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• School district authority: In Arizona, the school district writes the discipline rules and gives the power to enforce these rules to the principal and/or teacher.

• School must distribute rules: Students shall be provided with all rules about discipline, suspension and expulsion at time of enrollment and at the beginning of the school year.

• Principal must follow school board rules: If a student is sent to the principal’s office,the principal shall respond with disciplinary measures that are consistentwith the rules of the school board. The school board gives to theprincipal the authority to remove a disruptive student from the classroom.  Ariz. Rev. Stat. §15-843.

REMOVAL FROM CLASS

A teacher may remove a student from class if either of the following conditions exists:

• The teacher has documented that the student has repeatedly interfered with the teacher’s ability to communicate effectively with the other students in the classroom or with the ability of the other students to learn.

• The teacher has determined that the student’s behavior is so unruly, disruptive or abusive that it seriously interferes with the teacher’s ability to communicate effectively with the other students in the classroom or with the ability of the other students to learn. Ariz. Rev. Stat. §15-841(A).

The governing board gives authority to the school superintendent or principal to suspend a student.

If there is no principal or superintendant, a teacher may suspend a student. Suspension shall be for good cause (for fair reasons that match what the student has been accused of) and shall be reported to the governing board within 5 days.  Ariz. Rev. Stat. §15-843(K).

A governing board is made up of members of the Arizona voting public who are concerned about public education in Arizona.  The governing board is based on the idea that control of public education makes schools flexible and responsive to the needs of the local community.  See Arizona School Board Association, Becoming a Board Member, http://www.azsba.org/static/index.cfm?contentID=122 (last visited June 27, 2011).

• Repeatedly and openly disobeyingauthority
• Continueddisruptive or disorderly behavior
• Violent behaviorthat includes use or display of a dangerous instrument or a deadly weapon

•  
  • Expulsion will be for no less than 1 year, however, that may be modified on a case by case basis if the student participates in mediation, community service, or giving property back to its owner.

• Repeatedly not attending school (afterage 16)
• Any other reasonthe school district decides is appropriate   Ariz. Rev. Stat. §15-841.

ALTERNATIVES TO SUSPENSION AND EXPULSION

• If the studentdoes not meet the requirements for expulsion, the school district mayreassign any student to an alternative education program under the law requiring1-year expulsions for students who threaten an educational institution andif goodcause exists for expulsion or for a long-termsuspension. Ariz. Rev. Stat. §15-841(E)

• A school districtmay also reassign a student to an alternative educational program if thestudent refuses to comply with rules, refuses to pursue the requiredcourse of study or refuses to submit to the authority of teachers,administrators or the governing board. Ariz. Rev. Stat. §15-841(F).

DISCIPLINARY PROCEEDINGS

The school board has the authority to make rules for disciplining students. These decisions must be made through talking with teachers and parents of the district. These decisions must not violate the constitutional rights of the students. School board rules may include:

• penalties for repeatedly missing school;
• procedures for use of corporal (physical) punishment, if allowed by the governing board;
• procedures for use of physical force;
• procedures for dealing with students who may have committed a crime;
• notice and hearing procedures for students suspended for more than 10 days;
• procedures for readmitting students expelled or suspended for more than 10 days;
• appeal procedures for students suspended for more than 10 days if the decision to suspend the student was not made by the governing board. 

Authority of Teachers and Principals: Governing Boards may allow teachers and principals to recommend suspension and expulsion of students, and to temporarily remove disruptive students from class.

Posting Notice and Taking Minutes: Governing Boards shall post regular notice and take minutes of any hearing concerning discipline, suspension or expulsion of a student.

In any expulsion matter the governing board shall:

• decide whether or not to hold a hearing in executive session (a session closed to the public)
• give 5 day written notice of a hearing
• If the hearing is in executive session, provide a statement of the rights of parents to object
• Hold an open hearing if there are objections

Making Information Available: Minutes and testimony from executive session or open hearing for any suspension or expulsion shall be made available to parents, guardians or legal counsel.  Ariz. Rev. Stat. §15-843.

YES, bullying policies were signed into law at the end of Arizona’s 2011 legislative session. School boards must adopt and enforce policies and procedures to prohibit bullying. These policies must include bullying through electronic technology or communication through the use of school computers.

School Districts must:

• write definitions of harassment, intimidation, and bullying

• write procedures designed to protect students who have been physically harmed through bullying

•  give students a written copy of the rights, protections and support services available to students who have been bullied.

•  Reports of suspected cases of bullying must be in writing. Schools must keep the documentation on file for at least 6 years. Ariz. Rev. Stat. §15-341 (House Bill 2415, adopted April 19, 2011).

In addition, there is an anti-hazing policy:

• Every public school must write, post, and enforce a hazing prevention policy. 

• Hazing is defined as any intentional or reckless act committed by a student, whether individually or with other persons, against another student, and in which both of the following apply:

• The act was committed in connection with an initiation into or continuing membership in any organization that is affiliated  with the school

•  The act contributes to a significant risk of or causes potential physical injury, mental harm or making that person feel of a lower status. Ariz. Rev. Stat. §15-2301.

School boards may set student dress policy as long asit:

• is rationally related to maintaining order within school system,
• is not random (must be established for a set of reasons to create an effective learning environment)
• does not violate a student’s constitutional rights.

This includes prohibiting students from wearing clothes that show alcohol, drugs, tobacco and obscenities or exposing certain parts of the body. For attorney general opinions on dress codes please see: Ariz. Rev. Stat. §15-341.

School boards are given thepower to require students towear uniforms if they decide to do so. Ariz. Rev. Stat. §15-342(22).

Corporal punishment is left to the decision of the local school board. Ariz. Rev. Stat. §15-843.

“English language learner”(ELL) or “limited English proficient” (LEP) is defined as a child who:

• does not speak English or whose native language is not English,
• and who is not currently able to perform ordinary classroom work in English. 

Ariz. Rev. Stat. § 15-751(4); Ariz. Admin. Code R7-2-306.

The primary or home language for all new students who enroll in a school district or charter school shall be identified through a method defined by the superintendent of public instruction.  Ariz. Rev. Stat. § 15-756(A).

The English language proficiency of all students with a primary or home language other than English shall be assessed through giving students English language proficiency assessments in a manner decided by the superintendent of public instruction. The test scores adopted by the superintendent as indicating English language proficiency shall be based on the test publishers’ designated scores. Every year, the department shall request an appropriation to pay for the purchase of all language proficiency assessments, scoring and supporting materials as decided by the department for school districts and charter schools. Ariz. Rev. Stat. § 15-756(B).

If the school determines that a student is not English language proficient, the student will be classified as an English language learner and will be enrolled in an English language education program. Ariz. Rev. Stat. § 15-756(C). 

Arizona and federal law require school districts to administer an English proficiency test to:

• newly enrolled students whose primary language is not English; and
• students who are English learners as part of their annual assessment. 

Assessment shall be made within 60 days of beginning of school year or within 30 days of new enrollment. If the district receives funds under Title III of the No Child Left Behind Act of 2001, or another federal grant, the student assessment must be conducted earlier, 20 U.S.C. 6301 et seq. Reassessment shall occur every year until the student has achieved proficiency.

Englishlearners with disabilities will also be tested, with appropriateaccommodations and alternate assessments where necessary and as indicatedin their individual education program, under 20 USC § 1412.  Ariz. Rev. Stat. §§ 15-755-756 & Ariz. Admin. Code R7-2-306.

Childrenwho are English learners will be educated in English language classroomsthrough English immersion with special assistance during a temporarytransition period not normally intended to exceed one year. Local schoolsare encouraged to mix together in the same classroom English learners fromdifferent native-language groups but with the same degree of Englishfluency. Once English learners have acquired a good working knowledge ofEnglish and are able to do regular school work in English, they shall nolonger be classified as English learners and shall be transferred toEnglish language mainstream classrooms. Ariz. Rev. Stat.  §15-752.

Bilingual Education Programs: A parent or guardian may request placement of their child in classes where English and other subjects are taught using bilingual education techniques.  In order for students to participate in this program:

1. parents must visit the school each year and sign a waiver
2. Such waivers may be granted based on the individual circumstances and special needs of the child and may be rejected by teachers and local school districts without explanation or legal consequence.  Ariz. Rev. Stat. § 15-753.
   

Helpful documents or links

ArizonaDept. of Education Office of English Language Acquisition Services:

http://www.ade.az.gov/oelas/default.asp#standards

Schooldistricts with more than 5,000 students are required to provide educationprograms for students with learning problems to catch up to grade-levelwho don’t otherwise qualify for special education. Ariz. Rev. Stat. §§15-708; 709. In addition, special academic assistance is mandatedin grades 1-3 for those students who are having difficulty mastering thebasic curriculum requirements for entering 4^th grade.  Ariz. Rev.Stat. §15-715.

Each school district will provide giftededucation to gifted students. Screening shall be conducted using stateboard-approved tests. Students who score at or above 97% shall bedesignated as gifted. In addition, local school boards may use othercriteria to determine giftedness. Testing to determine eligibility forgifted instruction will include accommodation (or assistance) for studentswith a disability or difficulty with English. Ariz. Rev. Stat. § 15-779.01.

The ArizonaState Board of Education approved theCommon Core Standards (CCS) in June 2010 and adopted state-specificadditions in August 2010. The Arizona’s Instrument to MeasureStandards (AIMS) test will remainthe assessment tool for the current year. Full implementation of thestandards is required by 2013-2014.

http://www.ade.az.gov/standards/CommonCoreStandards/default.asp

In addition to Common Core Standards project, Arizona is a governing state in PARCC (Partnership for the Assessment of Readiness for College and Careers). PARCC is a group of 26 states that have joined together to create an assessment system and supporting tools that will help states significantly increase the number of students who graduate high school ready for college and careers and provide students, parents, teachers and policymakers with the tools they need to help students. PARCC focuses on helping students from grade 3 through high school to stay on track to graduate prepared.

http://www.ade.az.gov/standards/CommonCoreStandards/ELArolloutofPARCCOverview.pdf

Required Tests:

Arizonastudents are required to receive a passingscore on the reading, math and writing portion of the Arizona’s Instrument to MeasureStandards (AIMS) test. Ariz. Rev. Stat.  §15-701.01and Ariz. Admin. Codes R7-2-302, R7-2-302.01, and R7-2-302.02.

Number of Times Student Can Take Test:

Students have their first opportunity to test on AIMS HS Writing,Reading, and Mathematics during the spring semester of their second year(sophomore year) of high school. Students may retake the AIMS HS testsonce each fall and spring semester until graduation.

Are There Any Exemptions to the Test Requirement?

Students with an IEP (individualized education plan) or 504 plan(developed for special education students in accordance with the Code ofFederal Regulations (34 CFR 104)) are notrequired to pass any AIMS HS tests for graduation unless such arequirement is specifically identified in the IEP or 504 plan.

Required Classes for Graduation

• Class of 2011 – 20 credits:
  • English                    4 credits
  • Math                       2 credits
  • Science                  2 credits
  • Social Studies        2.5 credits
  • CTE/Fine Arts        1 credit
  • Electives                8.5 credits

• Class of 2012 – 20 credits, but Math and Social Studies each increased to 3credits (electives decreased)
  • English                    4 credits
  • Math                       3 credits
  • Science                  2 credits
  • Social Studies        3 credits
  • CTE/Fine Arts        1 credit
  • Electives                7 credits

• Class of 2013 – 22 credits, with Math increased to 4 credits and Scienceincreased to 3 credits (electives decreased)
  • English                    4 credits
  • Math                       4 credits
  • Science                  3 credits
  • Social Studies        3 credits
  • CTE/Fine Arts        1 credit
  • Electives                7 credits

Alternative Requirements (for those who fail to pass the AIMS Test)

Requirementschange from year to year.  Those inthe graduating class of 2011 who fail the AIMS Test may graduate if:

• They complete all course work and credits required with a passing grade

• They have taken the AIMS test each time it was offered when the student was eligible after 8/12/05

• They have participated in any academic remediation program available in the subject areas where the student has failed the AIMS test

A studentthat fails to meet the above requirements may appeal the decision to the local school board.

Schools mayincrease the score of those students that have failed to achieve a passingscore on any section of the AIMS test to meet the alternative graduationrequirements. School boards do this by providing additional points fromclassroom performance according to a formula outlined in the EducationCode.  Schools shall report to theArizona Dept. of Education the number of students that met the alternativegraduation requirements using this formula.  Ariz. Rev.Stat. §15-701.01 and§15-701.02.

Arizona has adopted the Common Core State Standards and a timelinefor implementation beginning in 2010 with full implementation by 2014.

Relevant links on state content and curriculum standards:

http://www.ade.az.gov/standards/commoncorestandards/default.asp

http://www.ade.az.gov/standards/contentstandards.asp

http://www.ade.az.gov/standards/default.asp

General

Arizona State Parent Information Resource Center (PIRC) is a technical assistance center helping schools, families and community agencies implement successful parental involvement programs and policies that lead to improvements in student academic achievement. The PIRC works with a network of state, regional and local partners to assists parents, teachers, principals, administrators and other school personnel in meeting the educational needs of children in the state.  Professional development opportunities are listed on their website.

Contact Information

ArizonaState PIRC

1851 East Queen Creek Road

Gilbert, Arizona 85297
877-278-3891 | Toll-free
480-224-2060 | Phone
http://www.azpirc.com/

ARIZONA STATE DEPARTMENT OF EDUCATION

Arizona State Board of Education
1535 West Jefferson, Bin 11
Phoenix, AZ 85007
Tel: (602) 542-5057
Email: stateboardinbox@azed.gov

http://azed.gov/

US DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS

Office for Civil Rights
U.S. Department of Education
Cesar E. Chavez Memorial Building
1244 Speer Boulevard, Suite 310
Denver, CO 80204-3582

Telephone: 303-844-5695
Email: OCR.Denver@ed.gov

• School district authority: In Arizona, the school district writes the discipline rules and gives the power to enforce these rules to the principal and/or teacher.

• School must distribute rules: Students shall be provided with all rules about discipline, suspension and expulsion at time of enrollment and at the beginning of the school year.

• Principal must follow school board rules: If a student is sent to the principal’s office,the principal shall respond with disciplinary measures that are consistentwith the rules of the school board. The school board gives to theprincipal the authority to remove a disruptive student from the classroom.  Ariz. Rev. Stat. §15-843.

REMOVAL FROM CLASS

A teacher may remove a student from class if either of the following conditions exists:

• The teacher has documented that the student has repeatedly interfered with the teacher’s ability to communicate effectively with the other students in the classroom or with the ability of the other students to learn.

• The teacher has determined that the student’s behavior is so unruly, disruptive or abusive that it seriously interferes with the teacher’s ability to communicate effectively with the other students in the classroom or with the ability of the other students to learn. Ariz. Rev. Stat. §15-841(A).

The governing board gives authority to the school superintendent or principal to suspend a student.

If there is no principal or superintendant, a teacher may suspend a student. Suspension shall be for good cause (for fair reasons that match what the student has been accused of) and shall be reported to the governing board within 5 days.  Ariz. Rev. Stat. §15-843(K).

A governing board is made up of members of the Arizona voting public who are concerned about public education in Arizona.  The governing board is based on the idea that control of public education makes schools flexible and responsive to the needs of the local community.  See Arizona School Board Association, Becoming a Board Member, http://www.azsba.org/static/index.cfm?contentID=122 (last visited June 27, 2011).

• Repeatedly and openly disobeyingauthority
• Continueddisruptive or disorderly behavior
• Violent behaviorthat includes use or display of a dangerous instrument or a deadly weapon

•  
  • Expulsion will be for no less than 1 year, however, that may be modified on a case by case basis if the student participates in mediation, community service, or giving property back to its owner.

• Repeatedly not attending school (afterage 16)
• Any other reasonthe school district decides is appropriate   Ariz. Rev. Stat. §15-841.

ALTERNATIVES TO SUSPENSION AND EXPULSION

• If the studentdoes not meet the requirements for expulsion, the school district mayreassign any student to an alternative education program under the law requiring1-year expulsions for students who threaten an educational institution andif goodcause exists for expulsion or for a long-termsuspension. Ariz. Rev. Stat. §15-841(E)

• A school districtmay also reassign a student to an alternative educational program if thestudent refuses to comply with rules, refuses to pursue the requiredcourse of study or refuses to submit to the authority of teachers,administrators or the governing board. Ariz. Rev. Stat. §15-841(F).

DISCIPLINARY PROCEEDINGS

The school board has the authority to make rules for disciplining students. These decisions must be made through talking with teachers and parents of the district. These decisions must not violate the constitutional rights of the students. School board rules may include:

• penalties for repeatedly missing school;
• procedures for use of corporal (physical) punishment, if allowed by the governing board;
• procedures for use of physical force;
• procedures for dealing with students who may have committed a crime;
• notice and hearing procedures for students suspended for more than 10 days;
• procedures for readmitting students expelled or suspended for more than 10 days;
• appeal procedures for students suspended for more than 10 days if the decision to suspend the student was not made by the governing board. 

Authority of Teachers and Principals: Governing Boards may allow teachers and principals to recommend suspension and expulsion of students, and to temporarily remove disruptive students from class.

Posting Notice and Taking Minutes: Governing Boards shall post regular notice and take minutes of any hearing concerning discipline, suspension or expulsion of a student.

In any expulsion matter the governing board shall:

• decide whether or not to hold a hearing in executive session (a session closed to the public)
• give 5 day written notice of a hearing
• If the hearing is in executive session, provide a statement of the rights of parents to object
• Hold an open hearing if there are objections

Making Information Available: Minutes and testimony from executive session or open hearing for any suspension or expulsion shall be made available to parents, guardians or legal counsel.  Ariz. Rev. Stat. §15-843.

YES, bullying policies were signed into law at the end of Arizona’s 2011 legislative session. School boards must adopt and enforce policies and procedures to prohibit bullying. These policies must include bullying through electronic technology or communication through the use of school computers.

School Districts must:

• write definitions of harassment, intimidation, and bullying

• write procedures designed to protect students who have been physically harmed through bullying

•  give students a written copy of the rights, protections and support services available to students who have been bullied.

•  Reports of suspected cases of bullying must be in writing. Schools must keep the documentation on file for at least 6 years. Ariz. Rev. Stat. §15-341 (House Bill 2415, adopted April 19, 2011).

In addition, there is an anti-hazing policy:

• Every public school must write, post, and enforce a hazing prevention policy. 

• Hazing is defined as any intentional or reckless act committed by a student, whether individually or with other persons, against another student, and in which both of the following apply:

• The act was committed in connection with an initiation into or continuing membership in any organization that is affiliated  with the school

•  The act contributes to a significant risk of or causes potential physical injury, mental harm or making that person feel of a lower status. Ariz. Rev. Stat. §15-2301.

School boards may set student dress policy as long asit:

• is rationally related to maintaining order within school system,
• is not random (must be established for a set of reasons to create an effective learning environment)
• does not violate a student’s constitutional rights.

This includes prohibiting students from wearing clothes that show alcohol, drugs, tobacco and obscenities or exposing certain parts of the body. For attorney general opinions on dress codes please see: Ariz. Rev. Stat. §15-341.

School boards are given thepower to require students towear uniforms if they decide to do so. Ariz. Rev. Stat. §15-342(22).

Corporal punishment is left to the decision of the local school board. Ariz. Rev. Stat. §15-843.

“English language learner”(ELL) or “limited English proficient” (LEP) is defined as a child who:

• does not speak English or whose native language is not English,
• and who is not currently able to perform ordinary classroom work in English. 

Ariz. Rev. Stat. § 15-751(4); Ariz. Admin. Code R7-2-306.

The primary or home language for all new students who enroll in a school district or charter school shall be identified through a method defined by the superintendent of public instruction.  Ariz. Rev. Stat. § 15-756(A).

The English language proficiency of all students with a primary or home language other than English shall be assessed through giving students English language proficiency assessments in a manner decided by the superintendent of public instruction. The test scores adopted by the superintendent as indicating English language proficiency shall be based on the test publishers’ designated scores. Every year, the department shall request an appropriation to pay for the purchase of all language proficiency assessments, scoring and supporting materials as decided by the department for school districts and charter schools. Ariz. Rev. Stat. § 15-756(B).

If the school determines that a student is not English language proficient, the student will be classified as an English language learner and will be enrolled in an English language education program. Ariz. Rev. Stat. § 15-756(C). 

Arizona and federal law require school districts to administer an English proficiency test to:

• newly enrolled students whose primary language is not English; and
• students who are English learners as part of their annual assessment. 

Assessment shall be made within 60 days of beginning of school year or within 30 days of new enrollment. If the district receives funds under Title III of the No Child Left Behind Act of 2001, or another federal grant, the student assessment must be conducted earlier, 20 U.S.C. 6301 et seq. Reassessment shall occur every year until the student has achieved proficiency.

Englishlearners with disabilities will also be tested, with appropriateaccommodations and alternate assessments where necessary and as indicatedin their individual education program, under 20 USC § 1412.  Ariz. Rev. Stat. §§ 15-755-756 & Ariz. Admin. Code R7-2-306.

Childrenwho are English learners will be educated in English language classroomsthrough English immersion with special assistance during a temporarytransition period not normally intended to exceed one year. Local schoolsare encouraged to mix together in the same classroom English learners fromdifferent native-language groups but with the same degree of Englishfluency. Once English learners have acquired a good working knowledge ofEnglish and are able to do regular school work in English, they shall nolonger be classified as English learners and shall be transferred toEnglish language mainstream classrooms. Ariz. Rev. Stat.  §15-752.

Bilingual Education Programs: A parent or guardian may request placement of their child in classes where English and other subjects are taught using bilingual education techniques.  In order for students to participate in this program:

1. parents must visit the school each year and sign a waiver
2. Such waivers may be granted based on the individual circumstances and special needs of the child and may be rejected by teachers and local school districts without explanation or legal consequence.  Ariz. Rev. Stat. § 15-753.
   

Helpful documents or links

ArizonaDept. of Education Office of English Language Acquisition Services:

http://www.ade.az.gov/oelas/default.asp#standards

Schooldistricts with more than 5,000 students are required to provide educationprograms for students with learning problems to catch up to grade-levelwho don’t otherwise qualify for special education. Ariz. Rev. Stat. §§15-708; 709. In addition, special academic assistance is mandatedin grades 1-3 for those students who are having difficulty mastering thebasic curriculum requirements for entering 4^th grade.  Ariz. Rev.Stat. §15-715.

Each school district will provide giftededucation to gifted students. Screening shall be conducted using stateboard-approved tests. Students who score at or above 97% shall bedesignated as gifted. In addition, local school boards may use othercriteria to determine giftedness. Testing to determine eligibility forgifted instruction will include accommodation (or assistance) for studentswith a disability or difficulty with English. Ariz. Rev. Stat. § 15-779.01.

The ArizonaState Board of Education approved theCommon Core Standards (CCS) in June 2010 and adopted state-specificadditions in August 2010. The Arizona’s Instrument to MeasureStandards (AIMS) test will remainthe assessment tool for the current year. Full implementation of thestandards is required by 2013-2014.

http://www.ade.az.gov/standards/CommonCoreStandards/default.asp

In addition to Common Core Standards project, Arizona is a governing state in PARCC (Partnership for the Assessment of Readiness for College and Careers). PARCC is a group of 26 states that have joined together to create an assessment system and supporting tools that will help states significantly increase the number of students who graduate high school ready for college and careers and provide students, parents, teachers and policymakers with the tools they need to help students. PARCC focuses on helping students from grade 3 through high school to stay on track to graduate prepared.

http://www.ade.az.gov/standards/CommonCoreStandards/ELArolloutofPARCCOverview.pdf

Required Tests:

Arizonastudents are required to receive a passingscore on the reading, math and writing portion of the Arizona’s Instrument to MeasureStandards (AIMS) test. Ariz. Rev. Stat.  §15-701.01and Ariz. Admin. Codes R7-2-302, R7-2-302.01, and R7-2-302.02.

Number of Times Student Can Take Test:

Students have their first opportunity to test on AIMS HS Writing,Reading, and Mathematics during the spring semester of their second year(sophomore year) of high school. Students may retake the AIMS HS testsonce each fall and spring semester until graduation.

Are There Any Exemptions to the Test Requirement?

Students with an IEP (individualized education plan) or 504 plan(developed for special education students in accordance with the Code ofFederal Regulations (34 CFR 104)) are notrequired to pass any AIMS HS tests for graduation unless such arequirement is specifically identified in the IEP or 504 plan.

Required Classes for Graduation

• Class of 2011 – 20 credits:
  • English                    4 credits
  • Math                       2 credits
  • Science                  2 credits
  • Social Studies        2.5 credits
  • CTE/Fine Arts        1 credit
  • Electives                8.5 credits

• Class of 2012 – 20 credits, but Math and Social Studies each increased to 3credits (electives decreased)
  • English                    4 credits
  • Math                       3 credits
  • Science                  2 credits
  • Social Studies        3 credits
  • CTE/Fine Arts        1 credit
  • Electives                7 credits

• Class of 2013 – 22 credits, with Math increased to 4 credits and Scienceincreased to 3 credits (electives decreased)
  • English                    4 credits
  • Math                       4 credits
  • Science                  3 credits
  • Social Studies        3 credits
  • CTE/Fine Arts        1 credit
  • Electives                7 credits

Alternative Requirements (for those who fail to pass the AIMS Test)

Requirementschange from year to year.  Those inthe graduating class of 2011 who fail the AIMS Test may graduate if:

• They complete all course work and credits required with a passing grade

• They have taken the AIMS test each time it was offered when the student was eligible after 8/12/05

• They have participated in any academic remediation program available in the subject areas where the student has failed the AIMS test

A studentthat fails to meet the above requirements may appeal the decision to the local school board.

Schools mayincrease the score of those students that have failed to achieve a passingscore on any section of the AIMS test to meet the alternative graduationrequirements. School boards do this by providing additional points fromclassroom performance according to a formula outlined in the EducationCode.  Schools shall report to theArizona Dept. of Education the number of students that met the alternativegraduation requirements using this formula.  Ariz. Rev.Stat. §15-701.01 and§15-701.02.

Arizona has adopted the Common Core State Standards and a timelinefor implementation beginning in 2010 with full implementation by 2014.

Relevant links on state content and curriculum standards:

http://www.ade.az.gov/standards/commoncorestandards/default.asp

http://www.ade.az.gov/standards/contentstandards.asp

http://www.ade.az.gov/standards/default.asp

General

Arizona State Parent Information Resource Center (PIRC) is a technical assistance center helping schools, families and community agencies implement successful parental involvement programs and policies that lead to improvements in student academic achievement. The PIRC works with a network of state, regional and local partners to assists parents, teachers, principals, administrators and other school personnel in meeting the educational needs of children in the state.  Professional development opportunities are listed on their website.

Contact Information

ArizonaState PIRC

1851 East Queen Creek Road

Gilbert, Arizona 85297
877-278-3891 | Toll-free
480-224-2060 | Phone
http://www.azpirc.com/

ARIZONA STATE DEPARTMENT OF EDUCATION

Arizona State Board of Education
1535 West Jefferson, Bin 11
Phoenix, AZ 85007
Tel: (602) 542-5057
Email: stateboardinbox@azed.gov

http://azed.gov/

US DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS

Office for Civil Rights
U.S. Department of Education
Cesar E. Chavez Memorial Building
1244 Speer Boulevard, Suite 310
Denver, CO 80204-3582

Telephone: 303-844-5695
Email: OCR.Denver@ed.gov