454 For additional information regarding early entry readiness, please see page 67 in the appendix.

Special Circumstances: Renaissance Program The Renaissance Highly Gifted Program is a combination of enrichment and acceleration provided to meet the unique needs of highly gifted students. Students are typically learning at levels one to two grades above their current grade level. Because of this, full grade level acceleration is not available either into or within the Renaissance program.

Single Subject Acceleration (Content Replacement) Some students are ready to move through single subject areas (usually math or reading) at a faster pace than their grade level peers. Other students have had earlier exposure to content and, if they have reached mastery of grade level content, need to accelerate in order to learn new material. If a child has mastery of the grade level material in a subject area, it may be appropriate to allow them to go to a higher grade level for that subject area. This is considered content replacement, and the student will be graded on the expectations of the accelerated grade level for that subject. The student’s academic achievement level and cognitive ability are important, but physical and social characteristics are also determining factors. In DVUSD, students who are identified as gifted or above grade level typically have the opportunity to accelerate in math and/or reading. If a student is not identified gifted and parents/legal guardians want to request single subject acceleration they should complete a Request for Single Subject Acceleration Form (see appendix) and submit it to the principal. The principal will form a team that includes the following people:  Principal  Current content area teacher  Receiving content area teacher  Parents or guardians  Any specialists who work with the child (gifted, ELL, special education, etc.) The team will look at pertinent data, including but not limited to the state achievement test, grade level content, DVUSD Benchmark exams, and grades from the current class. They should consider any gaps that may exist or develop because of skipped content and develop a plan to fill them. Additionally, the team should develop a transitional plan to support the child with social and emotional factors and to monitor success throughout the remainder of the school year. If a team decides that content area acceleration is in the child’s best interest, they will proceed with placement and monitor progress as planned. The final decision to accelerate a student in a single subject grade level rests with the school principal.

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GRADING & REPORTING A.R.S. § 15-516 states: A full-time teacher who is employed by a school district or a charter school is immune from personal liability for all acts done and actions taken in good faith in evaluating or grading any student. A.R.S. § 15-521 states: Every teacher shall: 1. Make student learning the primary focus of the teacher's professional time. 2. Hold pupils to strict account for disorderly conduct. 3. Take and maintain daily classroom attendance. 4. Make the decision to promote or retain a pupil in grade in a common school or to pass or fail a pupil in a course in high school. Such decisions may be overturned only as provided in section 15-342, paragraph 11. 5. Comply with all rules and policies of the governing board that relate to the duties prescribed in this section.

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Grading & Reporting DVUSD Beliefs about Grading and Reporting All students must graduate from high school prepared for postsecondary success in college, careers and citizenship. Learning standards define what students must know and do to be college and career ready. The purpose of grading and reporting is to communicate students’ academic progress toward meeting learning standards. Effective communication between school and home is a contributing factor to academic success. A positive, productive teacher-parent/guardian relationship contributes to cooperative efforts toward a student’s academic achievement. The following means of communication are used to keep parents informed of their children's progress.

Parent Communication Deer Valley Unified School District strongly values a parent/guardian’s role in a child’s education. It is through communication that teachers can help parents stay involved. In addition, ongoing communication helps parents stay informed about their child’s academic progress. Parent contact or attempt to contact parents by phone, conference, or e-mail should be kept on file by the teacher. Records should include the date, student name, parent name, phone number, and notes concerning the contents and results of the conversation. For more information, contact your campus administrator.

PowerSchool Deer Valley Unified School District provides parents with a means of staying up-to-date with their child’s progress. PowerSchool is a secure website used by classroom teachers to input and maintain student grades electronically. All parents and students have the opportunity to use PowerSchool to access attendance, activities, assignments, and grades (both current and historical) throughout the school year.

Progress Reports Teachers will maintain ongoing communication with parents/guardians regarding academics, behavior, grading practices and procedures. It is part of the district standard that parents/legal guardians are provided a progress report each quarter. In an effort to "go green", all progress reports will be available digitally unless specifically requested in hard copy from the Front Office. Parents/legal guardians will receive a reminder via email, newsletter, or School Messenger to check grades on PowerSchool no later than halfway through the grading period. All students participating in District sanctioned athletic events must maintain a passing grade in all classes. Teachers' academic records will be surveyed each week and a failing student will receive notification of "pending ineligibility". A student failing two consecutive weeks will be ineligible to participate, unless a subsequent check after one week indicates a passing grade.

Special Program Reporting Grade reporting for students with an Individualized Education Plan (IEP), 504 Plan, or English Language Learner (ELL) Accommodations must be issued at the same frequency as general education students. Also, IEP goal progress updates must be sent home on an at least a quarterly basis in alignment with grade reporting.

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Conferences Conferences between parents and teachers are encouraged. This one-on-one interaction promotes involvement of both the home and the school, fosters mutual understanding of the student's progress, clarifies the student's strengths and needs, and allows for the exchange of information and ideas needed to strengthen and reinforce student performance. An alternative that many schools use is student-led conferences that engage students in their own learning and allows them to be an active part of the conference between a teacher and parent. While both formats take some time and effort, research is clear on the importance of parental involvement to student success. Four early release days have been built into the DVUSD calendar to provide teachers with an opportunity to meet with parents.

Canvas Deer Valley USD uses Canvas to support the district’s technology initiative. Designed specifically for K-12 teachers and students, Canvas is an easy-to-use, cloud-based learning management system (LMS) that connects all the digital tools and resources teachers use into one simple place. It integrates seamlessly with hundreds of apps, empowering teachers and students with countless tools to make teaching and learning easier and more fun. Canvas provides a secure way for teachers to deliver instruction and also provides a user friendly way to virtually interact with students, provide performance feedback, and record and update grades. The Canvas grade book is connected to our student information system, PowerSchool. Parents can create a Canvas parent account to track progress, grades and sign up to receive teacher announcements and notifications. To sign up for the parent “observer” account go to dvusd.instructure.com. On the main login page, find “create a parent account” and authenticate using your student's user name and password which is their main school computer login.

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Traditional vs. Standards-Based Grading General Overview Grades convey how students are performing on DVUSD’s curriculum. We use grades to communicate with parents, students, and other academic institutions about how a student is progressing toward the mastery of the standards in a given content area. The visual below, comparing traditional grading practices with standards-based grading practices, is for informational purposes only. Specific grading guidelines can be found on the next page. Traditional Grading

Standards-Based Grading

Based on assessment methods (quizzes, tests, homework, projects, etc.). One grade/entry is given per assessment.

Based on learning goals and performance standards. One grade/entry is given per learning goal.

Standards are criterion or proficiency-based. Criteria and targets are made available to students ahead of time.

Assessments are based on a percentage system. Criteria for success may be dependent on individual teachers.

Measures achievement only OR separates achievement from effort/behavior. No penalties or extra credit given.

All assignments and assessments can be included in the gradebook and the grade is averaged. Gradebook is organized by sources of information or grading tasks: quizzes, tests, homework, etc.

Selected assessments (tests, quizzes, projects, etc.) are used for grading purposes. Gradebook is organized by learning topics which are based on grade level learner expectations.

Homework assignments are averaged into the calculation of the report card grade.

Responses to student homework are focused on feedback, not grades. Homework is practice, not a demonstration of proficiency.

Emphasize the most recent evidence of learning when grading.

Include every score, regardless of when it was collected. Assessments record the average - not the best work.

Adapted from O’Connor K (2002). How to Grade for Learning: Linking grades to standards (2nd ed.). Thousand Oaks, CA: Corwin Press.

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Grading Grading is the method of evaluating the performance of independently completed student work.

Evaluation is the attachment of grades to independently completed student work that is representative of academic performance. Grades are assigned once the instructional material (reflective of grade level instructional objectives) has been taught and sufficiently practiced. Criteria used for grading are clearly articulated to students. The grading system recognizes progress toward achievement of established standards, even if additional instruction is required to demonstrate mastery of the standards. Note that student learning is compared to standards, not to the learning of other students. Grading should be fair, consistent, reliable, and comprehensive. All grades should be supported by appropriate evidence (e.g., anecdotal notes, work samples, checklists, portfolios, rubrics, projects, assessments, etc.). Many of our classrooms utilize a traditional grading system while others may utilize a standards-based grading system or a hybrid between traditional and standards-based.

Traditional Grading Guidelines The following list contains research-proven procedures that help students obtain mastery in their learning and as such are grading guidelines for the systematic collection, analysis, and use of data about student learning.       



Final grades for a school year are to be maintained in the student’s cumulative permanent record. Formative and diagnostic instruments, such as Universal Screeners and running records, are not to be taken for a grade. Home practice (also known as homework) will not be weighted more than 5% of the overall grade. (Additional information on home practice guidelines and procedures can be found on pages 53-55.) Students should have every possible opportunity for demonstrating mastery of the curriculum. (See your school’s specific grading procedures regarding retakes and redo’s of assignments). Grades for an assessment retake shall replace the original grade with no penalty. Grades shall not be recorded on introductory skills. Grades are to be an evaluation of academic standards and content mastery. Citizenship (conduct) grades are to be an evaluation of a student’s attitude and behavior; they do not reflect academic proficiency. It should not change the grade in the academic area. State law requires that academic grades are a reflection of relative content mastery (§15-342, §15521, §15-701). Behaviors such as turning in work late, not writing name on paper, or other academic behavior concerns should be reflected in the citizenship (conduct) grade, as with other concerns of this nature. Students with repeated problems may require a behavioral intervention. Students are not to receive an academic grade or bonus points for bringing classroom supplies, school or district paperwork, etc. In addition, students are not to be academically penalized for not bringing in classroom supplies, school or district paperwork, etc.

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Standards-Based Grading Guidelines The following list contains research-proven procedures that help students obtain mastery in their learning and as such are grading guidelines for the systematic collection, analysis, and use of data about student learning.  Final grades for a school year are to be maintained in the student’s cumulative permanent record.  Formative and diagnostic instruments, such as Universal Screeners and running records, are not to be taken for a grade.  Home practice (also known as homework), is not calculated into a final grade that represents student’s overall understanding of a standard. Homework's role should be as formative assessment - assessment for learning that takes place during learning. Homework's role is not assessment of learning; therefore it is not graded. (Additional information on home practice guidelines and procedures can be found on pages 53-55.)  Multiple opportunities allow students to demonstrate their level of competence with respect to a standard. This requires additional learning on the part of the student, and possibly additional teaching by the teacher. Wherever possible/practical, students should be given multiple opportunities to demonstrate their current level of understanding and mastery of standards. (See your school’s specific grading procedures regarding retakes and redo’s of assignments and assessments.)  Grades for retaught concepts shall replace the original grade with no penalty.  Grades shall not be recorded on introductory skills. Grades are to be an evaluation of academic standards and content mastery.  The use of zeroes for missing or incomplete assignments is misleading. In the context of a standards-based grading system, a zero indicates the lack of any knowledge or skills. Therefore, a zero for missing or incomplete assessments/assignments does not accurately represent a student's level of knowledge in regard to the standards. A student should be held accountable for work. Lowering the grade each day may give the student a message that there is no point in completing the work. (See your school’s specific grading procedures regarding zeros).  Citizenship (conduct) grades are to be an evaluation of a student’s attitude and behavior; they do not reflect academic proficiency. It should not change the grade in the academic area. State law requires that academic grades are a reflection of relative content mastery (§15-342, §15521, §15-701). Behaviors such as turning in work late, not writing name on paper, or other academic behavior concerns should be reflected in the citizenship (conduct) grade, as with other concerns of this nature. Students with repeated problems may require a behavioral intervention.  Students are not to receive an academic grade or bonus points for bringing classroom supplies, school or district paperwork, etc. In addition, students are not to be academically penalized for not bringing in classroom supplies, school or district paperwork, etc.

Gradebook Guidelines     

Teachers are to maintain students’ grades and progress on the District’s electronic grade book program. Teacher grade books are auditable documents and are maintained digitally by network services. Every effort should be made to record a minimum of one grade per week for each content area. The first week of school, district-wide assessments, and state testing weeks are allowable exceptions. Gradebooks are to be updated on a weekly basis (e.g. weekly assessments or project name and due date for multi-week summation projects). Teachers should take no more than five (5) school days (with exceptions only for major projects and essays) from the assignment due dates to enter its grade.

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How PowerTeacher Gradebook Calculates Grades The internal working of PowerTeacher Gradebook calculates grades based on total points, taking into consideration any category weight. PowerTeacher Gradebook displays the percentage for informational purposes only. Use the report “Individual Student Report” to explain grading to a parent/guardian/ student. The bottom of the report shows a breakdown of the Category/Assignment Summary.

Report Card Standard Tagging Requirements, Grades 1-6 What is tagging? Tagging is associating a specific standard or standards to an assessment entered into PowerTeacher Gradebook. After tagging, teachers enter a Performance Level (1-4) based on how the student performed on the task linked to the given standard(s). What should be tagged? The Teacher of Record should tag assessments (formative or summative) and final projects. Every standard has to be tagged at a minimum of one time per school year. When should teachers tag? Tagging of standards is completed when the teacher puts a grade into the grade book. How many standards should be tagged to each assessment? This is up to the teacher as long as the other requirements of tagging are fulfilled. Can a teacher override performance levels? Overriding the final performance level for each standard is discouraged. In rare instances, an override would need to be approved by the administrator at that school.

Procedures for Incomplete Grades – Grades K-8 If incomplete grades are to be issued in academic or special area classrooms, there must be:  Prior approval from the principal  Documentation from the teacher with a completion plan  A reasonable timeline set, generally not to exceed 10 school days, for the student to complete all required coursework as outlined in the completion plan It is the responsibility of the teacher to notify the Registrar and parents of the changed grade and a new report card will be printed and sent home. NOTE: Every effort should be made so a DVUSD student does not have the option to choose to fail by not completing work or turning in assignments. It is the expectation that all possible interventions will be done to assist students struggling with these expectations. Campus procedures should reflect a specific process for identifying and supporting these students per the determined intervention process. Parents/guardians should be a part of this process.

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DVUSD Report Cards The purpose of the student report card is to communicate formally to parents their student’s performance on the grade-level instructional objectives taught during each of the four nine-week grading periods. The DVUSD report cards (grades K-8) are to reflect each student's individual growth and acquisition of the Arizona College and Career Ready Standards.  Progress in Kindergarten is indicated through Performance Levels (1-4). Kindergarten teachers may opt to use the PowerTeacher Gradebook or PowerSchool.  Progress in Grades 1-2 is indicated through Academic Letter Grades (E-U) and Performance Levels (1-4).  Progress in Grades 3-6 is indicated through Academic Letter Grades (A-F) and Performance Levels (1-4).  Progress in Grades 7-8 is indicated through letter grades (A-F). In addition to the overall percentage and letter grades reported on the elementary K-6 report card, parents also will find performance levels. Performance levels on the DVUSD K-6 report card indicate a student’s level of proficiency in relation to grade level standards and content. Performance levels are not correlated with traditional letter grades such as A, B, C, D. The following descriptors can be used to interpret performance levels on the report card. The Performance Levels indicated by 1-4 are not based on a percent. It is a performance indicator based on the student’s performance toward meeting grade level standards. 4=Demonstrates above grade level proficiency independently 3=Demonstrates grade level proficiency independently 2=Demonstrates grade level proficiency with support 1=Demonstrates below grade level proficiency with support Description of Performance Levels 4 = Demonstrates above grade level proficiency independently  The student consistently demonstrates above grade level proficiency independently for this reporting period.*  A performance level “4” indicates the student is consistently demonstrating above grade level proficiency for a particular standard. A student’s progress exceeds standards because s/he has demonstrated mastery in terms of knowledge, but also independently applies that knowledge in ways that go beyond expectations. Typically, very few children would be at this level. 3=Demonstrates grade level proficiency independently  The student consistently demonstrates proficiency for the grade level concepts and skills independently for this reporting period.*  A Performance Level “3” indicates that a student consistently demonstrates proficiency for a particular standard. Success is independent and requires little or no support to demonstrate proficiency. A student at the top of his/her class, successfully mastering skills and content, may find themselves at level “3” all year, which indicates strong or excellent work, which is expected at grade level.

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2=Demonstrates grade level proficiency with support  The student usually demonstrates the skill or understands the concepts and meets grade level expectations with support for this reporting period.  A Performance Level “2” indicates a student’s progression with skills and information is usually in the expected range, but requires the support of others and / or accommodations to show success for a particular standard. 1=Demonstrates below grade level proficiency with support  The student performs below grade level with support and is not meeting expectations for this reporting period.  A Performance Level “1” indicates that a student’s progress is below grade level proficiency for a particular standard even with supports. His/her instructional level is characterized by maximum teacher support. *Independently = The ability to demonstrate proficiency of standards without assistance after being taught a concept or skill

Grading in Special Programs English Language Learners (ELL) The decision to promote or retain ELL students in Deer Valley Unified School District will be made by a team consisting of the ELL teacher, the classroom/core teacher, and the counselor, where available. The decision to retain a student in DVUSD who qualifies for English Language Development (ELD) can be made if the student received English Language Development for a minimum of three years or if the reason to retain is not related to the student’s acquisition of the English language. Documentation for retention must include the Light’s Retention Scale in addition to all other district required forms. The classroom/core teacher does not have the sole right or responsibility to promote or retain ELL students. Students participating in ELD programs are to be held accountable for the content area courses they attend during the day. ELD teachers in Structured English Immersion (SEI) classrooms will be responsible for issuing grades in the areas that they directly teach. Mainstream Individual Language Learner Plan (ILLP) teachers will issue content area grades based upon the English Language Proficiency (ELP) standards and accommodations documented in the ILLP binder. To ensure students successfully access academic content, teachers should use varied approaches to instruction and offer multiple opportunities that enable ELL students to demonstrate their knowledge, skills and abilities. It is recommended that ILLP teachers work in consultation with the ELL teacher on their campus when administering grades to English language learners with lower proficiency levels (Pre-Emergent, Emergent and Basic). Teachers are to provide testing accommodations for English language learners on content, district and state assessments. English language learners, students withdrawn from English language services at parent request and monitored students may use Universal Test Administration Conditions. Upon request, students may also use ELL accommodations as directed by AzMERIT. http://www.azed.gov/special-education/files/2011/08/attachment-52.pdf

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Gifted Students  

 

Ensure grade level material is learned. If students are doing enrichment material only, the grade still represents mastery of on-gradelevel material. A teacher may choose to use an addendum to the report card, such as a rubric, to provide feedback on advanced material. Feedback may also be given in the comment section of the report card. This typically applies to gifted cluster classrooms. If the course name indicates advanced material (Algebra I Honors, IB MYP, Advanced Science), then we grade against those advanced standards. If the student has been accelerated (in a content area) by one grade level or more, he or she will be graded against the same standards as his/her older classmates. (e.g. SAGE, Walk-Up Math, or Walk-Up ELA/Reading)

Adapted from Wormeli, R (2007-2008). Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom.

Students with an Individualized Education Plan (IEP) All students with an IEP receive grades based upon grade level standards. If a student is taking the alternate assessment and receives modified instruction, the teacher of record enters a letter grade and checks the appropriate performance level from 1-4. The teacher of record will then check the “Modification” box. For all other students with disabilities, the teacher of record will enter the grade, check the appropriate performance level from 1-4, and check the “Accommodation” box. Campuses that utilize PowerSchool to enter end of the quarter grades will provide parents with paper progress reports half way through each quarter. The teacher of record for a student with an IEP is the teacher who is highly qualified and provides the core instruction related to the grade level academic standards. Only teachers who are highly qualified may provide the grade for a student with an IEP.

Accommodations/Modifications/Acceleration Accommodations, modifications and acceleration are provisions that are made in how a student accesses and demonstrates learning. If provided to students, they are to be indicated on the K-8 report card.

� Accommodations � Modifications � Acceleration On the report card, when describing acceleration, accommodation, modification as they relate to student instruction it is appropriate to write “The curriculum has been accelerated, accommodated, or modified to meet student needs”. Do not refer to a student as English Language Learner (EL), having an Individualized Education Program (IEP), etc. as this information could lead to discrimination when report card information is disseminated to entities outside of the parents and school district. Accommodations do not change the curriculum, the instructional level, the content, or the performance criteria. Accommodations change how students access and express knowledge on a daily basis. All students may receive accommodations, including students in general education, English language learners on an Individual Language Learn Plan (ILLP), students in the MTSS process, those on a 504 plan and students with an Individualized Education Program (IEP). Examples of accommodations include, but are not limited to:

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       



shorter reading and writing assignments test questions read/explained to the student provide answers to essay-type questions by speaking, rather than writing them down giving the student extra time to complete assignments or tests breaking up testing over several days providing audio recordings of lectures or books giving copies of teacher’s lecture notes reducing the reading level

     

using large print books, Braille, or books on CD (digital text) reducing the rigor using a student/peer tutor allowing answers to be given orally or dictation using a word processor for written work using sign language, a communication device, Braille, or native language if it is not English use of a calculator for math assignments when calculation skills are not being assessed

Modifications should be marked only for students with a significant cognitive disability who qualify to take the alternative assessment in accordance with their IEP. The essential learnings for students who receive modifications are known as Core Content Connectors and can be found at https://wiki.ncscpartners.org/index.php/Core_Content_Connectors. Please refer to the Deer Valley Special Education Services document, “High Expectations for All Students: A Toolkit for Charting the Course,” for more information on accommodations and modifications. More information on acceleration can be found on pages 22-26 of this document. Acceleration means that the content and/or learning environment has been changed to provide curriculum sooner at a faster pace. Students can be accelerated either by skipping to a higher grade or by receiving accelerated instruction in a single subject. On the K-6 report cards, acceleration should be checked when the student is receiving content replacement in one or more areas. For example:  The student leaves his/her classroom to go to a classroom at a higher grade level each day for math, reading, or another content  The student receives math or reading services in SAGE  The student attends Renaissance Academy, grades 1-8 For students receiving gifted services but not acceleration, the teacher should not check acceleration. He/she should designate the type of services in the comments section (examples: differentiation through enrichment in the gifted cluster classroom; flexible grouping for high ability). On middle and high school report cards, there is no box to check for acceleration. Instead, accelerated placement is reflected in course titles.

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Grading & Reporting Procedures — Kindergarten General Information Progress in Kindergarten is indicated through Performance Levels (1-4). Kindergarten teachers may opt to use the PowerTeacher Gradebook or PowerSchool. Teachers will maintain ongoing communication with parents/guardians regarding academics, behavior, grading practices and procedures. It is part of the district standard that parents/legal guardians are provided a progress report each quarter. In an effort to "go green", all progress reports will be available digitally unless specifically requested in hard copy from the front office. Parents/legal guardians will receive a reminder via email, newsletter, or School Messenger to check grades on PowerSchool no later than halfway through the grading period. Before marking a citizenship (conduct) concern on a report card, parent contact must be made. Report cards are required for new students who have attended a DVUSD school at least 10 days during the quarter and may reflect grades from the previous school.

Special Populations On the report card, when describing acceleration, accommodations, or modifications as they relate to student instruction, it is appropriate to write “The curriculum has been accelerated, accommodated, modified to meet student needs”. It is not appropriate to refer to a student as EL, Gifted, having a 504 etc. in the “comments” section of the report card.

Grading in Academic Subjects Mastery of grade level standards may be assessed in a variety of ways. It is not necessary for all grades to be comprised of written paper work, nor is it always necessary to receive a grade for every paper produced. Although the teacher should monitor and provide feedback to students for activities and assignments, the feedback does not have to be in the form of a single grade. The individual achievement grade takes into consideration mastery of standards and skill development. Grading should be fair, consistent, reliable, and comprehensive. All grades should be supported by appropriate documentation (e.g., anecdotal notes, work samples, checklists, portfolios, rubrics, projects, tests, performance assessments, etc.). The grade a student receives on any assignment will reflect an accurate assessment of the student’s performance on the assessment. No one test, performance assessment, assignment or project should be more than 25% of the total grade. The following grading system for Kindergarten will be used on the report card in all academic subjects including: Mathematics, English Language Arts Reading, English Language Arts Writing, Science and Social Studies.

Performance Levels 4 = Demonstrates above grade level proficiency independently 3 = Demonstrates grade level proficiency independently 2 = Demonstrates grade level proficiency with support 1 = Demonstrates below grade level proficiency with support

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Description of Performance Levels The Performance Levels indicated by 1-4 are not based on a percent. It is a performance indicator based on the student’s performance toward meeting grade level standards. 4 = Demonstrates above grade level proficiency independently The student consistently demonstrates above grade level proficiency independently for this reporting period.* 3=Demonstrates grade level proficiency independently The student consistently demonstrates proficiency for the grade level concepts and skills independently for this reporting period. * 2=Demonstrates grade level proficiency with support The student usually demonstrates the skill or understands the concepts and meets grade level expectations with support for this reporting period. 1=Demonstrates below grade level proficiency with support The student performs below grade level with support and is not meeting expectations for this reporting period. *Independently = The ability to demonstrate proficiency of standards without assistance after being taught a concept or skill

Grading in Special Areas Two separate grades will be used for grading in the special areas (Art, Music, Physical Education or other courses): an individual achievement grade and a citizenship (conduct) grade. Each special area teacher should prepare guidelines for grading that identify the criteria to be used in student evaluation. These guidelines should be made available to the principal, classroom teachers, parents/legal guardians, and students. The following grading scale will be used for Special Area achievement and citizenship (conduct) grades: 90-100 E Exceeds the Standards 70-89 S Standards Met 60-69 N Needs Improvement 59 & below U Unsatisfactory Achievement: The individual achievement grade takes into consideration mastery of standards and skill development. A variety of evaluative techniques should be used for determining a child’s achievement grade. Such techniques may include class discussion, knowledge testing, skill testing, and teacher observation.

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Student Citizenship (Conduct) - Kindergarten The citizenship (conduct) grade is to be based on a combination of effort and behavior. Consult your school’s discipline plan for guidelines in evaluating student behavior. Parent contact must be made and documented in an effort to resolve any citizenship (conduct) issues. If behaviors persist, the teacher will mark areas of needed improvement on the report card with an “X” to indicate the specific area(s) of citizenship (conduct) needing improvement. If improvement is not needed, do not mark with “X.”

Citizenship (Conduct) Area

Explanation

Listens attentively

Actively listens and is involved in instructional presentation

Follows directions

Follows teacher’s instruction promptly without excessive reminders

Stays on task

Is appropriately engaged in classroom activities

Works well independently

Works independently without undue assistance from teacher or others

Is prepared for class

Has necessary items, including assignments and supplies

Completes work in a timely manner

Turns in completed assignments at the time the teacher has specified

Respects rights and property of all

Respects and accepts differences among others including the property of others

Exhibits self-control

Is able to stay in seat, respond appropriately to requests and conversations and respects others’ learning

Functions as a group member

Works cooperatively with others

Follows school and classroom rules

Obeys all campus and classroom rules

Displays appropriate playground behavior

Interacts appropriately with peers and uses the equipment in a responsible manner

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Grading & Reporting Procedures – Grades 1 & 2 General Information Teachers will maintain ongoing communication with parents/guardians regarding academics, behavior, grading practices and procedures. It is part of the district standard that parents/legal guardians are provided a progress report each quarter. In an effort to "go green", all progress reports will be available digitally unless specifically requested in hard copy from the Front Office. Parents/legal guardians will receive a reminder via email, newsletter, or School Messenger to check grades on PowerSchool no later than halfway through the grading period. Before marking a citizenship (conduct) concern on a report card, parent contact must be made. Report cards are required for new students who have attended a DVUSD school at least 10 days during the quarter and may reflect grades from the previous school.

Special Populations On the report card, when describing acceleration, accommodations, or modifications as they relate to student instruction, it is appropriate to write “The curriculum has been accelerated, accommodated, modified to meet student needs”. It is not appropriate to refer to a student as EL, Gifted, having a 504 etc. in the “comments” section of the report card.

Achievement in Academic Subjects Mastery of grade level standards may be assessed in a variety of ways. It is not necessary for all grades to be comprised of written paper work, nor is it always necessary to receive a grade for every paper produced. Although the teacher should monitor and provide feedback to students for activities and assignments, the feedback does not have to be in the form of a single grade. The individual achievement grade takes into consideration mastery of standards and skill development. Grading should be fair, consistent, reliable, and comprehensive. All grades should be supported by appropriate documentation (e.g., anecdotal notes, work samples, checklists, portfolios, rubrics, projects, tests, performance assessments, etc.). The grade a student receives on any assignment will reflect an accurate assessment of the student’s performance on the assessment. No one test, performance assessment, assignment or project should be more than 25% of the total grade. The following grading system for first grade will be used on the report card in all academic subjects: Mathematics, English Language Arts Reading, English Language Arts Writing, Science and Social Studies. Plus and minus signs may be used for academic subjects in first grade. Academic Subject Grade 90-100 E Exceeds 70-89 S Standards Met 60-69 N Needs Improvement 59 & below U Unsatisfactory (traditional grading) 49-59 U Unsatisfactory (standards based grading) Performance Level Indicator 4 = Demonstrates above grade level proficiency independently 3 = Demonstrates grade level proficiency independently 2 = Demonstrates grade level proficiency with support 1 = Demonstrates below grade level proficiency with support

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Grading in Special Areas Two separate grades will be used for grading in the special areas (Art, Music, Physical Education or other courses): an individual achievement grade and a citizenship (conduct) grade. Each special area teacher should prepare guidelines for grading that identify the criteria to be used in student evaluation. These guidelines should be made available to the principal, classroom teachers, parents/legal guardians, and students. The following grading scale will be used for Special Area achievement and citizenship (conduct) grades: 90-100 E Exceeds the Standards 70-89 S Standards Met 60-69 N Needs Improvement 59 & below U Unsatisfactory PowerSchool does not allow the use of plus and minus signs for citizenship (conduct) grades in Special Areas. Achievement: The individual achievement grade takes into consideration mastery of standards and skill development. A variety of evaluative techniques should be used for determining a child’s achievement grade. Such techniques may include class discussion, knowledge testing, skill testing, and teacher observation.

Student Citizenship (Conduct) – Grades 1 & 2 The citizenship (conduct) grade is to be based on a combination of effort and behavior. Consult your school’s discipline plan for guidelines in evaluating student behavior. Parent contact must be made and documented in an effort to resolve any citizenship (conduct) issues. If behaviors persist, the teacher will mark areas of needed improvement on the report card with an “X” to indicate the specific area(s) of citizenship (conduct) needing improvement. If improvement is not needed, do not mark with “X.”

Citizenship (Conduct) Area

Explanation

Listens attentively

Actively listens and is involved in instructional presentation

Follows directions

Follows teacher’s instruction promptly without excessive reminders

Stays on task

Is appropriately engaged in classroom activities

Works well independently

Works independently without undue assistance from teacher or others

Functions as a group member

Works cooperatively with others

Is prepared for class

Has necessary items, including assignments and supplies

Completes work in a timely manner

Turns in completed assignments at the time the teacher has specified

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Respects rights and property of all

Respects and accepts differences among others including the property of others

Exhibits self-control

Is able to stay in seat, respond appropriately to requests and conversations and respects others’ learning

Follows school and classroom rules

Obeys all campus and classroom rules

Displays appropriate playground behavior

Interacts appropriately with peers and uses the equipment in a responsible manner

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Grading Procedures – Grades 3-6 General Information Teachers will maintain ongoing communication with parents/guardians regarding academics, behavior, grading practices and procedures. It is part of the district standard that parents/legal guardians are provided a progress report each quarter. In an effort to "go green", all progress reports will be available digitally unless specifically requested in hard copy from the front office. Parents/legal guardians will receive a reminder via email, newsletter, or School Messenger to check grades on PowerSchool no later than halfway through the grading period. Before writing a citizenship (conduct) concern in the comment section of the report card, parent contact must be made. Report cards are required for new students who have attended a DVUSD school at least 10 days during the quarter and may reflect grades from the previous school.

Special Populations On the report card, when describing acceleration, accommodations, or modifications as they relate to student instruction, it is appropriate to write “The curriculum has been accelerated, accommodated, modified to meet student needs”. It is not appropriate to refer to a student as EL, Gifted, having a 504 etc. in the “comments” section of the report card.

Grading in Academic Subjects Mastery of grade level standards may be assessed in a variety of ways. It is not necessary for all grades to be comprised of written paper work, nor is it always necessary to receive a grade for every paper produced. Although the teacher should monitor and provide feedback to students for activities and assignments, the feedback does not have to be in the form of a single grade. The individual achievement grade takes into consideration mastery of standards and skill development. Grading should be fair, consistent, reliable, and comprehensive. All grades should be supported by appropriate documentation (e.g., anecdotal notes, work samples, checklists, portfolios, rubrics, projects, tests, performance assessments, etc.). The grade a student receives on any assignment will reflect an accurate assessment of the student’s performance on the assessment. No one test, performance assessment, assignment or project should be more than 25% of the total grade. The following grading system will be used on the 3rd through 6th Grade Elementary Report Card in all academic subjects: Reading, English Language Arts, Science and Social Studies. All teachers in grades 36, including Special Ed, EL, and Gifted will provide midterm progress reports and quarterly grades. The grading system A, B, C, D, and F will be used. Plus and minus signs will be used where appropriate (see chart). Exceeds the Standards 100 – 98 = A+ 93 – 97 = A 90 – 92 = A-

Standards Met 89 – 88 = B+ 83 – 87 = B 80 – 82 = B79 – 78 = C+ 77 – 73 = C 72 – 70 = C

Needs Improvement 69 – 68 = D+ 63 – 67 = D 60 – 62 + D-

Unsatisfactory 59 - 0 = F (Traditional Grading) 59 – 49 = F (Standards-Based Grading)

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In addition to the overall percentage and letter grades being reported on the elementary report card, parents also will find performance levels. Performance levels on the DVUSD 3-6 report card indicate a student’s level of proficiency in relation to grade level standards and content. Performance Level Indicator 4 = Demonstrates above grade level proficiency independently 3 = Demonstrates grade level proficiency independently 2 = Demonstrates grade level proficiency with support 1 = Demonstrates below grade level proficiency with support

Grading in Special Areas Two separate grades will be used for grading in the special areas (Art, Music, Physical Education or other courses): an individual achievement grade and a citizenship (conduct) grade. Each special area teacher should prepare guidelines for grading that identify the criteria to be used in student evaluation. These guidelines should be made available to the principal, classroom teachers, parents/legal guardians, and students. The following grading scale will be used for Special Area citizenship (conduct) grades: 90-100 70-89 60-69 59 & below

E S N U

Exceeds the Standards Standards Met Needs Improvement Unsatisfactory

PowerSchool does not allow the use of plus and minus signs for citizenship (conduct) grades in Special Areas.

Student Citizenship (Conduct) – Grades 3-6 The citizenship (conduct) grade is to be based on a combination of effort and behavior. Consult your school’s discipline plan for guidelines in evaluating student behavior. Before marking a citizenship (conduct) grade of N or U, parent contact must be made in an effort to resolve the issue(s). If behaviors persist and a student earns a citizenship grade of N or U, the teacher will indicate the specific area(s) of citizenship needing improvement in the comment box of the report card. A student’s citizenship (conduct) will be based on the following criteria:

Citizenship (Conduct) Area

Explanation

Listens attentively

Actively listens and is involved in instructional presentation

Follows directions

Follows teacher’s instruction promptly without excessive reminders

Stays on task

Is appropriately engaged in classroom activities

Works well independently

Works independently without undue assistance from teacher or others

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Functions as a group member

Works cooperatively with others

Completes work in a timely manner

Turns in completed assignments at the time the teacher has specified

Prepares for class

Has necessary items, including assignments and supplies

Respects rights and property of others Respects and accepts differences among others including the property of others Respects authority

Respects and accepts direction from school staff

Exhibits self-control

Is able to stay in seat, respond appropriately to requests and conversations and respects others’ learning

Follows school and classroom rules

Obeys all campus and classroom rules

Displays appropriate playground behavior

Interacts appropriately with peers and uses the equipment in a responsible manner

Displays appropriate cafeteria behavior

Behaves appropriately in a cafeteria setting

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Grading Procedures – Grades 7-8 General Information Teachers will maintain ongoing communication with parents/guardians regarding academics, behavior, grading practices and procedures. It is part of the district standard that parents/legal guardians are provided a progress report each quarter. In an effort to "go green", all progress reports will be available digitally unless specifically requested in hard copy from the Front Office. Parents/legal guardians will receive a reminder via email, newsletter, or School Messenger to check grades on PowerSchool no later than halfway through the grading period. Before marking a citizenship (conduct) concern on a report card, parent contact must be made.

Special Populations On the report card, when describing acceleration, accommodations, or modifications as they relate to student instruction, it is appropriate to write “The curriculum has been accelerated, accommodated, modified to meet student needs”. It is not appropriate to refer to a student as EL, Gifted, having a 504 etc. in the “comments” section of the report card.

Achievement in Academic Subjects Mastery of grade level standards may be assessed in a variety of ways. It is not necessary for all grades to be comprised of written paper work, nor is it always necessary to receive a grade for every paper produced. Although the teacher should monitor and provide feedback to students for activities and assignments, the feedback does not have to be in the form of a single grade. The individual achievement grade takes into consideration mastery of standards and skill development. Grading should be fair, consistent, reliable, and comprehensive. All grades should be supported by appropriate documentation (e.g., anecdotal notes, work samples, checklists, portfolios, rubrics, projects, tests, performance assessments, etc.). The grade a student receives on any assignment will reflect an accurate assessment of the student’s performance on the assessment. No one test, performance assessment, assignment or project should be more than 25% of the total grade. The following grading system for grades 7-8 will be used on the Middle School Report Card in all subject areas, academic, elective and exploratory courses. A = 90-100 I = Incomplete B = 80-89 C = 70-79 N = No Grade Given D = 60-69 F = 59 & below (Traditional Grading) P = Pass or (Given to teacher assistant only) F = 59-49 (Standards-Based Grading)

High School Courses Any high school course taught in grades 7 and 8 will use the high school semester grading system. Each semester grade will be cumulative over the 18 weeks and constitute 80% of the final semester grade. Each semester final exam grade is 20% of the final semester grade.

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Grade Eligibility In accordance with the State of Arizona’s regulations and DVUSD Governing Board Policy JJJ (Extracurricular Activity Eligibility), only those students deemed academically eligible may participate in extra or co-curricular activities. Athletic eligibility will be determined every week by the administration and Athletic Coordinator at each school. For additional information on this topic, please refer to the following website on eligibility: http://www.dvusd.org/Page/11430

Transfer Procedures for Grades 7 and 8 Grades for 7th & 8th Transfer grades for completed grading periods: The school registrar will enter these grades into PowerSchool Historical grades, indicating the school in which these grades were earned. The school registrar will share these transfer grades with school counselors and classroom teachers. Transfer grades during a current grading period: The school registrar will give grades to the school counselor and classroom teachers. Classroom teachers will calculate the transfer grade into the current grading period. Classroom teachers will need to create an assignment(s) to average this transfer grade in accordingly to their “grade setup/category weighing.” Students transferring with less than 10 days in the current grading period will receive the grades from their previous school. If these grades are not available, the student will receive an “I” until those grades are availabl, at which time they will be entered in PowerSchool and a new report card will be issued with the previous school listed. Classroom teachers should exempt these students from any assignment that might fall prior to their placement in that classroom during this grading period. Report cards are required for students who have attended a DVUSD school at least 10 days during the quarter; the DVUSD report card may reflect grades from the previous school. Grades Different from DVUSD Grading System When a student brings in course grades that do not match the DVUSD grading system, the following will be used: Standards Based Grades Exceeds N/A Meets Approaches Falls Far Below

Letter Grading A B C D F

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Numerical 4 3 2 1

Final End-of-the-Year Grade Calculation Procedures – Grades 7-8 An average of the four quarter grades will produce the final, year-end grade. PowerSchool will do this. If a student has received an F or if the grade is very close to the next higher or lower grade, teachers should calculate a student’s final grade based on grade points using the following four-point scale: A = 4 points (90% – 100%) B = 3 points (80% - 89%) C = 2 points (70% - 79%) D = 1 point (60% - 69%) F = 0 points ( 0% - 59%) Students are required to earn a minimum of three points over four quarters in each class to promote to the next grade level. The four quarter grades will be averaged. The final grade will then be assigned based on the average of the points using the above scale. The rules of rounding will apply. Examples are given below for the final grading procedure:

Year End Grade Setup in PowerTeacher Gradebook Teachers (7th/8th) will be responsible to configure their Grade Setup for Y1 in PowerTeacher Gradebook in order for the Y1 grade to be stored correctly. Prior to grades being stored, teachers/counselors would verify all students are in compliance with the grading and transfer procedures outlined in this handbook. EXAMPLE I: Grade Points

1st Q B 3

2nd Q C 2

3  2 1 2 4



3rd Q D 1

8 4



4th Q C 2

Final C 2

2  C

EXAMPLE II: Grade Points

1st Q F 0

2nd Q F 0

00 03 4



3rd Q F 0

3 4

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4th Q B 3

Final D .75

 .75  D

EXAMPLE III: Grade Pts

1st Q B 3

3 4  3 4 4

2nd Q A 4

3rd Q B 3

4th Q A 4

Final A 3.5

14  3.5 rounds to 4  A 4



The exception to this is the actual average of 0.5. If this is the average, the teacher must then average the percents from each quarter. The averaged percent will then determine the final grade.

Special Circumstances When a semester-long course is spread across a full year, students are required to earn 1.0 points over the year. EXAMPLE I: 1st S B 3

Grade Points

31 2



2nd S D 1

4 2



Final C 2

2  C

EXAMPLE II: 1st S F 0

Grade Points

02 2



2nd S C 2

2 2

Final D 2

 1  D

EXAMPLE III: Averages are 0.5 (a) 1st S Grade Pts %

2nd S F 0 55

D 1 65

Final D 0.5 60

01 1  0.5roundsto?? 2 2 55% 65% 120%  60%D 2 2

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

For the final Y1 calculation



These final Y1 might need to be adjusted to match the above criteria.

Citizenship (Conduct) Teachers will assign one conduct grade E, S, N, U for each subject which will reflect the student’s attitude, level of learning, enthusiasm, responsibility, and participation in learning. Citizenship (conduct) grades do not affect inclusion on Honor Roll or Principal’s List but could impact the ability to participate in extracurricular sports and activities.

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High School Courses in Middle School Grades for honors high school courses taken at the middle school level are weighted on the student’s high school transcript. Credit may only be issued for high school credit when it appears on an official high school transcript. The course implemented must utilize the high school curriculum, the assessments and grading criteria of the high school course and all courses must be given a letter grade, which will be posted on the transcript. Students who transfer into a DVUSD middle school with a high school course (e.g. Algebra 1-2) will be placed in the course that is most similar to that course.

Course Level Placement Changes Students who request an honors level high school course are accepting the rigor that comes with the advanced academic course. Once the student and parents agree to the requirements, the student will be enrolled in the high school honors course. Only a teacher can recommend students for a placement change in an advanced academic class. The teacher will only consider students for a placement change whose effort is consistent with the expectation yet show limited success in the class. A middle school student withdrawing from a high school honors class will have a WP or WF grade posted on the student’s high school transcript, but not factored into GPA or class ranking. The normal high school course requirement of placement changes to occur by the 25th day of the semester and of withdrawals to be processed by the 10th week of the semester will not apply to middle school students. Students who have earned high school credit will be provided with a Deer Valley Unified School transcript if withdrawing from Deer Valley Unified School District.

Procedures for Course Withdrawal Any student, regular, (H), (AP), or (IB), who withdraws from a class after the first fifteen (15) days of the semester, but before the end of the tenth (10) week, will receive a grade of WP or WF. Requests for class withdrawals will not be processed after the tenth (10) week of the semester. WP or WF grades will be posted on a student’s transcript but not factored into GPA or class ranking Students who have earned high school credit will be provided with a Deer Valley Unified School transcript if withdrawing from Deer Valley Unified School District.

Promotion Ceremony Procedures In order to participate in the Promotion Ceremony, Deer Valley Unified School District promotion and retention procedure states that students must receive a final year end passing grade of a D average or better in each of the following courses: Language Arts, Math, Science, Social Studies, PE, and Exploratory. All Exploratory course grades will be averaged for a final year end grade. Behavior may also be a determining factor.

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Home Practice DVUSD Board Policy IKB, Homework, states: The Board recognizes that development of study skills and self-discipline are integral and indispensable elements of a quality educational process. Homework should be assigned on a routine and systematic basis consistent with the maturity, special needs, potential, and achievement level of the individual student. The student should learn that he/she has a responsibility for actively pursuing knowledge without immediate supervision outside as well as within the classroom. It is critical that all students, regardless of their intellectual capacity, understand that mastery of skills is not always possible within the time constraints of the classroom. All students should exit the system with a firm foundation for pursuing knowledge and developing skills on an independent basis. Homework should not carry the stigma of punishment. Its assignment should be specifically addressed to the objectives outlined herein. The Superintendent is responsible for procedures that will achieve the following objectives through homework:  Elevation of deficient performance to acceptable standards.  Reinforcement and mastery of critical skills and concepts. Special emphasis will be placed on mastery of basic skills.  Challenge through exploration of concepts and skills that complement and elaborate those introduced in the classroom.  Feedback from the teacher through correction and clarification of all outside assignments.

Home Practice Philosophy Home practice, sometimes referred to as homework, is essential for increasing and reinforcing student learning and achievement for course standards. Through home practice, teachers provide students opportunities to increase their understanding of essential knowledge relating to course standards. Home practice means a student is engaged in applying new learning in order to get to as close to mastery of a standard as possible. Teachers should assign home practice work that extends course learning in a manner that is appropriate to a student’s age, grade level, and achievement level. Home practice work may also be differentiated to meet individual students’ learning needs to help increase student mastery of skills. Student participation is critical in order to receive specific feedback on how to improve and become successful in meeting course standards. In addition to increasing student achievement, home practice also provides the student opportunities to develop critical, independent study skills and self-discipline for their own educational journey. The three main types of homework are: 1. Practice exercises – providing students with the opportunities to apply new knowledge, or review, revise and reinforce newly acquired skills, including: · Finishing class work, physical activities, projects and assignment tasks (classwork sent home should not need the direct supervision of the teacher and can be completed independently by the student) · Consolidation exercise e.g. math problems · Practicing for mastery e.g. spelling words · Reading for pleasure · Completing writing tasks

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2. Preparatory homework – providing opportunities for students to gain background information on a unit of study so that they are better prepared for future lessons, including: · Background reading · Discussion of topics with parents · Researching topics for a class unit or work · Collecting items e.g. geometric shapes · Preparing and practicing public speaking notes 3. Extension assignment – encouraging students to pursue knowledge individually, including: · Writing e.g. a book review · Making or designing something e.g. an art work · Investigations e.g. science, social science · Researching e.g. history, local news · Information and retrieval skills e.g. using a home computer to find material on the Internet

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Home Practice Guidelines and Procedures Research provides strong evidence that, when used appropriately, home practice benefits student achievement. To make sure that home practice is appropriate, follow these guidelines: Time Guidelines  Carefully assign home practice so that it is appropriate to students' age and achievement levels. Also, be careful that home practice does not take too much time away from other home activities (Marzano & Pickering, 2007).  Home practice directly related to the standards-based instructional objectives can be assigned using the following time guidelines:  Grades K-1: up to 30 minutes per night across all content areas  Grades 2-3: up to 60 minutes per night across all content areas  Grades 4-6: up to 90 minutes per night across all content areas  Grades 7-8: up to 120 minutes per night across all content areas  Content areas need to collaborate on how much work is given each evening.  Larger projects or assignments should be split up over multiple days.  Home practice times can be differentiated for the needs of each student.

Assigning Home Practice 





Assign purposeful work for students to practice at home. Focus on giving students home practice tasks such as practicing a skill that has been addressed in class to deepen the students’ understanding and knowledge, providing students opportunities to extend their learning through independent investigation, or allowing for differentiation that allows students to explore topics of their own interest (Marzano & Pickering, 2007). Create home practice opportunities that maximize chances for student completion and success. Ensure home practice is the appropriate level of difficulty for each student so that they may complete the assignments with success independently. Home practice should also be challenging enough to make it interesting and valuable as a learning tool (Marzano & Pickering, 2007). When evaluating home practice, the teacher will provide students valuable feedback on their learning in a variety of ways. Feedback is critical for improving student achievement. Home practice should be no more than 5% of the grade.

Parental Involvement 



Parental involvement in home practice should be supportive of student learning without the expectation that parents are teachers at home or are there to police the students’ homework completion, possibly have parents assist by listening to their students summarize their learning. It is important to recognize that each student has a different support system at home and that successful home practice should be possible for each student in each different home environment (Marzano & Pickering, 2007). Parent access to the PowerSchool portal, ps.dvusd.org, can assist in reviewing assignment due dates, emailing teachers and viewing current grades. Please see the front office staff for login information.

Reference: Marzano, R. & Pickering, D. (2007). The Case for and Against Homework. Responding to Changing Demographics, 64(6), 74-79. Retrieved from: http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx

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Make Up Opportunities DVUSD Board Regulation IKEA-R (I-7261): When a student is absent from school, teachers shall provide an opportunity for the student to make up work for any absence in order to close learning gaps from time away from school. A student who is absent from school misses a valuable part of the benefit of in-school education and may experience challenges in understanding content and curriculum that was missed which may put the student at risk from meeting content standards. Adjustments may be made when it is in the best interest of the student(s). 

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 

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



Each teacher will provide the student’s assignment(s) and any handout or materials necessary for accomplishment of such assignment(s), allowing a minimum make up period of one (1) day for each day absent. Teachers may adjust time based on the individual needs of the student or assignment. School sanctioned and/or approved events should not negatively impact a student’s grade. Students who miss school work because of unexcused absences or suspensions will be given the opportunity to make up missed work for credit. Teachers shall assign such make up work as necessary to ensure academic progress, not as a punitive measure. When age appropriate, the student is responsible to go to his/her teacher(s) the first day back from an absence to find out what work was missed and to develop a plan to make up those assignments. This would include, but not limited to, such things as notes, homework, tests, laboratory assignments, performances, and projects. If the teacher is unable to supply the student with a make-up assignment, the student will not be held responsible for that make up assignment. If work is not turned in by the time the assignment is due, and the student fails to provide an acceptable explanation of the extenuating circumstances that would merit an extension, the teacher may choose to not accept the student’s make up work and may seek alternative assignments or assessments to determine proficiency on subject matter. Daily Assignments vs. Long-Term Projects: There is an important distinction between daily/formative assignments and long-term/summative projects. Make up policies regarding long-term/summative projects are at the discretion of the individual teacher based on the timeframe of the student’s absence and the requirements of the long-term project. In situations where the student will be absent for more than (3) three days, due to illness, or when the parent notifies the office that the student will be absent more than one (1) week for other reasons, teachers may provide required assignments in advance or send assignments with the student. In the case of school absences for up to three months due to chronic health conditions certified by a doctor, procedures in DVUSD board regulation, Exclusions and Exemptions from School Attendance (JHD, J-1961) will be followed for student make up work.

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K-8 English Language Promotion and Retention The decision to retain a student who qualifies for English Language support may not be related to the student’s acquisition of the English language.

K-8 Special Education Promotion and Retention Guidelines for students receiving special education services should be the same as those for general education students. The IEP team should not be used to retain a student who, by general education standards, would not otherwise be retained. However, an exception to this guideline could be made if a 3rd grade student with a disability has an Individualized Education Program (IEP). The IEP team and the pupil’s parent or guardian could agree that promotion is appropriate based on the pupil’s individualized education program. This decision would need to be made in 3rd grade, prior to the end of the school year.

Academic Recognition Grades 3-8 In order to be eligible for academic recognition, students must have full-time status. Principal’s List All A’s (including special area and other elective courses) No Incompletes Honor Roll A’s or B’s (including special area and other elective courses) No C’s, D’s, or F’s (including special area and other elective courses) No Incompletes NOTE: High school course grades will be reflected in Principal's List and Honor Roll for quarter 2 and quarter 4 grading periods.

Citizenship (Conduct) Teachers will assign one conduct grade E, S, N, U for each subject which will reflect the student’s attitude, level of learning, enthusiasm, responsibility, and participation in learning. Citizenship (conduct) grades do not affect inclusion on Honor Roll or Principal’s List.

57

Committee Members The Promotion, Retention, Acceleration & Grading Handbook was revised in order to align the state regulatory statutes and district guidelines for the schools and the district stakeholders. Thank you to the following committee members:

Name

School/ Position

Jaime Aldred Mike Andersen Cindy Bizjak Vicki Boone Kathy Borgesen Judith Centa Lisa Crain Denise Darre Trevor Ettenborough Liz Keith Gayle Galligan

Compliance Consultant – DO Principal – Barry Goldwater High School CIAS/ELL – DO Software Specialist – IS&T Manager of Academics & Assessment – DO CIAS / ELA Literacy – DO Principal – Desert Sage Counselor – Deer Valley High School Manager of Federal Programs – DO Teacher – Norterra Canyon Deputy Superintendent of Curriculum, Instruction & Assessment – DO Principal – Canyon Springs CIA Administrative Assistant – DO Principal – Hillcrest Middle School Manager of Instructional Programs – DO Gifted Services Coordinator – DO Teacher – SDOHS Principal – Deer Valley Middle School Counselor – Paseo Hills Teacher – Sonoran Foothills Counselor – Desert Sky Middle School Principal – Gavilan Peak Teacher – Arrowhead Teacher – MRHS Teacher – Sunset Ridge Principal – Park Meadows Counselor – Hillcrest Middle School

Tricia Graham Debbie Granillo Estela Hazelton Kristy Hirschberg Adam Laningham Jessica Lindenmeier Tamela Harris Lindsay Nelson Jeanine Ryan-Frandsen Becky Schultz Chad Segersten Keith Slater Melinda Splitek Paul Strauss Joan Wick Tia Wilson

Thank you also to the following parents who contributed their insight: Will be identified

Notification Letters/Forms Parent letters and forms referred to in this document begin on page 60. District letters and forms are sent electronically to administrators, school secretaries, and counselors. These forms include K-8 acceleration, promotion, and retention forms, K-6 retention forms, 7-8 retention/reassignment forms, and a checklist for early entry.

58

Appendix Parent/Legal Guardian Request for Whole Grade Acceleration Form

Page 60

Parent/Legal Guardian Request for Single-Subject Acceleration Form

Page 61

Parent/Legal Guardian Promotion Appeal Form

Page 62

Parent/Legal Guardian Retention Appeal Form

Page 63

Parent/Legal Guardian Whole Grade Acceleration Appeal Form

Page 64

Exclusion and Exemptions from School Attendance Form (Chronic Health Condition) Policy JHD

Page 65

Exclusion and Exemptions from School Attendance Physician’s Form

Page 66

Early Entry Readiness Checklist

Page 67

7th and 8th Grade Promotion, Reassignment and Retention Chart

Page 68

59

Parent/Legal Guardian Request for Whole Grade Acceleration K-8 School Student Name Parent/Legal Guardian Name

Date of Birth

Grade

Date

Parent Phone

When circumstances indicate that acceleration in grade placement is in the best interest of the student, close cooperation between the parents/legal guardians and all school personnel involved is imperative. Each student’s placement will be considered individually and decisions will be made only after a careful study of facts relating to the student’s growth and development. The student’s academic achievement level and cognitive ability are important, but physical and social characteristics are also determining factors. A decision should be based on sufficient data collected over a period of time and motivated by a desire to place the student in the school program where the greatest success will result. If parents/legal guardians feel grade acceleration is in the best interest of the child they will: 1. Complete this form and submit it to the school’s principal before the end of the 3rd quarter. 2. Provide academic data that indicates the student has exceeded achievement as measured by Arizona state standards and district expectations for the current grade level. The principal will meet with parent/legal guardian and acceleration team as defined in the “Acceleration” section of the “Promotion, Retention, Acceleration and Grading Handbook” and will forward the Iowa Acceleration Retention Scale Summary and Planning Record to the Deputy Superintendent for Curriculum, Instruction and Assessment for review. The final decision to accelerate a student rests with the Superintendent. Parental/legal guardian involvement in all steps of the process is vital. Parent/Legal Guardian Signature

Date

Principal Signature

Date

3/2016 dg

60

Parent/Legal Guardian Request for Single-Subject Acceleration K-8 School Student Name Parent/Legal Guardian Name

Date of Birth

Grade

Date

Parent Phone

Requesting acceleration in (content area) When circumstances indicate that acceleration in a single subject is in the best interest of the student, close cooperation between the parents/legal guardians and all school personnel involved is imperative. Each student’s placement will be considered individually and decisions will be made only after a careful study of facts relating to the student’s growth and development. The student’s academic achievement level and cognitive ability are important, but physical and social characteristics are also determining factors. A decision should be based on sufficient data collected over a period of time and motivated by a desire to place the student in the school program where the greatest success will result. If parents/legal guardians feel grade acceleration is in the best interest of the child they will: 1. Complete this form and submit it to the school’s principal 2. Provide academic data that indicates the student has exceeded achievement as measured by Arizona state standards and district expectations for the current grade level. The principal will meet with parent/legal guardian and acceleration team as defined in the “Acceleration” section of the “Promotion, Retention, Acceleration and Grading Handbook” to determine the best placement for the student. The final decision to accelerate a student in a single subject rests with the principal. Parental/legal guardian involvement in all steps of the process is vital.

Parent/Legal Guardian Signature

Date

Principal’s Decision: Single-subject acceleration request approved for Single-subject acceleration request not approved

school year

Comments:

Principal Signature

Date

2/2014 dg

61

K-8 Parent/Legal Guardian Promotion Appeal Form Date Student’s Name Teacher’s Name Parent/Legal Guardian Name Address Parent Email 1. 2. 3. 4.

Grade School

Parent Phone

Within five days from the notification of intent to promote, parent or legal guardian will complete a Promotion Appeal form, submit it to the school secretary and schedule a meeting with the principal. The appeal process will start immediately upon the parent/legal guardian’s completion and submission of an appeal form and all documentation. Parent or legal guardian can identify whether the appeal should be conducted in executive session or in an open meeting. Parent appeals to the Governing Board will be reviewed in June.

Parent/Legal Guardian: Please state your position as factually as possible using the space below. If additional sheets are required, please attach them to this form. Gather all pertinent data/documentation to support your appeal and attach to this form.

Parent/Legal Guardian Signature

Date

6/3025 dg

62

K-8 Parent/Legal Guardian Retention Appeal Form Date Student’s Name Teacher’s Name Parent/Legal Guardian Name Address Parent Email 1. 2. 3. 4.

Grade School

Parent Phone

Within five days from the notification of intent to retain, parent or legal guardian will complete a Retention Appeal form, submit it to the school secretary and schedule a meeting with the principal. The appeal process will start immediately upon the parent/legal guardian’s completion and submission of an appeal form and all documentation. Parent or legal guardian can identify whether the appeal should be conducted in executive session or in an open meeting. Parent appeals to the Governing Board will be reviewed in June.

Parent(s)/Legal Guardian(s): Please state your position as factually as possible using the space below. If additional sheets are required, please attach them to this form. Gather all pertinent data/documentation to support your appeal and attach to this form.

Parent Signature

Date

6/2015 dg

63

K-8 Parent/Legal Guardian Whole Grade Acceleration Appeal Form Date Student’s Name Teacher’s Name Parent/Legal Guardian Name Address Parent Email 1.

2. 3.

Grade School

Parent Phone

Within five days from the notification of the school acceleration team’s recommendation not to accelerate, parent or legal guardian will complete a Whole Grade Acceleration Appeal form and submit it to the Superintendent’s office. The appeal process will start immediately upon the parent/legal guardian’s completion and submission of an Appeal form and all documentation. In accordance with DVUSD Governing Board policy IKEB, the final decision to accelerate a student rests with the Superintendent.

Parent/Legal Guardian: Please state your position as factually as possible using the space below. If additional sheets are required, please attach them to this form. Gather all pertinent data/documentation to support your appeal and attach to this form.

Parent/Legal Guardian Signature

Date

2/2013 jb

64

©1994 by Arizona School Boards Association

J-1983 EXHIBIT

JHD-EC EXHIBIT

EXCLUSIONS AND EXEMPTIONS FROM SCHOOL ATTENDANCE Instructional Agreement for Students with Chronic Health Conditions School Year Student Name Parent Name Person responsible for homework coordination Position School

Grade Address

Date

Phone

Eligibility Checklist: Medical certification of chronic health condition (diagnosis, prognosis, and inability to attend school regularly). Medical certification of physical limitations for physical education. District office has noted chronic condition on attendance register. If applicable, the school nurse informed of student’s chronic health condition. Student’s teacher(s) informed of student’s chronic health condition. If applicable, school counselor informed of student’s chronic health condition. Physical education activities/requirements adapted according to medical certification. Certified teacher to provide homework during absences Signature: for the school year as follows:

Parent/legal guardian agrees to return completed homework to the school for absences during the school year as follows:

Signature:

Approved by Superintendent

Date

Annual review of instructional agreement: ____ Number of excused ____ Promotion requirements ____ Transcripts and attendance absences due to chronic met via completed homework record attached. condition. for excused absences. For the school year this student should / should not be registered as having a chronic health condition. Superintendent

Date

Parent/Legal Guardian

Date

Jb 3/2012

65

© 2001 by Arizona School Boards Association

J-1982 EXHIBIT

JHD-EB EXHIBIT

EXCLUSIONS AND EXEMPTIONS FROM SCHOOL ATTENDANCE Medical Certification of Students with Chronic Health Conditions (Obtained from a licensed physician or podiatrist) Date Student Name Parent/Legal Guardian Name Date of Birth

School

Grade Address

Phone

Date of initial consultation

Medical diagnosis:

Medical prognosis:

Physical limitations affecting physical education activities:

Anticipated absences due solely to illness, disease, pregnancy complications, an accident or severe health problems of an infant child of a student (included anticipated surgeries, treatments, or hospitalizations that may interfere with school attendance during the school year):

Example 1: The physical condition of may result in frequent absences in the school year that may exceed ten (10) consecutive school days per semester, but I do not anticipate that he/she will be absent enough days for require homebound services. Example 2: will require three (3) hospitalizations of approximately four (4) days’ duration each and three to five (3-5) treatments of one (1) day each during the school year. Other relevant information:

Print Physician’s Name

Licensed Title

Physician’s Signature

Date

Jb 3/2012

66

Early Entry Readiness Checklist This list describes social and emotional skills demonstrated by children at this grade level. Items should be checked when observed 75-85% of the time. The majority of boxes checked indicate a strong readiness factor. Less than a majority of boxes checked may indicate a need to reconsider continuation in placement at this time.

Follows a simple direction without multiple prompts or wandering Follows simple safety rules Stays with an activity to completion and/or does not leave group instruction Attempts new tasks knowing it is okay to make mistakes Does not become easily frustrated when tasks are challenging Asks for help instead of waiting for adult intervention Has stamina to maintain learning through the day and does not fatigue Works cooperatively (listens to others, shares, and takes turns) Uses words to solve problems or conflicts Participates in clean-up activities Self regulates emotions Demonstrates increasing self-control Manages own belongings: coat, backpack, folder, lunch Independently uses appropriate bathroom skills Separates easily from parents Adjusts to new situations and adults Developing motor skills to participate in tasks

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7th and 8th GRADE PROMOTION, REASSIGNMENT AND RETENTION Action

Academic Grades

Notes

PROMOTION + PROMOTION CEREMONY

Must earn D or higher or P as the final grade for ALL subjects. This includes ELA, Math, Science, Social Studies, Electives*, and Exploratories**.

Students will receive a promotion certificate and will have the privilege of participating in the promotion ceremony.

(8th Graders only) Meeting the criteria for moving to the next grade level. PROMOTION ONLY Meeting the criteria for moving to the next grade level.

*Average grade of Electives taken during the year. **Average grade of Exploratory courses taken during the year. Must earn a D or higher or P as the final grade in ALL subjects. This includes ELA, Math, Science, Social Studies, Electives*, and Exploratories**. *Average grade of Electives taken during the year.

REASSIGNMENT Not meeting all criteria for promotion at a grade level (7/8) but moving to the next grade.

**Average grade of Exploratory courses taken during the year. Must earn a D or higher as the final grade in the four core academic courses (ELA, Math, Science, Social Studies)

PROMOTION LETTER PROVIDED (8th Graders) 8th Grader will receive a promotion certificate. However, student will not have the privilege of participating in the promotion ceremony due to behavior concerns. PROMOTION LETTER PROVIDED (7th and 8th Graders) Exceptions: If not passing the four core academic courses, a student may still be reassigned if:  In 7th grade and will be 15 years old during the upcoming school year or attended 7th grade for 2 years (reassigned to 8th grade)  Student will be 16 years old during the upcoming school year or will have attended grades 7 and 8 for 3 years (reassigned to high school)  Student passes core academic subject(s) that he/she failed in summer school (reassigned to next grade level) REASSIGNMENT LETTER PROVIDED

RETENTION Not meeting the criteria for promotion and remaining at the same grade level.

Failure to earn a D or higher as the final grade in all four academic courses (ELA, Math, Science, Social Studies) and does not meet the exceptions listed above for Reassignment.

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RETENTION LETTER PROVIDED

Future Meetings & Dates

BOARD CALENDAR REMINDER 2015-16 School Year April 22

Spring Days off – Schools closed

April 25

Spring Days off – Schools closed

April 26

7:00 p.m. - Regular Governing Board Meeting

May 10

7:00 p.m. - Regular Governing Board Meeting

May 24

7:00 p.m. - Regular Governing Board Meeting

May 30

Memorial Day – Schools and District Offices closed

June 7

7:00 p.m. – Regular Governing Board Meeting

June 28

7:00 p.m. - Regular Governing Board Meeting